Attitudes towards e

Different faculty member’s attitudes towards e-learning E-learning is increasingly becoming popular in higher education with universities expanding provision as more students sign up for this type of learning module. It is against this reason that there is growing interest among scholars to offer in-depth study on e-learning.Advertising We will write a custom dissertation sample on Attitudes towards e-learning specifically for you for only $16.05 $11/page Learn More E-learning may be defined as learning process that entails use of various technological tools that are web-enabled for purposes of acquiring desired knowledge (Paravantis, 2010). Although the adoption of e-learning has been expanding rapidly, its key success factor is highly dependant on users’ attitudes who are primarily comprised of students and faculty members. In literature, attitudes have been strongly linked with behavior hence many scholars have undertaken independent stu dies via various methodological approaches to investigate e-learning attitudes among students and faculty members. Attitude can be defined as either positive or negative evaluation of people, object or situations that are likely to affect behavior (Narme, 2008). Various literary studies in psychology have identified three major components, namely affective (beliefs or opinions), cognitive (emotional) and behavioral (intention to behave in specific manner) that affects a person’s attitude towards a particular entity (Narme, 2008). Similarly, specific studies on e-learning taking into consideration the above attitudes components have positively indicated that faculty attitudes towards e-learning can either promote or hinder their willingness to teach and embrace online learning (Liaw, Huang, Chen, 2007). In addition, the latter assert that effective implementation of e-learning technology is dependent on the faculty attitudes and that positive attitude is the greatest incentiv e when adopting e-learning. The role of attitude in the adoption of e-learning has become critical issue and as such, instructors have been overly concerned about several factors that influence faculty attitudes towards e-learning. This is because as Liaw, Huang, Chen (2007) point out, unless considerable effort is made to cultivate positive attitudes among faculty members, the adoption of e-learning in universities is doomed to fail.Advertising Looking for dissertation on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Empirical studies have identified several variables that are directly linked to user’s attitudes towards the use of computers. Significant relationship between self efficacies, perceived enjoyment, behavioral intention, perceived usefulness, perceived system satisfaction and multimedia instruction tools and faculty members have been established as expounded below. Variables Prior researches along the same li ne of thinking by had employed the technology acceptance model (TAM) to predict and explain the impact of dependent variables cited above on faculty member’s attitudes towards e-learning in Saudi Arabia as well as in other parts of the world. The basic assumption of the model is the implication that positive adoption of technology depends on the user’s intention to use and the attitudes towards the technology in question (Abouchedid Eid, 2004). The initial as well as subsequent researches positively concluded that the variability in attitudes was highly dependent on how the user perceived the technology in terms of usefulness and self efficacy (Abouchedid Eid, 2004). Liaw, Huang and Chen (2007) in their study, unanimously agreed with the recent empirical researches that technological self efficacy, perceived usefulness and behavioral intention among the user was the main determinant of the concurrent attitudes. Behavior intention has been viewed as the predictor of t he actual behavior and (Cheon, Song Jones, 2010) defines it as person’s conscious plan to carry out or not to carry out a specified behavior in the future, and the degree of the formulated plans varies from individual to another. Additionally, the concept of self efficacy was proposed by Albert Bandura (1997), and in the e-learning arena the term has been defined as a person’s belief on his capability to effectively use technology to improve learning or teaching (Elham, 2009). Depending on the level of self efficacy, the attitudes towards e-learning varied from one individual to another (Abouchedid Eid, 2004). The pattern of their results indicated that ability to use the computer equated to mean computer self efficacy elicited positive attitudes among faculty member’s and vice versa (Liaw, Huang and Chen, 2007).Advertising We will write a custom dissertation sample on Attitudes towards e-learning specifically for you for only $16.05 $11/page Learn More To expound on the meaning of perceived usefulness of learning Abouchedid Eid (2004) define the term as the type of perceptions on the essentiality of a particular technology in the performance of a particular job, which in turn determines that person’s attitudes. In their study Abouchedid and Eid (2004) had concluded that e-learning attitudes among faculty members varied significantly depending on the level of perceived usefulness of e-learning technology in promoting job performance, and similar conclusions were highlighted in Liaw, Huang and Chen (2007) study. The above notion implies that lectures who perceived e-learning as useful were likely to change their intention and subsequent attitude to adopt the system positively (Abouchedid Eid, 2004). Closely related is the impact of perceived enjoyment on learners and faculty member’s attitude towards e-leaning. Shirley (2002) explains that perceived enjoyment is the intrinsic motivation that is dependent on the user’s perception of the pleasure derived from using the computer in e-learning. Shirley (2002) tested the above variable based on assumption that it impacted on faculty members attitudes towards e-learning adoption. The earlier as well as the latter study by Liaw, Huang and Chen (2007) concluded that attitudes varied significantly depending on the level of perceived enjoyment. Additionally, Cheon, Song and Jones (2010) extended their variables to include perceived system satisfaction variable to test its impact on teacher’s attitudes towards e-learning. The study aimed to test the effect of the general perception about the capability of e-learning to satisfy a learners needs, and how it impacted on the faculty member’s attitude towards the adoption e-learning. This prior study showed that user’s gauged the ability of a system to satisfy the required need based on its flexibility, integration, reliability, accessibility, stability, ease of use and so on. Similarly, Liaw, Huang and Chen (2007) used similar parameters to measure perceived e-learning system satisfaction, and extended their study by measuring how the perceptions impacted on faculty member’s attitudes.Advertising Looking for dissertation on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Further analysis of their study results showed significant disparities among faculty member’s attitudes depending on the perceived system satisfaction in meeting e-learner’s needs (Liaw, Huang and Chen, 2007). In addition, studies in the adoption of e-learning system around the world, Saudi Arabia included, have also focused on the role of modern e-learning tools in shaping the learners attitudes towards the adoption of e-learning (Shirley, 2002). On the other hand, Liaw, Huang and Chen (2007) extended this prior empirical study by testing the impact of multimedia instruction tools on faculty member’s attitudes towards e-learning. However, the impact of multimedia instruction tools used in e-learning cannot be viewed autonomous to self-efficiency as both variables are directly linked; In that the user’s belief about his/her capability to use multimedia tools promotes self-efficacy, and by extension elicits positive attitudes towards e-learning. Therefore, the level of self efficacy on the usage of multimedia instruction tools significantly impacted on the attitudes outcomes and varied from one individual to another (Liaw, Huang and Chen, 2007). In a different, but, closely related study carried out by Qudais, Al-Adhaileh and Al-Omari (2010), the attitude of senior members of most faculties towards e-learning was found to be positive. Most of them thought that conducting classes online is not only enjoyable but also stimulating. In the same research, attitude towards the use of modern technology was not influenced by gender, teaching experience or the nature of their institutions. In yet another empirical study by Al Mothana (2009), faculty members had positive attitude towards e-learning with more interest attached to internet based distance education. There was a strong positive relationship between the faculty member’s attitude towards e-learning and its perceived value. A similar study conducted by Albalawi (2000) also rev ealed that most faculty members had a positive attitude towards adopting web based instruction by institutions of higher learning. Almuqayteeb (2009) study on female attitudes towards use of technology revealed that there was positive attitude in using internet based computer in learning. Paravantis (2010) analyses on elementary female teachers towards e-learning indicated that many were willing to embrace it in spite of myriad perceived or real challenges. Shea, Pickett and Li (2005) also researched and concluded that most faculty members regardless of gender were satisfied with e-learning and that they were willing to engage more students due to benefits which came with it. Tzy and Jung (2006) study on examining attitudes of faculty towards teaching online courses, the faculty expressed positive attitudes towards participation in online teaching. A study to reveal the gender differences in attitude towards usage of information and related applications in teaching by McKenzie et al . (2005) there was equal level of positive attitudes displayed by both genders. Qudais, Mosleh and Al-Omari (2010) study identified the attitude towards e-learning to be positive and most of them were willing to be trained to enable them practice. The study also revealed that some faculty members needed financial support to motivate them in using the technology. This has also been supported by the study by Newton (2003) which revealed positive attitude of the faculty members which was also supported by Allan and Will (2001). A study by Agboola (2005) on assessing the awareness and perceptions of academic staff in using E-learning as a tool for instructional delivery in post secondary institutions more than half of the faculty members were willing to embrace it in their teaching methods. Ruth et al. (2009) study on the motivators and inhibitors for university faculties revealed that incentives in the education sector such as e-learning contributes to their positive attitudes towards the adoption of technology. Motivation leads them to developing positive attitudes towards electronic and distance education courses. Cardwell-Hampton (2008) study found that lack of experience and skills in the use of technology makes the faculty members to have negative perception about the embracing the technology. Challenges facing university faculty members towards e-learning In a research conducted by Alajmi (2010), it identified the differences in the demographic characteristics to the main cause of the challenge. Younger faculty members perceived fewer barriers towards e-learning than older faculty members. Different demographic systems registered differences in their perceived challenges towards e-learning. A similar study by Elham (2009) on the potential of implementing online professional training development attempted to find factors which could affect implementation of online training. According to the findings, respondents were skilled in using the computers and had th e basic knowledge in exploring the internet. Their attitude towards online learning was positive and they were ready to seek assistance from the administration for support. The most important barrier which was noticed towards potential of implementing online professional training development was lack of time due to the workload they have. In Elham (2009) study on implementation professional Training Development for the faculty at King Saudi University in Saudi Arabia, the study revealed that many of the faculty members are skilled in the use of computers. Research conducted by Alajmi (2000) on faculty member’s readiness for learning in the college of basic education in Kuwait revealed significant differences to be caused by age differences and department disciplines. Research conducted by Al Mothana (2009) on the faculty attitude towards internet based distance education revealed that the underlying challenges were on availability of the internet and computer access, time was also reported as a major challenge towards adopting internet based distance learning Although there were some barriers and challenges the faculty had a positive attitude toward the approach. Studies with â€Å"nationality† demographic variable From the different studies and research conducted, different nationality variables affect the use of technology. In a research conducted by Al- Sarrani (2010), it revealed that there was no difference between science faculty perceptions on the effects of faculties’ use of Information Technology in teaching. Similar studies were conducted by Albalawi (2000) on three universities in the Kingdom of Saudi Arabia; there was a positive attitude towards the use of information technology in teaching. Mital (2006) study found that experience at workplace affects the change process and ability to adapt to new learning styles. This was also affected by individual’s rank position since the young ones needed to gain recognition by emb racing the technology. References Abouchedid, K. Eid,G.M. (2004).E-learning challenges in the Arab world: revelations from a case study profile, Quality Assurance in Education, 12 (1), 15 – 27. Agboola, K. (2007). Assessing the Awareness and Perceptions of Academic Staff in Using E-learning Tools for Instructional Delivery in a Post-Secondary Institution: A Case Study. The Public Sector Innovation Journal, 11(3), 1-12. Alajmi, M. (2010). Faculty members’ readiness for E-learning in the college of basic education in Kuwait. â€Å"Doctoral dissertation†, University of North Texas Press. Albalawi,M (2000). Critical factors related to the implementation of web-based instruction by higher-education faculty at three universities in the kingdom of Saudi Arabia. New York: University of West Florida. Allan, Y. Will, M. (2001). Teachers’ computer attitudes: Factors influencing the instructional use of computers. Paper presented at the International Conference on Computers in Education, Seoul, Korea. Al-Mothana, M. (2009). A Study of Faculty Attitudes toward Internet-Based Distance Education: A Survey of Two Jordanian Public Universities. â€Å"Doctoral dissertation†, College of Education of Ohio University. Almuqayteeb, T. (2009). Attitudes of female faculty toward the use of computer technologies and the barriers that limit their use of technologies in girls’ colleges in Saudi Arabia. â€Å"Doctoral dissertation†, Mississippi State University. Al-Sarrani, N. (2010). Concerns and professional development needs of science faculty at Taibah university in adopting blended learning. â€Å"Doctoral Dissertation†, Kansas State University. Cardwell-Hampton, N. (2008). Faculty Perceptions about Instructional Technology in Eight Community Colleges in the Tennessee Board of Regents Higher Education System. Nashville. â€Å"Doctoral dissertation†, East Tennessee State University. Cheon, J., Song, J. Jones, D. R. (20 11). Influencing Preservice Teachers’ intention to Adopt Web 2.0 Services. Journal of Digital Learning in Teacher Education, 27 (2), 52-64 Elham, A. (2009) the Potential of Implementing Online Professional Training Development for Faculty in the College of Education at King Saudi University. College of Education, â€Å"Doctoral dissertation: Ohio University. Liaw, S. Huang, H. Chen, G. (2007) Surveying instructor and learner attitudes toward e-learning. Computers Education. 4, 1066-1080. McKenzie, B.K. (2005). Faculty Attitudes Toward Distance Education at the State University of West Georgia. Retrieved from https://www.westga.edu/~distance/attitudes.html Mital, M. (2006) No Age Correlation in the Effectiveness of Corporate E-learning in India. Asian Journal of Distance Education, 4(1), 85-89. Narme, J.S. (2008). Psyschology. Belmont, CA: Cengage Learning. Newton, R. (2003). Staff attitudes to the development and delivery of e-learning. New  Library World, 104(10), 412-4 25. Paravantis. J. (2010). Multivariate Analysis of Attitudes of Elementary Education Teachers toward the Environment, Computers and E-Learning. International Journal of Business Studies.4 (1), 34-41. Qudais, M. Mosleh, A Al-Omari (2010). Senior Faculty Members’ Attitudes in JordanianUniversities towards Using Information and Communication Technology. International Arab Journal of e-Technology, 1(4), 135-140. Ruth, G. et al. (2009). Motivators and Inhibitors for University Faculty in Distance and e- learning. British Journal of Educational Technology, 40(1), 149-163. Shea, P. Pickett, A. Li, C. (2005). Increasing access to Higher Education: A study of the diffusion of online teaching among 913 college faculty. International review of research in open and distance learning. 6(2), 1-27. Shirley, A. (2002). A Study of Differential Perceptions of Students and Faculty in distance learning. â€Å"Doctoral dissertation†, Austin University of Texas. Tzy, L Jung, T. (2006). Examination of attitudes towards teaching online courses based on theory of reasoned action of university faculty in Taiwan. British Journal of Educational Technology. 37 (5), 6-13. This dissertation on Attitudes towards e-learning was written and submitted by user Yuliana O. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Best Thing to Do for Your Writing

