Confidence Interval for a Mean When We Know Sigma

Certainty Interval for a Mean When We Know Sigma In inferential insights, one of the significant objectives is to appraise anâ unknownâ populationâ parameter. You start with a measurable example, and from this, you can decide a scope of qualities for the boundary. This scope of qualities is known as a certainty span. Certainty Intervals Certainty spans are largely like each other in a couple of ways. To begin with, numerous two-sided certainty stretches have a similar structure: Gauge  ± Margin of Error Second, the means for figuring certainty stretches are fundamentally the same as, paying little heed to the kind of certainty span you are attempting to discover. The particular kind of certainty stretch that will be inspected beneath is a two-sided certainty span for a populace mean when you know the populace standard deviation. Additionally, expect that you are working with a populace that is regularly dispersed. Certainty Interval for a Mean With a Known Sigma The following is a procedure to locate the ideal certainty span. Albeit the entirety of the means are significant, the first is especially so: Check conditions: Begin by guaranteeing that the conditions for your certainty span have been met. Accept that you know the estimation of the populace standard deviation, indicated by the Greek letter sigma ÏÆ'. Likewise, expect an ordinary distribution.Calculate gauge: Estimate the populace boundary for this situation, the populace mean-by utilization of a measurement, which in this issue is the example mean. This includes shaping a straightforward irregular example from the populace. Once in a while, you can assume that your example is a straightforward arbitrary example, regardless of whether it doesn't meet the exacting definition.Critical esteem: Obtain the basic worth z* that relates with your certainty level. These qualities are found by counseling a table of z-scores or by utilizing the product. You can utilize a z-score table since you know the estimation of the populace standard deviation, and you expect that the populace is typically appropriated. Basic qualities are 1.64 5 for a 90-percent certainty level, 1.960 for a 95-percent certainty level, and 2.576 for a 99-percent certainty level. Wiggle room: Calculate the safety buffer z* ÏÆ'/√n, where n is the size of the basic arbitrary example that you formed.Conclude: Finish by assembling the gauge and wiggle room. This can be communicated as either Estimate  ± Margin of Error or as Estimate - Margin of Error to Estimate Margin of Error. Make certain to unmistakably express the degree of certainty that is appended to your certainty stretch. Model To perceive how you can build a certainty span, work through a model. Assume you realize that the IQ scores of all approaching school rookie are regularly disseminated with standard deviation of 15. You have a basic irregular example of 100 rookies, and the mean IQ score for this example is 120. Locate a 90-percent certainty span for the mean IQ score for the whole populace of approaching school rookies. Work through the means that were plot above: Check conditions: The conditions have been met since you have been informed that the populace standard deviation is 15 and that you are managing a typical distribution.Calculate gauge: You have been informed that you have a straightforward irregular example of size 100. The mean IQ for this example is 120, so this is your estimate.Critical esteem: The basic incentive for certainty level of 90 percent is given by z* 1.645.Margin of blunder: Use the safety buffer recipe and get a mistake ofâ z* ÏÆ'/√n (1.645)(15)/√(100) 2.467.Conclude: Conclude by assembling everything. A 90-percent certainty stretch for the population’s mean IQ score is 120  ± 2.467. Then again, you could express this certainty stretch as 117.5325 to 122.4675. Commonsense Considerations Certainty time frames above sort are not practical. It is uncommon to know the populace standard deviation yet not have the foggiest idea about the populace mean. There are ways that this unreasonable supposition can be expelled. While you have accepted a typical dispersion, this presumption doesn't have to hold. Decent examples, which display no solid skewness or have any anomalies, alongside a huge enough example size, permit you to summon as far as possible hypothesis. Accordingly, you are advocated in utilizing a table of z-scores, in any event, for populaces that are not ordinarily dispersed.

My Views On Education Philosophy Essay -- Education Teaching Philosoph

My Views On Education Philosophy At the point when I initially started school I needed to be a bookkeeper. I had taken bookkeeping class in secondary school and truly delighted in it. Bookkeeping is limited and inflexible as far as how it is organized. The guidelines didn't change with respect to how you approached learning and applying it. When you aced the standards of bookkeeping you would have the option to do your assignments in class or your work in reality capably. As I started taking the center bookkeeping classes in my first long periods of school I saw that similar reasons that once pulled in me to bookkeeping were presently going about as an impediment toward the calling. The limited, unbending nature of bookkeeping was making it ordinary, exhausting, and by and large disappointing to examine and do the class assignments. I needed to examine a subject that was not everyday, unbending, or exhausting. A subject that would provoke me to utilize my systematic brain so as to make my own educated suppositions a bout my general surroundings. I changed my major to history and it has been perhaps the best choice that I have ever constructed. I love finding out about the past, understanding the reasons for past occasions, what the suggestions were behind the occasions, and how the occasions identify with and impact society of today. This adoration for finding out about history is the reason I need to be a social investigations instructor. Learning and instructing are identified with and subordinate upon each other. On the off chance that an individual has not educated a sufficient measure of information about a specific subject then that individual won't be as compelling at showing the subject. Individuals who don't care to examine, learn, and stay aware of new thoughts and hypotheses in their subject will allow their understudies to down and may not form into successful ... ...e of Essentialism and Perennialism. Essentialism attempts to show the fundamental center course of a human progress with a straightforward methodology. This would typify the immediate showing address some portion of my social examinations class. The talk must be educator focused and learned by the understudies before they can get into the profound however, the why of history as recently clarified. After the talk has been given and the understudies comprehend when all is said in done terms what occurred then the class will be moved to the philosophical propensities of Perennialism. Utilizing the thoughts behind Perennialism, I will have my understudies perused the Great Books of the time which identify with the occasions and thoughts that they are examining. For instance, after I have addressed on the Enlightenment I would have them perused Candide by Voltaire, which delineates all the parts of the Enlightenment development.

The Dictionary of Fictional Techniques The Fred Weasley and The Gandeath

The Dictionary of Fictional Techniques The Fred Weasley and The Gandeath The Dictionary of Fictional Techniques  is a running feature in which I observe, name, and discuss heretofore uncategorized (at least to my knowledge) literary devices.   ____________________________ This two-for-one entry in The Dictionary of Fictional Techniques was inspired by this post: Why Ron Weasley Should Have Died. __________________________  The Fred Weasley Definition: A secondary character who dies to give a story pathos. Examples:  Fred Weasley. Boromir. Mr. Tumnus. Star Trek characters in red suits. Discussion:  It’s not an overly complicated move: give the story weight by making loss real, but at the same time protecting the main characters. Fred Weasleys are particularly common in children’s literature (ostensibly to protect kids) and serial works (for purposes of maintaining storylines). To my mind, a Fred Weasley is a cop-out, especially in “epic” stories: it makes the rhetoric of danger and doom effectively null. For all of the peril of Sauron, only Boromir from the Fellowship gets it, and as he dies in the first book, we don’t ever develop the kind of connection to him that we do to those who make it to the end. (In hindsight, how laughable is it that Merry and Pippin survive not only the battle of Minas Tirith, but also the battle outside the gates of Mordor?) __________________________  The Gandeath Definition: A  character death that is reversed through resurrection or reincarnation. Examples:  Gandalf. Aslan. Optimus Prime. Harry Potter. Obi-Wan. Discusssion:  There are two purposes of a Gandeath. First, it can serve as a variant of the Fred Weasley; you get the pain of loss, but without the finality of it. The second purpose is to imbue a character with a messianic quality. (I have to admit that I find this really annoying and manipulative. This probably stems from my frustration with Obi-Wans full-bodied reappearance in The Empire Strikes Back. I didnt, and still dont, understand why, if he could pop up and hangout like that, he didnt do it all the time. Would have been super-helpful.) _________________________ All entries in The Dictionary of Fictional Techniques are original, unless otherwise cited. (This means that they aren’t ‘real words,’ so don’t use them in your freshman comp essay) Sign up to Unusual Suspects to receive news and recommendations for mystery/thriller readers.

