Effectiveness of the Citroen C4 Robot and Ice Television Advertisements

Citroã «n burn through millions on their publicizing efforts, similar to some other organization. The segment and psychographic for Citroã «n has changed over ongoing years. They were first intended to interest more established drivers and now they are speaking to an altogether new and distinctive crowd. Utilizing music, shading and embellishments they are attempting to pull in a more youthful market. Despite the fact that both of the notices are speaking to marginally various crowds, the two of them have a great time feel and look about them. The music utilized in the C4 ?Robot? advert plays when the advert begins. It is exceptionally crazy, present day, and forward-thinking to draw in and bid to more youthful drivers hoping to purchase their clench hand, possibly second, vehicle. The music likewise fits in well with the cutting edge advanced foundation of the ad and structure of the vehicle. Most youngsters need the most recent innovation, as we are an innovation time, thus I would state that the music reflects about the vehicle very well. The music is non-digetic, as should be obvious the source (where it is coming from). The executive plays this. The ?Robot? moves to the music with 90?s style moves, and the individuals who might value them are in their 20?s. The moving likewise identifies with a dance club. This again is focusing on the age of more youthful vehicle drivers. The music that is utilized in the ?Ice? advert is marginally unique to that utilized in the ?Robot? advert. It is still very up-beat yet not as much as the music utilized in the ?Robot? advert, as the advert is focused on a somewhat more seasoned crowd, individuals possibly with families and greater obligation as the accentuation is on wellbeing. As in the ?Robot? promotion, the music is again non-digetic. Rather than moving to the music, the robot skates on ice and the music isn?t the... ...s down at us, the watchers, as it completes ice skating. He looks threatening proposing that the vehicle is in charge and when you are driving the vehicle you feel incredible and overwhelm, cat like a puma is a forceful creature. In the wake of assessing the two promotions, and breaking down the consequences for the focused on crowds, I think the ?Robot? advert is the best in speaking to its intended interest group, first time vehicle purchasers, since the entirety of the gadgets and strategies utilized draw in the crowd well indeed. The notice demonstrated the vehicle to be something that most first time vehicle purchasers are searching for, a smooth, clever, little however open, crazy and current and furthermore mechanical vehicle. The best gadgets utilized were sound and embellishments. This is on the grounds that the sound grabs the eye of the watchers yet the enhancements make the watchers watch and need the vehicle.

Free Essays on Requiem For An Aristocrat

Memorial for an Aristocrat â€Å"It’s desolate at the top,† a prosaism that Faulkner reaffirms in his traditional short story, â€Å"A Rose for Emily.† In this southern story, a social class structure isolated the â€Å"high and forceful Griersons† from the remainder of the town. After the Civil War, the southern high society was diminishing with the northern industrialists ascending in national impact. Emily Grierson was the result of an overprotective single parent bringing up a high society kid. During this time the southern high society type was viewed as a perishing breed. Emily’s father ingrained qualities and ethics that solitary a self-important blue-blood could set in a kid. Emily’s powerlessness to include herself in social settings, her glaring negligence of the law, and her extreme way to deal with personal connections all originate from her father’s childhood. The town was loaded up with individuals Emily wanted to associate with. She kept herself bolted inside her home and sent Tobe, her worker, to deal with for the most part all commitments that necessary social communications. She spent most of her life inside this stronghold of isolation she thought about home. During Emily’s years as a youngster, she was persuaded none of the youngsters merited her. The youngsters didn't match her father’s desires so he excused them. Indeed, even at thirty years old, Emily stayed single since her dad would confine her social association. So it was regular for the townspeople to shun partner with such recognized individuals. The whole town went to Emily Grierson’s burial service without knowing her past her name. This sort o f childhood left Emily disconnected. Emily held a â€Å"above-the-law† demeanor that was basic among nobles in the southern states around then. Once Emily’s father kicked the bucket, the city hall leader felt committed to permit Emily to cease from making good on charges. At the point when Emily visited her pharmacist for arsenic, he all... Free Essays on Requiem For An Aristocrat Free Essays on Requiem For An Aristocrat Composition for an Aristocrat â€Å"It’s forlorn at the top,† a buzzword that Faulkner reaffirms in his old style short story, â€Å"A Rose for Emily.† In this southern story, a social class structure isolated the â€Å"high and forceful Griersons† from the remainder of the town. After the Civil War, the southern high society was waning with the northern industrialists ascending in national impact. Emily Grierson was the result of an overprotective single parent bringing up a high society kid. During this period the southern high society type was viewed as a withering variety. Emily’s father ingrained qualities and ethics that lone an egotistical privileged person could set in a youngster. Emily’s failure to include herself in social settings, her obtrusive negligence of the law, and her extreme way to deal with close connections all originate from her father’s childhood. The town was loaded up with individuals Emily wanted to collaborate with. She kept herself bolted inside her home and sent Tobe, her worker, to deal with for the most part all commitments that necessary social collaborations. She spent most of her life inside this stronghold of isolation she thought about home. During Emily’s years as a youngster, she was persuaded none of the youngsters merited her. The youngsters didn't match her father’s desires so he excused them. Indeed, even at thirty years old, Emily stayed single since her dad would constrain her social association. So it was regular for the townspeople to abstain from partner with such recognized individuals. The whole town went to Emily Grierson’s memorial service without knowing her past her name. This sort o f childhood left Emily disengaged. Emily held a â€Å"above-the-law† disposition that was basic among privileged people in the southern states around then. Once Emily’s father kicked the bucket, the civic chairman felt committed to permit Emily to avoid making good on charges. At the point when Emily visited her pharmacist for arsenic, he all...

