Reinforcement of Stereotypes in Television and Media

Reinforcement of Stereotypes in Television and Media Since the invention of television, racial, culture and ethnic stereotypes have been used to explain unknown cultures and ethnicities to those consuming content from this medium. Stereotypes on television were also used to gain new viewers whose ideals aligned with what was being presented in the programming as well keep viewers who may have been turned onto the show because of the stereotypes shown fit their perceptions of other races, cultures and ethnicities. However, many of these stereotypes paint certain racial, cultural, and ethnic groups in a negative light. These portrayals of race, ethnicity and culture in television negatively impact the way the groups portrayed as seen by people and are controlled by those who are in ownership positions at television conglomerates. Stereotypes are used in television to both frame what little is known about a race, ethnicity, or culture and to frame people in a way that make the characters relatable to those who are not informed. Media has long been criticized for their representations of African Americans on television. While the quantity of African-American portrayals has increased, the quality of these images has not. 1 Research using perceptions have shown that negative exposure to African-American portrayals in the media significantly influences evaluations of African-Americans in general and have an effect on viewers of all ages and races. 2 Studies have shown that on television, African-Americans are generally put into blue-collar occupations such as a house cleaner or postal worker while have shown that they are portrayed in roles such as servant, criminal, entertainer, or athlete. This is in stark comparison to the supervisory occupational roles regularly given to white television characters. 3 African- Americans are also regularly given negative personality traits and low achieving statuses. For viewers without their own base knowledge of African-Americans, these stereotypical portrayals cause them to create negative assumptions about African-Americans based on what they have seen on television. 4 Many programs on television do not display African-Americans in positive roles, but instead focus more on reaffirming negative stereotypes. However, media shapes and influences public perceptions and these negative stereotypes have the same impact on public perceptions. 5 Stereotypes are reinforced through the media, particularly on television. Because of time and dramatic constraints, producers, casting directors and casting agencies freely admit to stereotyping and using stock characters which are familiar to the audience. Characters are typecast based on what the script calls for based on stereotypes in an effort to make the hiring and writing processes easier and faster. For decades, working class men were portrayed as dumb, immature, irresponsible, and lacking in common sense. 6 As African-American men are more frequently typecast into working class, blue-collar occupations, this especially extends to African-American men. The production process in Hollywood studios and associated organizations gives rise to the use of stereotyping to meet the time demands of production. If a production company had an entire year to complete a season of 22 to 24 episodes, an episode would have to be produced on average every 2 weeks, which includes script writing , casting, staging, filming, and editing. 7 This pressure on the production team causes them to simplify as much as possible in order to streamline the process and thus allows for using stereotypes to make script writing and character casting easier.8 Creators will become more likely to stick to what is familiar to them as they do not have the time to become familiar enough with a racial, ethnic or cultural group to present a realistic portrayal of that group. For producers, casting directors and casting agencies, unless the idea behind the story is a contradictory to the stereotype, there is a strong pressure to use existing stereotypes to decrease the time spent casting characters and writing scripts. (Butsch 2014) This pressure also comes from media conglomerates whose main aim is to produce as much content as possible to make as much money as possible. One of the most obvious trends in media ownership is its increasing centralization into fewer and fewer companies. Media ownership has become so concentrated that as of the mid-2000s only five global firms dominated the industry in the United States; The Walt Disney Company, Time Warner, News Corporation, Viacom and the German company Bertlsmann AG. (Croteau, Hoynes, and Milan 2011).These conglomerates wield influence that extends to all parts of the multimedia entertainment. They produce newspapers, magazines, radio, television, books, and movies. Narissra M. Punyanunt-Carter. The Perceived Realism of African American Portrayals on Television. The Howard Journal of Communications. Accessed October 2, 2014. https://library.uoregon.edu/sites/default/files/data/guides/english/howard_journal_communications.pdf Ibid. Ibid. Ibid. Ibid. Richard Bush, â€Å"Six Decades of Social Class in American Television Sitcoms.