Taking a Look at the Inca Civilizaiton - 1699 Words

THE INCA CIVILIZATION Inca, the word is derived from Inti, the sun god, was one of the largest and oldest Pre-Columbian civilization extending from Ecuador in north to whole of Chile in south. The region is predominantly known as Andean region and is modern day Peru, with official language being Quechua. They had their own flag which is a very impressive thing about this civilization because flags gained prominence only in 17th-18th century. Incas were the most powerful Empire in that region ruling more 12 million people for around 100 years. Incas are believed to be ruling from 1438 A.D- 1532 A.D with Aristocratic ruling system in the society. Inca Empire was founded by Ayar Manco, popularly known Manco Capac and was known as Sapa Inca â€Å"child of the sun†. Incas were firm believer in god worshipping creator god Viracocha, Sun god Inti, Thunder god Illapa and earth-mother goddess Pachamama. Incas had a very powerful army conquering different parts of Pre-Columbian America using weapons such as axes, bow and arrow, spears, swords and more importantly Clubs(it was considered as a unique weapon which Incas only used) majorly made up of stone and copper. They had a very keen sense of clothing and dressed according to their position in the society with noble donning more expensive clothing than the Inca commoner. As far as shelter is concerned, housed were divided into two types one for commoners and other for Nobles, the latter being highly decorated and made of stone whereas

Sustainability in a 21st Century Context - 657 Words

Sustainability in a 21st Century Context Authors name Authors institutional affiliation Authors note Sustainability in a 21st Century Context 1. I do not believe that the world is truly flat; this is my position. I believe that there is a kind of potential for the world to be flat, but there are a myriad of social stratifications that exist across societies around the world that make flatness of the world unlikely. For me to side with Friedman in that the world is flat, I would need to be presented with proof that the world is more equal than it is. One of the arguments against Friedmans ideas is his lack of substantial data in his book. Friedmans argument for a flat world reminds me of arguments for capitalism that all things, more or less, are equal such that the world becomes flat and more improved organically. I find Ghemawats argument sound, plausible, and more realistic. A flat world is some kind of ideal for Friedman, while the non-flat world is, again, more real, and more in touch with how the world operates for most people. Neither argument is completely infallible, but Ghemawats argument for a non-flat world appeals to me more so than Friedmans argument for a flat one. 2. Facebook is one example that supports my position that the world is not flat, more disjointed, and more disconnected than represented primarily in the media. Facebook allows people from all over the world to connect and create networks based on job experience, academic history,Show MoreRelatedAnalysis : Cannibals With Forks The Triple Bottom Line Of 21st Century Business Essay912 Words   |  4 PagesH00030588 INTRODUCTION Triple bottom line (shortened TBL/ 3BL) is a bookkeeping context in 3 parts: Social, Environmental (or ecological) and Financial. They are also known as 3 P’s - People, Planet and Profit, or â€Å"3 supports of sustainability. 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Global Leadership †Carlos Ghosn Free Essays

In 1999, the Nissan was suffering under a decade of decline and un-profitability, in fact the company was on the verge of bankruptcy, with continuous loses for the past eight years resulting in debts of approx. $22billion. Lack of market knowledge, innovation, customer needs, quality management and competition consideration as well the devaluation of Yen against the US dollar have dramatically impacted Nissan performance. We will write a custom essay sample on Global Leadership – Carlos Ghosn or any similar topic only for you Order Now Also both formal and informal internal procedural Nissan norms, as well as Japanese cultural norms were holding the company back.Through keiretsu investments Nissan management believed would foster loyalty and cooperation between members of the value chain, hence they invested in real estate and suppliers’ companies. When French auto manufacturer Renault acquired Nissan, president Hanawa of Nissan requested Carlos Ghosn to engineer the failing company’s turnaround. The Brazilian-born, French-educated son of Lebanese parents, Ghosn first learned the management principles and practices while rising through the ranks at Michelin and Renault. His globalized background designated him as an appropriate choice to lead the turnaround of the Japanese company.Renaissance Upon his arrival at Nissan, Ghosn began his new position by embarking on a three-month intensive examination of every aspect of the business Although Nissan had technologically superior products, Ghosn found there was a distinct absence of vision and leadership. Ghosn organized cross-functional teams to develop a new corporate culture using the best elements of the Japanese national culture. By October 1999 Ghosn was ready to announce his strategy to turn the company around with the Nissan Revival Plan (NRP).The NRP become a highly successful cultural intersection that created the most dramatic turnaround in automotive history. It was designed to address the company’s severe short-term problems and stop the years of declining performances. In the plan, through the Cross-Functional teams organized, Ghosn consistently challenged the tradition-bound thinking and practices of Japanese business that inhibited Nissan’s effectiveness. Ghosn closed plants, laid off workers, broke up long-standing supply networks, and sold off marginal assets to focus on the company’s core business.Nissan was now breaking the cultural norms of keiretsu investments. Cutting down costs was just the first step in Nissan’s recovery. Actually changes were introduced in every corner of the company, from manufacturing and engineering to marketing and sales: update of Nissan’s car and truck lineup; introducing new, dynamic designs; quality improvement. These strategies quickly polished Nissan’s image in the marketplace, and re-established the company in the minds of consumers as a leader in innovat ion and engineering. His so-called Nissan Revival seems to be working. But Ghosn is definitely an iconoclast. He defies Japanese business etiquette and shakes hands with every employee he meets, not just top managers. But his radical moves have made him Public Enemy No. 1 to Japanese traditionalists. Eighteen months later, Nissan was back in the black, and within several more years it had become the most profitable large automobile company in the world. Ghosn transformed Nissan once again into a powerful global automotive manufacturer. NRP returned the company to profitability, achieving 7. 9% operating margin and $2. 5 billion profit in 2001. Management Lessons from Ghosn? Ghosn has a results-oriented approach in which he holds people clearly accountable. Therefore, he enthuses and directs, and then leaves them to get on with it and can check back later if they have delivered. In spite of the media’s attempts to blow Ghosn up into demi-god status, the far wiser assessment comes from Garel Rhys of the Cardiff University Center for Automotive Industry Research in Wales.He tells Fortune: â€Å"[Ghosn] is not a superman, only a human being, but he gets results. He sets goals and holds people accountable. † Leadership the Carlos Ghosn way Some of the most interesting revelations in one of Forbes articles May 22 2006 relate to Ghosn’s personal management style, which is tough, demanding and straightforward. In one of the his interviews with CNN he describes himself as people motivator and inspiring which lead to people beleiving in the company and increased level of commitment. Trans-cultural LeaderThe Raoul de Vitry d’Avaucourt Clinical Professor of Leadership Development Manfred Kets de Vries; Research Project Manager Elizabeth Florent-Treacy and case writers Mark Mildon and Antoine Ting illustrate Ghosn’s success in bridging such yawning cultural differences. The authors detail Ghosn’s somewhat unorthodox managerial philosophy, including a far more hands-on approach and absolute insistence on maintaining what he considered a healthy work/home life balance. And while Ghosn was careful to avoid being disres pectful of Japanese cultural norms, he never â€Å"did things the Japanese way†.He also proved himself a savvy exploiter of the local media, gaining invaluable exposure while allowing him to polish Nissan’s quite tarnished image. The key success factors of the Nissan turnaround were vision, strategy, and people commitment to the turnaround. For sure the changes were not easy to implement, but the clear vision brought that people were motivated to bring to life, and the results that showed off rapidly, gave Ghosn credibility, making people feel safe about the company. How to cite Global Leadership – Carlos Ghosn, Papers