The Genetic Code

The Genetic Code Overview This module will look at how data is encoded in DNA, and how that data is deciphered to achieve changes in cells and tissues. Goals 1. Comprehend the triplet idea of the hereditary code, and know the significance of the term codon. 2. Realize that the code is degenerate, and what that implies. 3. Realize that the code is unambiguous, and what that implies. 4. Know the personalities of the beginning and stop codons, and see how they work. The Genetic Code It has been referenced in an assortment of modules that DNA stores hereditary information.That much was obvious from theâ experimentsâ of Avery, Macleod, and McCarty and Hershey and Chase. In any case, these analyses didn't explain how DNA stores hereditary data. Clarification of the structure of DNA by Watson and Crick didn't offer an undeniable clarification of how the data may be put away. DNA was built from nucleotides containing just four potential bases (A, G, C, and T). The unavoidable issue was : how would you code for the entirety of the attributes of a living being utilizing just a four letter letters in order? Review theâ central authoritative opinion of atomic biology.The data put away in DNA is eventually moved to protein, which is the thing that gives cells and tissues their specific properties. Proteins are direct chains of amino acids, and there are 20 amino acids found in proteins. So the genuine inquiry turns out to be: how does a four letter letters in order code for every single imaginable mix of 20 amino acids? By developing multi-letter â€Å"words† out of the four letters in the letters in order, it is conceivable to code for the entirety of the amino acids. In particular, it is conceivable to make 64 distinctive three letter words from simply the four letters of the hereditary letters in order, which covers the 20 amino acids easily.This sort of thinking prompted the proposition of a triplet hereditary code. Examinations involvingâ in vitroâ trans lation of short engineered RNAs in the long run affirmed that the hereditary code is to be sure a triplet code. The three-letter â€Å"words† of the hereditary code are known asâ codons. This trial approach was likewise used to work out the connection between singular codons and the different amino acids. After this â€Å"cracking† of the hereditary code, a few properties of the hereditary code got clear: * The hereditary code is made out of nucleotide triplets.In different words, three nucleotides in mRNA (a codon) indicate one amino corrosive in a protein. * The code is non-covering. This implies progressive triplets are perused all together. Every nucleotide is a piece of just a single triplet codon. * The hereditary code is unambiguous. Every codon determines a specific amino corrosive, and just a single amino corrosive. As it were, the codon ACG codes for the amino corrosive threonine, andâ onlyâ threonine. * The hereditary code is degenerate. Conversely, every amino corrosive can be determined byâ moreâ than one codon. * The code is about universal.Almost all living beings in nature (from microorganisms to people) use the very same hereditary code. The uncommon exemptions remember a few changes for the code in mitochondria, and in a couple of protozoan animal groups. * A Non-covering Code * The hereditary code is perused in gatherings (or â€Å"words†) of three nucleotides. In the wake of perusing one triplet, the â€Å"reading frame† moves more than three letters, not only a couple. In the accompanying model, the code wouldâ notâ be read GAC, ACU, CUG, UGA†¦ * Rather, the code would be perused GAC, UGA, CUG, ACU†¦ * Degeneracy of the Genetic Code There are 64 distinctive triplet codons, and just 20 amino acids. Except if some amino acids are indicated by more than one codon, a few codons would be totally pointless. Consequently, some repetition is incorporated with the framework: some amino acids are coded fo r by numerous codons. Sometimes, the excess codons are identified with one another by succession; for instance, leucine is indicated by the codons CUU, CUA, CUC, and CUG. Note how the codons are the equivalent aside from the third nucleotide position. This third position is known as the â€Å"wobble† position of the codon.This is on the grounds that in various cases, the character of the base at the third position can wobble, and a similar amino corrosive will in any case be indicated. This property permits some insurance against transformation †if a transformation happens at the third situation of a codon, there is a decent possibility that the amino corrosive determined in the encoded protein won't change. * Reading Frames * If you consider it, in light of the fact that the hereditary code is triplet based, there are three potential ways a specific message can be perused, as appeared in the accompanying figure: * Clearly, each of these would yield totally unique result s.To outline the point utilizing a relationship, think about the accompanying arrangement of letters: * theredfoxatethehotdog * If this series of letters is perused three letters one after another, there is one perusing outline that works: * the red fox ate the frank * and two perusing outlines that produce drivel: * t her edf oxa tet heh otd og * th ere dfo xat eth eho tdo g * Genetic messages work similarly: there is one perusing outline that bodes well, and two perusing outlines that are jabber. * So how is the perusing outline picked for a particular mRNA? The appropriate response is found in the hereditary code itself.The code contains signals for beginning and halting interpretation of the code. Theâ start codon is AUG. AUG likewise codes for the amino corrosive methionine, however the main AUG experienced signs for interpretation to start. The beginning codon sets the understanding edge: AUG is the main triplet, and resulting triplets are perused in a similar understan ding edge. Interpretation proceeds until aâ stop codonâ is experienced. There are three stop codons: UAA, UAG, and UGA. To be perceived as a stop codon, the tripletâ mustâ be in a similar perusing outline as the beginning codon. A perusing outline between a beginning codon and an in-outline stop codon is called anâ open perusing frame.Let's perceive how an arrangement would be interpreted by thinking about the accompanying succession: 5†²-GUCCCGUGAUGCCGAGUUGGAGUCGAUAACUCAGAAU-3†² First, the code is perused in aâ 5†² to 3†² bearing. The primary AUG read toward that path sets the understanding edge, and ensuing codons are perused in outline, until the stop codon, UAA, is experienced. Note that there are three nucleotides, UAG (showed by reference bullets) that would some way or another comprise a stop codon, then again, actually the codon is out of edge and isn't perceived as a stop. In this succession, there are nucleotides at either end that are outsi de of the open perusing frame.Because they are outside of the open understanding edge, these nucleotides are not used to code for amino acids. This is typical in mRNA particles. The district at the 5†² end that isn't interpreted is called theâ 5†² untranslated locale, orâ 5†² UTR. The district at the 3†² end is called theâ 3†² UTR. These arrangements, despite the fact that they don't encode any polypeptide succession, are not squandered: in eukaryotes these districts ordinarily contain administrative groupings that can influence when a message gets interpreted, where in a cell a mRNA is restricted, and to what extent a mRNA keeps going in a cell before it is destroyed.A point by point assessment of these groupings is past the extent of this course. The Genetic Code: Summary of Key Points * The hereditary code is a triplet code, with codons of three bases coding for explicit amino acids. Every triplet codon indicates just a single amino corrosive, however an individual amino corrosive might be determined by more than one codon. * A beginning codon, AUG, sets the understanding casing, and signals the beginning of interpretation of the hereditary code. Interpretation proceeds in a non-covering design until a stop codon (UAA, UAG, or UGA) is experienced in outline. The nucleotides between the beginning and stop codons contain an open understanding casing.