The Best Thing to Do for Your Writing I saw this in a recent blog post, and when I eagerly delved into the piece, it instead listed items without weight to the suggestions. The blogger interviewed several authors and asked them what they considered to be the single most important item to do to improve your writing. I didnt see mine, and the others said things like pick the right POV, work on dialogue, take an acting class, respect plot. . . which might as well have been just an outline for a writing class. Of course what you take to heart as the most important thing might depend on what your strengths and weaknesses are, but to me, theres only one thing that encompasses novice and seasoned writers. Read and study good, published writing. Whats good? Well, that can be interpreted in several ways, but all must be contingent upon what you want for your own writing. 1) Do you want to sell books? Then read successful books that sold thousands of copies. 2) Do you want to write fantastic mysteries with great twists? Then read mysteries noted for such. 3) Do you want pulse-pounding romance that doesnt sound trite? Then seek strong romance writers. 4) Do you wish to complicate your plot? Find complicated plots. 5) Do you want dialogue that dances on the page and requires no tags to identify the characters? You know what to do. In other words, follow the masters. Some may say that means only bestsellers. Some say that neglects a lot of indie material. Nope. . . it doesnt, on both counts. Regardless of how its published, a book is good or it isnt. Sure, theres opinion laced in there, but when the majority of a books readers love it, and the reviews say why, then you have your markers, and who printed it doesnt matter. What about those books that arent known? Then my suggestion to the authors is to get them known. Is your writing truly remarkable? Then work on distribution and reviews. Do articles, interviews, and speaking engagements to demonstrate your abilities. Is it easy? Hell no. Its not supposed to be. It cant be. Good writing, and the good writer behind that writing, has to fight to be recognized. Whether thats going traditional and fighting to be embraced But I stand my mantra that the best way to improve your writing is to read good books. . . books that make you wish youd written them.