Red River Rebellion Essay Example

Red River Rebellion Paper This paper will look at the views of five different authors and their views on the Red River Rebellion. The sources that surround the Red River Rebellion come from people of many different scholarly backgrounds, walks of life and opinions. To really understand an event that happened so long ago it is important to see the way that a variety of different people have viewed the issue. Some differing approaches to this occurrence in 1 869 showing many sides and views of what happened such as the Idea that Riel could not have been behind the rebellion, the Idea that It was In fact Riel who made the Red River Rebellion happen, the involvement of the British in the conflict, blame that may be placed on the Canadian government at the time and the perspective of the MÂ ©its peoples are all very important aspects that must be looked at as one searches for Ideas about the Red River Rebellion. The five sources that have chosen to look at which show in very different lights where the blame should be placed for the Red River Rebellion of 1869 are as follows. Thomas Flagmans Political Theory of the Red River Resistance, written in 1978, G. Ens Prologue to the Red River Resistance: Prenatal Politics and the Triumph of Riel, written in 1994, J. P. Smiths Riel Rebellion of 1869: New Light on British Liberals and the use of Force on the Canadian Frontier, from 1995, J. M. Bunkmates Crisis at Red River: 125 Years Ago Louis Riel Defied Canada also written in 1 995, and finally Donald Paunchs 1988 book The MÂ ©its. We will write a custom essay sample on Red River Rebellion specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Red River Rebellion specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Red River Rebellion specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In 1978 Thomas Flanagan wrote an article In the Canadian Journal of Political Science, entitled Political Theory of the Red River Resistance: The Declaration of December 8, 1869. This article makes the major point that critical texts such as this declaration must be examined critically from the perspectives of many types of scholars Including the political scholar. The key conclusion that Flanagan draws from the political analysis of The Declaration of December 8, 1869- which is also known as the Declaration of the People of Ruptures Land and the North West is that the billion was not actually Louis Riels work as so many believe it is. Flanagan speaks of Riel and the people of Red River as being Immature and unreasonable; he says that they would have been unable to rebel in such a large way without some intense help and advice. The main source that Flanagan uses is the actual Declaration of December 8, 1869, as this Is what much of his article Is based around. However It is not the only source that he has used to help him draw the conclusions about Riel and the Red River Rebellion which he has discussed. Flanagan also sites A. G. Memories A Critical Theory of the Red River Insurrection, G. F. G Stanley The Birth of Western Canada and John Lockers Second Treatise of Government throughout his article. These sources all seem to do a good Job In backing up the point that Flanagan makes regarding Riels Inability to have been the mastermind behind the Red River Rebellion, however John Lockers 1 OFF second I rattle AT Government, although a g source Tort many Ideas Ana writings, seems not to fit in regarding this specific topic, as it may have more to do with political actions in Europe rather than in the early days of Canada. Flagmans article is written very clearly from a political perspective and from this moms a clear bias. This political theory paper discusses in detail the incapability of Riel and through this argument one may see that Flanagan gives very little credit to the MÂ ©its for the planning of the rebellion which they as a community carried out. This bias is obvious and the language used shows almost a disdain for the MÂ ©its population and portrays them in a very diminutive and incapable light, giving them no credit at all for the thought behind the actions which were taken in 1869. While Flanagan argues that Riel was not the mastermind behind the Red River Rebellion Gerhard J. Ens looks at this event in a very different light in his article Prologue to the Red River Resistance: Pre-lamina Politics and the Triumph of Riel. This article by Ens discusses the early period of the Red River Rebellion/Resistance prior to the occurrence of the barrier being erected at Riviera Sale by Riel and his men preventing the newly appointed Lieutenant Governor from entering the Red River colony. The plight of Riel and the work that he put into this rebellion is discussed by Ens as he speaks of the competition to assume leadership of the MÂ ©its cause in the Red River colony. Riel won the leadership rights Ens tells us as he stressed the rights of French and Catholic people rather than the minimal rights of the Aboriginal community. Ens argues in his article that this leadership competition set the tone for the larger rebellion that was to come. In this sense Ens article and Flagmans article differ, however Ens also says to the reader that Riels attempt to build consensus within the colony was impeded. Ens uses a variety of sources to construct his argument on the Red River Rebellion. The main sources that he cites are The Collected Writings of Lois Riel, Seasonal Papers from Canadas Parliament (House of Commons), Red River Journal by Alexander Begs and interestingly enough, Political Writings on the Red River Rebellion by Thomas Flanagan. The sources that Ens uses to substantiate his argument seem much more effective as many of them are primary sources and give perspectives from the MÂ ©its who were actually a part of the community in which the rebellion occurred. Ens uses the writings of people such as Louis Riel to give a clear picture of what was actually going on and how the MÂ ©its viewed the issue as well as vying the perspective of the Canadian government and looking at documents that came from them to see their point of view and actions in regards to the Red River Rebellion. A very different picture of the Red River Rebellion of 1869 is given by James Patterson Smith in his article entitled Riel Rebellion of 1869: New Light on British Liberals and the use of Force on the Canadian Frontier. Patterson Smith looks at the Red River Rebellion in terms of imperial considerations. His article discusses the British involvement on the Canadian frontier making many valid points regarding this involvement. Patterson Smith focuses mainly on the point that Britains official policy was to withdraw British garrisons from Canada and other self governing colonies at the time, however Canadas commitment to the empire and belief in the value of the empire to Britain in terms of world politics drove Canada to prod Britain into Involvement In Trotter Issues sun as ten Rear Ruler Relation. Nils article, Wendell different from the others in the perspective that it takes seems to be very important in understanding the motives and the forces behind the decision of the British to ploy imperial troops in Manitoba to end the rebellions. While the other articles focus on whom and what was the main force and brains behind the rebellions, Patterson Smith shows the other side, the British side. Patterson Smith like Ens, references the Political Writings on the Red River Rebellion by Thomas Flanagan, he also uses a variety of documents from the Colonial Office Minutes on Young Correspondence and the Colonial Office Confidential Memorandum Regarding Disturbances in the Red River Settlement. All of these sources seem to be extremely beneficial in the writing of this article regarding British involvement as Patterson Smith has gone straight to the source of where and why the British became involved in the conflict by looking at the meetings that were held and the documents which were created. A bias is definitely shown in James Patterson Smiths article, as it is all about the British perspective and discusses how it was the Canadian governments idea to involve the British. This article does not really show the perspective of the MÂ ©its populations involved in the rebellion which may have been useful in showing other reasons for why the Canadian government may have needed the assistance of the British on the Canadian frontier. Bias is inevitable in article such as this however and in this article it seems as if the bias is necessary and very useful in giving the reader a look at the Red River Rebellion from a different viewpoint. So far the Red River Rebellion has been looked at as being thought up and the fault of someone much more intelligent and mature than Louis Riel, as well as by Riel. We have also looked at the perspectives of the British government regarding their involvement in the Red River Rebellion. It is only fitting in this view of whos fault ND the way on which different people were involved and effected to look also at the rebellion as being the fault of the Canadian government. J. M. Bumpiest, a professor of history at SST. Johns College, University of Manitoba writes an article entitled Crisis at Red River: 125 years ago Louis Riel Defied Canada. This article discusses a variety of ideas regarding the Red River Rebellion and how and why it occurred. Bemused argues that the Red River Rebellion was almost inevitable as the MÂ ©its populations, as any other population would do, resisted the takeover of land by Canada surrounding the Red River Community. It was in fact the fault of the Canadian government that the Red River Rebellion began as they were sloppy and unwilling to let the community know what was going on says Bemused. Although the exact sources that Bemused uses to substantiate his claims are not given it can be seen that he uses many sources such as minutes and acts passed by the House of Commons in Canada as well as proclamations made by various people such as Louis Riel and important Acts that were essential during the period of rebellion such as the Manitoba Act. These sources give the paper an overall feeling of Ruth and reliability as Bemused frequently quotes documents and people who were present at the time of the 1869 Red River Rebellion. This article seems very different than the others in the way in which it is written, it is fairly obvious that it is the work of a historian and is a very good contrast to other articles by political theorists, anthropologists, Ana a wee variety AT toner canolas. It Is very Interesting to see ten thoughts of Bemused as a historian and his thoughts seem to encompass those of many other historians. A bias is very clearly presented in Bunkmates article as he blatantly discusses the stakes and stupidity of the Canadian government in not informing the Native populations surrounding Red River about what was happening. Bemused very obviously feels that the rebellions were not the fault of the MÂ ©its populations although they were the ones to begin the violence, but that they were in fact initiated by the natural reaction that the MÂ ©its would have had to what the Canadians were doing about the land surrounding them. The final work that will be looked at in regards to the Red River Rebellion is a book by D. Purist, The MÂ ©its. Throughout this work the lives and customs as well as the story of the MÂ ©its is discussed in great detail. One chapter in particular however deals extensively with the Red River Rebellion. This work does not display an argument regarding the rebellion or an opinion; rather it seems to be an attempt at giving the facts of the events of 1869 from the perspectives of many, not only the government but also the MÂ ©its peoples. Purist uses many different sources in the writing of his book, everything from books and government documents to court decisions and the press. This book is very well written and the extensive list of sources that Purist has drawn upon gives the kook credibility as he looks at various sources from Native peoples or MÂ ©its perspectives as well as those by the Canadian government and other individuals of European descent. This book while giving a seemingly unbiased and factual account of the Red River Rebellion does have an underlying bias as it is written to share the story of the MÂ ©its. For this reason the Canadian government and other people who opposed the MÂ ©its during the time of the Red River Rebellion are looked at in a very different light.