† In Gender, Race, and Class in the Media: A Critical Reader. (Los Angeles, CA: SAGE Publishing, 2014), 507. Ibid., 513. Ibid. Bibliography Butsch, Richard. â€Å"Six Decades of Social Class in American Television Sitcoms.† In Gender, Race, and Class in Media: A Critical Reader, 507-516. Los Angeles: SAGE Publishing, 2014 Croteau, David P., Hoynes, William D., Milan, Stefania. â€Å"The Economics of the Media Industry.† In Gender, Race and Class in Media: A Critical Reader, 28-30. Los Angeles: SAGE Publishing, 2014. Originally published in David P. Croteau, William D. Hoynes and Stefania Milan, â€Å"The Economics of the Media Industry,† in Media/Society: Industries, Images Audiences (2011). Monk-Turner, Elizabeth, Mary Heiserman, Crystle Johnson, Vanity Cotton, and Manny Jackson. The Portrayal of Racial Minorities on Prime Time Television: A Replication of the Mastro and Greenberg Study a Decade Later. Studies in Popular Culture. http://pcasacas.org/SiPC/32.2/Monk-Turner_Heiserman_Johnson_Cotton_Jackson.pdf (accessed October 2, 2014). Punyanunt-Carter, Narissra M.. The Howard Journal of Communications. The Perceived Realism of African American Portrayals on Television. https://library.uoregon.edu/sites/default/files/data/guides/english/howard_journal_communications.pdf (accessed October 2, 2014). Randall, Steve . Primetime Racism on Fox. FAIR. http://fair.org/extra-online-articles/primetime-racism-on-fox/ (accessed October 2, 2014). The Opportunity Agenda. Social Science Literature Review: Media Representations and Impact on the Lives of Black Men and Boys. The Opportunity Agenda. http://www.racialequitytools.org/resourcefiles/Media-Impact-onLives-of-Black-Men-and-Boys-OppAgenda.pdf (accessed October 2, 2014). UPDATED: Fox News Long History Of Race-Baiting. Media Matters for America. http://mediamatters.org/research/2011/06/13/updated-fox-news-long-history-of-race-baiting/180529 (accessed October 2, 2014).

The Benefits of Vitamin E :: essays research papers

The benefits of vitamin E are now fairly well established. Out of a controversial past it has become clear that vitamin E plays important roles as an antioxidant, in your immune system, in preventing heart disease and even in helping prevent cancer. As if this wasn’t enough, the research continues into other beneficial effects that vitamin E may have. It’s not particularly easy to come by however meaning if you want to get all the benefits you probably should consider a supplement to your diet. Vitamin E has many uses. Vitamin E plays an important role as an antioxidant. This means that it is important in preventing the damaging effects of free radicals which are by-products of many normal body processes. Vitamin E can works alongside the other important antioxidants, vitamin C and beta-carotene. It is only relatively recently that the benefits of vitamin E in preventing heart disease have been well proven despite it being suspected since the 1940s. Studies have shown that taking regular vitamin E, either through diet or supplements can have quite dramatic effects to lower your risk of heart disease. In addition to it’s preventative effects, there have been other studies which have indicated that vitamin E can help stop the progression of heart disease which has already been established. Another way in which it acts is to help prevent severe blood clots which can in some cases be highly dangerous. So all around vitamin E can offer some great benefits against heart disease. It has been known for some time that vitamin E can boost the immune system. The antioxidant effects of vitamin E help the immune reaction, but in addition vitamin E works to protect cell membranes against being penetrated by attacking microbes. The idea that vitamin E might help prevent cancer came from observations that people with cancer often have low levels of vitamin E. So the question that needs answering is - does one cause the other? Do low levels of vitamin E make people more likely to develop cancer, or does having cancer cause your levels of vitamin E to drop? There is growing evidence that low levels of vitamin E do make you more likely to develop cancer. This is good news because we can do something about low levels of vitamin E – get more, and reduce our cancer risk. The antioxidant effects of vitamin E seem to be what is giving this protection. So far there is evidence of this effect in acting against colon, cervical and breast cancers and possibly lung cancer. Another benefit can come in patients who are receiving radiation therapy for cancer in whom vitamin E appears to help reduce the side effects of treatment. For normal nerve function vitamin E is essential.

