Accounting II Article Example | Topics and Well Written Essays - 250 words

Accounting II - Article Example Such an individual promotes mediocrity in what they achieve as well as mediocrity in other individuals’ ability to achieve. A low EQ actually causes one to feel belittled, unworthy and inefficient. One example of a high EQ individual is my lecturer who is able to make every student’s response seem like gold or of Albert Einstein’s quality. On the other hand, an example of a low EQ individual would be my boss who constantly derides my every action and attempts to be excellent. I am left with the notion that it is impossible to achieve anything of substance. I believe that a high EQ can certainly help one’s personal and professional work. Likewise a low EQ can hinder one’s ability to progress. Firstly, a high EQ will cause one to relate at an optimum level with oneself as well as with others. Thus, one’s perception of self will improve to such an extent that others will want to be in the presence of such an individual. Similarly, a low EQ would cloud one’s ability to clearly accept oneself. Consequently, inability to objectively accept self will interfere with one’s ability to understand and relate to others. EQ therefore will affect both personal and professional life because one does not live in a vacuum. What affects one area of life will disperse to the other

Why Do Students Shyout and Do Not Participate in Classroom Discussion Essay Example for Free

Why Do Students Shyout and Do Not Participate in Classroom Discussion Essay Why do students shy out and do not participate in classroom discussion? Chapter 1 1. 1 Abstract Research has shown that shy students participate less frequently in class, are less likely to volunteer contributions, and give shorter and less elaborate answers to questions. Differences between shy and less shy students extend to their performance on standardized tests of vocabulary. The findings of two studies undertaken are presented; in each study participants were rated for shy out students by their class teachers. The first study (of 10-year-olds) found that shy students test performance was influenced by the form of the test they performed less well when the test was administered individually relative to the same test being administered to the whole class in a group setting. A second study asked students (aged 5-9 years) to sort and describe a set of pictures. The shy student was briefer with shorter mean length of utterances and less linguistic diversity, and this difference was obtained even when the influence of vocabulary test scores was statistically controlled. The findings suggest that shy student responses are constrained by their concerns about evaluation and do not necessarily reflect underlying differences in competence. The paper discusses the implications of this research for the classroom. 1. 2 Introduction This study examines the hypothesis that shy, silent students that do not participate in classroom discussion of contraceptives in Pakistan underreport contraceptive usage. Data were obtained from the 1984-85 and 1994-95 Contraceptive Prevalence Surveys, the 1990-91 Demographic and Health Survey, and a Punjab 1993 survey. Shy or silent students were 11. 9% in 1990-91 and 11. 3% in 1994-95. The revised CPRs are 23. 7% and 29. 1%, respectively. In 1993, a follow-up survey among non-users in Punjab province showed that CPR increased from 13% in 1990-91 to 18% in 1993. Shy out students was the most widely used method, followed by the condom and female sterilization. The increase in CPR is attributed to more open reporting among shy or silent student. Revised CPRs that include shy or silent student were consistent with total fertility rates in all 3 nationally representative surveys. Typically shy or silent student were older by about 2. 3 years than current student, Shy or silent students had longer duration of greater illiteracy, and less contraceptive knowledge about methods and sources this is the cause they do not participate in classroom discussion. Research has distinguished shy out students from introversion, although they are typically related. Introverts simply prefer solitary to social activities but do not fear social encounters as do the shy, while extroverts prefer social to solitary activities. Although the majority of shy are introverted, shy extroverts are found in many behavioral settings. They are privately shy and publicly outgoing. They have the requisite social skills and can carry them out flawlessly in highly structured, scripted situations where everyone is playing prescribed roles and there is little room for spontaneity. However, their basic anxieties about being found personally unacceptable, if anyone discovered their real self, emerge in intimate encounters or other situations where control must be shared or is irrelevant, or wherever the situation is ambiguous in terms of social demands and expectations. 1. 3 Problem statement The study was carried out under the title â€Å"why do students shy out and do not participate in classroom discussion†. 1. 4 OBJECTIVES OF THE STUDY The objectives of the study were: 1. To identify the symptoms of shy out students. 2. To explore the causes of shy out students. 3. To find out the relationship of shyness with the self-esteem of students. 4. To examine the effects of shyness on the self-esteem of shy out students. 5. Helping students learn more from lectures 6. Getting students to participate more in class 7. Recognizing the importance of conflict and conflict resolution in student learning groups 8. Introducing and reinforcing active learning 9. Getting students to come to class having read the assignment 10. Getting and giving feedback on meaningful class participation 11. Letting the classroom environment foster student participation 1. 5 Significance of topic There was a tendency for shyness to correlate significantly with measures of academic attainment. Even though the coefficients are moderate and explain little variance in test scores they are still meaningful and suggest that shy out students does have an impact on academic success. There exists some evidence of links between shyness and intelligence test scores, attainment measures, teacher-rated intelligence and academic performance but this has scarcely been explored. Contemporary theories of learning emphasize the importance of social interaction for learning, including the contribution of students active participation in classroom discussion. This suggests the value of exploring the educational significance of shy out students and reticence characteristics that may cause teachers few problems or draw attention to a students behavior but that might influence their achievement and adjustment. Being part of a discussion is a skill to learn, just like taking good lecture notes or learning to write a good essay exam. You are not doing shy students a favor by letting them off the hook completely. Rather, emphasize to your class that in order to have productive discussions, everyone needs to make a contribution. This can be done in a variety of ways: good listening, asking good questions, challenging what someone has said appropriately and inviting. Chapter 2 Review of Literature Shyness as a â€Å"state of discomfort or inhabitation in interpersonal situations that interferes with pursuing one’s interpersonal or professional goals†. According to Cheek Melchoir shyness involves the tendency to feel worried, awkward or tense when in the presence of others due to the prospect of interpersonal evaluation. Zolton and Long said that shyness is a fear of, or shy out students from, other people or social situations, can have many different causes depending on the individual student and the specific circumstances. Shyness is something that all students experience at one time or another. In most cases it is a normal, temporary behavior. In students, some shy out students is normal, especially when they are around 5-6 of age, and then again at about two years of age. Shyness at these ages is considered a normal part of development. Shyness becomes a problem in a student when it interferes with relationships with other people, with social situations, school, and other important aspects of a student’s life. In the light of the results of many psychological surveys concluded that substantial number of students regards themselves as shy. Shyness becomes problematic when it leads to the patterns of behavior that includes reluctance to enter social situations discomfort and inhibition in the presence of others exaggerated self, unresponsiveness, an increasingly negative social concept, or a combination of these . Shy individuals are anxious and unsure of themselves in social situations and often try to avoid interacting with others . Minimum level of shyness does not create problems for students. Frequent exposure to a particular or different situation makes them confident. But if they avoid contact with people, students of their age or exposure to different situations than shyness can create different problems for them. 2. 1 What is shyness? Almost all students act shy at times, especially when encountering a new person or situation. Quite sensibly most students take time to figure out what to do (and not do!) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and spontaneous. Some students, however, warm up much more slowly than others. Shy students may look tense or distracted in institution as they worry about becoming the center of attention or doing something embarrassing. Teachers never see the students at home smiling, laughing, and chatting away with family members. 2. 2 Quiet or Shy out Students Even in small groups some students are quiet or shy. When we use learning logs, these students often describe their anxiety about revealing their ideas. Stating that all students are expected to participate in a discussion is likely to heighten that anxiety. We have these suggestions concerning shy students. First, the course description should make it clear that discussion is expected, and this should be emphasized in the first meeting of the class. Second, help should be available for shy students, from either the instructor or a counseling center. We strongly prefer helping students learn to participate, rather than helping them avoid taking part. Third, be accepting of degrees of participation. Students who have the courage to confront their shyness need time to develop, and all of us have â€Å"bad hair† days, when things are going terribly, and we need to be quiet. 2. 3 Strategies to Overcome Shy out students The following strategies to help the students to overcome their shyness in classroom discussion. 1. Tell the students about times when you acted bashful. 2. Explain to the children how they will benefit from acting outgoing Prevent labeling of the students as shy. 4. Reward the students for outgoing behavior 6. Read books with the students about individuals who overcome shyness or fears 8. Eliminate teasing of the students or reduce the impact 9. Teach the student to identify and to verbally express their emotions 10. Relationship of Shyness with Self-Esteem students 2. 4 Causes of shy out students Some students seem naturally shy, while others may revert to being shy because they are scared, ashamed or simply conditioned by past experiences to do so. A lack of confidence can cause a child to become shy, especially if she has been given reason to doubt her abilities in the past. This may lead to a student not participating in the classroom or having difficulty connecting with other students. * Lost Discussion Skills Students who do not interact with others in the classroom miss opportunities to learn crucial interpersonal skills. Also, students miss opportunities to develop debating skills. Students must learn how to be a part of a group discussion, which is commonly used in college classrooms and corporate boardrooms. * Lost Assertiveness Shy students may be less willing to mention when they are struggling with class material, causing them to not receive the help they need. People often interpret timidity as a sign of being stuck up, which can put off many people who would otherwise give the student learning opportunities. * Low Self-Efficacy Shy students often develop low self-esteem and a lack of confidence, which reduces the chances that they will have the confidence to pursue challenges that give them learning opportunities. Shyness can also create an unfortunate cycle, as timid students do not develop effective communication skills. The lack of social skills leads to negative social experiences for the shy out students, which increases the anxiety she feels, leading to more shy behavior. * Lost Opportunities Shyness is often caused by an exposure to new activities. Since students do not have as many experiences as adults, they experience more new activities, which can emotionally overwhelm those who have not yet developed coping skills. When students do not have enough experiences, they miss many opportunities to learn. Students who are very shy may be distracted from classroom material because of fears of social interaction or being called on in class. * Students often get ignored Shy students often have difficulty with class grades, but that largely comes from lower levels of class participation and oral skills. Whether shyness is learned, cultural, or genetic, it can present problems for both students and instructors, most commonly in smaller classes in which participation is expected/encouraged. Most classrooms have one or more students who struggle with making themselves heard or participating in class discussions. These students are usually called shy because they may speak softly, prefer to work independently or refuse to speak up at all. Often these students flourish with written assignments or tests, but fail in areas that require participation with classmates or presentations in front of other students. For shy students, keep some considerations in mind. Chapter 3 * Methodology The research approach was quantitative. Standardized questionnaires were used to collect data for the research. For this research, the research adopted analytical way of research. In this way, quantitative way of analysis was adopted. The researcher developed a questionnaire for getting the data from language teachers, and on the basis of collected data analysis was made. For effective research the feedback given by the teachers was presented in the tables and graphs. On the basis of quantitative analysis and suggestions were finalized. Research Tools Opinion scale on the pattern of analytical way of research was developed. Population The students constituted population of study. Sampling Thirty students were selected as a sample using simple random technique. Method of research The study was descriptive in nature. The survey method was used to collect the data from the respondents. For this purpose a questionnaire was developed and was administered to the sample of the study. Collection of data The questionnaire was administered to the students. For each statement, teachers were to respond one option from the given four options. * Analysis of data The data collected was tabulated, analyzed and interpreted in the light of the objectives of the study. Simple percentage was used for analysis of data. Table no. 3. 1 Do group activities break the shy out of the student? Options| Frequency| Percentage| A| 14| 47%| SA| 13| 44%| N| 0| 0%| DA| 0| 0%| SDA| 3| 10%| When students were asked the statement 47% students said they were agree group activities break the shy out of the student, 44% said strong agree and 10% said strong disagree. Table no. 3. 2 Have shy out students discuss their weakness in classroom as a communicator? Options| Frequency| Percentage| A| 0| 0%| SA| 9| 30%| N| 3| 10%| DA| 12| 40%| SDA| 6| 20%| 30% said strong agree,10 %neutral ,40%said disagree and 20%said strong disagree . Table no. 3. 3 Confer with parents give opportunities for shy out student to increase your involvement in classroom discussion? Options| Frequency| Percentage| A| 12| 40%| SA| 7| 24%| N| 3| 10%| DA| 8| 27%| SDA| 0| 0%| 40% said agree, 24%said strong agree, 10%said neutral and 27%disagree. Table no. 3. 4 Do shy students show sign of social anxiety? Options| Frequency| Percentage| A| 9| 30%| SA| 8| 27%| N| 3| 10%| DA| 10| 34%| SDA| 0| 0%| 30% said agree, 27%said strong agree, 10%said neutral and 34%disagree. Table no. 3. 5 Do not force the shy out students to prefer in front of the classmates, but encourage him to do? Options| Frequency| Percentage| A| 12| 40%| SA| 8| 27%| N| 8| 27%| DA| 2| 7%| SDA| 0| 0%| 40% said agree, 27%said strong agree, 27%said neutral and 7%disagree. Table no. 3. 