Strick Essays - Education Economics, Public University, Free Essays

Strick Essays - Education Economics, Public University, Free Essays Strick Public University vs. Private College Tuition The major difference between public universities and private colleges lies in how they are funded. This affects students because funding is tied to tuition prices. Most public universities and colleges were founded by state governments, some as early as the 1800s, to give residents the opportunity to receive public college education. Today, state governments pay for most of the cost of operating public universities. They also oversee these institutions through appointed boards and trustees. This influx of public money is why tuition is lower at a public university. The real cost of an attendance is subsidized. Money raised from tuition doesn't need to cover all of a public college's expenses, such as paying faculty. Meanwhile, private colleges don't receive funds from state legislatures. They rely heavily on tuition and private contributions. This means tuition rates are generally higher. Size and degree offerings Another difference between private and public colleges is their size and the number of degrees they typically offer. Private colleges tend to be much smaller than public universities and may have only a few thousand students. Public universities and colleges can be big, and some are huge. One example of a large public university is Ohio State University, home to 42,000 undergraduates. Students who want a wide choice of majors can find them at public universities. In a single large public university, undergraduates will be enrolled in academic programs ranging from traditional liberal arts to highly specialized technical fields. Private colleges offer a smaller range of majors, but often have a particular academic focus. Some private colleges may emphasize the liberal arts or the fine arts, for instance, while others focus on engineering and computer science. Class size and demographics Class-size is another major difference. Private colleges keep classes small, with easy access to professors. At public universities, however, 200 students may be enrolled in some classes, especially in lower-division courses. Private and public colleges also tend to have different demographics and ratios. For example, in-state students applying to their public universities are admitted in far greater numbers and pay lower tuition than students applying from out-of-state. In contrast, state residency isn't crucial at private colleges, which results in a greater geographical diversity among the student body. Public university or private college? You should identify your goals and consider costs, class size, culture, and environment before choosing between a public university and private school for your college experience.

Varying Degrees of Stupid

Varying Degrees of Stupid Varying Degrees of Stupid Varying Degrees of Stupid By Maeve Maddox As I browse the Web, skimming comments on various topics, one word comes up again and again: stupid. There’s no end of people or things that some grump somewhere is calling stupid in speech or in writing. For example: The government is stupid. Women are stupid. Men are stupid. April Fool’s Day is stupid. Handwriting is stupid. Classical music is stupid. Riding a bicycle is stupid. What a waste! English speakers are blessed with dozens of words that convey numerous shades of stupidity. First, let’s look at the meaning of stupid. Some speakers regard it as the opposite of intelligent, but that’s misleading. Intelligent people often say and do stupid things. Stupid derives from the Latin adjective stupidus, which in turn comes from the Latin verb stupere, â€Å"to be stunned or benumbed.† English stupid is still used with that meaning. For example, a person might be â€Å"stupid from a blow to the head,† â€Å"stupid with grief,† â€Å"stupid with sleep,† â€Å"stupid from lack of sleep,† or â€Å"stupid with drink.† In these contexts, the stupidity is temporary. It refers to an impaired ability to think and react normally. More commonly, applied to a person, stupid means â€Å"slow of mental perception.† A stupid person is slow-witted, lacking in quickness of mind. Applied to an idea or a thing, stupid means that the thing is dull, uninteresting, or ill-considered. Numerous synonyms for stupid exist. When the intention is to point out a lapse of judgment or careful thought, these are useful options in serious discussions of literature, personal relationships, and public affairs: unintelligent foolish vacuous vapid obtuse nonsensical unwise injudicious inane absurd fatuous asinine unthinking ill-advised ill-considered ludicrous ridiculous laughable risible Some terms common in colloquial speech are considered inappropriate for formal use because they derive from terms once used to describe types of mental deficiencies. For example: idiotic imbecilic moronic cretinous Note: The words ignorant and dumb are also used colloquially to mean â€Å"mentally slow,† but they are unfortunate choices. Everyone is ignorant in some areas. All ignorant means is â€Å"lacking in knowledge.† Likewise, dumb has a meaning unrelated to intellectual ability: â€Å"unable to speak.† An intelligent, well-informed person may for some reason lack the ability to speak. Some words that name impaired thinking also connote ridicule and disdain: dense doltish thick, thickheaded dim, dimwitted dopey dozy pea-brained half-witted brain-dead bone-headed daft crazy cracked half-baked dimwitted cockeyed harebrained lamebrained nutty batty cuckoo simple-minded loony loopy Finally a few adjectives convey the idea of stupidity without the sting of ridicule- among friends, at least. Here are some: daft dopey dozy scatter-brained nutty batty cuckoo loony loopy Admission: Even with all these options, sometimes stupid is the only word that satisfies the feelings of the speaker. For example, â€Å"This stupid app keeps crashing!† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Possessive of Proper Names Ending in SHow to Punctuate Descriptions of Colors15 English Words of Indian Origin

Research Assignment Example | Topics and Well Written Essays - 250 words - 5

Research - Assignment Example Research findings, clinical knowledge, knowledge resulting from basic science as well as opinion from expert are all regarded as â€Å"evidence† (Drake and Goldman 32). Practices that are based on research findings, however, have high chances of resulting into outcomes that match the desires of patients across different settings as well as geographic locations. The challenge for evidence based practice is caused by the pressure from health care facility due to containment of cost, larger availability of information, greater sway of consumer regarding care and treatment options. This kind of practice demands some changes in students’ education, more research which is practice-relevant, and a working relationship between researchers and clinicians (Drake and Goldman 38). Evidence-based form of practice also brings an opportunity for nursing care to be more effective, more individualized, dynamic, streamlined and opportunities to maximize clinical judgment effects. When there is reliance on evidence in defining best practices but not for supporting practices that exist, then nursing care is said to be keeping pace with recent technological changes and benefits from developments of new knowledge (Drake and Goldman 49). Although many young professionals have embraced this new approach, it has come with its challenges. A number of researc h studies have indicated that perception of nurses towards EBP is positive and they regard it useful to better care of patients. This research will critically analyze the barriers towards full acceptance of EBP. This will be a descriptive research design. Qualitative research does not, by definition, aim to precisely estimate population parameters or test hypotheses. However, most qualitative projects do attempt. This design was identified as the most convenient and ensured that the data obtained gave answers to the research questions. Descriptive design also offers the opportunity for a logical structure of the inquiry into