Causes of Crime Essay Example | Topics and Well Written Essays - 3750 words

Causes of Crime - Essay Example The situation is resoundingly similar in other countries of Africa as well as in Latin America. To measure crime several indicators such as homicide prevalence, reported injury rates, as well as the size of county's security apparatus. As a matter of fact, crime rates have been on the rise in many parts of the world and the causes are as varied as the countries themselves. While prominence has been given to some crimes such as Terrorism, this contributes to only a very small percentage of the total crimes committed in any part of the world. It is perhaps due to the much media attention attached to terrorism that has amplified the reporting on the crime hence making it look uglier and more prominent than other types such as theft, robbery. In terms of causes, there are many causes of crime and most are determined by the nature of crime. For instance, terrorism can be attributed to religious zeal as well as the endeavor to free a group of people from some perceived oppression. Crime di sproportionately causes civil strife as well as the suffering of many including children and women. This sad but real state of affairs calls for efforts geared towards first understanding the causes of crime and secondly undertaking the necessary steps to deal with the causes. There is a dimension, in fact a positive correlation between crime and underdevelopment. Underdevelopment in this case does not mean the absence of technology but it is used to imply the slow progress of a people due to impediments such as insecurity lack of empowerment as well as well as lack of support from the government. Other effects include the loss of or diminishing of GDP which in turn leads to the under provision of basic services, such education and health care. According to World Health Organization's, as at 2002 homicide was approximated to be affecting almost 100 people in every 100,000 people in the population in a study of the Region of the Americas. Spatial dimension of crime. Crime prevalence in urban areas is different from those in rural settings. While crime in most urban settings tends to be associated with social problems such as high poverty rates and high rate of family break ups in non highly urbanized areas, it can be attributed to purely low income rates. Other ways in which crime is manifested includes: homicides, robberies, kidnappings, muggings, assaults, domestic violence, sexual violence, violence against children and the elderly, as well as terrorist activities. Socio economic dimension. The social economic aspect has a bearing on how different people experience crime. He further adds that, age of offenders can be useful in providing explanations for patterns of crime. It has been observed, that, low income earners are more prone to crimes such as homicides as well as physical injuries. On the other hand high income earners are more likely to suffer from crimes such as property related crime In a study in Colombia, it was observed that the poor were more likely to suffer from domestic related crime as opposed to high income earners who mainly faced property crime ,this was mainly attributed to the fact that (Gaviria and Velez ,2001). Homicide deaths have been criticized for failing to take in to account deaths or injuries related to car accidents as analysts treat it still crime related while it may not be the case. Crime is defined as an act committed by a person that is punishable by law

HIV Essay Example | Topics and Well Written Essays - 2500 words

HIV - Essay Example HIV/AIDS has been considered as a serious health issue for the past three decades. However, now it has turned to be a major ‘developmental catastrophe’ that would dismantle all achievements of the past half century. (World Bank, p.1) Human Immunodeficiency Virus (HIV) is a retrovirus that causes Acquired Immunodeficiency Syndrome (AIDS). Although the terms HIV and AIDS are used interchangeably, all HIV carriers do not necessarily develop symptoms for many years. Human Immunodeficiency Virus weakens the immune system and allows external substances, virus, or bacteria attack the human body. Once the immune system of the person is weakened, he/she becomes susceptible to multiple diseases. The HIV can be present in the bodily fluids such as blood, semen, vaginal fluid, and breast milk. The infection usually affects the internal body parts like lungs, central nervous system, and gastrointestinal system. (Griffith, Moore, Yoder & Pederson, 2006, p.381). As mentioned earlier, the victim may or may not show symptoms at the initial stage of HIV infection. It depends on the health and habits of the individual how soon the infection may progress to AIDS. In the same way, many of the initial symptoms might be misdiagnosed as flu or other mild illnesses. Therefore, identifying the infection is not easy unless the person undergoes specific medical tests and diagnosis. However, there are certain symptoms in common such as fever, headache, muscle and joint pain, sore throat, and diarrhea. In addition to these initial symptoms acute fatigue, weight loss, respiratory and skin infections, swollen lymph glands, genital changes, night sweats, mouth sores and acute diarrhea also might make the patient’s condition highly repulsive. (Griffith et al, 2006, p.381). There are varieties of tests to identify whether an individual is infected with HIV. The first type of tests includes HIV antibody test, P24 antigen test, and PCR test. The other

Should Computer Scientists Experiment More Essay

Should Computer Scientists Experiment More - Essay Example The article also states that experimentations can also be helpful to computer scientists if they need to understand other models applicable in the systems. In this regard, computer scientists feel that experimentations in their profession do not add value, but is time consuming and costly2. On the contrary, I think experiments are suitable for computer scientists because it helps them to discover new trends in their profession. This is because experiments do not have to be in the labs or organized settings, but can take place in seminars or workshops3. For instance, before the introduction of new software, computer scientists can model programs for trial basis. I also think experiments can be useful because computer science requires problem solving techniques. Considering this, experiments improve one’s ability to handle difficult situations that might exist when operating a computer application. The article is biased and does not offer the genuine reasons why computer scientists disregard experiments in their

Are Automotive Manufacturers more Socially Responsible?