6 Do not make shy out students that feel rushed to answer quickly? Options| Frequency| Percentage| A| 4| 14%| SA| 20| 67%| N| 6| 20%| DA| 0| 0%| SDA| 0| 0%| 14% said agree, 67%said strong agree and 20%said neutral Table no. 3. 7 Students have courage to comfort their shyness need time to develop? Options| Frequency| Percentage| A| 9| 30%| SA| 9| 30%| N| 3| 10%| DA| 27| 8%| SDA| 1| 4%| 30% said agree, 30%said strong agree, 10%said neutral, 8%disagree and 4% strong disagree. Table no. 3. 8 The environment which a student raised can affect his or her shyness in classroom discussion? Options| Frequency| Percentage| A| 7| 24%| SA| 18| 60%| N| 0| 0%| DA| 17| 5%| SDA| 0| 0%| 24% said agree, 60%said strong agree and 5%disagree. Table no. 3. 9 Some students have problematically shy out in varying degree? Options| Frequency| Percentage| A| 3| 10%| SA| 3| 10%| N| 20| 67%| DA| 2| 7%| SDA| 2| 7%| 10% said agree, 10%said strong agree, 67%said neutral, 7%disagree and 7%strong disagree. Table no. 3. 10 Shy out student diversity affect learning? Options| Frequency| Percentage| A| 9| 30%| SA| 13| 44%| N| 2| 7%| DA| 6| 20%| SDA| 0| 0%| 30% said agree, 44%said strong agree, 7%said neutral and 20%disagree. Table no. 3. 11 Can we suggest strategies for shy out students which help students for classroom discussion? Options| Frequency| Percentage| A| 11| 37%| SA| 11| 37%| N| 6| 20%| DA| 2| 7%| SDA| 0| 0%| 37% said agree, 37%said strong agree, 20%said neutral and 7%disagree. Table no. 3. 12 Can we help shy out students to set social development goal for discussion? Options| Frequency| Percentage| A| 11| 37%| SA| 14| 47%| N| 2| 7%| DA| 3| 10%| SDA| 0| 0%| 37% said agree, 47%said strong agree, 7%said neutral and 10%disagree. Table no. 3. 13 Can teacher s allow the students to speak for break the shyness? Options| Frequency| Percentage| A| 8| 27%| SA| 10| 34%| N| 3| 10%| DA| 7| 24%| SDA| 2| 7%| 27% said agree, 34%said strong agree, 10%said neutral, 24%disagree and 7% strong disagree. Chapter 4 4. 1 Procedure of the Study The researcher herself visited for data collection and personally met the student’s . The researcher briefed the students about the purpose of the research and the teachers identified shy out students, a careful observation was made by the researcher also and only those students were selected who were seemed to be really shy and do not participate in classroom discussion. 4. 2 Findings The data collected through questionnaires was analyzed through the research. The results were interpreted in the forms of tables. * When students were opinion the statement 47% students said they were agree group activities break the shy out of the student, 44% opinion strong agree and 10% opinion strong disagree. * 30% the opinion they are strongly agree that have shy out students discuss their weakness in classroom as a communicator,10 %neutral ,40% disagree and 20% strong disagree . * 40% opinion they are agree that confer with parents give opportunities for shy out student to increase their involvement in classroom discussion , 24%opinion strong agree, 10%opinion neutral and 27%disagree. * 30% opinion they are agree do shy students show sign of social anxiety, 27%opinion strong agree, 10% opinion neutral and 34%disagree. * 40% opinion they are agreeing that do not force the shy out students to prefer in front of the classmates, but encourage him to do? 27% opinion strong agrees, 27% opinion neutral and 7%disagree. * 14% students opinion agree do not make shy out students that feel rushed to answer quickly, 67% opinion strong agree and 20% opinion neutral * 30% students opinion they are agree students have courage to comfort their shyness need time to develop, 30% opinion strong agree, 10%  opinion neutral, 8%disagree and 4% strong disagree. * 24% student’s opinions they are agreeing that the environment which students raised can affect his or her shyness in classroom discussion, 60% opinion strong agree and 5%disagree. * 10% students opinion they are agree some students have problematically shy out in varying degree, 10% opinion strong agree, 67% opinion neutral , 7%disagree and 7%strong disagree. * 30% students opinion they are agree shy out students diversity affect learning , 44% opinion strong agree, 7% opinion neutral and 20%disagree. * 37% student’s opinion agrees can we suggest strategies for shy out which help students for classroom discussion? 37% opinion strong agrees, 20% opinion neutral and 7%disagree. * 37% students said opinion can we help shy out students to set social development goal for discussion, 47% opinion strong agree, 7% neutral and 10%disagree. * 27% students opinion agree that can teachers allow the students to speak for break the shyness, 34% strong agree, 10% neutral, 24%disagree and 7% strong disagree. 4. 3 Explanation Almost all students act shy at times, especially when encountering a new person or situation. Shy sensibly most students take time to figure out what to do (and not do! ) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and ontaneous. Some students, however, warm up much more slowly than others. Student who is shy may not respond when spoken to by a teacher or classmate even after weeks of academy. Or they may say little, speak very softly, and avoid eye contact. These students may hover near other students day after day but never join the others in play. Shy students may look tense or distracted in institution as they worry about becoming the center of attention or doing something embarrassing. Teachers never see the students at home smiling, laughing, and chatting away with family members. * What is shyness? Almost all students act shy at times, especially when encountering a new person or situation. Quite sensibly most students take time to figure out what to do (and not do!) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and ontaneous. Some students, however, warm up much more slowly than others. Student who is shy may not respond when spoken to by a teacher or classmate even after weeks of academy. Or they may say little, speak very softly, and avoid eye contact. These students may hover near other students day after day but never join the others in play. Shy students may look tense or distracted in institution as they worry about becoming the center of attention or doing something embarrassing. Teachers never see the students at home smiling, laughing, and chatting away with family members. * What are the signs of shyness in a young student? Shy students tend to show at least 3 or 4 of the following behaviors in preschool or primary school. Shy students tend to: 1. Produce little or no voluntary speech 2. Follow directions but dont respond verbally to them 3. Turn away when spoken to 4. Watch but dont join other students in fun activities. 5. Speak softly * What are the effects of shyness on students in classroom discussion? The unfortunate effects of being shy include nervousness, decreased development of close relationships, interference with learning, and reduced opportunities to practice and improve social skills. As a shy student reaches, peers tend to start thinking of the child as not normal. This can in turn have negative effects on the childs self-esteem. On the other hand, shy student tend to act out less than other students do, perhaps because they dont want to call attention to themselves by doing something wrong. Although some students outgrow shyness as they get older, others remain painfully shy their entire life. * Relationship of Shy out students with Self -Esteem Shy students are seen less friendly than others, maybe a bit standoffish, even cold in some circumstances. shy students probably even see themselves in a more negative than positive light. Because of this worry, their thoughts and strengths are limited to a very small circle of students; they are in fact only limited by their own thoughts and emotions. They constantly think that others are slighting them, insulting them, or attacking them in some way. The shy students can actually handicap themselves with negative thoughts and wind up using their shyness as a crutch and an excuse for not pursuing more social occasions, it becomes to socialize, make friends, and establish relationships, both personal and professional. It becomes a self- defeating behavior. This kind of self-defeating behavior leads to more and more avoidance of any or all social encounters, until they become frozen in fear and completely unable to function in normal social circumstances. They quite literally lose hope in their own ability to function normally in these circumstances, so they quit trying. if the children (adult) feel that there is a discrepancy between the way they are behaving and the way they would like to react, their self esteem is likely to be low. To avoid negative feeling, children may lower their expectations of themselves and accept a lower level of performance or social interaction than they are capable of, or may try to avoid further feeling of failure by withdrawing from the situation in which they feel that there self esteem to be threatened. 4. 4 Conclusion Teachers may be able to help shy students considerably by using strategies that are relatively easy to implement and well matched to the teachers basic role as a helpful instructor to students. These strategies include providing self-concept support, encouragement, and opportunities to develop confidence and comfort in the classroom to shy and inhibited students, as well as closer monitoring, improved nonverbal communication, environmental engineering, and instructive suggestions or demands for improved concentration designed to maintain the attention of students prone to shy out students. Most teachers seem to develop an intuitive understanding of some of the needs of shy students, but many could meet these needs more effectively by systematically applying the principles and strategies highlighted here. 4. 5 Suggestion of shy out students Suggestion one Assuming that you share a common Language with this student, the first step has to be to speak to him in his own language in order to ascertain what the problem is and if he is always shy. In other words is he shy when using his native language or does this shyness only occurs when he is trying to speak? Secondly, it would be very useful to spend some time talking to him about various aspects connected to his one-to-one classes and in particular how he would like to be taught and what his aims are. You could emphasize the value of trying things out in English and learning from mistakes rather than being afraid of them. You could also clarify your role and make sure that he understands that you are there to help and to give him constructive feedback on his English. Suggestion two We provide opportunities for the shy out students to develop debating skills. Provide best activities to break the shyness of the students. Suggestion three Teachers provide group work to make involvement of the students. They help and support the shy out students in classroom discussion and do not asked to him gave answer quickly. Suggestion four You could also use homework as the basis for speaking. If he has prepared a homework exercise (a grammar exercise or similar), go through it in the next class with him reading out the answers. It’s important that he gets used to hearing himself speaking this strange foreign language and feels comfortable with it. Suggestion five Another factor could be the dynamic in the classroom. Sitting next to the student rather than standing or sitting opposite can create a feeling of co-operation and may help the student to overcome his shyness. Writing on sheets of paper on the table rather than the whiteboard could also help as could the use of visual aids on the desk such as maps, photographs, magazine pictures and so on. All of these can help to shift the focus away from the student. The important thing here is for you to experiment and find the style and approach that best suits your student. 4. 6 Recommendations * The students should talk to parents, friends, a mentor or anybody they trust most and should confide and express what they feel. * The students should avoid doing so many things at the same time. Because this could lead them to confusion and frustration if nothing gets accomplished. They must stick on one thing that they are good at. * Parents should teach their children how to behave in a social situation. * Parents should try to be good role models. They must let their children see those making social contacts, expressing themselves and interacting with others. * Parents should help their children to feel themselves important, capable and adequate. Such feelings will enhance their self-esteem. * Teachers should avoid calling their students shy. If labeling occurs in the classroom, teachers should intervene. * Teachers should encourage shy students to participate actively in classroom activities 4. 7 SUMMARY Shy students participate less frequently in class, are less likely to volunteer contributions, and give shorter and less elaborate answers to questions. Differences between shy and less shy students extend to their performance on standardized tests of vocabulary. What is shyness in students? Almost all students act shy at times, especially when encountering a new person or situation. Quite sensibly most students take time to figure out what to do (and not do! ) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and ontaneous. Some students, however, warm up much more slowly than others. * Causes of shy out students Some children seem naturally shy, while others may revert to being shy because they are scared, ashamed or simply conditioned by past experiences to do so. A lack of confidence can cause a child to become shy, especially if she has been given reason to doubt her abilities in the past. 1. Lost Discussion Skills Students who do not interact with others in the classroom miss opportunities to learn crucial interpersonal skills. Students miss opportunities to develop debating skills. 2. Lost Assertiveness Shy students may be less willing to mention when they are struggling with class room discussion, causing them to not receive the help they need. 3. Lost Opportunities When students do not have enough experiences, they miss many opportunities to learn. Students who are very shy may be distracted from classroom material because of fears of social interaction or being called on in class. 4. Students often get ignored Shy students often have difficulty with class grades, but that largely comes from lower levels of class participation and oral skills. Whether shyness is learned, cultural, or genetic, it can present problems for both students and instructors, most commonly in smaller classes in which participation is expected/encouraged. 5. Low Self-Efficacy. Shy students often develop low self-esteem and a lack of confidence, which reduces the chances that they will have the confidence to pursue challenges that give them learning opportunities. Shyness can also create an unfortunate cycle, as timid students do not develop effective communication skills. * Strategies to Overcome Shyness of students Following strategies to help the students to overcome their shyness. 1. Tell the students about times when you acted bashful 2. Explain to the children how they will benefit from acting outgoing Prevent labeling of the children as shy. 3. Expose the children to unfamiliar settings and people 4. Prompt the children to interact with others 5. Reward the children for outgoing behavior * Signs of shy out students 1. Produce little or no voluntary speech 2. Follow directions but dont respond verbally to them 3. Turn away when spoken to 4. Watch but dont join other students in fun activities 5. Make little or no eye contact * Teachers do to help shy out students 1. Put children in pairs or other small groups and lead them into an activity that requires interaction. 2. Prompt interaction between students. 3. Give shy students plenty of time to respond to questions or to speak to the class. 4. Show empathy and understanding. 5. Show warmth. 6. Reward outgoing behavior. * Effects of student’s shyness on classroom discussion Effects of being shy include: 1. Nervousness in discussion. 2. Decreased development of close relationships. 3. Interference with learning. 4. Reduced opportunities to practice in classroom discussion. 5. Improve social skills. References Byrnes, A, D. (1984). Forgotten children in classrooms: Development and Characteristics. The elementary school journal, Vol. 84, No. 3 [Online] Available: http:

Sexual Education in High School Essay examples -- Education, Teenagers

High school is a time for teenagers to discover themselves, explore their futures, meet new people, try new activities, and become more independent. Along with the new opportunities comes peer pressure and tough decisions. Most of the decisions are basic like choosing to go shopping with friends instead of studying for a math test or skipping soccer practice to go on a date with a crush. The consequences of simple work or friends decisions are minor. The teenager may get a bad grade on the math test and have to run extra laps at practice the next day but his life will not be significantly altered. Some decisions, however, are more complicated. In high school teenagers begin to date and engage in physical contact such as kissing. As relationships become more serious, pressure to perform other sexual acts increases. In order to make the best choice on an important decision requires information and knowledge on the subject, risks, consequences, and options available. Without proper information in regards to sexual intercourse and the risks associated with such actions, teenagers cannot be expected to make the best decision when it comes to performing sexual acts. Comprehensive sexual education needs to be taught in American high schools to increase the knowledge of teenagers on the risks of sexual intercourse and the preventative measures available to reduce the risks so teenagers can make informed decisions. The risks associated with the performance of sexual acts include pregnancy, sexually transmitted diseases, and sexually transmitted infections. When the risks become reality, the lives of the affected teenager are changed negatively. Teen pregnancies inhibit the education of women with only â€Å"about half (51%) of [them rece... ...ple do not support teaching about or providing contraceptives to teenagers. In the article â€Å"Distributing Condoms in Schools Encourages Teen Sex†, John D. Hartigan wrote, â€Å"†¦ supplying teenagers with condoms inevitably produces a marked increase in their sexual activity† (11). Regardless of the availability of condoms and other forms of contraceptives, teenagers will still engage in sexual intercourse. The article â€Å"Effective Sex Education† by Brigid McKeon for the Advocates for Youth states the information, such as contraception use and availability, taught in â€Å"comprehensive sex education†¦ [does] not increase rates of sexual initiation† (12) The only difference between making contraceptives easily available to teenagers and preventing teenagers access to contraceptives is the number of teenagers who are unprotected from pregnancy and sexually transmitted illnesses.