Cyperethics Article Example | Topics and Well Written Essays - 250 words - 1

Cyperethics - Article Example Explain this difference, and the role this difference plays in his theory. Also, make sure to explain how, according to Mill, one can tell whether a pleasure is higher or lower quality. When Mill says this, he refers to the existing difference between the amount of pleasure and the level of value each type of pleasure may have. In this case, quantity motivates some people to choose a certain pleasure while quality may motivate others to choose a different type of pleasure because of the value attached to it. He explains that, it is possible to determine pleasure of low or high quality (Mill, 2008). If a certain type of pleasure (P1) is preferred by people, irrespective of its low amount compared to a higher amount of a different pleasure (P2), then it means that P1 is of a higher value compared to P2. Mill refers to the argument of opponents of utilitarianism that utility is opposed to pleasure as an ignorant blunder. This is because it is evident that utilitarianism seeks to consider pleasure itself as well as a condition free of pain and does not oppose it (Mill, 2008). This is the reason why he considers it a measure of ignorance to claim that utilitarianism is against pleasure. 6. Kant argues that false promises (promises you have no intention of keeping) are morally wrong. Explain why he thinks they are wrong based on his first formulation of the Categorical Imperative (it is in bold on p. 24 from our excerpt). According to Kant’s first formulation of the categorical imperative, it is wrong to give false promises when one is aware that he or she may not fulfill them. This is because the formulation says â€Å"Act as though the maxim of your action were to become, through your will, a universal law of nature.† Since an individual wouldn’t want giving false promises to become a universal law of nature, he or she should focus on keeping promises as that would be a