Organizational Structure and Culture Essay

Knowledge – Mastery of facts, range of information in subject matter area. Skills – Proficiency, expertise, or competence in given area; e.g., science, art, crafts. Abilities – Demonstrated performance to use knowledge and skills when needed. KSA Definitions Interpersonal Skill Is aware of, responds to, and considers the needs, feelings, and capabilities of others. Deals with conflicts, confrontations, disagreements in a positive manner, which minimizes personal impact, to include controlling one’s feelings and reactions. Deals effectively with others in both favorable and unfavorable situations regardless of status of position. Accepts interpersonal and cultural diversity. Team Skill Establishes effective working relationships among team members. Participates in solving problems and making decisions. Communications Presents and expresses ideas and information clearly and concisely in a manner appropriate to the audience, whether oral or written. Actively listens to what others are saying to achieve understanding. Shares information with others and facilitates the open exchange of ideas and information. Is open, honest, and straightforward with others. Planning and Organizing Establishes courses of action for self to accomplish specific goals [e.g., establishes action plans]. Identifies need, arranges for, and obtains resources needed to accomplish own goals and objectives. Develops and uses tracking systems for monitoring own work progress. Effectively uses resources such as time and information. Organizational Knowledge and Competence Acquires accurate information concerning the agency components, the mission[s] of each relevant organizational unit, and the principal programs in the agency. Interprets and utilizes information about the formal and informal organization, including the organizational structure, functioning, and relationships among units. Correctly identifies and draws upon source[s] of information for support. Problem Solving and Analytical Ability Identifies existing and potential problems/issues. Obtains relevant information about the problem/issue, including recognizing whether or not more information is needed. Objectively evaluates relevant information about the problem/issue. Identifies the specific cause of the problem/issue. Develops recommendations, develops and evaluates alternative course of action, selects courses of action, and follows up. Judgment Makes well reasoned and timely decisions based on careful, objective review and informed analysis of available considerations and factors. Supports decisions or recommendations with accurate information or reasoning. Direction and Motivation Sets a good example of how to do the job; demonstrates personal integrity, responsibility, and accountability. Provides advice and assistance to help others accomplish their work. Directs/motivates self. Decisiveness Identifies when immediate action is needed, is willing to make decisions, render judgments, and take action. Accepts responsibility for the decision, including sustaining effort in spite of obstacles. Self-Development Accurately evaluates own performance and identifies skills and abilities as  targets of training and development activities related to current and future job requirements. Analyzes present career status. Sets goals [short and/or long term]. Identifies available resources and methods for self-improvement. Sets realistic time frames for goals and follows up. Flexibility Modifies own behavior and work activities in response to new information, changing conditions, or unexpected obstacles. Views issues/problems from different perspectives. Considers a wide range of alternatives, including innovative or creative approaches. Strives to take actions that are acceptable to others having differing views. Leadership Ability to make right decisions based on perceptive and analytical processes. Practices good judgment in gray areas. Acts decisively. KSA Definitions {General Supervisory/Manager Competencies} Problem Solving and Analytical Ability Identifies existing and potential problems; notes, understands, and includes the critical elements of problem situations; obtains and evaluates relevant information; demonstrates awareness that new and/or additional information sources are required; notes interrelationships among elements; identifies possible causes of the problems; recognizes the need to shift to an alternative course of action including innovative or creative approaches; and appropriately terminates information collection and evaluation activities. Planning and Organizing Identifies requirements; allocates, and effectively uses information, personnel, time, and other resources necessary for mission accomplishment; establishes appropriate courses of action for self and/or others to accomplish specific goals; develops evaluation criteria and tracking systems for monitoring goal progress and accomplishment; and specifies objectives, schedules, and priorities. Decisiveness Makes decisions, renders judgments, and takes action on difficult or unpleasant tasks in a timely fashion, to include the appropriate communication of both negative and positive information and decisions. Judgment Develops and evaluates alternative courses of action; makes decisions based on correct assumptions concerning resources and guidelines; supports decisions or recommendations with data or reasoning; defines and implements solutions to problems; and recognizes when no action is required. Communication Skill Presents and expresses ideas and information effectively and concisely in an oral and/or written mode; listens to and comprehends what others are saying; shares information with others and facilitates the open exchange of ideas and information; is open, honest, and straightforward with others; provides a complete and timely explanation of issues and decisions in a manner appropriate for the audience; and presents information and material in a manner that gains the agreement of others. Interpersonal Skill Is aware of, responds to, and considers the needs, feelings, and capabilities of others; deals effectively with others in favorable and unfavorable situations regardless of their status or position; accepts interpersonal and cultural differences; manages conflict/confrontations/ disagreements