2019 Best Brightest Katie Schuchman, University of Pittsburgh

Katie Schuchman 2019 Best Brightest: Katie Schuchman, University of Pittsburgh by: Jeff Schmitt on March 22, 2019 | 0 Comments Comments 567 Views March 22, 2019Katie SchuchmanUniversity of Pittsburghâ€Å"An open-minded and energetic go-getter looking to make my mark on the world.†Fun fact about yourself: I met JuJu Smith-Schuster at a Women in Business event this past fall. Random celebrity encounters are one of the best parts of living in Pittsburgh – you never know who you’re going to run into!Hometown: Reading, PennsylvaniaHigh School: Wilson High SchoolMajor: MarketingMinor: Public and Professional Writing Certificate, Digital Media CertificateFavorite Business Course: Consumer BehaviorExtracurricular Activities, Community Work and Leadership Roles During College:Vice President of Special Events for Women in BusinessFreshman Team Leader for Pitt BusinessInternational Ambassador for Pitt Business International ProgramsStudent Tour Guide for Pitt PathfindersInaugural Wi lma F. Tabisz Memorial Award RecipientTwo-time Pitt Business study abroad participantWhere have you interned during your college career? Over the years, I’ve held four different internships. The first came the summer after my freshman year, when I worked as a Public Relations and Marketing Intern for Berks County Living, a lifestyle publication based in my hometown. While abroad in London, England, I interned with Digital Dialog, a small digital agency based in East London. After my sophomore year, I returned to Pittsburgh and worked as an International Marketing Summer Associate at UPMC. This past summer, I interned in Pittsburgh with Gatesman as a Public Relations Social Media Brandtern.Where will you be working after graduation? UndecidedWhat did you enjoy most about your business school? The connections I made with other students and the Pitt Business staff are so valuable and made my experience worthwhile. Getting to interact with and learn from people from all over the country (and even the world) made me excited to go to class, to work, or to Pitt Business events in general.What is the biggest lesson you gained from studying business? Being a business student has taught me to approach situations from a variety of perspectives to get the best result. Building diverse teams that bring a range of experiences and backgrounds to the table allows for better conversations and, ultimately, more success. Even when I’m not collaborating with others, I work to think about a problem from the viewpoint of someone else. I guess all of those group projects actually paid off!What has surprised you most about majoring in business? Going into business school, I knew I would be getting a solid education that would help me in the future. What I didn’t expect was how much of what I learned would apply to life outside the classroom. For example, I distinctively remember staring out the window and looking at billboards during a bus ride home during fresh man year. Once my parents picked me up, I couldn’t stop talking about the different marketing concepts I had learned in class and how they applied to the ads I had seen on my way home. This experience was the first of many moments where I realized the real value of business. It’s truly a global industry – and not just because your professors say so.â€Å"If I didn’t major in business, I would be majoring in or studying†¦English! When I was younger, I fell in love with The School Story by Andrew Clements and thought that being a book editor was just about the coolest job in the world. Being able to read books, offer comments and critique, and see a story go from words on a page to books on a shelf is still enticing to me. A degree in English would have put me well on my way to pursuing a career in publishing.Who most influenced your decision to pursue business in college? For me, it was less of a â€Å"who† and more of a â€Å"what† tha t solidified my decision to pursue business. My experience organizing my high school Mini-THON sparked a desire to learn about the different aspects of a business as I was doing rudimentary versions of this work every day. Working with and managing dozens of students was an exhilarating challenge and I loved every minute of it. So much of what I did in my leadership role with Mini-THON relates to what I’ve done in business school. My focus on the details and passion for the big picture made studying business the perfect fit for me.Which academic, extracurricular or personal achievement are you most proud of? When making my college decision, I was torn between Pitt and another academic institution with a strong reputation. While the name of the school and the prestige of the program at the other university was very appealing, I ultimately decided to attend the University of Pittsburgh. At Pitt, I was able to forge my own path and create a course of study unique to me and my in terests. This decision ended up affording me more opportunities than I could have dreamed. From being an ambassador for the university to studying abroad in Vietnam and the UK to guiding freshman students through their first semester in business school to working for organizations I truly care about, my collegiate experience has been nothing if not something to be thankful for. I am proud of both the opportunities I’ve been given and the ones I’ve created for others during my time in school. For these reasons, and many more, my decision to Hail to Pitt serves as my proudest accomplishment to date.Which classmate do you most admire? Although I am surrounded by peers who do incredible things each day (shout out to Taylor, Jaime, and Nora), my friend Mike Grott stands out as someone who consistently inspires me. A transfer student from another esteemed university, Mike worked tirelessly to complete not one but two bachelor’s degrees during his time at Pitt. While M ike is success-driven and goal-oriented, his compassion for others and supportive attitude make him not only a great student but a fantastic friend. I admire his tenacity and passion and am thankful for his personal and professional guidance.Who would you most want to thank for your success? I would not be who I am today without my parents. I can’t thank them enough for the constant support and (sometimes unwanted) advice they’ve given me throughout the years. Together, my parents have encouraged me to be confident in myself and my abilities, to be humble and admit when I’m wrong, and to never be afraid to go after what I want out of life. Thank you, Mom and Dad!What are the top two items on your bucket list? After getting a taste of a global lifestyle during my two international experiences, living and working abroad for a few years tops my bucket list. Coming in at a close second is a desire to be actively involved with a charitable nonprofit organization. Whe ther it be serving on an advisory board or starting my own group, I hope to give back to the communities that have given so much to me.What are your hobbies? Some of my favorite things to do include trying new restaurants in Pittsburgh, reading a good book, and hiking (when I have the time). I also love to travel, so I spend a decent amount of my free time dreaming about my upcoming adventures!What made Katie such an invaluable addition to the Class of 2019?â€Å"Beyond her strong academic performance, Katie Schuchman displays a level of maturity far beyond to her peers, and is an insightful, articulate, and personable individual.Two areas of excellence with regard to Katie are her levels of equanimity and productivity.  As a Student Ambassador in the International Programs Office, a large portion of Katie’s role is to serve as an initial point-of-contact for fellow students, staff, and faculty, as well as external providers who visit the International Programs office. Wit hout skipping a beat and always with a positive manner, Katie is quick to aid all who enter the office. In each interaction, Katie speaks with a high level of confidence and compassion, always offers a professional greeting, and responds to all inquiries appropriately.In terms of her productivity, Katie’s work in the International Programs office has been of vital importance to the success of office operations.  Task after task, Katie consistently delivers her projects calm professionalism, whether it be creating print material, customizations to the office blog, email communication, or social media marketing. In addition, Katie is a terrific multi-tasker, who never hesitates to set aside her projects in order to help individuals who enter the office with questions.Additionally, Katie serves as a Freshmen Team Leader (FTL). In this role, Katie is my teaching assistant in BUS 0010 Your Academic Career Success (the one-credit freshmen orientation course). Katie is absolutely invaluable to me in this role. Fall is my busiest time of the year, and Katie has been erringly patient and consistent in supporting me in teaching the class. Katie has never complained when I have had to change our weekly meeting time. Katie is unfailingly well-prepared for class. Additionally, Katie writes the most articulate emails to the students reminding them of upcoming assignments.†Elizabeth Adams Director of Academic Advising Pitt Business Page 1 of 11

A Man s Ethical Behavior Should Be Based Effectually On...

There are certain concepts that have no concrete rules. They can have polar opposite meanings to different people. One of the concepts that follow that paradigm is ethics. For example, Albert Einstein stated, â€Å"A man s ethical behavior should be based effectually on sympathy, education, and social ties and needs; no religious basis is necessary† (Cline). Now, a conservative Christian would more than likely have a qualm or two about Einstein’s statement. The following three scenarios: â€Å"The Lifeboat,† â€Å"The Bank Teller,† and â€Å"The Callous Passerby,† will show my personal code of ethics. In the first scenario â€Å"The Lifeboat,† a ship is going down, and there is only one lifeboat. Add to that the lifeboat has a six-person capacity while unfortunately there are ten people onboard the ship. Therefore, there are four people doomed to die; the question posed is as follows, who lives and who dies? The ten people on board are a wom an under the assumption that she is six months pregnant, a lifeguard, a young married couple, a grandparent of fifteen grandchildren, an elementary school teacher, thirteen-year-old twins, an experienced nurse, and the captain of the ship. The first and most obvious candidate to stay on the vessel would be the captain of the ship. He was responsible for the safety of the passengers. So then, he should take that responsibility seriously and make sure as many of them as possible survive. Next on my list would be the grandparent. They had the chance to liveShow MoreRelatedSda Manual Essay101191 Words   |  405 PagesCopyright  © 1973, 1978, 1984, International Bible Society. Used by permission of Zondervan Bible Publishers. Bible texts credited to RSV are from the Revised Standard Version of the Bible, copyright  © 1946, 1952, 1971, by the Division of Christian Education of the National Council of the Churches of Christ in the U.S.A. Used by permission. Texts credited to RV are from The Holy Bible, Revised Version, Oxford University Press, 1911. Printed in U.S.A. 09 08 07 06 5 4 3 2 1 ISBN 0-8280-1947-9

Third Party Conflict Resolution †Sick Leave Essay

Third Party Conflict Resolution – Sick Leave The case of sick leave involved Kelly, who was hired by Soto Board of Education in Japan. Her employment was with The Japan Exchange and Teaching Program (JET) and Conference of Local Authorities for International Relations (CLAIR) had taken over the contracts for the workers of JET. CLAIR’s role was to be a liaison during recruiting and selection, counseling and participant welfare. Their main function was to promote the exchange at the local level. The paper stated that if there was a problem with the host institution, then it was up to the host to address and solve the issue. If the problem didn’t get resolved then the participant could go to CLAIR with their grievances. It was up to†¦show more content†¦678-687). The possible intervention strategies consist of the following: MCS (Means-control strategy)- Manager intervenes in the dispute by influencing the process of resolution (i.e., facilitates interaction assists in communication, explains one disputant’s views to another, clarifies issues, lays down rules for dealing with the dispute, maintains order during talks) but does not attempt to dictate or impose a resolution (through he or she might suggest solutions); The final decision is left to the disputants; high on process control but low on outcome control (e.g., mediation, conciliation). ECS (Ends control strategy): Manager intervenes in the dispute by influencing the outcome (i.e., takes full control of the final resolution, decides what the final decision will be, imposes the resolution on the disputants) but does not attempt to influence the process; the disputants have control over what information is presented and how it is presented; high on out come control but low on process control (e.g., arbitration, adjudication, adversarial intervention). LCS (Low control strategy): Manager does not intervene actively in resolving the dispute; he or she either urges the parties to settle the dispute on their own or merely stays away from the dispute; low on both process and outcome control (e.g., encouraging or telling the parties to negotiate or settle the dispute by themselves, providing impetus). FCS (FullShow MoreRelatedTechniques For Effectively Manage Conflict1208 Words   |  5 Pages Techniques to Effectively Manage Conflict Kaitlin Hodges Indiana University Northwest Techniques to Effectively Manage Conflict The medical profession relies heavily on collaboration and teamwork. Whether the professional is performing surgery or providing care to a sick child, the medical team is obligated to work together in order to efficiently accomplish common goals. However, when individuals are brought together as a team, differences in opinions, interests, knowledgeRead MoreEssay about Business Research Task: Coca-Cola Amatil1868 Words   |  8 Pagesin the work place for both employee and employer. They do this by putting into several practices to ensure the success of the business; effective communications, a rewards system, flexible working conditions, legal compliances and efficient conflict resolution. 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Financial Consumer Protection free essay sample