An Analysis Social Media Media Essay

An Analysis Social Media Media Essay We have witnessed lots of changes in the communication field over the past few years. Different types of communication media have been emerging and making their way into the market and have made the communication needs of the customers cheaper owing to competition. Internet is one of those things that contributed to the revolutionary changes in the recent times. There have been many changes and different stages of evolution in the said field even with the use of internet. Different methods and technologies have been evolving to use the internet in a better way. Social networking is one of those that have and have been making the internet exciting by the day. The latest buzz Social Networking added to make users more interactive with their friends (Ivanauskas, 2009). Social Networking sites like Facebook, Orkut, MySpace, and Twitter are already in to the market and making their presence felt by having lot of members join their networks and communicate with their friends and buddy list through their websites. The above mentioned social networking websites have bridged a lot of gap between friends who are priory difficult to stay in touch. They also have many users friendly and value added features such as sharing media and playing online games etc. The increasing demand for these websites meant the marketing companies have started focussing on these websites to attract the unique customer groups these websites represent. The latest buzz in marketing that reaches customer directly has been social networking. Aim: Main aim of this dissertation is to know how the social networking influences the current generation through the extensive utilisation of social networking for marketing purposes and evaluating the social networking sites as a medium of advertisement. Objectives: To study the effect of social networking websites on the current generation. Researching latest marketing strategies of business by using Internet Technologies including social networking sites Conducting a consumer survey about the usefulness and effectiveness of advertisements in social media networks. Context: First online community created was SixDegrees.com in the year 1997. And it used allow users to create their own profile and make them available to their friend by adding to their friends list (Adrian, 2008). The first ever social networking website however did not stand the tide of time and was closed due to reasons which are out of scope of this dissertation. The time spent by the netizens on the social networking sites is increasing by the day and the recent studies only go on to show the same. The community websites hold major part of Internet traffic and it increased 230% since from 2007 (Diana, 2010). The time spent on the internet increased by around 65% by the users in UK from 2007 to 2010 (Burrows, 2010). The statistics also show that the average age of the users of the social networking sites is predominantly low like in the 20 to 30 and 30 to 40 groups due to various reasons. (Michael, 2008) The projections also indicate a billion users for the social networking sites by the end of 2012. The increasing strength of these websites makes the marketing departments rethink their marketing strategies. After going through lots of articles and statistics related to online communities, it has been observed that the latest market trend was revolving around these networking sites and making most of this to their business advantage. Acknowledging the fact that teenagers do spend a lot of time online, it would be interesting to take advantage of this new trend and utilize it for the classroom more specific to the teaching and learning process. (Pingdom, 2010) Experts predict that between 2007 and 2011, U.S. ad spending on social networks will grow 180% from $900 million to $2.5 billion, as illustrated below in Figure II, which is attributable to increased revenue projections of the popular social networking site Facebook and increased spending on niche social networks (Zarina, 2009). It is indeed surprising to observe the share of internet marketing in the youth related companies. Modern marketing companies started making tools to make use of this trend and the same can be observed by studying these websites. In fact many companies adopted marketing in social networking websites as their major outlet of advertising and publicity. (RedBridge, 2008; MLC, 2008) The companies are also undergoing a major change technologically like adopting technologies such as web 2.0 to use the marketing space and opportunity in the modern websites such as Facebook, twitter etc which are mentioned above. According to Bakardjieva (2004), technologies of communication media were instrumental factors in building up successful communities that exists today. The increasing demand for the online communities and social networking websites is making new companies enter the arena. The investments of major IT companies in the already existing social networking websites (Google invested $900 million in MySpace and Microsoft $240 millions in Facebook) goes on to show the obvious which is the potential of these sites for the future (Ivanauskas, 2009). The investment is looked upon not as a business opportunity but rather as a marketing venue for these big companies to promote their already existing products. Companies on the other hand besides grabbing big opportunities such as above also are not missing out on being on the user side of these websites and being part of the plan when it comes to their target population. Almost everyone these days seem to have their presence in almost all the social networking sites which are most common in those respective regions. An account in Facebook, MySpace and Twitter seem to be the most common thing to most companies to reach out to customers on a direct basis. The customers are rising their doubts and the interaction is what is making the use of these websites so unique compared to other marketing strategies (Grunert, 2009). The above unique facts about the social networking and the new trends of marketing that are starting to spread making use of the same made the choice easier. It was decided that the area has lot of scope for research. Literature Review: According to Linda Peters (1998), the Web presents a fundamentally different environment both as a medium and as a market from traditional communication channels perspective. Itcreates the Marketspace a virtual realm where products and services exist as digital information and can be delivered through information-based channels (Rayport and Svikola, 1994). The companies and consumers quickly adopted the new concept of the new interactive world for their own benefits. These interactive channels allowed companies to reach new markets or have a grater influence in the existing oneà ¢Ã¢â€š ¬Ã… ¸s (i.e. example media companies transferred their news papers in order reach new audiences) and the consumers had an opportunity to save time and money by communicating, looking for information or buying product and services online. The concept of interactivity has been extensively researched in advertising and marketing literature and was summarized by Johnson (Johnson et al, 2006) According to Liu Shrum (2002) emergence of new media (Internet), brought new models of interactivity: user-to-user and user-to-message. Contemplating about user-to-user interactivity Ha and James (1998) suggested that the more communication in a computer-mediated environment resembles interpersonal communication, the more interactive the communication isà ¢Ã¢â€š ¬-. Steuer (1992) defined users-to-message interaction as follows: à ¢Ã¢â€š ¬Ã¢â‚¬ ¢the extent to which users can participate in modifying the form and content of a mediated environment in real timeà ¢Ã¢â€š ¬-. Lee (2005) summarized the main components of online interactivity Commercial online services and the introduction of the Web have created the potential for a mass interactive dialogue between exchange parties (Peters, 1998). The world have witnessed the evolution of a universal interconnected network of audio, video, and electronic text communications that blurred the distinction between interpersonal and mass communication and between public and private communication (Neuman, 2003). The new market space changed the behavior of the people and the communication models. The shift is then from a one (firm)-to-many (consumers) model of communication to the many-to-many model where contribution to the medium and the message may come from both directions (Hoffman and Novak, 1996). Chaffey (Dave Chaffey et al., 2007) argues that such kind of communications allows mass customization and personalization and the messages send trough Internet can be targeted more effectively. Moreover, the Web is changing the traditional marketing communications concepts as t he consumers can go all the way from awareness to interest to desire to action (AIDA Framework), all within the same medium and within the same session (Economist, 2008a). Andrew L. Shapiro (1999) argues that the emergence of new, digital technologies signals ia a potentially radical shift of who is in control of information, experience and resources. One of the key features of the new electronic communication media is the ability of consumers to control both contact and content (Peters, 1998). Sohn and Lackenby (2002) suggest that individuals participation in social communication processes is the crucial factor for increasing the perceived interactivity of the Internet (citied in Stafford and Ronald, 2005). Moreover, according to Normann and Ramirez (1994) the consumers become co-producers, because the value is constantly created in interaction with many different players, including consumers, suppliers, employees and managers. As a result, marketers are losing control over the communication messages their trying to deliver to their consumers. According to Gatarski and Lundkvist (1998) when communication, in the meaning of sharing information, meets i nteractivity, it creates not simple massages but forms two-way conversations. These conversations can be applied in production as implementation of mutual ideas (consumers and producersà ¢Ã¢â€š ¬Ã… ¸) in order to create new enjoyable products or services. 2.1 Introduction to changing media and communications landscape The last century was a gold age for the media development. The new technologies as Telephone, Radio and Television have changed peopleà ¢Ã¢â€š ¬Ã… ¸s lives forever. The new ways of communications have been successfully adopted and become a norm. The last decade of the century brought the new innovative technology Internet. As predicted by Newman (1991) Internet: Altered the meaning of geographic distance. Allowed the huge increase in the volume of communication. Provided the possibility of increasing the speed of communication. Provided opportunities for interactive communication. Allowed forms of communication that was previously separate to overlap and interconnect. Grieco and Holmes (1999) (citied in Combe et al, 2003) identifies three powerful features of Internet: 1. Disintermediation or the removal of brokers by allowing direct communication across spatial and sociometric distance; 2. Asynchronicyty of the removal of temporality as a barrier to communications; 3. Oculacy or the ability to communicate messages through images. According to Hermeking (2006) The global spread of modern technology, including information and communication technology (ICT), is commonly regarded both as an indicator of the postmodern era of globalization and as the very precondition for that era of intensive worldwide interactions of people and exchanges of goods, services, information, and capital. Hoffman (Hoffman et al., 1995) argues that the popularity of the WWW as a commercial medium (in contrast to other networks on the Internet) is due to its ability to facilitate global sharing of information and resources, and its potential to provide an efficient channel for advertising, marketing, and even direct distribution of certain goods and information services. In the recent years Internet witnessed amazing growth, according to Internet Consumption Report (Soumukil, 2008) the 21% (1,407,724,920) of the world population (6,676,120,288) are internet consumers. Most of them live in well developed regions as North America where internet penetration is as high as (73.1%), Australia (57.0%) and Europe (47.7%). Peters (1998) suggest that no other technological innovation has captured the imagination of users with the speed and impact of the Internet (Graph 1). According to Linda Peters (1998), the Web presents a fundamentally different environment both as a medium and as a market from traditional communication channels perspective. It creates the Marketspace a virtual realm where products and services exist as digital information and can be delivered through information-based channels (Rayport and Svikola, 1994). The companies and consumers quickly adopted the new concept of the new interactive world for their own benefits. These interactive channels allowed companies to reach new markets or have a grater influence in the existing oneà ¢Ã¢â€š ¬Ã… ¸s (i.e. example media companies transferred their news papers in order reach new audiences) and the consumers had an opportunity to save time and money by communicating, looking for information or buying product and services online. The concept of interactivity has been extensively researched in advertising and marketing literature and was summarized by Johnson (Johnson et al, 2006) (Appendix 1.1). According to Liu Shrum (2002) emergence of new media (Internet), brought new models of interactivity: user-to-user and user-to-message. Contemplating about user-to-user interactivity Ha and James (1998) suggested that the more communication in a computer-mediated environment resembles interpersonal communication, the more interactive the communication isà ¢Ã¢â€š ¬-. Steuer (1992) defined users-to-message interaction as follows: à ¢Ã¢â€š ¬Ã¢â‚¬ ¢the extent to which users can participate in modifying the form and content of a mediated environment in real timeà ¢Ã¢â€š ¬-. Lee (2005) summarized the main components of online interactivity (Table 1). Commercial online services and the introduction of the Web have created the potential for a mass interactive dialogue between exchange parties (Peters, 1998). The world have witnessed the evolution of a universal interconnected network of audio, video, and electronic text communications that blurred the distinction between interpersonal and mass communication and between public and private communication (Neuman, 2003). The new market space changed the behavior of the people and the communication models. The shift is then from a one (firm)-to-many (consumers) model of communication to the many-to-many model where contribution to the medium and the message may come from both directions (Hoffman and Novak, 1996). Chaffey (Dave Chaffey et al., 2007) argues that such kind of communications allows mass customization and personalization and the messages send trough Internet can be targeted more effectively. Moreover, the Web is changing the traditional marketing communications concepts as t he consumers can go all the way from awareness to interest to desire to action (AIDA Framework), all within the same medium and within the same session (Economist, 2008a). Peters (1998) suggests four main changes in communication model compare the new and old media: 1. Communication style tend to have little or no time lag between the giving, receiving and responding aspects of communication between the parties. 2. Social presence or perceived personalness, the feeling that communication exchanges are sociable, warm, personal, sensitive and active. 3. Control of contact Early research into the willingness of consumers to utilize technology in shopping behavior concludes that the ability to control the pace and presentation of product information has the strongest influence on willingness to engage in computer-mediated marketing activity (Carson et al., 1996). 