in a positive manner that minimizes personal impact, to include controlling one’s own feelings and reactions; and provides appropriate support to others. Direction and Motivation Motivates and provides direction in the activities of others to accomplish goals; gains the respect and confidence of others; appropriately assigns work and authority to others in the accomplishment of goals; provides advice and assistance as required. Supervisory role Performance Displays knowledge of the roles, responsibilities, and duties of supervisors and managers; accurately assesses the impact upon others of role performance; and supports and promotes organizational decisions, policies, programs, and initiatives such as EEO and Affirmative Action. Specialty Competence Understands and appropriately applies procedures, requirements, regulations, and policies; maintains credibility with others on specialty matters; uses appropriate procedures or systems in the operation and/or staff environment as the position requires. Organizational Knowledge Demonstrates knowledge of the department’s or agency’s organizational components, the mission[s] of each relevant organizational unit, and the principal programs in the organization. Leadership Establishes work standards and expectations for self and others. Appropriately assigns/delegates work and authority to others in the accomplishment of goals. Keeps goals and objectives in sight at all times, monitors progress toward goals, and works to overcome barriers and obstacles. Provides coaching, advice, and assistance as required; e.g., helps subordinates overcome obstacles and deal with problems. Appropriately assesses contributions and p performance of employees; provides appropriate recognition, and deals with problems as they arise. Instills in others a sense of pride in the job at hand. Executive Core Competencies [ECC] ECC #1Leading Change ECC #2Leading People ECC #3Results Driven ECC #4Business Acumen ECC #5Building Coalitions/Communications ECC #1 Leading Change This core qualification encompasses the ability to develop and implement an organizational vision which integrates key national and program goals, priorities, values, and other factors. Inherent to it is the ability to balance change and continuity – to continually strive to improve customer service and program performance within the basic government framework, to create a work environment that encourages creative thinking, and to maintain focus, intensity and persistence, even under adversity. Key Characteristics: 1. Exercising leadership and motivating managers to incorporate vision, strategic planning, and elements of quality management into the full range of the organization’s activities; encouraging creative thinking and innovation; influencing others toward a spirit of service; designing and implementing new or cutting edge programs/processes. 2. Identifying and integrating key issues affecting the organization, including political, economic, social, technological, and administrative factors. 3. Understanding the roles and relationships of the components of the state or regional policy making and implementation process, including the Governor, legislature, the judiciary, local governments, and interest groups; and formulating effective strategies to balance those interests consistent with the business of the organization. 4. Being open to change and new information; tolerating ambiguity; adapting behavior and work methods in response to new information, changing conditions, or unexpected obstacles; adjusting rapidly to new situations warranting attention and resolution. 5. Dealing effectively with pressure; maintaining focus and intensity and remaining persistent, even under adversity; recovering quickly from setbacks. 6. Displaying a high level of initiative, effort, and commitment to public service; being proactive and achievement-oriented; being self-motivated; pursuing self-development; seeking feedback from others and opportunities to master new knowledge. Leadership Competencies Creativity and Innovation – Develops new insights into situations and applies innovative solutions to make organizational improvements; creates a work environment that encourages creative thinking and innovation; designs and implements new or cutting-edge programs/processes. Resilience – Deals effectively with pressure; maintains focus and intensity and remains optimistic and persistent, even under adversity. Recovers quickly from setbacks. Effectively balances personal life and work. Continual Learning – Grasps the essence of new information; masters new technical and business knowledge; recognizes own strengths and weaknesses; pursues self-development; seeks feedback from others and opportunities to master new knowledge. Service Motivation – Creates and sustains an organizational culture which encourages others to provide the quality of service essential to high performance. Enables others to acquire the tools and support they need to perform well. Shows a commitment to public service. Influence others toward a spirit of service and meaningful contributions to mission accomplishment. External Awareness – Identifies and keeps up to date on key national and international policies and economic, political, and social trends that affect the organization. Understands near-term and long-range plans and determines how best to be positioned to achieve a competitive business advantage. Strategic Thinking – Formulates effective strategies consistent with the business and competitive strategy of the organization. Examines policy issues and strategic planning with a long-term perspective. Determines objectives and sets priorities; anticipates potential threats or opportunities. Flexibility – Is open to change and new information; adapts behavior and wok methods in response to new information, changing conditions, or unexpected obstacles. Adjust rapidly to new situations warranting attention and resolution. Vision – Takes a long-term view and acts as a catalyst for organizational change; builds a shared vision with others. Influences others to translate vision into action. ECC #2 Leading People This core competency involves the ability to design and implement strategies which maximize employee potential and foster high ethical standards in meeting the organization’s vision, mission, and goals. Key Characteristics: 1. Providing leadership in setting the workforce’s expected performance levels commensurate with the organization’s strategic objectives; inspiring, motivating, and guiding others toward total accomplishment; empowering people by sharing power and authority. 