Are Automotive Manufacturers more Socially Responsible? To what extent are car manufacturing firms operating in a more socially responsible manner when designing environmentally friendly cars? Abstract Social responsibility is one of the key differentiators between modern corporations, and is seen by many analysts as an antidote to the past few years trend towards the demonisation of corporate institutions. The recent economic crisis, in particular, has led many observers to argue that corporations that fail to address issues of social responsibility will struggle to survive. However, other observers question whether this phenomenon is anything more than a superficial consumer trend, and whether the world economy in general can seriously contemplate a corporate system in which the profit motive is subservient to the need for corporate social responsibility. This dissertation examines social responsibility in terms of the car manufacturing industry, and looks in particular at the question of whether or not the move towards environmentally friendly cars is anything more than a passing phase in an industry that is extremely sensitive to public opinion. Ultimately, the aim of the disse rtation is to determine whether or not corporate social responsibility within the car manufacturing industry is a genuine change, or whether it is simply a superficial response to a passing public trend. Introduction The concept of corporate social responsibility has been one of the dominant themes of the past decade, with consumer recognition of a corporations social responsibility being increasingly seen as a lucrative phenomenon. In the west, in particular, increasing levels of affluence have led to a trend that has seen more customers show willingness to pay more for products that are designed according to theories of social responsibility., and this shift has been nowhere more apparent than in the automobile manufacturing industry. This trend has inter-cut with a recognition (in some quarters) of the need to ensure a more environmentally-friendly approach to industrial production and consumption, and a number of corporations have secured dramatically enhanced public images through a focus on affordable but socially responsible products. However, critics argue that since the primary aim of these corporations is to increase their profits, the appearance of social responsibility has been more o f a cosmetic change than a substantial alteration of core business practices; many critics believe that corporations have, in most cases, merely become better at packaging their products as a more socially responsible, environmentally friendly alternative. Despite the recent financial crisis, the automobile manufacturing industry remains a bellwether for the global economy, and any genuine global industrial changes regarding social responsibility will likely be evident in the automobile industry at an early stage. This dissertation will examine the behaviour of car manufacturing firms and will ask whether they have genuinely become more socially responsible when designing environmentally friendly cars, or whether this is merely a superficial smokescreen designed to generate improved public exposure without leading to genuine changes in design and production philosophies. In particular, the difference between the industrys approach before and after the onset of the recent economic crisis will be examined, and these differences will be used to determine whether or not the move towards social responsibility represented a genuine change to production systems or was merely an attempt to capture the early twenty-first century zeitgeist. Furthermore, the dissertation will examine the extent to which social responsibility and environmental awareness have affected not only above-the-line (i.e. visible to the public) areas of the industry, but also below-the-line (i.e. internal corporate) systems; the d issertation will argue that firms can only be said to have adopted a greater level of social responsibility if their attempts to tackle this issue extend to below-the-line activities. The dissertation will use a series of core examples in order to determine both the hyperbole (i.e. the claims made to the public) and the core below-the-line changes that may, or in some cases may not, reflect the car manufacturing industrys more socially responsible, environmentally friendly approach to business and production. Literature Review Corporate Social Responsibility Social responsibility has been one of the key growth areas in recent years. Crane et al. (2007) define social responsibility, in the corporate context, as a companys ability to put aside the profit motive in order to perform tasks that have a beneficial effect not on the company itself in terms of capital but in terms of an entirely separate social group (Crane et al., 2007, p. 6). In this context, social responsibility can be seen as something that companies are expected to do unbidden, in much the same way as many people choose to donate their time and volunteer to help charities. In some ways, therefore, social responsibility can be seen as an attempt to anthropomorphise corporations by rendering them indebted to a cultural belief that they should act in a more ethical and moral manner. This is in some ways a cultural corrective to the idea of corporations as solely capitalistic, profit-orientated organisations. May et al. (2007) suggest that corporate social responsibility is a popular construct that seeks to imbue corporations with humanistic traits regardless of whether those traits are present or not (May et al., 2007, p. 118). In order for public recognition of these traits to be tangible, there must be a relative relationship between different corporations, so some must be seen to be exercising a great deal of social responsibility, while other must be seen to be doing very little. This is, in effect, the classic polar relationship between good and bad, and it allows consumers to associate themselves with positive, socially responsible companies purely by making certain purchasing decisions. Both sides therefore have a vested interest in social responsibility: consumers feel good if they reward socially responsible companies with their custom, and can use such purchases as a form of status symbol; corporations, meanwhile, can try to generate a larger, more loyal customer base. While some critics argue that social responsibility is a trend that will wax and wane according to various social and economic factors (May et al., 2007, p. 119), others believe that the emergence of social responsibility as a major business factor in the past decade is in fact a permanent change. Crane et al. note that growing awareness of environmental issues has led many people to recognise the importance of social responsibility (Crane et al., 2007, p. 10), and although the recent economic crisis may have led many to hold back on the spending that they would otherwise have directed towards socially responsible corporations, there still appears to be a broad consensus that social responsibility is one of the most important factors in modern business. Consequently, many companies have sought to strengthen their social policy credentials. Environmental Policy One of the key elements of social responsibility is the environment. For more than twenty years, there have been warnings about the effects of global warming. Many corporations choose to exhibit their social responsibility through one of a number of environmentally friendly policies: Reducing the environmental cost of production distribution. Reducing the environmental cost of consumption. Reducing the environmental cost of disposal. Using more environmentally-friendly materials. Reducing packaging and other superfluous elements of a product. Instigating specific environmentally-friendly technological elements. Funding research and education programs. Carbon and pollution off-setting. All of these options and more are regularly employed by companies that want to emphasise their environmental credentials. Large companies tend to focus on methods that require little more effort than throwing money at the problem, e.g. by funding research or off-setting their carbon emissions. However, some other companies are far more inventive, and genuinely try to reduce their environmental impact. Social Responsibility Aside from the environmental factors noted above, companies have found a number of ways of demonstrating their corporate social responsibility: Funding education programs. Providing services, e.g. transportation for school and disabled groups. Promoting volunteerism among their own workers. Donating money to charities. Working to eliminate abuse in the chain of production. The globalised corporate environment makes it more difficult than ever for companies to hide practices that might be unpopular in their domestic markets. For example, if a company seeks to use cheap labour in third world countries, it can make a short-term impact but will usually be exposed eventually. In other words, companies find it increasingly difficult to hide any non-socially responsible behaviour. The Car Manufacturing Industry The vast majority of manufacturers are global in terms of production facilities. The leading US and Japanese manufacturers, for example, tend to have dozens of factories, with at the top five companies all having at least one factory in each of North America, South America, Europe, Africa, Asia and Australasia. As such, the industry can be said to be truly global in terms of both customer reach and production. Furthermore, companies often experience great success in non-domestic markets, e.g. Japans Toyota also sells many cars in the US, and Germanys BMW is extremely popular in the UK; the only major exceptions to this rule are two of the three big US companies, General Motors (GM) and Chrysler, both of which have been criticised for their focus on the US market. The Impact of the Economic Crisis on the Car Manufacturing Industry All the worlds car manufacturers have in recent years suffered from the global economic downturn. In the US, the big three manufacturers Ford, Chrysler and General Motors (GM) have all come close to bankruptcy, and GM has been forced to file for chapter 11 bankruptcy protection. Around the world, companies have suffered similar problems, although in most cases not to the extent of the major US companies. In Japan, both Honda and Toyota have suffered