“Inventing Elliot” the Final Chapter

Spilling the whole story was easier than Elliot thought It would be. Not even for a single second did he feel bad about what he was doing. Elliot was changing again, but this time for the better, and he could see his old self again. As he came to a close, he finally looked up at the principal. He wasn't sure how to react to his expression of utter disappointment so he simply got up and left. The principle needed time to take In everything Elliot Just said and he had other things he needed to do. Next It was time for Elliot to take care of the yellow paper.Not many kids were In school yet so he stood alone at the bulletin board. As he looked at the yellow paper, images of Ben and the outside bathroom flashed through his mind. The pain he felt for Ben was overwhelming him. He quickly tore down the paper, flipped it over to the back side and let his pen move across it. â€Å"It's was all it read. Now he needed to make things right with Louise, and if he couldn't do that he at least nee ded to tell her the truth. And that's exactly what he did. He caught her leaving the library and she wasn't too enthused to see him.He told her the whole story similar to the way he told the principal, leaving out nothing, but this time he added in why he did that, how he felt when he did it, and what he really wanted to do, but couldn't. Some way through the conversation, he saw her eyes gradually perk up to something like the way they were before. He knew she wasn't ready to forgive and forget, but he also knew some sort of happiness was igniting inside her because she finally had the truth. It felt right to tell Louise everything because maybe now when they restart, their relationship wont eave to revolve around lies; Elitist's life won't have to revolve around lies.But Elliot still wasn't done with his honesty rampage. Finally he went home to confess to the last and probably most important person, his mother. She so desperately tried to help him, but he pushed her away until she had no idea who he was anymore. Elliot was ready to fix things. It was hard for him to understand how his mother could still love him after all the horrible things he did, but she did and always would. He was surprised to find her home already, but she said nothing as he walked In. Elliot sat own, somehow different than the last time his mother saw him, and she recognized that.Elliot was no longer the Elliot with the Guardians, the Elliot with Louise, the Elliot with Ben, or the Elliot at home. There was only one Elliot now. Elliot Sutton. And that was the only Elliot he ever needed to be. They were both quiet for a moment, and then Elliot whispered something, â€Å"Mom†¦ I think I'm ready to talk now. † And finally, Elliot Sutton took off his last mask. â€Å"Inventing Elliot† the Final Chapter By catastrophes early. Is there something I can do for you? † Before he answered Elliot walked in and kook of indifference and went deep, deep inside himself and pu lled out the old Elliot, down.Spilling the whole story was easier than Elliot thought it would be. Not even for in everything Elliot Just said and he had other things he needed to do. Next it was time for Elliot to take care of the yellow paper. Not many kids were in school yet so he and let his pen move across it. â€Å"It's over† was all it read. Now he needed to make Louise everything because maybe now when they restart, their relationship won't surprised to find her home already, but she said nothing as he walked in. Elliot sat

Plains Indian Culture in the Late 19th Century Essay

The study of culture helps us understand the rise and fall of different tribes during the 19th century America. In this paper, the primary concern is the decline and fall of Plains Indian culture in the late 19th century. The Plains Indians are also called North American Plains or Buffalo Indians who settled the Great Plains (â€Å"The Plain Indians†). The Great Plains is now called the central United States and south-central Canada which has been the long time place for Plains Indians (â€Å"The Plain Indians†). In line with that, at the time of the Civil War, most Plains Indians tribes were independent, resourceful, and capable of defending their integrity. In a span of twenty five years, they were defeated, demoralized, and dependent on the United States government. With that, we are convinced that there is a need to examine and trace the cultural development of the Plains Indians during the late 19th century. The Plains Indian culture is rich for its remnants are even known today. However, the culture of the Plains Indians was destroyed and altered from the time the white settlers transferred into the region where they are found (â€Å"The Plain Indians†). There are many devastating effects brought out by the existence of white settlers in the region. First, the hunting economy of the Plains Indians was considered obsolete as the white settlers established the extermination of the buffalo. As a result, the hunting economy was crippled which affected so many members of the tribe. Second, the introduction of metal utensils and cloth by the white settlers caused the collapse of the native crafts industry. The use of manufactured articles dominated the region and merchants of native products faced a tremendous decrease of business profits (â€Å"The Plain Indians†). And third, the concept of the division of labor was affected due to the introduction of the plow in farming endeavors. Besides, rare diseases and warfare with white settlers displaced many Plains Indians which caused their dependence on the American government. Another ordinary yet exquisite culture of Plain Indians is the relevance of women to the development of their culture. Plain Indian women during the late 19th century are capable to displaying myriad talents in relation to music, arts, literature, and even ancient entrepreneurship (McCoy 1). However, the crucial role of Plain Indian women in their cultural development has been poorly understood when the white settlers begin to alter their daily activities (McCoy 1). In fact, the Plains Indian women as a minority group provided a strong influence on the history of the country (Conlin 1). Women played a vital role to the economy at that time since they are able to work in fields and work household chores at the same time. If not because of the negative impact of the white settlers, the Plains Indians could keep their culture intact. Finally, the culture of the Plains Indians is rich and peculiar as shown in films and television shows. The truth is that the Plains Indian tribes tried hard to protect their cultural development not to be corrupted by the white settlers. These people primarily earn a living through farming and hunting. Plains Indian women are also instrumental in the development of the arts, literature, music and commerce. However, the culture of the Plains Indians was destroyed due to the introduction of manufactured products and the extermination of buffalo led by the white settlers. Eventually, the cultural development of the region was diminished and altered and the Plain Indians were demoralized forcing them to depend so much on the American government. Works Cited McCoy, Ron. 24 September 2007. Collector’s Guide. . February 6, 2009 < http://www. collectorsguide. com/fa/fa094. shtml >. â€Å"The Plains Indians†. 2009. 50 MEGS Website. February 6, 2009 . Conlin, Joseph. The American Past: A Survey of American History. United States of America: Wadsworth Publishing Company, 2006.

The NYS Prison System

The NYS Prison System Free Online Research Papers The New York State prison system till this day continues to be one of the most popular prison systems in our country. New York State’s prison system consists of many different prisons and departments located all around the state of New York. New York State prisons have a lot of history throughout the years. The current commissioner of the correctional facilities that governs the prison system is Brian Fischer. Some notable prisons in the New York prison system are Sing Sing and Attica. Overview The New York prison system is one of the most known prison systems in the United States. It is currently the fourth largest prison system in the United States. According to the NYS Department of Correctional Services, the New York adult prison system currently houses and habilitates 62,500 inmates this number is good considering a drop of 9,000 inmates in the last eight years. The correctional service in New York employs over 31,300 employees including over 23,000 uniformed correctional officers in their system. New York currently has over 69 correctional facilities in the state. There are over 17 maximum security facilities, 37 medium security facilities, 13 minimum security facilities, 3 minimum security camp facilities and 1 drug treatment campus facility. The State of New York offers programs for their inmates stationed at various prisons. They offer such jobs as correctional industries, working on such jobs as manufacturing within the prison. These jobs include license plate sh ops, upholstery shops and printing plants. Other programs that NYS prisons offer are education programs in academics and vocational, guidance and counseling, substance abuse treatment services, temporary release programs and transitional service programs. (docs.state.ny.us/docs.html) Departmental Mission The New York State Correctional System has many visions, goals, values and policies that apply to all of their prison and correctional facilities. The mission statement for the NYS Correctional Services is â€Å"Enhance public safety by providing appropriate treatment services, in safe and secure facilities, that address the needs of all inmates so they can return to their communities better prepared to lead successful and crime-free lives.†(docs.state.ny.us/docs.html) The main vision in which the correctional facilities in NYS go by is â€Å"enhance public safety by having incarcerated persons return home less likely to revert to criminal behavior.†(docs.state.ny.us/docs.html) The NYS Department of Correctional Services has many goals that it sets out to accomplish in operating its facilities. They want to â€Å"Create and maintain an atmosphere where both inmates and staff feel secure. Develop and implement positive individualized treatment plans for each inmate. Tea ch inmates the need for discipline and respect, and the importance of a mature understanding of a work ethic. Assist staff by providing the training and tools needed to perform their duties while enhancing their skills. Offer career development opportunities for all staff.† (docs.state.ny.us/docs.html) The NYS Department of Correctional Services also has values that they want to operate by like â€Å"Operate with ethical behavior. Recognize the value of each person. Protect human dignity. Offer leadership and support to all. Offer respect and structure at all times.† (docs.state.ny.us/docs.html) Certain policies that the Department of Correctional Services follows in NYS are â€Å"Offer opportunities for inmates to improve all their skills, and to receive individual treatment services, based on their ability and willingness to participate. Provide appropriate medical and psychiatric services necessary to those requiring such treatment so each inmate can maximize his/he r own rehabilitation. Enhance positive relationships by providing opportunities for interaction between inmates and their families. Establish a structured environment that fosters respect through disciplined learning.† (docs.state.ny.us/docs.html) Brief History The New York adult prison system has a lot of history behind it. The creation of the adult prison system in NYS dates all the way back to 1797 when Newgate Prison opened in Greenwich Village, 17 years later Auburn state prison was built being the second prison built. In 1825 Sing Sing was built on the Hudson River, just north of New York City and following this the creation of Clinton prison was formed. More and more prisons were built around New York due to the problem of crime and overcrowding. With these issues came into play the change of architecture of bigger prisons. Many new improvements followed thereafter. â€Å"The major improvements in the construction of prisons were the introduction of escape-proof cells and unbreakable toilets and wash basins. This escalating process of constructing ever more secure prisons reached its pinnacle in 1931, when the most secure, escape-proof prison ever built opened in the little upstate village of Attica, New York. With such dedication poured into its construction, Attica was, at the time, the most expensive prison ever built. Construction had begun in 1929 and continued into the early years of the Depression. Over one hundred years had passed since inmates from Auburn had gone to work to build Sing Sing. In the spring of 1930, the scene was repeated; inmates from Auburn were transported to Attica to assist in construction.† (correctionhistory.org/html/chronicl/state/html/nyprisons2.html) In the later years prisons in NYS began to offer many programs to their inmates. â€Å"Effective January 1, 1971, the states complex of adult correctional facilities was reorganized as the Department of Correctional Services. Nine months later, the most severe prison riot in American history broke out at Attica Correctional Facility. A searching reexamination of correctional practices resulted in a heightened emphasis on educational and other rehabilitative programs including work release.† (correctionhistory.org/html/museum/docsroom/docsmuseum.html) Training for Prison Officers in NYS The first basic training for officers in NYS occurred in the 1930s on maximum security prison sites. â€Å"In 1936, the Department opened the Central Guard School for newly recruited officers at Wallkill Prison. Wartime restrictions and manpower shortages ended Guard School operations in 1942. It was not until 1965 that centralized recruit training was resumed, this time on the grounds of Matteawan State Hospital (now Fishkill Correctional Facility) in Beacon. The Beacon Academy offered a three-week training program for correction officers. In 1973, the DOCS leased the Mater Christi Seminary from the Diocese of Albany and established its current Training Academy there. The property was purchased by New York State in 1987.† (correctionhistory.org/html/museum/docsroom/docsmuseum.html) Currently the academy annually gives out two million hours of professional training in lecture training and on hands training. (correctionhistory.org/html/museum/docsroom/docsmuseum.html) Reaction I believe that the New York State prison system is a very complex system. From articles and research done throughout the writing of my paper I have found out that New York State prisons have always had a problem with overcrowding in their prisons. They have also been faced with problems of budgeting because of the issue of overcrowding. I think that New York State although being a fairly large state and having a fairly high crime rate should look into ways into making their prison systems more of a learning experience to their inmates. So far I think that they are doing a fairly good job in having resources available to their inmates. I think that that is the most important thing in the prison system especially in New York with their overcrowding. I think that the price of having an inmate be released into the world and then recidivate making them go through the whole process of being tried with the courts and then housing them in prison for another sentence, is more costly in my opi nion than having programs for them to learn and counseling to make them a better individual to be released into the world again. New York in my opinion does a god job but you could always do better. References CORRECTIONS MUSEUM. (n.d.). Retrieved March 9, 2009, from correctionhistory.org/html/museum/docsroom/docsmuseum.html Evolution of NYs Prison System Part 2. (n.d.). Retrieved March 9, 2009, from correctionhistory.org/html/chronicl/state/html/nyprisons2.html NYS Department of Correctional Services. (n.d.). Retrieved March 9, 2009, from docs.state.ny.us/docs.html New York State Department of Correctional Services Wikipedia, the free encyclopedia. (n.d.). Retrieved March 9, 2009, from http://en.wikipedia.org/wiki/New_York_State_Department_of_Correctional_Services Seiter, R. P. (2007). Corrections: An Introduction (2nd Edition). Alexandria, VA: Prentice Hall. Research Papers on The NYS Prison SystemCapital PunishmentNever Been Kicked Out of a Place This NiceOpen Architechture a white paperThe Effects of Illegal ImmigrationPETSTEL analysis of IndiaInfluences of Socio-Economic Status of Married MalesTwilight of the UAWArguments for Physician-Assisted Suicide (PAS)19 Century Society: A Deeply Divided EraThe Project Managment Office System