4. Content The content can be customised either by users or by senders. Where users are able to control the content, or presentation, of the message it is said to be interactive. Andrew L. Shapiro (1999) argues that the emergence of new, digital technologies signals ia a potentially radical shift of who is in control of information, experience and resources. One of the key features of the new electronic communication media is the ability of consumers to control both contact and content (Peters, 1998). Sohn and Lackenby (2002) suggest that individualà ¢Ã¢â€š ¬Ã… ¸s participation in social communication processes is the crucial factor for increasing the perceived interactivity of the Internet (citied in Stafford and Ronald, 2005). Moreover, according to constantly created in interaction with many different players, including consumers, suppliers, employees and managers. As a result, marketers are losing control over the communication messages their trying to deliver to their consumers. According to Gatarski and Lundkvist (1998) when communication, in the meaning of sharing information, meets interactivity, it creates not simple massages but forms two-way conve rsations. These conversations can be applied in production as implementation of mutual ideas (consumerà ¢Ã¢â€š ¬Ã… ¸s and producersà ¢Ã¢â€š ¬Ã… ¸) in order to create new enjoyable products or services. 2.2 Social media and Web 2.0 2.2.1 Social media The real power of people can be noticed in the new revolutionized media channel social media. According to Mayfield (2008) social media is best understood as a group of new kinds of online media, which share most or all of the following characteristics: Participation Engagement: social media encourages contributions and feedback from everyone who is interested. It blurs the line between media and audience. Openness: most social media services are open to feedback and participation. They encourage voting, comments and the sharing of information. There are rarely any barriers to accessing and making use of content password-protected content is frowned on. Conversation: whereas traditional media is about à ¢Ã¢â€š ¬Ã… ¾broadcastà ¢Ã¢â€š ¬Ã… ¸ (content transmitted or distributed to an audience) social media is better seen as a two-way conversation. Community: social media allows communities to form quickly and communicate effectively. Communities share common interests, such as a lov e of photography, a political issue or a favourite TV show. Connectedness: Most kinds of social media thrive on their connectedness, making use of links to other sites, resources and people Drury (2008) suggests that when analyzing social media marketers too often concentrates on the media factor, when social element is the key, because marketing within social media is about building a relationship and conversation with the audience, where the simple message delivery is changed by ongoing exchange of perceptions and ideas between company and the consumer. Haven (2008) suggests that social media key elements are not entirely new as features of sharing, connecting, opining, broadcasting and creating has been long in our lives, but there are several characteristics of new technologies and behaviors that set them apart from the past: Reach Historically, audiences for the common person have been limited: a tribe, family, friends, neighbors, or the local community. Todays technologies pr ovide scale and enable anyone to reach a global audience. Accessibility The means of production for most media used to lie in the hands of enterprises with unlimited resources (financial or human). Todays technologies for media creation are available to anyone at little or no cost. Usability The means of production typically required specialized skills and training, both technically and creatively. Todays technologies simplify those processes, or in some cases reinvent them, so anyone can create and operate the means of production. Transparency People, especially Americans, historically kept personal information to themselves and had a general distrust of authority (enterprises, government, etc.). Today, people are willing to share anything about themselves (interests, location, family situations, health condition, etc.) in a public venue, and todays technologies make that both possible and purposeful. Recency When people did have the means of production and distribution in the past (albeit limited), the time lag between communications was typically long (days, weeks, or even months). It was a limitation of the technology or system in which it operated. Todays technologies enable instantaneous responses and dialog where only the participant determines the delay in response. The interactivity gains a new meaning when it is applied through Web 2.0 platforms and Social media channels as dialogue between consumer and company becomes much more active and interactive. As summarized in the media landscape analysis the past decade was all about two-way communicationà ¢Ã¢â€š ¬Ã… ¸s and interactionà ¢Ã¢â€š ¬Ã… ¸s models. Most of the marketing academics (Kotler, 2003; Pettit and Brassington, 2005) recognized the importance of creating two-way marketing channels between consumer and company for brand building, CRM, sales (and etc). Social media, itself, does not change this idea, but redefines interactivity and takes it to another level. Armano (2008a) argues that social media goes beyond the interactive marketing which is facilitated by computer-human interaction, and introduces human-to-human interaction enabled by technology (Appendix 2.1). The main difference is that the companies instead of pushing the content (i.e. automated e-mailà ¢Ã¢â€š ¬Ã… ¸s) through online channels empower people to engage and interact with other people and produce new content about the company (blogging, commenting, social networking and etc.). Free production of content and voluntary distribution is the key elements of the social media. Meadows-Klue (2008) suggests that in social media marketing engagement replaces interruption; diversity and self-expression replace conformism and unity; the media of the masses replace mass media; granular insights and rich data replaces generalization and conversations in marketing replace control. Another major change from the marketing perspective is the shift from persuasion to influence. Past decades marketing practitioners were using the communication mix in order to attack consumers with pervasive messages to make them buy goods and services offered, but in the age where 25 percent of search results on Google for the worldà ¢Ã¢â€š ¬Ã… ¸s 20 largest brands links to consumer-generated content (Nielsen Buzz Metrics, 2007 ), to do this is too late, not practical or impossible, as the messages are already floating out there. According to Mitchell (2008) this process is facilitated by the change of information flows from top down (B2C) to bottom up (C2B) what redefines marketing environment as marketers do not own the message anymore (Figure 2.2, Apendix 2.2). Armano (2008) suggests that people can be divided in different grouping according their strength as the massagers (Apedix 2.3) The User Generated Content (UGC) can become influential message of the consumer to the consumer (C2C) about the company and therefore should be carefully monitored. In fact, the content is the new message in social media channels. According to Eikelmann (Eikelmann et al, 2008) the best marketers can do in this environment is to try to engage with the consumers through social media in order influence these messages. Drury (2008) suggests that instead of sending simple messages, marketers should provide the content which would be relevant for consumers and would generate conversations among them. Therefore, influence will become a standard measurement in Marketing 2.0 (Dowdell, 2008). As blogger and social media strategist Douma (2008) put it: The age of persuasion is over. Welcome to the age of influence. Marketers are forced to look for alternative communication strategies to market in the social media environment, because advertising clutter, growing advertising literacy and changing consumer behaviour drives down the return on investment (Biegel, 2008; Constantinides and Fountain, 2008). These strategies have to consider the increasing fragmentation in the markets. 2.2.2 Web 2.0 Social media and Web 2.0 are two terms which are often used interchangeably in the marketing literature, even though they are not entirely the same. From the marketing perspective, the Web 2.0 should be perceived as the new tools for the marketing communication mix and facilitator and enabler of social media. The Web 2.0 term was introduced by Tim Oà ¢Ã¢â€š ¬Ã… ¸Reilly in 2004, it has originated from talks about social software and the communities surrounding these applications. According Tim Oà ¢Ã¢â€š ¬Ã… ¸Reilly (Tim Oà ¢Ã¢â€š ¬Ã… ¸Reilly, 2007) the companies that survived the dotcom boom had something in common; these companies realized that the Web is much more useful for delivering service than being used just as a platform for packaged products (i.e. software). Constantinides and Fountain (2008) defined Web 2.0 as follows: à ¢Ã¢â€š ¬Ã¢â‚¬ ¢Web 2.0 is a collection of open-source, interactive and user-controlled online applications expanding the experiences, knowledge and mar ket power of the users as participants in business and social processes. Web 2.0 applications support the creation of informal users networks facilitating the flow of ideas and knowledge by allowing the efficient generation, dissemination, sharing and editing / refining of informational content . Hoegg (Hoegg et al, 2005) suggests that Web 2.0 is the philosophy of mutually maximizing collective intelligence and added value for each participant by formalized and dynamic information sharing and creationà ¢Ã¢â€š ¬-. Both definitions share similar concepts of maximizing the collective intelligence, self-regulating community, network effect, transparency of the information creation and sharing process, but the key element in these terms is the user. From technological perspective, there are not many changes in the Web 2.0 compared to Web 1.0 applications; the real value is created by people not only using this social software but participating in the creation process of it (by creating and editing the new content or even in some cases modifying the application itself). According to Constantinides and Fountain (2008), the key innovative elements typifying this new family of web applications can be summarized as three main principles: 1. Focus on simple, service-based open-source solutions in the form of online applications. 2. Continuous and incremental application development requiring the participation and interaction of users in new ways: not only à ¢Ã¢â€š ¬-consumingbut also contributing, reviewing and editing content. 3. New service-based business models and new opportunities for reaching small individual customers with low-volume products. As Web 2.0 applications are still in the development stage, the grouping of them varies according to the purpose and field of the research. Hoegg (Hoegg et al, 2005) groups web 2.0 applications according the services they provide (Figure 2.4). Tim Oà ¢Ã¢â€š ¬Ã… ¸Reilly (2005) argues that Web 2.0 doesnt have a hard boundary, but rather, a gravitational core which could be visualized as a set of principles and practices that tie together a veritable solar system of sites that demonstrate some or all of those principles, at a varying distance from that core (Appendix 2.4). Therefore it is difficult to classify the Web 2.0 into the precise groupings, because the applications are interrelated and most of the time a few Web 2.0 features works on one platform. The mixture of Web 2.0 applications working under one site are known as Mash-ups. According to Mayfield (2008) à ¢Ã¢â€š ¬Ã¢â‚¬ ¢this combination of two or more pieces of content (or software, or websites) is one of the phenomena in social media that make it at once so exciting, fast-moving and sometimes bewilderingà ¢Ã¢â€š ¬-. But even more important feature of Web 2.0 applications is the adaptability in the different platforms. Social applications are becoming more and more popular on mobile devices (Phones, iPods (via podcasts)). In fact, according to BBC News (2008) one of the reasons the Internet usage on the mobile devices is increasing Web 2.0 applications. According to Drury (2008) social media applications has an ability to bring Head (Professional) and Tail (UGC) content together in all the formats (audio, video , text). As more and more professionally edited websites incorporates social media content some companies (i.e. Joost) are trying to apply Web 2.0 principals (live participation) for even bigger media platforms as TV. These applications are being tested in the Internet TV and in the near future have a good chance to redefine TV experience completely. All theses changes open new opportunities for integrated marketing campaigns, where marketers are enabled to reach larger audiences of consumers at all their touch points with mediated world at one-stop shop. Blogs and blogging Web Logs (commonly knows as Blogs), according to Tredinnick (2006), are arguably the oldest Web 2.0 applications and have been in the web space since mid 1990à ¢Ã¢â€š ¬Ã… ¸s. Constantinides and Fountain (2008) states that it is the most know and fastest-growing category of Web 2.0 applications. According to McCann report (2008), 184 million people World Wide have started a blog and 346 million read blogs, which means that 77% of active Internet users read blogs. Furthermore, 17.8 m have read a blog and around 4.3 m have created their own blog in the UK (McCann, 2008). The most recent Technorati research (2008) confirms this phenomenon as they tracked blogs in 81 languages from 66 countries around the world, it suggest that blogging have made a major influence on media ecosystem as bloggers are collectively creating almost one million posts every day and have representation in all top-10 web site lists across all key categories. In general a Blog is a Web site, usually maintained by an individual with regular entries of commentary, descriptions of events, or other material such as graphics or video where entries are commonly displayed in reverse-chronological order and has permalinks (Daily Blog Tips, 2008), but Pomerantz and Stutzman (2006) argues that for every blog author and consumer, the precise understanding of a blogà ¢Ã¢â€š ¬Ã… ¸s use is different, therefore it is difficult to define its true meaning. Dearstyne (2005) summarized the definitions and blogging opportunities provided by major companies: à ¢Ã¢â€š ¬Ã¢â‚¬ ¢Microsoft defines blogs as frequently updated personal web journals that can dramatically help both small and large companies communicate their product messages. They increase peoples ability to share ideas and information exponentiallv, and on a worldwide scale. Accenture says blogs are an interactive website that allows the owner to publish ideas and information. Users can read and evaluate material and add new content, creating a conver sation that spans lime zones and continents. Research Design and methodology: We are left with mainly two options for the way and approach for gathering the research data- primary and secondary in the broadest sense. The primary research methodology involves direct interaction with the subjects where as the secondary research involves collection of data from sources such as literature, magazines etc. While the primary research methodology is more current, it includes interviews, questionnaires, targeted groups, personal interviews etc which is a time taking and tedious process. There needs to be a trade off regarding the extent of primary research data to be included in the research. The main empirical study will be carried out based on the primary data which was collected as per the study requirements. Based on the requirement and research find