heavy losses and have been forced to reconsolidate their core business areas. As a result, the automobile industry has been undergoing a period of immense uncertainty, and this has led many consumers to believe that they can no longer rely on the continued presence of the big names. Apart from the well-publicised problems for the big three US companies GM, Ford and Chrysler, almost every other major car manufacturer around the world has suffered a slump in profits in the past two years, and many have incurred legacy debts during this period that will impact upon their performance for decades to come. Toyota reported a massive $1.7bn loss (Fackler, 2008) and, like most other manufacturers, was forced to re-focus activities on core revenue streams. As one of the key figures in the green car revolution, Toyota had been investing heavily in environmentally-friendly cars, and had been happy to make such investments since it believe there would be massive financial benefits in the long run. However, the financial crisis crippled Toyotas ability to consider the long term implications of its current activities, and forced the company to focus on its core business. As Satoshi Hino notes, Toyota has long been one of the more adventurous companies when it comes to placing substantial industrial bets on future changes in the automobile market, but these have always been backed by strong performances in the companys core activities (Hino, 2005, p. 41). The companys move into electric and hybrid cars seen by many as a key element in the push towards greener automobiles has largely been financed by success in core diesel machines, with the pay-off for this front-end investment expected to arrive between 2010 and 2015. However, with the core business model threatened by double-digit year-on-year sales drops, Toyota was forced in 2009 to consolidate its activities and re-focus on the most profitable elements of its production line. This decision by the company served as dramatic proof that while there was clearly a high degree of confidence in terms of the potential for socially responsible cars to provide a significant pay-off in the medium to long term, this confidence was not strong enough to allow the company to rely on such vehicles during a time of economic crisis. Clearly, therefore, market forces are not yet dictating the need for social responsibility in sufficient numbers, or with sufficient support via purchasing decisions . Research Methodology Research Approach The research will take two key approaches: a questionnaire will be used to conduct primary research into consumer awareness of the question of social responsibility in the car manufacturing industry, and two case studies will be used to determine how two of the worlds biggest manufacturers GM and Toyota deal with this issue. In order to assess the impact of the social responsibility policies of both GM and Toyota, the questionnaires will be designed to measure the impact of such policies (or the lack of them) and the degree to which they change public opinion and have the effect for which they were designed. These questionnaires will be vital in terms of bridging the gap between the theory and reality, and will expose the limitations inherent in this approach. In order to increase the likely response rate, and to comply with ethical considerations regarding privacy, the questionnaires were left anonymous and respondents were told that they could ignore any individual questions that they would prefer not to answer. The secondary research will focus on two case studies, one looking at the leading US car manufacturer (General Motors) and the other looking at the worlds leading car manufacturer, by sales (Toyota). These companies have been chosen for specific reasons. General Motors (GM) has had a difficult economic history over the past two decades, almost filing for bankruptcy in the 1990s before going on to enjoy considerable success with a series of non-environmentally friendly cars (SUVs) while professing to hold social responsibility as a key philosophical point, and then suffering a massive collapse that resulted in the company filing for the fourth largest bankruptcy in US history (see chapter 4). Toyota, meanwhile, has made a name for itself with a series of advanced hybrid cars, but has also suffered during the recent financial crisis (see chapter 5). In other words, GM is seen by many as one of the worlds least socially responsible manufacturers, and Toyota is seen by many as one of the worlds most socially responsible manufacturers. By comparing and contrasting their approaches and fortunes, it should be possible to develop a clear understanding of the extent to which major car manufacturers have been socially responsible in pursuing an environmentally friendly agenda. Research Questions The research is based on the following key questions: To what extent do car manufacturing companies act with a high degree of social responsibility when designing environmentally friendly cars? How important is consumer behaviour to car manufacturers interest in social responsibility? Do consumers drive companies behaviour, or vice versa? What different approaches to the subject of environmentally friendly, socially responsible cars have been taken by different companies? How has the recent economic crisis affected manufacturers interest in social responsibility? Is social responsibility progressing according to narrative trends? Is this a major change to business, or merely a passing trend? Research Limitations Any research project contains inherent limitations. If these limitations are ignored, they do not go away; rather, they linger and negatively impact the reliability of the overall project. Consequently, the best approach is to recognise these limitations from the start and to work to ensure that they are factored out of the equation as much as possible. As Saunders et al. note, its only by recognising the limitations of any research program that the problems that always affect any research project can be brought into the open, addressed and contextualised and, in some cases, turned into positives (Saunders et al., 2009, p. 51). The research limits of this project are as follows: Social responsibility is an inherently subjective matter. Something that is socially responsible in the view of one person may be socially irresponsible in the view of another. Many of the relevant subjects, such as global warming, are not universally recognised. Its therefore important to reflect the fact that there is ongoing debate. There is insufficient time and space to analyse the entire market. Therefore, key examples must be selected for the case studies. As noted in 3.1, the subjects for these case studies were chosen for very specific reasons. Questionnaires must be brief and simple to understand, yet they must also focus on the key points. Persuading respondents to fill in questionnaires can be difficult. All these limitations can be overcome, to various extents. The subjectivity inherent in the research subject is in fact relevant to the continuing social, cultural and political debates regarding the extent to which car companies should, and can, adopt socially responsible roles; some critics argue that this can only be achieved if consumers adopt socially responsible approaches to their purchasing patterns, which will inevitably force corporations to adapt to face this trend. Similarly, the continuing debate over global warming although settled in many peoples view continues to cause debate in many parts of the world. Finally, the limitations of time and space mean that the case study subjects must be analysed extremely closely, and the choices of company must be made carefully. Results Analysis Response 200 questionnaires were sent out. The expected response rate was 40-50%, as per the suggestion by Saunders et al. that any questionnaire-based research project that prompts between a third and a half of targets to respond can be said to have performed averagely (Saunders et al., 2009, p. 102). In the event, 81 questionnaires were returned, representing 40.5%, which is just within the expected range. This gives a statistically relevant sample group. Demographic Information Demographic details are important in research concerning attitudes to consumer activity and the environment, since both of these factors can impact upon an individuals view of these issues. Question 1 concerned the age of the respondents: How old are you? The majority of respondents were in their teens and twenties, with a total of three quarters being under 40. This makes the questionnaire more relevant in terms of analysing the attitudes of younger people. The second question concerned the occupation of the respondents. It was decided to provide broad categories rather than to request specific details. For one thing, this emphasised the confidentiality and privacy of the research, and for another it allowed for easy and effective categorisation of answers: What is your occupation? Around two thirds of the respondents were employed, self-employed or in part-time work, with the rest being students, retired or unemployed. Awareness of Social Responsibility among Car Manufacturers The next question asked respondents if they believed the car manufacturing industry, as a whole, to be socially responsible. A brief explanation was appended to this question, defining social responsibility as an awareness of their impact on society, including the environment, and their efforts to ensure that this impact has a positive rather than a negative effect: How responsible do you think car manufacturers are? An overwhelming majority (67.9%) considered car manufacturers to be either not very or not at all responsible. Breaking these results down according to age and occupation gave the following results: Appreciation of manufacturers social awareness, broken down by age range Clearly, levels of appreciation appear to be at least partly linked to age, with these levels peaking for individuals in their fifties. There are numerous possible reasons for this, including: Media exposure: different age groups are exposed to very different media forms and sources, each of which will likely carry very different stories concerning manufacturers levels of social awareness. Learned behaviour: older respondents will have spent longer living in a time when many of the relevant issues, particularly environmental impact, were not considered. Environmental