2. Promoting quality through effective use of the organization’s performance management system [e.g., establishing performance standards, appraising staff accomplishments using the developed standards, and taking action to reward, counsel, or remove employees, as appropriate]. 3. Valuing cultural diversity and other differences; fostering an environment where people who are culturally diverse can work together cooperatively and effectively in achieving organizational goals. 4. Assessing employees’ unique developmental needs and providing developmental opportunities which maximize employees’ capabilities and contribute to the achievement of organizational goals; developing leadership in others through coaching and mentoring. 5. Fostering commitment, team spirit, pride, trust, and group identity; taking steps to prevent situations what could result in unpleasant confrontations. 6. R3solving conflicts in a positive and constructive manner; this includes promoting labor/management partnerships and dealing effectively with employee relations matters, attending to morale and organizational climate issues, handling administrative, labor management, and EEO issues, and taking disciplinary actions when others means have not been successful. Leadership Competencies Conflict Management – Identifies and takes steps to prevent potential situations that could result in unpleasant confrontations. Manages and resolves conflicts and disagreements in a positive and constructive manner to minimize negative impact. Integrity/Honesty – Instills mutual trust and confidence; creates a culture that fosters high standards of ethics; behaves in a fair and ethical manner toward others, and demonstrates a sense of corporate responsibility and commitment to public service. Cultural Aw3areness – Initiates and manages cultural change within the organization to impact organizational effectiveness. Values cultural diversity and other individual differences in the workforce. Ensures that the organization builds on these differences and that employees are treated in a fair and equitable manner. Team Building – Inspires, motivates, and guides others toward goal accomplishments. Consistently develops and sustains cooperative working relationships. Encourages and facilitates cooperation within the organization and with customer groups; fosters commitment, team spirit, pride, trust. Develops leadership in others through coaching, mentoring, rewarding, and guiding employees. ECC #3 Results Driven This core competency stresses accountability and continuous improvement. It includes the ability to make timely and effective decisions and produce results through strategic planning and the implementation and evaluation of programs and policies. Key Characteristics: 1. Understanding and appropriately applying procedures, requirements, regulations, and policies related to specialized expertise; understanding linkages between administrative competencies and mission needs; keeping current on issues, practices, and procedures in technical areas. 2. Stressing results by formulating strategic program plans which assess policy/program feasibility and include realistic short and long-term goals and objectives. 3. Exercising good judgment in structuring and organizing work an setting priorities; balancing the interests of clients and readily readjusting priorities to respond to customer demands. 4. Anticipating and identifying, diagnosing, and consulting on potential or actual problem areas relating to program implementation and goal achievement; selecting from alternative courses of corrective action, and taking action from developed contingency plans. 5. Setting program standards; holding self and others accountable for achieving these standards; acting decisively to modify them to promote customer service and/or quality of programs and policies. 6. Identifying opportunities to develop and market new products and services with or outside of the organization; taking risks to pursue a recognized benefit or advantage. Leadership competencies Accountability – Assures that effective controls are developed and maintained to ensure the integrity of the organization. Holds self and others accountable for rules and responsibilities. Can be relied upon to ensure that projects within areas of specific responsibility are completed in a timely manner and within budget. Monitors and evaluates plans; focuses on results and measuring attainment of outcomes. Entrepreneurship – Identifies opportunities to develop and market new products and services within or outside of the organization. Is willing to take risks; initiates actions that involve a deliberate risk to achieve a recognized benefit or advantage. Customer Service – Balancing interests of a variety of clients; readily readjust priorities to respond to pressing and changing client demands. Anticipates and meets the need of clients; achieves quality end-products; is committed to continuous improvement of services. Problem Solving – Identifies and analyzes problems; distinguishes between relevant and irrelevant information to make logical decisions; provides solutions to individual and organizational problems. Decisiveness – Exercises good judgment by making sound and well-informed decision; perceives the impact and implications of decisions; makes effective and timely decisions, even when data is limited or solutions produce unpleasant consequences; is proactive and achievement oriented. Technical Credibility – Understands and appropriately applies procedures, requirements, regulations, and policies related to specialized expertise. Is able to make sound hiring and capital resource decisions and to address training and development needs. Understand linkages between administrative competencies and mission needs. ECC #4 Business Acumen This core competency involves the ability to acquire and administer human, financial, material, and information resources in a manner which instills public trust and accomplishes the organization’s mission, and to use new technology to enhance decision making. Key Characteristics 1. Assessing current and future staffing needs based on organizational goals and budget realities. Applying sound human resource principles to develop, select, and manage a diverse workforce. 