The paper will also comprise of comprehensive information on laws and regulations relevant for consumer protection and discusses a number of challenges related to empirical analyses of financial consumer protection. 1. 1 INTRODUCTION 1. 2 BACKGROUND OF THE STUDY Financial consumer protection is about ensuring a fair exchange between providers and consumers of financial services. A deliberate policy framework is necessary to counterbalance the inherent disadvantage of financial service consumers’ vis-a-vis the power, information, and resources of their providers. Consumer protection, in the broader sense, refers to the laws and regulations that ensure fair interaction between service providers and consumers. Government intervention and regulation in the area of consumer protection are justified on the basis of inherent information asymmetries and power imbalances in markets, with producers or service providers having more information about the product or service than the consumers. A consumer protection framework generally includes the introduction of greater ransparency and awareness about the goods and services, promotion of competition in the marketplace, prevention of fraud, education of customers, and elimination of unfair practices. Consumer protection frameworks in the financial service industry are evolving as products become more complex and a greater number of people rely on financial services. An effective consumer protection framework includes three complementary aspects. First, it includes laws and regulations governing relations between service providers and users and ensuring fairness, transparency and recourse rights. Second, it requires an effective enforcement mechanism including dispute resolution. Third, it includes promotion of financial literacy and capability by helping users of financial services to acquire the necessary knowledge and skills to manage their finances. The recent crisis highlighted shortcomings in the existing consumer protection frameworks in high income countries and prompted a number of broad-ranging reforms. The crisis also made apparent the low levels of financial capability among users of financial services in developed countries. . 3 PROBLEM STATEMENT 1. To analyze the problems and challenges facing financial consumer protection in Kenya. 1. 4 OBJECTIVES OF THE STUDY The objective of this study is: 1. To establish the importance of financial consumer protection especially in Kenya. 2. Provide information on financial consumer protection. 3. Suggest ways of improving and dealing with financial consumer protection. 4. Suggest ways of creating awareness of financial cons umer protection. 5. Estimate the relative use of different service providers by Kenyan financial consumers, so as to focus the analysis on the most important players and issues. 6. To establish Protection against deceptive and unfair trade practices. 1. 5 RESEARCH QUESTIONS OR HYPOTHESIS 1. What are factors affecting financial consumer protection? 2. What is the level of financial literacy in Kenya? 3. What are the ways of improving financial consumer protection? 4. What is the extent of financial consumer awareness and education? 5. What are the challenges facing financial consumer awareness? . What are trends in the financial sector? 1. 6 JUSTIFICATION It is quite evident that there are challenges facing financial consumers, the existing laws are in adequate for consumer protection and policies and laws need to be put in place to ensure: 1) Physical protection of the consumer. 2) Protection against deceptive and unfair trade practices. 3) Protection against all types of pollution. 4) Protection agains t the abuse of monopoly position and/or restrictive trade practices. 5) Protection of enjoying the financial consumer rights. . 0 LITERATURE REVIEW AND THEORETICAL FRAMEWORK This literature review focuses on existing academic literature on financial consumer protection,consumer information, financial literacy and financial education. Existing academic literature on financial consumer protection spans law and economics, but is rather limited. One strand of literature derives from behavioral economics and is closely linked to financial literacy. Behavioral economics has often been used to examine consumer behavior and the reasons behind certain consumer choices. This strand of literature acknowledges that the approach of standard models in economics that is, rational consumers and competitive markets may not always hold in actuality. In the financial sector specifically, some studies have argued that consumers are subject to certain behavioral biases, including vulnerability to marketing such as being likely to take up offers that are framed in simple terms. Consumers may not be well-informed, they can get confused when they are presented with many alternatives, and can eventually make systematic mistakes, which could be exploited by providers. In this regard, even well-established and efficient disclosure requirements may not be sufficient. Hence they suggest developing financial market regulations based on behavioral models in which the underlying reasons of certain decisions by the households are investigated, rather than modeling the way in which rational households should make their decisions. Campbell (2006) suggests the use of financial literacy as an avenue of remedy, in addition to well-designed financial consumer protection regulations. Elliehausen (2010) argues that the results of behavioral research could be useful in designing effective regulations in the credit market. These research findings highlight the importance of financial literacy and disclosure requirements in mitigating information asymmetries in the market for financial products and services. The key challenge for the applied research going forward is to identify effective forms for disclosure. For credit products, evidence suggests that disclosing loan terms to customers can help reduce borrowing costs. Despite their importance, there is no universally accepted set of disclosure requirements (i. e. , which terms and conditions are to be disclosed and when, how information should be presented, etc. One approach used to address this issue is through a standardized format in which information is disclosed to consumers, which often includes plain language requirements. Other studies (Collins et al. , 2009, and FSD-Kenya, 2009) support this claim. For example, consumers prefer and better understand when they are quoted the dollar amount of payments and the number of months it will take them to pay off the loan, instead of the details of compounding. However, certain products are necessarily more complex and will require more information to be disclosed, though in the absence of financial iteracy, it is unlikely that this complex information will be understood by the consumer. Unfortunately systematic data on the levels of financial literacy and awareness of financial concepts remains limited. Policy papers focusing on the review of consumer protection and financial literacy indicate that there is no one-size-fits-all approach when it comes to designing consumer protection and financial literacy policy. Financial literacy is low among the poor, especially in developing countries. There is evidence that individuals lack even the understanding of interest rates (Porteous, 2009; FSD-Kenya, 2009). In this respect, providing financial education to the poor to raise their financial capability and establishing better consumer financial protection regulations may turn out to be a better option. Indeed, there is evidence that disclosure requirements lowered microfinance interest rates significantly in countries with competitive microfinance markets. Financial literacy programs and disclosure requirements alone are not sufficient for ensuring good financial consumer protection regulations that correct for information asymmetries and market failures. Regardless of financial literacy levels, service providers, if left unchecked, often have incentives to take advantage of information asymmetries and adopt unfair selling practices that allow for quick and large gains in profits. Hence, fair treatment provisions are also of importance in this regard. While all of these are, in general, aimed at correcting the information asymmetries in the market for financial products and services, another aspect of financial consumer protection is the existence and accessibility of third-party recourse mechanisms. There is not much written on fair treatment practices and recourse mechanisms in the academic literature. The policy paper by Brix and McKee (2010), however, considers these two issues in the context of low-access environments. Brix and McKee (2010) caution the policymakers that fair treatment provisions should be designed in such a way so as not to deter access to financial services. They also suggest starting with a discussion of standards for internal dispute resolution mechanisms, which is more widely feasible than third-party recourse mechanisms. Two recent papers are particularly relevant for our research presented here. Rutledge (2010) provides a detailed analysis of financial consumer protection in banks and non-bank financial institutions in nine countries in Europe and Central Asia. In these transition economies, financial services have developed rapidly in recent years, presenting unique challenges. 3. 0 RESEARCH METHODOLOGY 3. 1 INTRODUCTION In research design, there are two major methods of research. These are qualitative research and quantitative research. In quantitative research the aim is to determine the relationship between one thing (an independent variable) and another (a dependent or outcome variable) in a population. Quantitative research designs are either descriptive (subjects usually measured once) or experimental (subjects measured before and after a treatment). For an accurate estimate of the relationship between variables, a descriptive study usually needs a sample of hundreds or even thousands of subjects; an experiment, especially a survey, may need only tens of subjects. The estimate of the relationship is less likely to be biased if you have a high participation rate in a sample selected randomly from a population. In surveys, bias is also less likely if subjects are randomly assigned to treatments, and if subjects and researchers are blind to the identity of the treatments. In my esearch quantitative research method is implemented. Surveys are to be used to gather information from various sources. 3. 2 RESEARCH DESIGN The research design to be used in this study is a survey design. Direct consumer surveys and Focus Group Discussions (FGDs) are to be used in the study to understand consumers’ own perceptions of their experience with different products and providers. 3. 3 SAMPLING The survey method is to be used in this study. A random sample of financial consumers and financial service providers and stakeholders are to be selected. 3. 4 DATA COLLECTION Data is to be collected using a semi-structured questionnaire served on respondents through drop and pick methods. The method was chosen because of time and cost. The exercise is to obtain core information and supplementary information is to be obtained through further probing of the respondents and by reading relevant publications of financial consumers and various markets such as capital and money markets. Face-to-face interviews with regulators, supervisory staff, financial service providers and their industry associations, consumer advocacy organizations and researchers is also to be used to collect data. Desk research on relevant laws, regulations, codes of conduct, institutions, and previous reports and research is to be used in collection of data. . 5 DATA ANALYSIS Data analysis is to be conducted using Microsoft Excel spreadsheets. Editing is to be undertaken before data analysis. It will involve Identification of relevant experiences from other countries, with a particular focus on measures to improve transparency, fair treatment, recourse, and consumer awareness and financial education. The analysis will also examine the interaction of financial sector laws and regulations with cross-cutting laws and regulations (e. g. , to promote competition or consumer protection across the entire economy) in different jurisdictions. 4. 0 FINDINGS Mass market financial services are growing at an impressive rate in Kenya, generating significant benefits for lower income consumers. Driving this expansion is a broad array of financial service providers. The financial sector regulators provide some consumer protections to the clients of regulated institutions, but such provisions vary by financial institution type and are incomplete and inconsistent across the market as a whole. There is no general or market wide consumer protection law or authority, and therefore users of informal financial service providers – 65% of the population lack legal protection entirely. As a result of the absence of an entity with market-wide jurisdiction, a comprehensive Kenyan approach to financial consumer protection and recourse has yet to find footing in policy or practice. A growing body of evidence from consumer research in Kenya suggests that the welfare of consumers is compromised by the lack of effective price disclosure and dispute resolution mechanisms, and by abusive practices. The findings of this confirm a wide range of practice around disclosure of the prices and conditions of different financial services. For example, loan prices are quoted using a bewildering array of pricing formulas. The large number and type of added fees and commissions adds to the confusion for consumers, especially those new to formal finance. The report addresses these variations in practice in detail, by financial service sector (e. g. , mobile payment service providers, banks, SACCOs, etc. ). The findings draw attention to the particular importance of improved transparency in mass market financial services. Financial services are inherently more complex than most goods or other, more tangible services. On the supply side, providers do not always provide clear information about their products through from the initial marketing and sales process to actual delivery of the service. On the demand side, many consumers that are new to formal finance and are challenged to learn a very different set of rules and structures from those used by the informal arrangements with which they are familiar. They find it difficult to comprehend the prices, key terms and conditions, and all the other details of formal contracts. This demand-side challenge is exacerbated when more than half of mass market consumers have limited numeracy skills. In these circumstances, consistent and effective disclosure is a necessary preventive measure. It can reduce up-front the types of confusion that can easily lead to problems – problems such as misunderstandings about prices, consequences of late payments, or conditions for payment of insurance claims. Standardisation of wording and formats also merits further investigation. When financial access is growing rapidly, as in Kenya, consumers should be able to learn a single set of rules of the game, rather than having to wrestle with different disclosure formats for different providers and products. 4. 0 SCHEDULE Prepare proposal by:1 Nov Complete literature review by:7 Nov Complete fieldwork by:15 Nov Complete analysis by: 1 Dec Give presentation on:3 Dec Complete final report by: 10 Jan 5. 0 CONCLUSION This analysis will present the first step in a systematic assessment of financial consumer protection across a large set of countries. Further refinements in methodology are necessary to better capture the effectiveness of the implementation of the existing financial consumer protection regulations. More importantly, a greater focus by regulators on monitoring compliance and collecting data on consumer complaints and on how they are resolved can help inform public policy. Regulatory impact assessments at the country level, including the impact on the users of financial services, as well as on the cost to financial institutions, are also an important component in determining the most effective approaches to ensuring fair and transparent retail financial markets. 6. 0 RECOMMENDATIONS The key recommendations to improve consumer protection for mass-market financial consumers in Kenya relate to the following areas: 1. Financial consumer awareness and education will be a critical component of any consumer protection regime in Kenya. 2. Regulations that clarify provider liability and responsibility for oversight of third party agents who play a role in the delivery of services. 3. Minimum requirements for provider-level recourse and dispute resolution mechanisms. 4. Putting in place a cross-market consumer protection that will yield another important benefit. It will facilitate consumers learning a single set of rules as the basis for their interaction with financial services providers. 5. The authority can enforce consumer protection regulation across the entire financial market and thereby cover the clients of otherwise unregulated providers. 7. 0 REFERENCES 1. FSD-Kenya (2009). Definition of a Standard Measure for Consumer Interest Rates in Kenya: A Scoping Study, Nairobi: Kenya. [http://www. fsdkenya. org] 2. Nelson, Candace and Angela Wambugu. (August 2008). Financial Education in Kenya. Nairobi: FSD-Kenya. 3. Capital Markets (Licensing Requirements) (General) (Amendment) Regulations, 2007 for Demutualization of the Nairobi Stock Exchange (NSE) that include an explicit requirement to protect investors. 4. Brix, Laura, and Katharine McKee. (2009). Consumer Protection Regulation in Low-Access Environments: Opportunities to Promote Responsible Finance. Focus Note 60. Washington, D. C. : CG