awareness: some of the answers may be influenced by a lack of belief in the various arguments concerning the environment and, in particular, the car industrys contribution to global warming. Clearly, therefore, awareness of social responsibility is a dynamic factor that reflects a number of different viewpoints, and this factors is by no means viewed the same by different age groups. The clear correlation between age and awareness indicates that manufacturers must ensure that they operate multiple simultaneous social responsibility programs if they are to reach all these groups. However, the next question sought to determine whether or not it was strictly necessary for the manufacturers to try to appeal to everyone, and asked how important social responsibility is to purchasing decisions. First, in terms of the overall response, the result was as follows: How important is a manufacturers social responsibility for you when choosing what car to buy? Almost half (48.1%) claimed that social responsibility was either very or quite important, with just over half (51.9%) claiming that it was not very or not at all important. Given the relatively small sample group for this research project, the difference is small enough to be statistically irrelevant, and broadly indicates a 50-50 split in terms of opinion on this subject. However, looking at the results in terms of an age-related breakdown results in a very different set of results: Importance of social responsibility of manufacturers, by age The data shows a clear depreciation of the importance of social responsibility for older consumers, although there is evidence of an increase for consumers in their 50s and above. In order to determine a link between awareness of social responsibility in the industry and the importance of social responsibility in purchasing decisions, the results from figures 4 and 6 were then combined: Importance, and awareness, of social responsibility in the car manufacturing industry There is clearly an inverse relationship between awareness of social responsibility as a factor in the industry, and belief in the importance of social responsibility. For example, younger people are most likely to believe that social responsibility is an important factor when making purchasing decisions, but are the least appreciative of any efforts that have so far been made. To an extent, this can be seen to be a matter of perception, but theres also clearly a problem for the industry in terms of persuading parts of the consumer base that its intentions are genuine. In order to measure the degree to which various manufacturers have succeeded in their aim of seeming more socially responsible, respondents were next asked whether they thought the industry had become more socially responsible over the past decade: Do you think the car industry has become more socially responsible over the past decade, less socially responsible, or it has stayed mostly the same? The vast majority of respondents believe there has been no real change, strongly suggesting that either the message from the manufacturers has not got through to the public, or that there is a deep level of cynicism in terms of whether the public believe that the rhetoric has translated into genuine action. Finally, respondents were given a range of options and were asked to indicate which they believed were most important in terms of social responsibility. They were asked to tick two or three options, with the aim being to allow them to indicate the elements of corporate social responsibility that were deemed most important: Most important elements of social responsibility Clearly, the vast majority of consumers overwhelmingly equate social responsibility with environmental issues. The only other factor to come close to this in terms of relevance was making donations to charitable causes, which to an extent also involves the environment. Social responsibility is not purely about the environment, and encompasses a range of other activities that can improve society. However, for the consumers canvassed for this research project, environmental issues were by far the most important, and its therefore possible to argue that the environment has overtaken all other elements of social responsibility and has become the single most important issue. Although manufacturers could fight against this perception and attempt to focus attention on other factors, the best approach might be to accept that when it comes to social responsibility, most consumers overwhelmingly focus on the environment. Case Study 1: General Motors (US) Background General Motors (GM) is the largest US car manufacturer, and the second largest in the world (after Toyota) (Trott, 2009). The company relies heavily on four key brands: Chevrolet, Cadillac, Buick and GMC. Each of these brands has a distinctive presence in the US market, but critics have argued that GM has lacked focus on the non-US markets, leaving it particularly vulnerable to domestic turmoil and economic volatility. In 1994, GM came close to bankruptcy following a $4.5bn loss, but cost-cutting measures and management changes ensured its survival. The company was one of the key instigators of the huge rise in sales for sports utility vehicles (SUVs) in the 1990s, a trend that was highly lucrative for GM but which resulted in criticism from environmental campaigners. Between 1998 and 2001, GM and Ford vied for the top spot in the US market, primarily through massively increasing sales in the SUV market. However, the downturn which followed the September 11th 2001 attacks saw GM suff er particularly hard, even compared to Ford, with the latter at least having a strong European heartland on which to rely during difficult trading conditions in the US. Nevertheless, GM bounced back and by 2005 was recording strong sales figures and was eyeing major expansion into overseas markets. However, the recent economic crisis virtually crippled GM, as well as its two key domestic rivals, Ford and Chrysler. GM lost $38.7bn in the 2007 fiscal year (Wearden, 2009), and an almost 50% drop in sales. The following year, GM predicted that it would run out of money in mid-2009 without a substantial re-financing program, and called for government help. In November 2008, the company joined with Ford and Chrysler in formally requesting help from the US government in order to stave off bankruptcy. Even in the context of the financial crisis, this move was massive, since it represented the genuine possibility of the USs three major car companies going bust almost simultaneously. Although the US government, under outgoing president George W. Bush, was initially reluctant to provide money at a time when many other businesses also had legitimate claims for government help, in December 2008 a bridging loan was finally offered. Despite numerous attempts to cut costs and reorganise the co mpany over the next six months, in June 2009 GM filed for chapter 11 bankruptcy protection. After Lehman Brothers, Worldcom and Washington Mutual, this was the fourth largest bankruptcy filing in US history. Eventually, on July 10th 2009, the US government helped to finance a new company, NGMCO Inc., that took on the majority of the old GM assets. The old GM changed its name to Motors Liquidation Company, and the new Vehicle Acquisition Holdings company changed its name to General Motors Company, thereby bringing GM back to life. The new version of GM is mostly owned by the US government, while the old GM Motors Liquidation Company continues to go through the process of the bankruptcy filing. Social Responsibility Both the old and the new GM have been involved in programs to emphasise their social responsibility. Since 1996, GM has financed the Safe Kids USA Buckle Up program, designed to encourage children to use seatbelts. The company has also contributed to a consortium that has donated over $1.2bn to fund education for engineering graduates, a scheme that has recently been extended worldwide. GM has also donated more than $200m in the past decade to charitable causes, and has supported both Democratic and Republican presidential candidates often simultaneously. The companys more recent philanthropic activities include a new global aid program (GM, 2009) and a number of smaller, local community projects designed to improve provisions mostly for children in areas surrounding the companys main factories. These projects have, for the most part, been maintained despite the continued financial uncertainty and the chapter 11 bankruptcy proceedings that took place in mid-2009. GM has also launched a major program called I Am GM, designed to showcase the companys strong workplace diversity policies. The program involves placing adverts in newspapers and magazines, and on television, in which GM employees from different ethnic backgrounds talk about their pride in the company. As well as reinforcing the idea of GM as an equal opportunities, ethnically diverse employer, the campaign is designed to show how GM works towards engineering a higher degree of diversity in society. Linked to this program is the companys renewed focus on safety, which has seen not only improvements designed to help children in the event of an accident, but also high-profile campaigns to reinforce the companys vehicles in order to make them withstand bigger crashes. The Buckle Up program has been maintained, and GM has expanded this campaign since 2008 by taking the message to schools around the US. The company claims that corporate responsibility is about more than just words its an acknowledgement that our actions shape our reputation (GM, 2009). Environmentally-Friendly Technology During the 1990s, a number of scandals saw the company accused of poor environmental management, including an accusation that sediments have been stored in unsafe conditions. In 2006, GM was one of a number of manufacturers from around the world named in a suit brought by the State of California over the issue of pollution. The case was dismissed a year later, but the damage to GMs reputation had already been done. In 2008, the Political Economy Research Institute (PERI) ranked GM 18th on its list of the USs worst polluters, giving the company a toxic score of 73,248, set against the no. 1 polluter, E.I. du Pont de Nemours, which scored 285,661 (PERI, 2008). Meanwhile, in the same year, the Union of Concerned Scientists (UCS) ranked GM 7th out of the worlds largest car manufacturers