2. Overseeing the allocation of financial resources; identifying cost-effective approaches; establishing and assuring the use of internal controls for financial systems. 3. Managing the budgetary process, including preparing and justifying a budget and operating the budget under organizational and legislative procedures; understanding the marketing expertise necessary to ensure appropriate funding levels. 4. Overseeing procurement and contracting procedures and processes. 5. Integrating and coordinating logistical operations. 6. Ensuring the efficient and cost-effective development and utilization of management information systems and other technological resources that meet the organization’s needs; understanding the impact of technological changes on the organization. Leadership Competencies Financial Management – Demonstrates broad understanding of principles of financial management and marketing expertise necessary to ensure appropriate funding levels. Prepares, justifies, and/or administers the budget for the program area; uses cost-benefit thinking to set priorities; monitors expenditures in support of programs and policies, Identifies cost-effective approaches. Manages procurement and contracting. Technological Management – Uses efficient and cost-effective approaches to integrate technology into the workplace and improve program effectiveness. Develops strategies using new technology to enhance decision making. Understands the impact of technological changes on the organization. Human Resource Management – Assesses current and future staffing needs based on organizational goals and budget realities. Using merit principles, ensure staff are appropriately selected, developed, utilized, appraised, and rewarded; takes corrective action. ECC #5 Building Coalitions/Communication This core competency involves the ability to explain, advocate and express facts and ideas in a convincing manner, and negotiate wit5h individuals and groups internally and externally. It also involves the ability to develop an expansive professional network with other organizations, and to identify the internal and external politics that impact the work of the organization. Key Characteristics 1. Representing and speaking for the organizational unit and its work [e.g., presenting, explaining, selling, defining, and negotiating] to those within and outside the office [e.g., agency heads and other government executives; corporate executives; Department of Administrative Services budget officials; legislative members and staff; the media; governor’s office; clientele and professional groups]; making clear and convincing oral presentations to individuals and groups; listening effectively and clarifying information; facilitating an open exchange of ideas. 2. Establishing and maintaining working relationships with internal organizational units [e.g., other program areas and staff support functions]; approaching each problem situation with a clear perception of organizational and political reality; using contacts to build and strengthen internal support bases; getting understanding and support from higher level management. 3. Developing and enhancing alliances with external groups [e.g., other agencies or firms, state and local governments, legislature, and clientele groups]; engaging in cross-functional activities; finding common ground with a widening range of stakeholders. 4. Working in groups and teams; conducting briefings and othe45r meetings; gaining cooperation from others to obtain information and accomplish goals; facilitating â€Å"win-win† situations. 5. Considering and responding appropriately to the needs, feelings, and capabilities of different people in different situations is tactful and treats others with respect. 6. Seeing that reports, memoranda, and other documents reflect the position and work of the organization in a clear, convincing, and organized manner. Leadership Competencies Influencing/Negotiating – Persuades others; builds consensus through give and take; gains cooperation from others to obtain information and accomplish goals; facilitates â€Å"win-win† situations. Partnering – Develops networks and builds alliances, engages in cross-functional activities; collaborates across boundaries, and finds common ground with a widening range of stakeholders. Utilizes contacts to build and strengthen internal support bases. Interpersonal Skills – Considers and responds appropriately to the needs, feelings, and capabilities of different people in different situations; is tactful, compassionate and sensitive, and treats others with respect. Political Savvy – Identifies the internal and external politics that impact the work of the organization. Approaches each problem situation with a clear perception of organizational and political reality; recognizes the impact of alternative courses of action. Oral Communication – Makes clear and convincing oral presentations to individuals or groups; listens effectively and clarifies information as needed; facilitates an open exchange of ideas and fosters an atmosphere of open communication. Written Communication – Expresses facts and ideas in writing in a clear, convincing and organized manner.

Free Essays on How Students Learn