Pros Of Green Revolution Essays - Agronomy, Humanitarian Aid

Pros of Green Revolution Matchmaker.com: Sign up now for a free trial. Date Smarter! Pros of Green Revolution With the rapid growth of our global population pouring into the next millennium, we will witness an ever-growing hunger rate around the world. That is unless we call for a revolution on the global scale. The Green Revolution which already sprouted in the early part of the century only need to add a bit more momentum and we will see a bright future for the human race, a future without hunger and starvation V hopefully. It is becoming increasingly difficult for the planet to support its overwhelming population. And since the amount of arable land available is becoming scarce, we must seek ways to dramatically improve crop yields of existing cropland. By implementing new farming techniques provided with the new technological advances in machines we can see abundant harvest in even the poorest third world countries. For example, the Green Revolution has already showed admirable progress in the northern part of India ever since it took start in 1950. By 1997, northern India increased its grain production by 37 percent. This has proven that traditional farming methods are being rendered obsolete. And because by the year 2000, there will be half the land per person in developing countries as there was in 1970, we need to apply ultra-efficient methods to sustain the growing need. Not only does the Green Revolution enhances food output, it also preserves the environment. Traditional agriculture requires massive forest and grassland removal to obtain land necessary to farm on. Deforestation and overgrazing has caused erosion flooding, and enabled the expansion of deserts. But with drainage systems, leveling, and irrigation provided by the Green Rev, all this terra deforming will unlikely happen again. We can retain clean air and lessen the global warming effect caused by deforestation. Many people argue that a revamp in agriculture will be way too expensive and unrealistic especially for those poor farmers in third world countries. However many times, they exaggerate the price. In reality, farmers who take the first step in the revolution will most likely succeed and will have more money to invest in further development such as irrigation systems and wells and machineries. And since poverty is caused by low productivity of food which results in over expensive food prices, we can eliminate this problem by raising crop yields. We don't have much time and room to speculate on this issue. The turn of the century is approaching quickly and so is overpopulation. What we should be speculating on is how the development process proceeds not should it proceed. The Industrial Revolution altered the world one step ahead. The Green Revolution will take the next.

Are You Self-Critical I Sure Am.