colonialism essays

colonialism essays The idea of colonialism has been marked through the history of modern Europe. The Industrial Revolution made sea travel more easier so people were able to travel further. The desire for power led to the desire for land. The more land a country had the more power and influence. The idea of trade was very influential in the progression of imperialism and colonialism. New markets were always needed so the possibility of many people to buy their products was attractive. All these and the love of adventure made the three areas irresistible. The terms colonialism and imperialism are sometimes used interchangeably, but scholars usually distinguish between the two, reserving colonialism for instances where one country assumes political control over another and using imperialism more broadly to refer to political or economic control exercised either formally or informally. European colonialism had a similar impact on South Asia, Africa, and North America in that it changed the regions i nfrastructures, social systems, and their process of choosing an appropriate ruling body. European colonialism affected the regions of South Asia, Africa, and the Americas in that it changed their infrastructures. Before the Europeans came, these three underdeveloped areas had primitive technology and infrastructure. The people of these regions used dirt roads to travel and bows and arrows to fight. The nations of the west introduced and built roads, canals, and railways in Africa to allow for faster transportation. The Europeans also introduced the telegraph, which ran from Egypt to South Africa, to make communications in Africa easier. Africa became a modern culture after this advancement of technology had occurred. Some colonial governments also introduced improved medical care through the building of hospitals, and better methods of sanitation. There were new crops, tools, and farming methods which helped increase food production. These cha...

Cleopatra Study Guide - Important Facts and Timeline

Cleopatra Study Guide - Important Facts and Timeline Study Guides Cleopatra OverviewImportant FactsDiscussion QuestionsWhat Did Cleopatra Look Like?PicturesTimelineTerms Cleopatra (January 69 B.C. - August 12, 30 B.C.) was the last pharaoh of Egypt. Following her death, Rome took over as ruler of Egypt. She was not an Egyptian, however, despite being pharaoh, but a Macedonian in the Ptolemaic dynasty that a Macedonian Ptolemy I Soter started. Ptolemy was a military leader under Alexander the Great and possibly a close relative. Cleopatra was one of several children of a descendant of this first Ptolemy, Ptolemy XII Auletes. Her two older sisters were Berenice IV and Cleopatra VI who may have died early in life. Berenice staged a coup while Ptolemy Auletes was in power. With Roman backing, Auletes was able to regain the throne and have his daughter Berenice executed. An Egyptian custom that the Macedonian Ptolemies adopted was for pharaohs to marry their siblings. Thus, when Ptolemy XII Auletes died, he left the care of Egypt in the hand of Cleopatra (aged about 18) and her younger brother Ptolemy XIII (aged about 12). Ptolemy XIII, influenced by his courtiers, forced Cleopatra to flee from Egypt. She regained control of Egypt through the help of Julius Caesar, with whom she had an affair and a son named Caesarion. Following the death of Ptolemy XIII, Cleopatra married an even younger brother, Ptolemy XIV. In time, she ruled along with another Ptolemaic male, her son Caesarion. Cleopatra is known best for her love affairs with Caesar and Mark Antony, by whom she had three children, and her suicide by snake bite after her husband Antony took his own life. The death of Cleopatra put an end to Egyptian pharaohs ruling Egypt. After Cleopatras suicide, Octavian took control of Egypt, putting it into Roman hands. OverviewDiscussion QuestionsWhat Did Cleopatra Look Like?PicturesTimelineTerms Overview | Important Facts | Discussion Questions | What Did Cleopatra Look Like? | Pictures | Timeline | Terms OverviewImportant FactsStudy QuestionsWhat Did Cleopatra Look Like?PicturesTimelineTerms Study Guide Describe the relationship between Octavian and Cleopatra.Why did Caesar not adopt Caesarion as his heir?What gave Rome the right to Egypt?Does Cleopatra deserve her reputation as a seductress?Was Cleopatra more of an Egyptian or Greek monarch? Bibliography , edited by Susan Walker and Peter HiggsShakespearesGeorge Bernard Shaws OverviewImportant FactsStudy QuestionsWhat Did Cleopatra Look Like?PicturesTimelineTerms This is part of a series (study guide) on the legendary Egyptian queen Cleopatra. On this page youll find basic facts like her birthday and names of members of her family. The Cleopatra Study Guide: OverviewImportant FactsStudy QuestionsWhat Did Cleopatra Look Like?PicturesTimelineTerms BirthCleopatra was born in 69 B.C. in Alexandria, Egypt. She died August 12, 30 B.C.Family of OriginShe was a daughter of Pharaoh Ptolemy XII Auletes. Her mother is subject to dispute. She may have been the daughter of Cleopatra V Tryphaina, although Strabo 17.1.11 says only one of the daughters of Ptolemy was legitimate, and that not Cleopatra.Cleopatra married her younger brother Ptolemy XIII and after his death, married her younger brother Ptolemy XIV. Later she married the Roman Mark Antony.ChildrenCleopatra had one son by Caesar, named Caesarion. She had twins with Mark Antony, Alexander Helios and Cleopatra Selene, and later, a son, Ptolemy Philadelphos.Name/TitleShe was actually Cleopatra VII, the last pharaoh of Egypt (although you could argue that role was her sons) because Rome took control of Egypt following her death.DeathAfter Mark Antony committed suicide, so did Cleopatra. The story is that she took an asp to her breast and let the poisonous snake bite her.AncestorsAlt hough her family had adopted Egyptian customs, like having pharaohs marry their siblings, Cleopatra and her family were really Macedonians who had gone to Egypt with Alexander the Great. Overview | Important Facts | Study Questions | What Did Cleopatra Look Like? | Pictures | Timeline | Terms

Introduction to Social Networking and the Impact on College Life Research Paper

Introduction to Social Networking and the Impact on College Life - Research Paper Example The social network is a wonderful place to be for every individual in the world today because it provides updates from near and dear ones, assists in communicating with people living far away in remote areas of the world and also helps people to entertain themselves and keep busy. However, the social network has begun to have an adverse effect on the lives of students as well as professionals at the workplace because it has been eating into their work time. Many teachers argue that their students fail to finish their work on time because of being hooked onto the internet and on social network sites like Face book and Twitter. Social media websites have been thus affecting school and college students’ grades because students end up spending more time on websites rather than studying. Most students, when asked how they spend their day, reply by stating that they spend their hours after school or college in front of the computer, on websites like Twitter and Face book. These websites take up all their time because the new generation is obsessed with documenting their every thought on the internet. Moreover, they like checking into places on their Face book, updating their status and spend hours on a single photograph that someone would have tagged them on, commenting. All these activities eat up into their study time and they fail to get good grades or concentrate in the classroom due to being so hooked on to these websites all the time. The focus of this paper is on college students because school children can still be controlled by their parents and are under the regulation of their parent’s watchful eye. Once in college, a student is on his own, leading his own life and seldom listens to what the parents say, especially if he lives away from home. Such fr eedom tends to override the child’s life, leading him into spending his time in the most non productive and enjoyable manner possible. The internet may be very productive however using social networking websites may hinder productivity. By this I mean to say that the internet can be a very productive place to be as it has so many websites full of information and learning; one can enrich himself by reading the news as well, however college students seldom tend to do that, unless the news presents itself in the form of a Face book update. Almost 96% of college students are on Face book all the time and even if they study, they tend to keep checking their Face book page for updates every half an hour, if not lesser. This hinders work because it reduced the concentration span of the student. (Akhtar, Shabbir) â€Å"As social media websites, such as Face book, YouTube and Twitter gain popularity, they are also are becoming increasingly dangerous as they create modes to procrastin ate while trying to complete homework. Hence, in a survey of 102 students, 57% stated that social media has made them less productive.† Moreover, the student always has something else on his or her mind, or he keeps waiting for a particular notification to come, which makes him lose his attention from his college assignment completely. Obviously, being on the internet can exhaust a person because of all the browsing and the mental work that is being done, without even knowing it. So after browsing the Face book for even two hours, students tend to tire out easily, and thus delay doing their college work at all, again leading to bad grades in class the next day. Another aspect that hinders their work and brings them bad grades is that their smart phones are synchronized to their