Major Paper Outline I) Intro  ¨ How students learn  ¨ Factors that influence (a) Learning styles (b) Motivation of Students (c) Developmental stages (d) Brain Research/Memory (e) Personal Belief (f) Assessment (g) Multiple Intelligence Learning (h) Experiences II) Learning Styles  ¨ Definition  ¨ Physical surroundings  ¨ Culture/Personality III) Motivation of Students  ¨ Definition  ¨ Intrinsic/Extrinsic Motivation IV) Developmental Stages  ¨ Psychosocial (a) Erikson  ¨ Cognitive (a) Piaget V) Brain Research/Memory  ¨ Definition  ¨ Standard Memory Model (a) Encoding (b) Storage (c) Retrieval VI) Personal Belief  ¨ Philosophy VII) Assessment  ¨ Definition  ¨ Formal/Informal  ¨ Criterion-referenced/Norm-referenced Assessment as feedback VIII) Multiple Intelligence Learning  ¨ Definition  ¨ 8 types of intelligence IX) Experiences  ¨ Episodic memory X) Conclusion How Students Learn There are many factors that influence how students learn and to be and effective teacher you need to understand them. Factors that should be looked at include: learning styles, motivation of students, developmental stages, discipline, brain research, a students personal belief, how you assess students, multiple intelligence learning and experiences. Depending on which academic level you apply these to, each will give you a different understanding of how students at that level learn. In this essay, the factors mentioned above, will be applied to students in secondary education. The first factor deals with student leaning styles and how they affect the way in which students learn. Learning styles are students’ individual preferences or needs for different learning conditions. Students have different preferences for aspects of the classroom environment. Physical surroundings that are uncomfortable to students can take away from their learning. In Secondary education, students are more likely to be ... Free Essays on How Students Learn Free Essays on How Students Learn Major Paper Outline I) Intro  ¨ How students learn  ¨ Factors that influence (a) Learning styles (b) Motivation of Students (c) Developmental stages (d) Brain Research/Memory (e) Personal Belief (f) Assessment (g) Multiple Intelligence Learning (h) Experiences II) Learning Styles  ¨ Definition  ¨ Physical surroundings  ¨ Culture/Personality III) Motivation of Students  ¨ Definition  ¨ Intrinsic/Extrinsic Motivation IV) Developmental Stages  ¨ Psychosocial (a) Erikson  ¨ Cognitive (a) Piaget V) Brain Research/Memory  ¨ Definition  ¨ Standard Memory Model (a) Encoding (b) Storage (c) Retrieval VI) Personal Belief  ¨ Philosophy VII) Assessment  ¨ Definition  ¨ Formal/Informal  ¨ Criterion-referenced/Norm-referenced Assessment as feedback VIII) Multiple Intelligence Learning  ¨ Definition  ¨ 8 types of intelligence IX) Experiences  ¨ Episodic memory X) Conclusion How Students Learn There are many factors that influence how students learn and to be and effective teacher you need to understand them. Factors that should be looked at include: learning styles, motivation of students, developmental stages, discipline, brain research, a students personal belief, how you assess students, multiple intelligence learning and experiences. Depending on which academic level you apply these to, each will give you a different understanding of how students at that level learn. In this essay, the factors mentioned above, will be applied to students in secondary education. The first factor deals with student leaning styles and how they affect the way in which students learn. Learning styles are students’ individual preferences or needs for different learning conditions. Students have different preferences for aspects of the classroom environment. Physical surroundings that are uncomfortable to students can take away from their learning. In Secondary education, students are more likely to be ...

Memorandum-Violence Against Women Act Essays - Free Essays

Memorandum-Violence Against Women Act Essays - Free Essays Memorandum-Violence Against Women Act Violence Against Women Act The Violence Against Women Act creates a right to be "free from crimes of violence" that are gender motivated. It also gives a private civil right of action to the victims of these crimes. The Senate report attached to the act states that "Gender based crimes and fear of gender based crimes...reduces employment opportunities and consumer spending affecting interstate commerce." Sara Benenson has been abused by her husband, Andrew Benenson, since 1978. Because of this abuse, she sued her husband under various tort claims and violations under the Violence Against Women Act. Now Mr. Benenson is protesting the constitutionality of this act claiming that Congress has no right to pass a law that legislates for the common welfare. However, Congress has a clear Constitutional right to regulate interstate commerce. This act is based solely on interstate commerce and is therefore Constitutional. Because of abuse, Sara Benenson was afraid to get a job because it would anger her husband. She was afraid to go back to school and she was afraid to go shopping or spend any money on her own. All three of these things clearly interfere and affect interstate commerce. Women like Mrs. Benenson are the reason the act was passed. There has been a long history of judgements in favor of Congress's power to legislate using the commerce clause as a justification. For the past fifty years, Congress's right to interpret the commerce clause has been unchallenged by the Court with few exceptions. There is no rational reason for this court to go against the powerful precedents set by the Supreme court to allow Congress to use the Commerce clause. In the case of Katzenbach v. McClung, the Court upheld an act of Congress which was based on the commerce clause, that prohibited segregation. McClung, the owner of a barbeque that would not allow blacks to eat inside the restaurant, claimed that his business was completely intrastate. He stated that his business had little or no out of state business and was therefore not subject to the act passed by Congress because it could not legislate intrastate commerce. The Court however, decided that because the restaurant received some of it's food from out of state that it was involved in interstate commerce. The same logic should be applied in this case. Even though Sara Benenson's inability to work might not seem to affect interstate commerce, it will in some way as with McClung, thus making the act constitutional. The Supreme Court had decided that any connection with interstate commerce,as long as it has a rational basis, makes it possible for Congress to legislate it. In the United States v. Lopez decision, The Supreme Court struck down the Gun Free School Zones Act. It's reasoning was that Congress had overstepped it's power to legislate interstate commerce. The Court decided that this act was not sufficiently grounded in interstate commerce for Congress to be allowed to pass it. The circumstances in this case are entirely different than in the case of Sara Benenson. For one thing, the Gun Free School Zones Act was not nearly as well based in the commerce clause as is our case. The Gun act said that violence in schools kept