Adaptation of Renewable Energy Essay -- Renewable Energy

Renewable energy is generated from natural resources such as sunlight, wind, rain, tides, and geothermal heat. On October 5, 2010 the U.S. Department of the Interior (DOI) approved the first sizeable solar energy plants to be built in California which will be divided into two developments totaling 6,800 acres of public land. This project is estimated to last 30 years while generating almost 1,000 new jobs. The solar energy technology that will be used in California’s Imperial County is called the sterling energy systems SunCatcher technology. It will require 28,360 solar dishes and will produce approximately 709 megawatts which will provide electricity to 212,700 to 531,750 homes. The second project is called the Chevron Lucerne Valley Solar Project and will use solar photovoltaic technology in San Bernardino County using 40,500 solar panels, producing 45 megawatts, and powering 13,500 to 33,750 homes. Another project planned for the San Bernardino County will use parabolic m irrors and create 250 megawatts of power. There are several solar power projects still awaiting DOI approval, such as a 1000 megawatt blythe solar power project consisting of a parabolic trough facility. This is slated to be the world’s biggest solar power plant. Companies who work on renewable energy projects receive credits from The American Recovery and Reinvestment Act. ( EERE Network News) More countries are putting the transformation of solar power into electricity high on their â€Å"political agenda† (Solar Energy). In America, less than one percent of electrical use is powered from solar energy. European countries however, are eager to use solar power and promote that by making utility companies purchase expensive solar power at a fixed cost. The leadin... ...will decrease as it has slowly started to do. There are many countries in the world that was to cut down on the amount of carbon dioxide that is released into the air and the more countries that get on board with that then they sooner the world will start switching over. There is still a long way to go before renewable energy can become the dominant energy source. Works Cited EERE Network News. Interior Department Approves First Solar Energy Projects on Public Land. 08 10 2010. 13 12 2010 . Fife, Mike. "Solar Power." Solar Power Reliability and Balance-of-System Designs 14 10 2010. Pebbles, Victoria. "Siting Wind Farms in the Great Lakes Region: Policy Summary and Analysis." Siting Wind Farms in the Great Lakes Region: Policy Summary and Analysis 15 10 2010. "Solar Energy." Solar Energy. New York: New York Times, 1 4 2010.

Political Dynasty Essay

â€Å"Propose bill of Sen. Ping Lacson for political dynasty† Due to the growing number of political dynasties, Senator Ping Lacson proposed and supported a bill that is against it. For that, I admire his determination to halt all the families that are involved in this. I also commend him for being a good follower. This was proven by Sen. Lacson when he followed already the bill even though it is not approved yet. He vows that he would retire from politics if his son, Ronald Jay, runs and wins in the 2016 polls. Political Dynasties should be stopped because of the negative effects of it in the good governance of our country. One of the effects, is corruption. For example, a senator discovered the anomalies of a congressman, he/she can easily cover it up because they are relatives. The other one is, one particular family has power all over the country thus, it results to injustices. In Senator Miriam Defensor-Santiago’s Bill, it was observed that political dynasty shouldn’t exist in local elective only. While as Sen. Lacson’s, not only local the local but also the national position is included. I think both of them have good intentions towards this. But they need to elaborate more the clause included in the said bill. Many people/government officials doesn’t approve of this because it is not clear to them the legal definition of a political dynasty and its corresponding consequences. I also think that it would be unfair for a candidate, who may be more qualified than his family or relative already elected in a public post, to be barred from running because of his relations. It is like we are. All in all, it is good but it should be clearer for the citizens and government to agree upon it.

Vidofnir, the cock Essay Example

Vidofnir, the cock Essay Example Vidofnir, the cock Paper Vidofnir, the cock Paper Norse, Teutonic, or Scandinavian mythology is the collective myths of Sweden, Denmark, Norway and Iceland. Norse myths were brought into being during the Viking era, which lasted from 1070 A. D. to 1780 A. D. Our main sources of these myths come from the Icelandic Eddas, including the Prose (Younger) and the Poetic (Elder). The Poetic Edda is comprised of thirty-five poems. The Volsunga saga and the Nibelungenlied are also significant sources. The lack of much further information was the direct result of Christian Termination (Cherry, Intro) Scandinavian mythology holds interesting parallels to other early religions and has strongly influenced modern literature. One of the most important elements to any myth or form of religion is to explain how the world came into being. In the beginning, there was Ginnungagap or yawning emptiness That lay between the realms of fire and ice. As the warm air from the south met the north the ice of Ginnungagap was melted forming Ymir, the frost giant, and Audhumla, the primeval cow, from whom flowed four rivers of milk. From Ymirs armpit came the sweat that formed the frost giants. Audhumla began to lick the ice and uncovered Buri, the ancestor of the gods in three days. Buri had a son named Bor whom married a frost giantess. From that union, Odin, Vili, and Ve were born. Growing tired of Ymirs brutality and the growing band of frost giants, Odin, Vili, and Ve took up arms and slew Ymir and all the frost giants, excluding Bergelmir and his wife who fled across the sea. Odin and his brothers then threw the corpse of Ymir into Ginnungagap. Ymirs flesh became the earth, his unbroken bones mountains, his teeth and jaws rocks and boulders, his blood rivers, lakes, and the sea, and his skull the sky held at the corners by four dwarfs. Sparks were used to make the sun, the moon and the stars. From Ymirs flesh also the light elves that were placed in Alfheim. Odin Vili and Ve came upon two beautiful fallen trees, an Ash and an Elm. Odin gave them soul; Vili gave them emotion and intelligence; Ve gave them the ability to see and hear. They became the First Humans, Ask and Embla. The gods gave them Midgard. Angered by Mundilfaris comparison of his children to the sun and the moon, Odin made them into constellations to guide the actual heavenly bodies. This creation myth has strong relation to that of Babylon when Mardok the champion slew Tiamat to form the universe(Ultimate Encyclopedia of mythology 183 186 195 253) The firmament of the nine realms in Scandinavian mythology was Yggdrassil, meaning, and dreadful mount It was the cosmic ash tree (Ultimate Encyclopedia of mythology 252) Its Name is a reference either to the gallows or to Odins horse Odin did hang himself for nine nights in order to learn wisdom. Yggdrasils three roots descended into the nine worlds. However there seems to be much speculation of how they lay. Three roots spread three ways Under the ash Yggdrasil: Hel is under the first, Frost Giants under the second, Mankind below the last (The Elder Edda 66) However, in The Ultimate Encyclopedia of Mythology it seems to be described somewhat like this: Asgard, the stronghold of the gods lay on the first root. Along with Asgard were Vanaheim, the home of the Vanir, and the Well of Urd, the meeting place for the Gods. Muspelheim, the land of fire, and Nifleheim, place of the dead lay upon the second root; that Nidhogg the dragon gnawed on. The hardships endured by Yggdrasil Are more than men can dream of: Harts Bite the Twigs, the trunk rots, Niddhogg gnaws at the roots. (The Elder Edda 67) Jotunheim, the land of the giants, lay upon the third root, also upon it was, Midgard, the home of humans. Also upon that root lay the well of Mimir, the source of all wisdom. The rainbow bridge, Bifrost connected Asgard to Midgard. Upon the high branches of Yggdrasil, Ratatosk, the messenger squirrel dwelled with Vidofnir, the cock. The cause of this variant in texts seems to be elusive, yet we must consider that the Elder Edda is a poetic source with simplified information, while The Ultimate Encyclopedia of Mythology is a compilation of many texts. It would be safe to think that both are correct by the varying stories of Scandinavian Mythology. I am called Grim, I am called Traveler, Warrior and Helmet-Wearer, Agreeable, Third, Thud and Ud, High-One and Hel-Blinder Broad-Hat, Broad-Beard, Boat-Lord, Rider, All-Father, Death-Father, Father of Victory (The words of Odin in The Lay of Grimnir) (The Elder Edda 69) By many other names is the All-Father called, yet it would be rude to continue the passage too far. Like Zeus Odin was the sky father He is a strange and solemn figure, always aloof He eats nothing while other gods feasted Odin pondered what thought and memory taught him. (Hamilton 308) He was responsible for postponing Ragnarok for as long as possible.