Are You Self-Critical I Sure Am. An opportunity for rejection This weekend I took a workshop with Wright as part of a year-long training I’m doing there. On Saturday evening we received an assignment to talk to strangers and get rejected by them. One option for conversation was to tell people about the Wright workshop and invite them to attend. Despite my terror at being viewed as a proselytizer, I took it on. I figured anything that made me that terrified was worth doing. The next thing I knew I was walking up to a woman sitting in front of a burrito shop in Chicago, taking in her look of skepticism, and saying â€Å"I know this is really weird, but†¦Ã¢â‚¬  A few minutes later I had fielded many objections as well as multiple claims that she was not interested: I was not with any sort of religious organization; people from out of state could do the workshop; and all kinds of people, from teens to military to owners of writing and editing companies, got value from the program. A breakthrough It didn’t take long for her to start sharing with me about her husband and how he could really benefit from a program like this, and about her special needs child; in the end she was the one who told me her name without my asking. And she took information about the program with real interest. Everyone I told this story to was blown away by how I continued to talk to this woman despite her multiple attempts to make me go away. I quite possibly made a difference in another human being’s life because I was willing to act despite my fear. In my small group for the weekend, I was voted to share the story with the larger group. But†¦ My self-talk was that this was just me using my sales skills. When I had an opportunity to share about my interaction with a room full of 60 people, I didn’t tell them how awesome I was. I talked about my fear of rejection (which obviously I did not let get in my way). I received some spot-on coaching about my choice of what to share and was left wishing I had just told the story about how I connected with the woman in front of the burrito shop. I immediately started beating myself up that I hadn’t done it right. I wanted a do-over!! (Sound familiar?) I was so self-critical, in fact, that I could barely concentrate on the program for the next several hours †¦ until †¦ I got to watch someone else get coaching on her own self-critic. Suddenly, watching it outside of myself, I was able to feel the hurt of holding on to my critic- really feel it- and I started to ease up on myself ever-so-slightly. Before this experience, I think all I did with my inner critic was to criticize myself for having such a loud one. This time, feeling the pain and emotion of what it’s like in my head, I started to have compassion for her. I’m not getting rid of my critic, mind you. She’s very useful to have around and allows me to correct a lot of things that might otherwise remain a mess. She motivates me to grow and learn. But I’d like her to have less of a hold on me so I have my full energy and brain power to focus on things like reaching out to people and taking on other terrifying, exhilarating tasks in life. Maybe you’d like to cultivate more compassion for your inner critic? Do you tell stories in a way that gives yourself less than full credit? Do you frequently find yourself wanting a â€Å"do-over†? What difference would it make in your life if you could have compassion for the critical voice in your head?

Peer Reviewed Essay Example | Topics and Well Written Essays - 4000 words

Peer Reviewed - Essay Example an be used in credentialing organizations, ensuring quality health care and how it helps nurses acquire jobs in organizations such as Cancer Treatment Centers of America. When in the world of research, many articles are written and the way that they are clarified is through peer review. This is the process by which people of similar understanding in the same field evaluate the work done by their colleague before it is published. This is a form of self-regulation of research and studies in designated fields to maintain standards of quality, increase performance and grant credibility within the said field. Once the peer review process is complete, the reviewed material is then published or deemed worthy of teaching, presenting or enacting. This paper will thus look at the peer review process implemented at the Cancer Treatment Centers of America, compare it with that at American Academy of Nurse, and suggest improvements or changes. It will also identify the ways in which the process is used in the credentialing organizations, ensuring quality and improve advances in practice. To begin with, we will look at the Cancer Treatment Center of America. The Cancer Treatment Centers of America (CTCA) are a private for-profit institution that builds hospitals that are dedicated to the treatment of cancer and provides outpatient clinics in which patients can receive both traditional and complimentary alternative medicine treatments (Kent, 2014). With a head office in Schaumburg, Illinois, it has five fully-fledged hospitals around the United States in Illinois, Oklahoma, Pennsylvania, Arizona, and Georgia. It also has an outpatient oncology clinic located in Seattle, Washington. Having been founded by Richard J Stephenson in the late 1980s after losing his mother to cancer, the organization has been helping patients fight cancer using advanced technology and a personalized approach offering comprehensive cancer care in all its hospitals. Being an organization that is

Media Convergence Essay Example | Topics and Well Written Essays - 1500 words

Media Convergence - Essay Example Or as Jenkins (2006) states, there is a cooperation between all multiple media industries, and media audiences will look for information where they can find it. This essay will look at convergence and what is meant by it, and will look, briefly, at the dangers of convergence, then will examine the Astral-Bell merger and analyze the merger from the voices of the people and the voices of the individuals who are behind the merger. Media Convergence According to Jenkins (2004) there is an inherent danger in media convergence, in that the multinational media conglomerates have the potential, and live up to this potential, to dominate every sector of the entertainment industry. Thus, the power elite had the potential to rule the airwaves, putting out its message to the masses, and the message is the message that benefits the corporations and the powerful (Brenkman, 1979). The media may be associated with large structural forces (Havens, et al., 2009). And the message may become more like p ropaganda, which makes the mass media more of a propaganda machine than a marketplace for free ideas (Murray, 2005). Giroux (2004) states that one of the dangers of media convergence, when certain corporations become too powerful, is that the message that goes out to the people is the message that benefits the corporations that own these multi-media conglomerates, which is the message of the neo-liberal – low taxes, deregulation and private enterprise is good, the opposite is bad, and an unequal distribution of wealth in society is a good thing. This is because the corporations that own these conglomerates are the very corporations that would benefit the most in this kind of society of profit above all else. Media convergence has the power to do the bidding of powerful people (Rossman, 2004), such as when Clear Channel, which is a multimedia conglomerate based in the United States, organized a boycott against the country group The Dixie Chicks, after the lead singer, Natalie Maines, told a crowd that she was embarrassed to be from the same state as George W. Bush, and Clear Channel, wanting to get favorable legislation for its plans to expand, organized the boycott to please the Bush Administration. In short, media convergence has the potential for great harm. Too much power in any one hands would cause the marketplace of ideas to falter, and the message that is disseminated will be the message that is crafted by this particular entity. It is in this context that the merger between Bell and Astral will be examined. The Bell-Astral Merger The View of the People According to Winseck (2012), the Bell-Astral merger refer to the fact that Bell is attempting to buy Astral media, and this would represent a major deal between the largest Telecom-Media-Internet conglomerate in the country, and they would have revenues of over $22 billion. Winseck (2012) states that the merger would mean that the country would have lost an independent station, which is what Astra l is, having revenues of just over $888 million in 2010. Winseck (2012) looks at this in the context of the Ronald Coase, economist, idea that the two ways of dealing with business environment uncertainties are the market and the hierarchies, and that the Bell-Astral merger would be essentially elevating the hierarchies over the markets. If the merger goes through, according to Winsec