student from learning and therefore limited their future earning power. It also said that violence affected national insurance companies. These connections are tenuous at best and generally too long term to be considered. However, in the case of Mrs. Benenson, her inability to work and spend directly and immediately affected interstate commerce. Therefore, the Lopez decision should not have any part in the decision of this case. The Supreme Court, in McCulloch v. Maryland, gave Congress the right to make laws that are out of their strict Constitutional powers so as to be able to fulfill one of their Constitutional duties. In this case, the Court allowed the federal government to create a bank. There is no Constitutional right to do this and Maryland challenged the creation of this bank. The high court ruled that in order for Congress to be able to accomplish it's duties. The same logic should be applied here. The Violence Against Women Act is an example of Congress overstepping it's direct Constitutional rights so it can better regulate and facilitate interstate commerce. In order for Congress to legislate interstate commerce fairly, it must allow people to be able to work and spend as they should be able to. If a woman is afraid of being abused if she gets a job or spends money, it affects

Designing neew product Essay Example | Topics and Well Written Essays - 2500 words

Designing neew product - Essay Example Organizations are faced with high intensity of competition within the industry and also from new entrants. There is even competition from the outside players as well. Every business has to innovate to stay ahead in the competitive market. No business can afford to offer the same unchanged product. This will lead to a decrease in sale and profits reduced. Hence new product development has become an indispensable strategy for any organization in order to build a competitive advantage and carry out its operations effectively in the market place. Discussion The advancement in information and communication technology, computes etc., is influencing almost all aspects of the business world, from networking to marketing, research and development. Understanding and effectively utilizing the advancements in this technology are vital for any business if they aspire to continuously grow their business and attract new customers and clients. Technology is transforming the core of innovation. With the help of technology, companies can now test new ideas with unimaginable speed and minimum prices. Online resources help a company to test market its product or service after the initial development, to assess or evaluate the viability of the product and make necessary changes according to customer feedback. Technological advancements have helped companies to launch their innovative initiatives within no time and with least amount they have ever imagined. As information technology becomes cheaper and available to public at large, the competition for continuously growing and developing innovative products and services for the customers is becoming a necessity for companies to thrive. This makes continuous use of advancement in information technology very crucial for companies for constant innovation and growth in the market. There are various ways by which market can be segmented such as demographic segmentation, geographic segmentation, psychographic and behavioural segmentation ( Pride, Hughes & Kapoor, 2011, p.343). The present generation of young people are tech-savvy. This generation want quick solutions for everything, starting from their daily requirements, likes and preferences, means of pleasure etc. Customers look for products with multiples features or products and devices which are multi-tasking. Considering the present trend of consumers, two products can be targeted. Wrist watch is a common accessory today, which is not only used as a time tracker but has become a status symbol, owing to the continuous developments in the design and features. People, especially college students and young working professionals also carry with them music players such as iPod and other music devices. These people are music lovers and like to listen to music during their free hours such as travelling and lunch and also sometimes during work. Sometimes it becomes tedious to take iPods or music players everywhere they go. They also forget to carry it sometimes, as it i s not a regular accessory like a wristwatch. Looking at this opportunity the new product which has been planned to develop and launch in the market will be an innovative wrist watch with an embedded music system or music player in it. The music system will be equipped with a wireless Bluetooth. The watch will work as a touch screen for changing songs and folders. Wrist Watch with Music: A Brief Overview The new product whi

Why are firms differentially effective and what this means in terms of Essay

Why are firms differentially effective and what this means in terms of efficiency - Essay Example However, if next year, the government decides to implement duties again, the manufacturers exporting their vehicles to Pakistan will suffer and undoubtedly all the marketing efforts of the manufacturers would be less effective as compared to previous years. 2. Consumer preferences: Consumer Behavior is a variable prone to changes anytime, which is why the saying has it "change is the only constant". A good example would be from the Fast Moving Consumer Goods Market (FMCG's) which generally tend to be low involvement goods and the prices are a smaller percentage of consumer spending power. A marketing campaign for "SOFT-goat milk whitening soap" might have been effective in the early nineties but would not be effective in year 2008 when the awareness about animal testing is high and public opinion is against products of companies that use animal testing. An old marketing campaign in such circumstances would fail. 3. Industry Dynamics: This refers to the industry in itself and the changing relationships with the various stakeholders for example distributors, suppliers, investors and competitors. For example Unilever is the market leader in beauty Soaps category has maintained its leadership in market for over ten years. The tendency of Unilever would be to provide lesser margins to its retailers and distributors.