Customer services Essay Example | Topics and Well Written Essays - 1000 words

Customer services - Essay Example Purchasing, product quality and product manufacture may never interact or talk to clients directly, yet they are crucial aspects in meeting the needs of the customers. If a business wants to deliver costly goods that, does not work and make late delivery, this affects consumer service in the same way as the effects of rude sales representative will do. The entire business should consolidate its efforts to offer adequate and effective customer service. The paper will investigate different ways of enhancing customer service to enhance the profitability of an enterprise. Discussion In a bid to compete effectively in a real customer-driven way, a business must integrate its whole business operations around meeting the needs and wants if its customers – not marketing, selling and client service, but logistics of production and financial infrastructure and metrics. Business exceeds expectation of their clients by focusing innovation attempts in different areas such as creating frien dly customer process, ensuring workers commitment to services of customers and client dialog, (James, 2009, p.12). A business attains some excellence in these areas to attain effective customer service. Businesses with better customer services comprehend that providing a superior experience for clients’ triggers loyalty and enhance combine results. ... Managers should understand and improve clients experience with their products and overall business transactions and services, (Kerr, 1996, p41). Similarly, business should streamline its resources without compromising its essentials. The company should maintain close contact with its clients on a regular manner, update them with free product and service information and ensure client satisfaction. This is because mood and perception of customers truly matters in any business transaction. For instance, if one is operating a healthcare company, he should understand that his clients are dealing with emotional aspects such as medication and illness, (Leone, 1999, p.45). Therefore, the employees should offer the client with emotional support and offer empathy dimensions to motivate and retain customers. Clientelling model is an effective mechanism used by large-scale companies. It entails pairing a client with a representative or employee who signs in the customer’s actions into the company database and meets future customer services accordingly. This is effective in creating connections with profitable customers, (Macphee, 2011, p.89). A company can improve customer service using cost-cutting strategies that balance the budget without terminating fundamental service, for instances, acting on the terms of the clients. This will involve interacting with clients in appropriate ways. Instead of employing a customer greeter whom clients mainly dismiss, the managers can instruct workers throughout the company to welcome incoming customers. This is about providing services based on the client’s terms. Additionally, create a strong customer

Project Management Governance Assignment Example | Topics and Well Written Essays - 4000 words - 1

Project Management Governance - Assignment Example Contents presented in the project management plan are analyzed and whether the information presented in each section of the report is appropriate and informative for the audience. Each of the heading presented in the project management plan is analyzed and then the report presents the conclusion and recommendations for improving the project management plan. The project management plan is well-prepared however there is certain information missing in the plan. Moreover, the report has analyzed that some parts of the project management plan are very comprehensive and different project management tools and techniques are applied correctly. On the other hand, some sections of the report are missing important and critical information and if this information was included then it would have further improved the quality of the project management plan. Project management discipline of management has added a unique ability to the organizations for accomplishing unique objectives. Successful projects are critically dependent on well-defined plans. Therefore project management plan is vital to successfully completing the project. Project plans if are not prepared well then it often results in failure of the project and the project is not able to achieve the desired objective despite incurring an excessive cost, time and effort on the project. KJ Consulting Company has proposed a Project Plan for the Ottawa–Carleton Water Park on behalf of Carlington Aquatic Parks for the scheduled opening on May 21, 2005. This report is aimed at evaluating the project management plan prepared by KLSJ Consulting Company for the Ottawa–Carleton Water Park. This report assesses the level and quality of the considerations given to the aspects that are to play a critical role in the project success.

Marketing Essay Example | Topics and Well Written Essays - 1750 words

Marketing - Essay Example This paper intends to examine a favorable portfolio for a 25-year old, planning to invest $100,000 in both mutual funds and stocks. The study seeks to roll portfolio that considers investments with high-risk tolerance. The portfolio will include three stocks, three mutual bonds and 2ETFs. As point of departure investment strategy is fundamental in meeting the anticipated goals. For instance, in this study, the portfolio attributed to high risk is adopted because the young investor is aggressive. This implies that, the more risk born, the more aggressive the portfolio (David, 112). The aspect of aggressiveness of a portfolio versus the extent of risk to be born, explains the aggressive portfolio to be considered in this study. The investor should embrace the aggressive type of portfolio. An aggressive portfolio devotes a bigger portion to equities and relatively less portions to bonds and other fixed income securities. In this study, an aggressive investment portfolio is considered. F or purposes of in- depth understanding, examine the following pie chart indicating, the approximated percentages of investments in each section (Mark, 45). This portfolio intends to invest in equities, treasury fund, bond funds and cash equivalents. The Equities take a large share because of the aggressive nature of the investor and this is attributed to high-risk investments (David, 112). To achieve the designated portfolio, the investor should embark on strategies to ensure the right asset allocation. The capital should be apportioned between the appropriate asset groups. For instance in our case the $100,000 should be apportioned as follows Investment type % Amount ($) Mutual funds 46 46,000 Stock fund 43 43,000 Cash and equivalents 11 11,000 Mutual funds From the definition, aggressive growth is a mutual fund investment goal that aims at high capital gain potential growth stocks. These are stocks of companies, which are anticipated to grow at a rate faster relative to the genera l stock market. In essence, the aggressive investor should bear in mind that this type of portfolio requires growth investment strategy because of the anticipated higher volatility, which is measured by beta. Before investing in an aggressive mutual fund, first ascertain that, the fund is real aggressive growth fund by looking at the stated objective within the mutual fund prospectus or find it from the mutual fund family website (Harry, 45). This study establishes that to pick the intended aggressive mutual fund, check on the market value of beta, which is 1.00, and consequently ascertain that, the beta value of an aggressive mutual fund is slightly above 1.00. Conversely, consider the taxes aspects. The preeminent performing mutual funds, particularly over long periods such as 10 years and more are habitually funds with low tax costs. The aggressive investor needs to look for the most tax-efficient funds (Harry, 45). This is because, previous studies on the correlation between low cost taxes, low turnover ratio and low expenditure ratio indicate highly positive. This implies that this portfolio investment is probable of creating immense gains over the period of 35 years. The young investor is advised to invest 46% of his capital in the following categories of mutual funds. As a smart investor, he considers an aggressive fund, which invests in mid-cap stocks or small-cap stocks. The reasoning behind this is that, the likelihood of already having a large-cap stock fund in the investment portfolio is high, consequently no need for more. The Fidelity Capital Appreciation (FDCAX) is the best aggressive growth mutual fund strategy to be considered in this investment portfo

To What Extent Do You Consider That Robin is an Enterpreneur Essay

To What Extent Do You Consider That Robin is an Enterpreneur - Essay Example Although many people come up with great business ideas, most of them never act on their ideas. Entrepreneurs do† (2008). To sum it up, an entrepreneur is an individual who identify opportunities and creates business based on those opportunities and is willing to take risk to realize those business ideas a reality. Based on this definition of an entrepreneur, Robin qualifies as an entrepreneur and embodies its characteristics. Robin also has the essential skill of an entrepreneur of how to manage risk. This uncanny ability of Robin to manage risk was demonstrated when he was able to identify and seize opportunities without exposing himself to undue risk. This was manifested in the case when he started as a part time IT auditor with IT Alchemy yet he still took casual work to supplement his income. This demonstrates that while he was willing to explore opportunities with IT Alchemy, he is also a pragmatist that in case things will not work out, he still has another source of inco me as a fall back. It was not explicitly stated in the case but reading between the lines, Robin knew deep in his gut that there is an opportunity with IT Alchemy being a start-up company. This was evident with his inclination to stay with IT Alchemy when he was faced with the dilemma of not having the time for the lucrative contract with Heriot-Watt. This has to be stressed because if Robin had the mindset of an employee, he would have readily pursued the contract with Heriot-Watt because of the lucrative pay. Instead, he would have chosen IT Alchemy if he had to make a choice between the Heriot-Watt contract and IT Alchemy because he knew the potential of the company. This ability of entrepreneurs to discern and seize opportunity is elaborated by Timmons that entrepreneurs are able to create and see opportunities at the right time while others see it late or too early (2011). Robins also manifested his entrepreneurial tendency when he found a solution with his dilemma where he can stay with IT Alchemy and keep the contract with Heriot-Watt without losing anything. He was able to create a favourable value for himself because Mike Parr of IT Alchemy agreed with his idea and made him a part-owner of the company when Mike shared ownership of the company with Robin. This may not have been explicitly expressed in the case but Robin may have just been waiting for the right time where he can become a shareholder of IT Alchemy. The Heriot-Watt contract provided him the bargaining chip to leverage himself to become a part-owner of the company. He was able to turn a dilemma into an advantage which is the innovative characteristic of an entrepreneur. When Robin became the Director of the start-up, IT Alchemy, his entrepreneurial acumen to identify opportunities manifested which also proved to be beneficial to the company. As an IT expert, he was able to identify the opportunities spawned by the increased regulation of software licensing and made business out of it. He k new that with the heavy penalties imposed against non-compliance of software licensing, companies would conscientiously pay for renewal regularly in fear of licensing and copyright legislation to the point that they overpay their licensing fees. In a study by the Gartner Group, it was estimated that firms are paying 30% to 50% more on software licence compliance than they need to be. It may be unacceptable from a fiscal point of view for many firms but Robin was able to ident