Positive effects of video games Essay Example for Free

Positive effects of video games Essay Now I am no expert in the mind, but in my research I have found that there is several ways that we can learn from playing video games. Video games have always been infamous for their anti-social aspect and the violence that is shown in them. They have been seen as negatively affecting the players in terms of lack of social skills, inefficiency, obesity and laziness. We lack the unbiased view thus miss on the positive effects of video games. The negativities brought in by video games are due to the unrestricted duration for which they are played. Video games are popular among the children and the youth of America. If there is no limit to the time for which a child is allowed to play a video game or no supervision on the way in which the game is being played, the not-so-positive effects of video games will start showing up. In the contrary case, video game players will start manifesting the positive effects of video games. Good video games incorporate good learning principles. Why? If no one could learn these games, no one would buy them. Players will not accept easy, dumbed down, or short games. Challenge and learning are a large part of what makes good video games motivating and entertaining. First of all a gamer can learn identity. No learning happens unless gamers make a commitment. Learning a new area, whether it be physics or medicine, requires the learner to take on a new identity: to make a commitment to see and value work and the world in the ways in which good physicists or doctors do. Good video games capture the player through identity. Players are either given a strongly formed and appealing character, such as Master Chief in the Halo series or they get to build a character from the ground up, as in Fallout 3. Either way, players become committed to the new virtual world in which they will live, learn, and act through their commitment to their new identity (Gee 4). When playing video games, gamers can learn how to interact. In fact, nothing happens until a player acts and makes decisions. Then the game reacts back, giving the player feedback and new problems. In a good game, words and actions are all placed in the context of an interactive relationship between the player and the world. (Gee 5). Players are producers, not just consumers. Even at the simplest level, players co-design games by the actions they take and the decisions they make. An open-ended game like Fallout 3 is, by the end, a different game for each player. In a massive-multi-player game like World of WarCraft thousands of people create different virtual careers through their own unique choices in a world they share with each other. Also many games come with versions of the software with which they are made and players can modify them. Such modifications range from building new skate parks in Tony Hawk or new scenarios in Age of Mythology to building whole new games. Players help â€Å"write† the worlds they live in. Players learn how to take risks and manage resources. Good video games lower the consequences of failure. If this happens then the players are encouraged to take risks, explore, and try new things. In fact, in a game, failure is a good thing. When facing a boss, the gamer uses initial failures as ways to find the boss’s pattern and look for a weakness. Also, especially with strategy games, player receive resources at given intervals and must save and spend them wisely to reach his ultimate goal. This involves abilities of resource management and testing. A player can learn to recognize the types of situations and react to them with determination. He can also learn to map the virtual world scenarios to those in the real world. Players can usually, in one way or another, customize a game to fit with their learning and playing styles. Games often have different difficulty levels and many good games allow players to solve problems in different ways. In a role-playing game, the distinctive attributes each player chooses for his or her character determines how the game will be played. Players can even try out new styles, thanks to the risk taking principle above. Research has shown that when learners are left free to roam in a complex problem space they tend to hit on creative solutions to complex problems. In good video games, the problems players face are ordered so that the earlier ones build a foundation so that later players can be presented with more, harder problems. It matters how the problems are organized, this is why games have levels. Good games offer players a set of challenging problems. Then, when the players have got it figured out the game throws a new type of problem at the players (sometimes this is called a â€Å"boss†), requiring them to rethink their now taken-for-granted mastery, learn something new, and integrate this new learning with their old mastery. In time, this new mastery is reinforcedA game can create an accomplished feeling by being pleasantly frustrating. Thanks to many of the above principles, good games stay within, but at the outer edge, of the player’s comfort level. That is, the game feels doable, but challenging. This is a highly motivating state for learners because it can feel rewarding beating the level or the boss that the player fails at a few times. Games encourage players to think about relationships, not isolated events, facts, and skills. In a game like Empire: Total War, for instance, players need to think of how each action taken might impact on their future actions and the actions of the other players playing against them as they each move their civilizations through the Ages. In a massive multi-player game like World of WarCraft, players must think of the consequences, good or bad, of their actions not only on all aspects of the game world, but on lots of other players as well. In our complex, global world, such system thinking is crucial for everyone. When players play a multi-player game like World of WarCraft, they often play in teams, in which each player has a different set of skills (say a Mage, a Warrior, or Druid). Players must each master their own specialty, since a Mage plays differently than a Warrior, but players learn to use each other’s strengths to minimize weaknesses. Furthermore, in such teams, people are allied by their commitment to a common goal, not primarily by their race, class, ethnicity, or gender. Players can play before they are experienced, supported by the design of the game, the help the game offers, and often, too, the support of other, more advanced players (in multi-player games, in chat rooms, or standing there in the living room). A very important positive effect of video games is the improvement of hand-eye coordination. A player has to watch on screen while simultaneously operating the joystick of the device in his hand to make moves. This requires the player to be alert and well coordinated. A study conducted by researchers at the University of Rochester found that people who play fast-paced action video games have improved visual and reaction skills when compared to those who dont play. According to the study, people who played such video games were able to better track objects appearing simultaneously, and processed fast-changing visual information more efficiently. To help ensure the validity of the study, researchers also looked at people who did not normally play video games, trained them to play, and then looked at the results. This group, too, showed improved visual capabilities. The games the non-players were trained on were Medal of Honor and Tetris. Those who played Medal of Honor scored better on the visual tests than those who did not. The findings indicate that video game training for people who require improved visual skills, such as soldiers or teenagers preparing to drive, would be successful. In a study conducted in 2004 by Butch Rosser, a surgeon of Laparoscopy, he studied the surgical skills of surgeons playing video games and surgeons who did not. It was astonishing to know from the results that surgeons playing video games were faster in action and made lesser mistakes during work than those who did not play video games. Children with problems with attention, lack of self-confidence, or who are picked on are often helped by the gaming experience. Video games have also been included in the therapy for children with such psychological problems. Children that see themselves as failures receive benefit from playing video games, because they can provide the player with a sense of participation success. In playing video games, a child gets a sense of participation, a sense of achievement, thus building his self-confidence. Children, after playing video games begin to feel excited about their lives, they start feeling positive and enthusiastic. This enables them to defeat their psychological disorders to a certain extent. And video games give children a chance to share their expertise and skills with their parents. This can give the child a boost of self-confidence when he gets to teach his parents something that he learned. Playing video games involves problem solving, planning, estimation and analysis of the moves or actions of both you and your opponent. This affects the player positively by developing in his problem-solving skills, analytical and estimation skills and quick decision-making. Video games give the means to channel one’s emotions in a positive way. Anger, hatred and such other negative feelings in a person’s mind get a chance to come forth by way of a game instead of real life. A player can shoot or beat up enemies with satisfying results that gets rid of anger that might have built up inside them.

Pride in Greenleaf and Spotted Horses :: Greenleaf Spotted Horses Essays

Pride in Greenleaf" and Spotted Horses Pride is a feeling that most people in the world have always shared. Pride can be a great thing to have, but when a person has too much pride, the situation becomes very different. Pride can cause a person to do things he would not do under normal circumstances, and it can cause a person unhappiness. Mrs. May in "Greenleaf" and Henry Armstid in "Spotted Horses" both have a sad type of pride that leads to untimely death and demise. In Henry's case, his pride is the direct cause of his injuries done by the horses, and Mrs. May's is somewhat more indirect. In "Greenleaf," Mrs. May thought that she was a blessing to the world. She thought that everything good that happened was her doing and that everything she did was good. At one point in the story she says, "I work and slave, I struggle and sweat to keep this place for them and as soon as I'm dead, they'll marry trash and bring it in here and ruin everything. They will marry trash and ruin everything I've done." Although she hates the dairy farm and her two sons do not live up to her standards, she still has a sense of pride about them causing her to be so preoccupied with what she has done for them. The bull, a prominent symbol for what Mrs. May cannot control, meanders throughout the story and clashes and conflicts with her pride. The two are intertwined: she constantly visualizes and hears the bull in the day and sleep. In one of her dreams she talks of being "aware that what ever it was had been eating as long as she had the place and had eaten everything from the beginning of her fence line up to the house and now was eating the house and calmly with the same steady rhythm would continue through the house, eating her and the boys, and then on, eating everything but the Greenleafs." The bull symbolizes what she cannot do in life, what she cannot control, and what she has not done, and it is what makes her take the last step before her death by bringing out her pride and causing her to try and take control over the unknown, over itself. She is then gored to death by the bull, and this proves the point that she should not have concerned her whole life with her pride and what she had done and what she could not ultimately control.