Essential Amino Acids and Their Role in Good Health

Essential Amino Acids and Their Role in Good Health An essential amino acid may also be called an indispensable amino acid. This is an amino acid that the body cannot synthesize on its own, so it must be obtained from the diet. Because each organism has its own physiology, the list of essential amino acids is different for humans than it is for other organisms. The Role of Amino Acids for Human Beings Amino acids are the building blocks of proteins, which are essential to  forming our  muscles, tissues, organs, and glands. They also support human metabolism, protect the heart, and make it possible for our bodies to heal wounds and repair tissues. Amino acids are also essential for breaking down foods and removing waste from our bodies. Tryptophan and tyrosine are amino acids that produce neurotransmitters. Tryptophan produces the mood-regulating chemical serotonin and can make you sleepy. Tyrosine is essential for the production of norepinephrine and adrenaline and makes you feel more energetic.The amino acid arginine is essential to the production of nitric oxide which lowers blood pressure and helps to protect the heart.Histidine makes the enzymes needed to produce red blood cells and healthy nerves. ]Tyrosine is used in the production of thyroid hormones.Methionine makes a chemical called SAMe which is essential for the metabolism of DNA and neurotransmitters. Nutrition and Essential Amino Acids Because they cannot be produced by the body, essential amino acids must be part of everyones diet. It isnt critical that every essential amino acid be included in every meal, but over the course of a single day, its a good idea to eat foods that include  histidine, isoleucine, leucine, lysine, methionine, phenylalanine, threonine,   tryptophan,   and valine. The best way to ensure that you are eating a sufficient quantity of foods with amino acids is to complete proteins. These include animal products including eggs, buckwheat, soybeans, and quinoa. Even if you dont specifically consume complete proteins, you can eat a variety of proteins throughout the day to ensure that you have enough essential amino acids. The recommended dietary allowance of protein is 46 grams daily for women and 56 grams for men.   Essential Versus Conditionally Essential Amino Acids The essential amino acids for all people are histidine, isoleucine, leucine, lysine, methionine, phenylalanine, threonine, tryptophan and valine. Several other amino acids are conditionally essential amino acids, meaning they are required at some stages of growth or by some people who cannot synthesize them, either because of genetics or a medical condition. In addition to the essential amino acids, babies and growing children also need arginine, cysteine, and tyrosine. Individuals with phenylketonuria (PKU) need tyrosine and also must limit their intake of phenylalanine. Certain populations need arginine, cysteine, glycine, glutamine, histidine, proline, serine and tyrosine because they either cannot synthesize them at all or else are unable to make enough to meet the needs of their metabolism. List of Essential Amino Acids Essential Amino Acids Non-Essential Amino Acids histidine alanine isoleucine arginine* leucine aspartic acid lysine cysteine* methionine glutamic acid phenylalanine glutamine* threonine glycine* tryptophan proline* valine serine* tyrosine* asparagine* selenocysteine *conditionally essential

Challenges facing managers today Research Paper

Challenges facing managers today - Research Paper Example And within this transformation in environment, managers have to change to become a change mentor, an employee advocate or sponsor, and a strategic partner within their organizations. In order to be successful, management is required to be a business driven activity with a comprehensive understanding of the big picture of the organization and have the capacity to affect significant policies and decisions. Generally, the focus of today’s manager should be on strategic technological planning, talents development, and personnel retention. Managers should also be succession planners, coaches, mentors, and counselors to help motivate workers and their loyalty (Daniel & Radenbaugh, 2001). This paper will look at the challenges facing managers today. The paper will take a position and support it using information from relevant research. It is evident that today’s managers are faced with a number of challenges. The following include some of the most apparent challenges. A lack o f resources in an organization can cause grave predicaments for a manager. A lack of resources may make the organization face cutbacks on significant things. This requires the manager to be economically minded and creative when this type of circumstance occurs. It is essential that a manager learns to make the most of what is available and check accessible resources to ensure they are not misused. Managers should also device ways of lessening costs on things which are of nominal significance so that there will be resources for necessary materials. Lack of resources may also have a negative impact on the training of employees (Brickley, Smith, Zimmerman & Willett, 2000). During training, organizations should have budgeted finances for travelling, accommodation, among other needs. If the managers cannot raise the finances to facilitate this, the workers will not have the means of gaining competitive skills, negatively affecting the performance of the organization. Another challenge fa cing the managers of today is their recognition towards input to business access and realization of the objectives of the organization. Some organizations do not see the significance of appointing managers when they have heads of different departments. Technological advancement is another challenge that managers have to deal with. Today, technological advancements are on the rise more than in the early period. Modern technology has to be utilized if an organization wants to provide goods and services which are cost effective, relevant, and congruent with the needs of the society. Therefore, managers face the significant challenge of raising the initial cost of acquiring, running, and maintaining modern technology. This is also made worse by the brief existence of a large number of technological inventions which imply that managers have to reinvest in contemporary technology often in order to protract their relevance (Hollen, Van, Frans & Volberda, 2013). This graph illustrates the i dea that technological progress is both a continuous opportunity and a continuous danger to the organization. Trade unions are another challenge facing the managers. Trade unions can be extremely cruel when it comes to negotiation and they may urge the workers to engage in striking activities. This has a negative impact

Employability Portfolio Coursework Example | Topics and Well Written Essays - 1500 words

Employability Portfolio - Coursework Example For example, I did some marketing activities as a source of extra income to bear my educational expenses and also, to gather some experiences of real life. Additionally, I have engaged myself into some sort of voluntary organization, for example, blood donating organization, schooling for underprivileged slum children, etc, which enriched my managing capacity and practical knowledge. I think, I will be able to relate the both side- internship requirements and my personal attainment. The crucial thing is that I am yet to complete my academic accomplishment and have to go through practical field. For that reason, I need to be coped with applicability of academic theories and knowledge. So, it just a matter of time and practical tasks I will go about. In that way I will be able to fill the gap and will be succeeded to integrate the both. In terms of my academic qualification, I completed my graduation from university of Dhaka around business management. In addition, I am engaged with some organizations as voluntary activists. In this way, I am contended with management of organization. I also did some marketing activities beside my study as an extra source of income to support personal and educational expenses. I intend to relate my marketing experience with practical marketing fields. So, I think, I am best fitted to your required internship personnel. I have just provided my study and work qualification briefly for your sincere consideration. How can I explain else within the certain limitation? Please, feel free to contact me via my e-mail or phone to discuss elaborately. Business and marketing always go hand in hand in today’s commercial world where both are inevitable for the development of any region, country, as well as the whole world. For its unavoidable impact on modern society, it is wiser to be engaged with these, and also be coped with its every minute updates and analysis. Putting a sharp observation to these, I chose to come