Marketing Essay Example | Topics and Well Written Essays - 1750 words

Marketing - Essay Example This paper intends to examine a favorable portfolio for a 25-year old, planning to invest $100,000 in both mutual funds and stocks. The study seeks to roll portfolio that considers investments with high-risk tolerance. The portfolio will include three stocks, three mutual bonds and 2ETFs. As point of departure investment strategy is fundamental in meeting the anticipated goals. For instance, in this study, the portfolio attributed to high risk is adopted because the young investor is aggressive. This implies that, the more risk born, the more aggressive the portfolio (David, 112). The aspect of aggressiveness of a portfolio versus the extent of risk to be born, explains the aggressive portfolio to be considered in this study. The investor should embrace the aggressive type of portfolio. An aggressive portfolio devotes a bigger portion to equities and relatively less portions to bonds and other fixed income securities. In this study, an aggressive investment portfolio is considered. F or purposes of in- depth understanding, examine the following pie chart indicating, the approximated percentages of investments in each section (Mark, 45). This portfolio intends to invest in equities, treasury fund, bond funds and cash equivalents. The Equities take a large share because of the aggressive nature of the investor and this is attributed to high-risk investments (David, 112). To achieve the designated portfolio, the investor should embark on strategies to ensure the right asset allocation. The capital should be apportioned between the appropriate asset groups. For instance in our case the $100,000 should be apportioned as follows Investment type % Amount ($) Mutual funds 46 46,000 Stock fund 43 43,000 Cash and equivalents 11 11,000 Mutual funds From the definition, aggressive growth is a mutual fund investment goal that aims at high capital gain potential growth stocks. These are stocks of companies, which are anticipated to grow at a rate faster relative to the genera l stock market. In essence, the aggressive investor should bear in mind that this type of portfolio requires growth investment strategy because of the anticipated higher volatility, which is measured by beta. Before investing in an aggressive mutual fund, first ascertain that, the fund is real aggressive growth fund by looking at the stated objective within the mutual fund prospectus or find it from the mutual fund family website (Harry, 45). This study establishes that to pick the intended aggressive mutual fund, check on the market value of beta, which is 1.00, and consequently ascertain that, the beta value of an aggressive mutual fund is slightly above 1.00. Conversely, consider the taxes aspects. The preeminent performing mutual funds, particularly over long periods such as 10 years and more are habitually funds with low tax costs. The aggressive investor needs to look for the most tax-efficient funds (Harry, 45). This is because, previous studies on the correlation between low cost taxes, low turnover ratio and low expenditure ratio indicate highly positive. This implies that this portfolio investment is probable of creating immense gains over the period of 35 years. The young investor is advised to invest 46% of his capital in the following categories of mutual funds. As a smart investor, he considers an aggressive fund, which invests in mid-cap stocks or small-cap stocks. The reasoning behind this is that, the likelihood of already having a large-cap stock fund in the investment portfolio is high, consequently no need for more. The Fidelity Capital Appreciation (FDCAX) is the best aggressive growth mutual fund strategy to be considered in this investment portfo

Economics graphs Statistics Project Example | Topics and Well Written Essays - 1250 words

Economics graphs - Statistics Project Example A shift in the demand curve for a good is brought about by various factors such as income, population, price of a substitute or complement, consumer taste or preference and expectation among others. A change in any of these factors would lead to a rightward or leftward shift in the demand curve depending on the direction of the change (Begg, Fischer & Dornbusch). For instance, an increase in the income of consumers causes a corresponding increase in the demand for normal good A, with price level remaining the same. Given Graph 2, demand curve D1 would shift rightward to D2 in view of the increase in income. On the other hand, D1 would shift leftward to D3 should there be a decrease in the income of consumers. Similarly, the supply curve shifts leftward or rightward depending on the change in factors such as technology or productivity and price of raw materials. For example, as illustrated in Graph 3 below, a decrease in the price of flour, which is the main ingredient of bread, would cause the bread supply S1 to shift rightward to S2. On the contrary, an increase in the price of flour would result in a leftward shift of S1 to S3. The absolute value of the answer to the above equation would indicate how a percentage change in the price would affect the quantity demanded. Demand is considered elastic if the computed elasticity is greater than 1. This means that a 1% change in the price of good A would be accompanied by a more than proportionate change in quantity demanded.

HIV- Infected Surgeon and a Duty to Disclose Essay Example for Free

HIV- Infected Surgeon and a Duty to Disclose Essay In Case 12 a doctor, Dr. M, has learned he is infected with HIV, should he disclose to his patients that he has HIV or even discontinue his practice of performing surgery on patients? In a study that was taken 2.5 times for every one hundred surgeries performed about one-third of those procedures the patient is touched with the surgeons’ blood. In the same study they have found that for every one hundred surgeries that a surgeon performs with HIV only three patients will contract HIV from the surgeon. Dr. M does not have an obligation to refrain from performing surgery due to the low risk of contracting HIV from him and with any surgery there are risks, such as death that have to be taken into consideration. While Dr. M doesn’t have the obligation to terminate his profession of a surgeon he does hold the obligation to disclose to his patents he is HIV positive. If he discloses this to them this allows for the patent to decide whether or not to continue the procedure with him. When he discloses this information to them he will also need to provide the facts and information to them of the low risk they have of contracting the virus from him. Just as Dr. M is obligated to disclose his information of the virus he carries to his patients so does this patents hold the same responsibility to provide that information to him. The patient providing this information to their surgeon is more critical then the surgeon providing it to them for the simply fact a surgeon has more exposure to blood than a patient does. For most patients the fear of the unknown is the worst disease of all but at times information is hard to attain. As a health care provider you should never allow the fear of not knowing what disease you have that could be passed along to your patients be in their minds. With the chosen profession of being a physician imposes a set of duties and obligations, which raise additional questions and concerns. As a physician you have accepted the obligation of do no avoidable harm, be as skilled and knowledgeable as possible, recommend and do what is best for the patient, and be honest with them. Along with these duties they also assume the responsibility and challenge of providing the facts that the patient needs in order to give a voluntary informed consent for the surgeon to perform surgery on them. As a surgeon they need to know whether it will impair their ability to perform their tasks safely and competently. They also need to know if it will pose any significant risk to their patients now or in the future. If the surgeon is or will become impaired they need to resolve the impairment. If this is not possible they may need to limit or change the kind of surgery they perform. The risk of HIV acquisition from an infected surgeon appears much lower than the risk bacterial infections, even those with deadly potential. These rates vary by surgeon and institution. It is not in the practice for surgeons to disclose their personal health information to potential patients. Similarly, most surgeons don’t openly disclose the number of similar cases they do annually, another factor associated with complication rates. Given this practice, it seems inappropriate to require disclosure of a lower-risk condition. That may change as risk-adjusted institutional and even surgeon-specific data become publicly available. Until then disclosure of HIV status seems inappropriate. It may arouse anxiety unnecessarily and have no practical effect on risk reduction. It may be that some patients would be more fearful of a low risk of HIV infection than of a serious adverse drug reaction, postoperative hemorrhage, or sepsis, but that is not a strong argument for routine disclosure. It is a reason to answer a direct question truthfully. While there may be an understandable hesitation to answer a patient’s pointed question about their surgeon’s HIV status, medical ethics and respect for persons demand an honest answer, just as they would to a question about training, experience, or complication rates. Therefore, surgeons should pose to patients the risks real and potential in a generic way and how they should be managed. Obtaining fully informed consent is morally necessary in order to acknowledge and respect an individual patients autonomy. Truth disclosure is an integral part of this acknowledgement. Accusations of paternalism may arise from decisions to restrict information to patients. The caring professions require patients trust in order to deliver care effectively. Being seen to care for a culture of openness may enhance patients trust in the professions while the appearance of concealment would certainly diminish it. In a society with an increasing culture of openness, and where the right to information from governments and official bodies is receiving attention, it would seem desirable to provide comprehensive information about risks. Patients have a right not to be harmed by their medical practitioner. This right is cherished in the concept of non-maleficence. While it is the duty of a doctor to do good to patients (benevolence), a particular treatment may not help all individuals. Thus, the least that a doctor should do is to do no harm. By not informing patients of their exposure, transmission might not be recognized, thus patients would be harmed by the denial of appropriate treatment. Moreover, if patients are infected, they constitute a transmission risk to those around them. Health care providers should not adopt the paternalistic approach of deciding for their patients what level of risk is acceptable, but should consider patients views. Autonomy and truth disclosure are important influences on this decision. In deciding whether to inform patients, a balance must be struck between their desires to know of past exposure to risks, and the professional view that when risks are negligible, patients need not be informed. It is strongly suggested that patients needs should be given greater weight.