Assessing The Occupational Competence in the Work Enviroment Essay

C. In carrying out assessment of occupational competence, I would ask myself: How effective was my assessment and feedback? Was there anything I didn’t anticipate? How did I deal with it? What went well? What could I improve? If I had to change anything what would I do differently? I would ask the learner what they intend to do and how they are going to achieve it, get them to tell me what tools they are going to use to get the desired look and why they will be using them, also what products are going to be used (if any). Once they have finished the assessment I will ask them how they think it went and then give them my feedback. My feedback will start with a positive e.g. well done for keeping within the time scale. And then tell them if the assessment was achieved or not and if not how they  could work towards achieving it. I will finish with another positive and setting a new target with a new date. By keeping a reflective journal on my experiences and thoughts it would help me with my future development and give me useful practice in self-evaluation. D. To maintain the currency of own expertise and competence relevant to own role in assessing occupational competence, I will need to keep my knowledge and skills up to date in order for me to be an effective and credible assessor. I will need to maintain continuing professional development and I will have to keep up to date with relevant government legislations, awarding organisation regulations, policies and organisation procedures related to assessment and quality assurance. I will also need to keep up to date with new developments in vocational training and teaching. I will attend further training courses to keep my cpd up to date and keep a log of it. I will attend standardisation meetings to show that I am keeping my assessors qualification up to standard required by the governing bodies. OUTCOME 4 Be able to plan the assessment of occupational competence. B. To plan assessment of occupational competence based on the following methods: Observation of performance in the work environment – I would observe the learner by their performance making sure the criteria is covered. This would be done through one to one with the learner. I would make sure start and finish times were set and make sure the service provided is going to meet the standards requirements. Any documentation would have to be filled in, signed and dated and new targets would be set. Examining products of work – I would check that the work of the learner has been carried out in the correct and professional way and the end result has the desired look and finish. Questioning the learner – I would initially ask the learner what their plan of action is and how they are going to achieve it, if more criteria needed to be met I would ask more questions to give them the opportunity to try and meet the level required. Discussing with the learner – I would make sure the discussions were relevant to the outcomes and assessment criteria, I would discuss the units that need to be covered and how we could use one visit to cover more than one unit (holistic approach). I would also discuss the amount of time needed for the process and dates and times of visits. I would make it clear to the learner what I would expect from them for a competent assessment. Use of others (witness testimony) – As an assessor you would need to be a professional in hairdressing with x number of year’s experience. You would need to be familiar with the national standards and carrying out observations, you would document all that has been observed but could not enter into the candidates log book. Looking at learner statements – The learner would have documented extra evidence. This would be a write up on underpinning questions when a range has not quite been met. This could also be a write up on a hair style that was achieved, explaining how they went about getting the achieved look. Insufficient evidence – If a learner hands back their assignment but has not met the criteria covered, they would be told there was insufficient evidence to complete the assignment. They would be asked to add the required evidence making the assignment achievable. Recognising prior learning – This would be when a learner has completed a unit in another qualification within the set time of the national standards. I would check their certification for proof of this and get the learner to take the test of under pinning knowledge so they would not have to do the same unit again. I would be able to document this in the learners log book with a RPL form, the form would need to be signed and dated from the achieved date on the certificate. C. To plan the assessment of occupational competence to address learner needs and current achievements. In my assessment plan I would identify any specific need that the learner may have e.g. Dyslexia (I would check with the relevant department within the training establishment to see what help could be offered to the learner i.e. extra time given for assignments and written tests). I would then agree the level and extent of their current knowledge and skills. D. In assessment planning meetings wherever possible I will always try to take a holistic approach. If one unit is being taken I would identify how many outcomes and criteria might be met, I would do this by using the assessment methods of: Observation, Examination of products of work and questioning. As an assessor, work to holistic assessment principles will maximise opportunity and save time and cost. If I have arranged to be observed assessing competence, examining products of work and questioning, I could discuss with my assessor whether I could be observed carrying out an assessment planning meeting during the same visit. This could be a follow on planning meeting with a learner who is ready to go on to the next stage of their assessment. Bilingualism Dealing with Bilingualism would first have been established at the initial assessment; the learner’s first language is not English so as an assessor I would have to find the best way of communication. This could be in using an translator (electronically or a dictionary) There would have to be a certain amount of English vocabulary on the learner’s behalf to have been able to pass the testing that is initially done before acceptance of the course. Skills testing A skill testing is a practical observation of a set skill task that has been set by the assessor. The assessor will tell the learner what is required and give the learner a set time to get the task achieved. This can be used to check the learner’s capabilities. MAINTAIN LEGAL AND GOOD PRACTICE REQUIREMENTS WHEN ASSESSING VOCATIONAL SKILLS, KNOWLEDGE AND UNDERSTANDING UV30566 TRACEY HEARNE OUTCOME 4 To evaluate my own work in carrying out assessment of vocational skills, knowledge and understanding I would ask myself: Did the learner understand what needed to be done to meet the criteria? Was the feedback clear enough for the learner to understand? Were assessments marked and returned within the timescale? By asking myself these questions I can evaluate my own work with the evidence that I have recorded. D. Take part in continuing professional development to ensure current expertise and competence in assessing vocational skill, knowledge and understanding. In taking part of ‘cpd’ this is to keep my knowledge up to date, and to maintain new skills whilst assessing. I need to be able to prove how I have been doing this. I need to show certificates I have gained in courses I have attended. Keep a record of hours worked/shadowed. Made regular visits to relevant websites. (www.habia.org) Reading relevant publications (Hairdressers Journal (HJi). Keeping a log of all my attendance and participation in events and activities will be my record of ‘cpd’.

A Complete Guide to College Graduation Announcements

Sending out college graduation announcements might seem like a simple task,  but it can actually be more complicated than you might think. And of course, while youre trying to figure out the ins and outs of the announcements, you still have to focus on finishing your classes and planning for life after college. This guide will help you through planning, organizing, and sending your college graduation announcements. Invitations vs. Announcements Unlike high school graduation, not everyone is going to attend your college commencement ceremony or go to a party. Its very common for college graduates to skip the date and location information and use their announcements as just that, an announcement of academic achievement. If you do plan to send invitations for the actual ceremony, you should do so separately, and be sure to include all the pertinent details as well as a method for potential guests to R.S.V.P.—either online or via the mail. Seating for commencement is usually limited, so you will need to know who is coming and who is not. The Logistics Coordinating the logistics behind announcements can be a serious pain in the brain. With a little help, however, it can also be taken care of with a few quick steps. The Why: 8 Reasons to Send Graduation AnnouncementsThe Who: To Whom Should I Send My Graduation Announcements?The Where and How: Where to Get Graduation AnnouncementsThe When: When to Mail Your Graduation Announcements The What: The Announcements Themselves Wording announcements can seem so easy...that is until you actually sit down and try to write them. To get you started, peruse this variety of announcement styles you can use—or change a bit—to create your own, personalized graduation announcement. Just remember that no matter which type of announcement you send, the following information is vital: Your nameThe college or universityThe degree you earned (e.g., B.A. in Political Science)The commencement ceremony (or party) date and timeThe location of the ceremony or party Formal Announcements, Traditional Language Traditionally, a college graduation announcement uses formal language such as The President, Faculty, and Graduating Class... in the opening lines before giving the details in equally formal terms. Spelling out dates and avoiding abbreviations for degrees are just some of the features of formal announcements. Casual and Informal Announcements Maybe youre more of a casual graduate who wants to drop all formality and enjoy the celebration. If so, there are endless ways to begin your announcement and you can have as much fun as you like. Here are a few examples—just dont forget to include the details. Education, Dedication, Jubilation, Graduation!Call the neighbors around, Raise a glass of Chablis,[Tasha] has earned [her] college degree![Shes] Graduating! Announcements Mentioning Family or Friends Yet another approach to the announcement is to include the support of your family and friends. This is a nice way for the people who care about you most and helped you through school to acknowledge how proud they are of you. Announcements With a Religious Theme Whether youre graduating from a faith-based college or simply hope to acknowledge how your faith helped you in this great achievement, adding an inspirational verse is a fine idea. No matter which religion you follow, you should be able to find an appropriate inspirational verse or inscription that pertains to learning and knowledge to quote at the top of your announcement. Again, dont forget the details!