McDonalds Global Expansion

McDonalds Global Expansion Companies all over the globe are looking for expansion and ways of entering new markets which are profitable through different entry modes (Deresky, 2006). Managers look at different strategies that can be used to expand internationally (Deresky, 2006). There are many reasons for companies to go global or expand overseas. There are reactive and proactive reasons for the same. Increased global competition, customer needs, potential opportunities, declining foreign trade barriers, increasing expenses in domestic markets are some of the reactive reasons for companies going global. To achieve economies of scale, expanding base for growth and profits, cost savings, access to different resources are some of the proactive reasons for companies going global (Deresky, 2006). An example of a company which looked to expand beyond its borders is McDonalds, one of the most successful companies in terms of implying international strategies successfully. 2.0 Company Overview McDonalds, the most renowned fast food chain of the world, started in 1955 by a visionary named Raymond Kroc (McDonalds : The Ray Kroc Story, 2010-2011). Kroc played a significant role in revolutionizing the fast food industry in America and currently Mc Donalds is serving over 60 million customers in over 117 countries on a daily basis (McDonalds : The Ray Kroc Story, 2010-2011). The company has a global brand value and worldwide recognition. It is one of the most widely recognized icons of the world in the fast food restaurant industry. By reaching saturation levels in the United States, McDonalds looked to expand internationally amidst increasing regulations. But they approached with a strategy by controlling standardized products, clean and green environments and American origin. With experience, localization started increasing and the entire model was redone to appeal the localites of the foreign country. This strategy has been a turnaround point for McDonalds but it has thed potential of losing brand equity in the future (McDonalds Fact File 2007, 2007). Inspite of an American base, McDonalds respects the markets, cultures, beliefs and likings of other nations. Customers identify with the brand name and the Golden Arches are recognized not only in America but in foreign countries as well (McDonalds Fact File 2007, 2007). 4.1 Franchise Model: McDonalds franchising process is that of a strategic network (Hitt, et.al 2007). Around 85% of the restaurants are operated by franchisees. McDonalds follows a standardized set of procedures across all its restaurants in terms of quality, service, cleanliness and value propositions. Basically, the central control is in its headquarters where different financial and strategic controls are used to create value for the entire network (Hitt, et.al 2007). 5.0 Expansion Strategies in Different countries 1. CHINA: The strategy used by McDonalds in China is quite different from the way the restaurants are otherwise managed in the United States. The prime reason for the success of McDonalds in China is the involvement of McDonalds to adapt to Chinese Culture. Local people manage the operations in McDonalds in China, thereby reaching out in an easier way to the locals of the country. Additionally, the managements ability in Europe slowly changed the taste of the Asian consumers towards fast food which is an unusual aspect of the Chinese culture. Locals in China responded positively to the fast food concept of McDonalds thereby making the investment in China a successful one. Some of the other ways the approach in China was different as compared to the United States was that McDonalds customized the menu by adding teriyaki burger which gave locals the flavour of their native food taste (McDonalds Fact File 2007, 2007). Customization of products to suit local needs is a key factor that sh ould be considered in the global expansion plan. 2. South Africa: A relatively unique strategy has been used by McDonalds to serve customers where they can enjoy their meal while shopping and playing. This approach is used in highly populated areas with busy lifestyles of South Africa. Additionally, the drive-through approach works well in the South African region. Therefore, there are superior number of drive-through as compared to Australia and United States. This particular facility gives McDonalds an upper hand in South Africa. The base of the approach is to provide comfort to the customers in shopping malls, towns and other areas. Different marketing strategies are used to attract people from different sections of the society. The returns for McDonalds in South Africa have surpassed the initial targets of turnover and profits. With over 90 branches in South Africa, employment opportunities are high for local people and are expected to rise. Furthermore, McDonalds is currently using the vertical integration approach to improve its productivity with efficient software packages. All these factors contribute to the high revenues and with advanced software systems; the aim is to enhance bottom line as well ((McDonalds Fact File 2007, 2007). 3. Brazil: McDonalds opened its first branch in Brazil in 1979. The franchise model has been successfully used in Brazil and the management team has been praised for consistent performance and high standards of quality. One of the accolades received by McDonalds in Brazil is the Hallmark of Quality. One of the challenges that exist for McDonalds in Brazil is bankruptcy because of which it is difficult to meet the expenses on a monthly basis. Inspite of the fast growth in Brazil, franchisees have difficulty in reducing costs ((McDonalds Fact File 2007, 2007). 4. Saudi Arabia: Another example of adaptation to the local culture is the way McDonalds has managed the business in Saudi Arabia. McDonalds closes five times in the day for prayers and they do not serve pork to respect the Islamic culture in Saudi Arabia. There are some exclusive outlets of McDonalds in the Holy City of Makkah which serve to Muslim customers only with only Muslim staff in every department ((McDonalds Fact File 2007, 2007). 5. India: The approach to adapt locally to the country has been a highlight for McDonalds success. In India, the menu is highly customized to suit the Indian tastes and this justifies the inclusion of aloo tikki and paneer burgers. The Big Mac becomes Maharaja Mac in India and another highlight of the menu is having separate vegetarian kitchens with separate utensils and cooks. This feature has been particularly taken care off for making sure that the needs and requirements of the vegetarian population are fulfilled ((McDonalds Fact File 2007, 2007). 6.0 Organizational capabilities Organizational capabilities look at a firms ability to manage resources in order to gain sustainable competitive advantage (Hitt, et.al 2007). The internal analysis of the firm are carried out to understand its strengths and weaknesses either which are existing or are potentially going to exist in the future as compared to its competitors (Deresky, 2006). 6.1 Strengths of McDonalds 1. Adaptability: It is one of the major strengths of McDonalds. Customization of activities and menu to suit local needs is the single most factor contributing to its success. This takes care of blending with the local culture and values of the foreign country. McDonalds is an example of a company which is centralized in its core but still customizes the menu and the operational activities for local needs. 2. Innovation: With wide variety of options available from snack wraps to coffee to burgers to McCafe, McDonalds is very innovative with reference to its products. Also, the processes or the way every country operations are managed are innovative in a way that they are suited to fulfill the local needs. 3. Corporate Social Responsibility: McDonalds has programmes for having a better society. Some of the programmes they have are the greener than ever programme; recycle, renew programme; animal welfare program to name a few. McDonalds believes in having sustainable supply chain consisting of 3 ES: Ethical Responsibility, Environmental Responsibility and Economic Responsibility (Sustainable Supply Chain, 2010-2011). 4. Marketing: The McDonalds logo is a popular one amongst children and adults all across the globe. This compliments the marketing efforts which are carried out through market analysis thereby giving positive returns to McDonalds. 6.2 Weaknesses: 1. Customer Service: Long queues, insufficient employees at the counters are frustrating for customers and many times the employees are rude in terms of their behaviour with customers. 2. Currency fluctuations: When companies go global, there is always a risk associated with currencies as they keep fluctuating based on the markets. This can cause difference in planned returns for McDonalds. 3. Franchisees Challenges: There is an increase in the fee that franchisees have to pay to McDonalds thus resulting in selling of the businesses and dissatisfied franchisees. Additionally, it is important to understand the opportunities and threats that potentially exist for McDonalds to consolidate its global position in the fast food industry. 6.3 Opportunities: 1. Expansion: Even though it serves over 60 Million people on a daily basis that accounts for just about 1% of the worlds total population. There are a lot of emerging markets particularly in the BRIC countries such as Brazil, Russia, India and China. 2. Increase in fast food category: Based on statistics from Euromonitor, there is a growing demand for fast food. For example: In Australia, sales of fast food grew by 7% in terms of value in 2008 to reach A$ 10,921 Million. This demand is increasing due to stressful lifestyles and constant time pressures (Consumer lifestyles- Australia, 2009). 3. Growing need for drive through facilities: Drive through facilities is highly visible in South Africa. They can look at expanding these facilities in other parts of the world with dense populations. 6.4 Threats 1. Competition: With globalisation and increased number of companies looking to expand internationally, it is a challenge for McDonalds to keep up to or enhance its already existing powerful status in the market. 2. Unexpected circumstances: Uncertainties such as natural calamities, unexpected diseases can affect the smooth flow of activities for McDonalds in terms of procurement of goods and food contents which can decline the sales drastically. 7.0 Organizational Structure to support the international Strategy While understanding the organizational capabilities and the external environment, it is crucial to understand the organizational structure of McDonalds. McDonalds sets an exemplary example of a company which implements global strategy and a centralized organizational structure. With operations in over 120 countries and a huge number of 31,000 restaurants, McDonalds procures its food and packaging from the same set of suppliers. It shows the uniformity of a branch in United States and India. The decision making takes place centrally in the United States (Hebert, 2011). In terms of the way McDonalds organizational structure is oriented, it is relatively organized in terms of how the growth and expansion takes place internationally. But to fulfill the ever changing customer demands and customization strategies in every country, the structure needs to be a combination of centralized and decentralized forms. It also means the structure is relatively a mix of formal and informal forms which is quite a challenge to manage successfully. 8.0 Recommendations As described in the above sections, McDonalds has huge potential in global markets to venture out in different areas specially the BRIC countries. As these cities are the centre of research and growth opportunities, McDonalds should focus their internationalization in these areas much more than they are currently doing. McDonalds should focus on high and low areas of population, reaching out to more and more sections of the society. Joint ventures can be taken up with established companies in foreign countries with inclusions of coffee shops, bakery, internet access add-ons in all high profile metropolitan cities McDonalds currently have restaurants. For example in Germany, McDonalds has a tie up with T mobile for hot spots. McDonalds should work on increasing these facilities in a lot of high profile, metropolitan cities across the world. McDonalds can look at diversifying into other areas of food industry for example; McDonalds Hotel in Zurich is a distinctive venture. The road ahead for McDonalds should be to increase the nutritive value of the burgers and look at certain health aspects to control the increasing waistlines among children because of high consumption of fast foods especially burgers (Consumer lifestyles- Australia, 2009). They should look at improving their customer services at the counters by avoiding long queues and providing high levels of customer satisfaction. 9.0 CONCLUSION McDonalds is the number one brand in the fast food industry. They have successfully implemented international strategies where in they have used localization and customization processes to adapt to the foreign countries along with maintaining its American origin by having centralized procedures as well. The organizational structure is in sync with the strategy used by McDonalds to be ahead of its competitors. It is challenging for managers to consistently keep in pace with the right balance of centralizing and decentralizing the operations. Even though weaknesses and threats exist, the strengths and opportunities make it a strong player in the market in the fast food industry.