BTEC Apprenticeship Assessment Workbook Essay

1. The apprenticeship and your role In this induction section you will show that you understand the employer/employee relationship and what someone who works in the health and social care sector is required to do. The Workbook will help you to show that you follow agreed ways of working. KNOWLEDGE AND UNDERSTANDING Task 1 WorkSkills: Unit 1: 1.1, 1.2 Task 1a Complete the spider diagram below to show that you understand what each component of the Apprenticeship is for and how it is assessed. †¢ In each box, for Number 1 say what the component is for. Read more: Explain the principle of informed choice in child care essay Diploma 1. Generic, dementia and learning disability. alongside other components. 2. Checked by the assessor Employment Rights and Responsibilities 1. ERR BTEC 1. Social care level 2 and 3 2. Checked by the assessor 2. Checked by the assessor alongside other components. Apprenticeship components alongside other components. Key/Functional Skills 1. 2. Functional skills English, Math Checked by the assessor alongside other components. Personal, learning and thinking skills 1. Skills for working life 2. Checked by the assessor alongside other components 2 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care †¢ For Number 2 say how it is assessed. Types of assessment are given in a list below. Choose the most appropriate one or two. Assessment methods: †¢ portfolio †¢ online test †¢ paper-based test. One example has been done for you. WorkSkills: Unit 1: 3.1, 3.2 ERR/WorkSkills: Unit 3: 4.1, 4.2, 4.3 1 Task 1b In the table below write a list of different careers that you could aim to have after your Apprenticeship. In the second column, write in where you could get advice about how to progress on this career pathway. In the third column put two possible routes for this career path. An example has been done for you. Career Nurse Where to ï ¬ nd advice NHS careers advice website (www.nhscareers.nhs.uk/nursing.shtml) Union website (www.unison.org.uk/healthcare/nursing/education) Progression routes 1. Level 3 BTEC 2. University Care Assistant Care Assistant advice website (www.careruk.orgs) 1. Level 2 NVQ Diploma. 2. BTEC Level 2 Diploma Senior Care Assistant Senior Care Assistant advice website 1. Level 3 NVQ Diploma 2. BTEC Level 3 Diploma Manager Care Assistant Manager Care Assistant advice website 1. Level 5 NVQ Diploma 2. College Original text and illustrations  © Pearson Education Limited, 2011 3 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 BTEC: Unit 6:1.1 Diploma: Unit 6:1.1 Task 2 Task 2a For each of the ï ¬ gures below, ï ¬ ll in the box for who you have personal or working relationships with and the box on why. An example has been completed for you. Personal relationship Who? Why? Family Love Enemys Friends Ignore Friendship Working relationship Who? Why? Colleagues Managers Residents Team working Supervisory Between professionals BTEC: Unit 6: 1.2 Diploma: Unit 6: 1.2 Task 2b The table below lists different types of relationship. For each type, write what the relationship is. An example has been completed for you. Relationship type Supervisory Colleagues Between teams Between professionals With others Example e.g. Me and my manager Me and other care assistants Me and other staff members Me and the residents Me and their family 4 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care BTEC: Unit 4: 3.1, 3.2 Unit 5: 3.1, 3.2, 3.3 Unit 7: 5.5 Unit 9: 2.2 Diploma: Unit 7: 5.4 ERR/WorkSkills: Unit 3: 1.1, 1.2, 1.3, 1.4 Task 2c i) Below are some case studies of problems at work. Select the aspect of employment law that each one relates to from this list. Aspects of employment law: †¢ discrimination †¢ working hours †¢ holiday †¢ sickness absence and sick pay †¢ data protection †¢ health and safety. 1 1 Salina was told that because of stafï ¬ ng shortages she would be expected to cut short her holiday this year. Aspect of employment law: 2 Although he was more experienced, Marc believes that he did not get promotion because of his sexual orientation. Aspect of employment law: 3 Melanie has not yet attended the moving and handling of people training but has been asked to help someone with limited mobility into their bed from a chair. Aspect of employment law: 4 Gina overheard staff discussing private information about her which she had shared with her supervisor. Aspect of employment law: Original text and illustrations  © Pearson Education Limited, 2011 5 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 ii) List the main features of current employment legislation: †¢ †¢ †¢ †¢ iii) Complete the following sentence: Employment legislation exists because †¦ PLTS: IE3 iv) What kinds of information and support are there to help you with Employment Rights and Responsibilities? Complete the list below. An example has been done for you. †¢ HR department †¢ †¢ †¢ †¢ †¢ †¢ What kinds of information and support are there to help you with Employment Rights and Responsibilities? 6 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care BTEC: Unit 8: 1.2, 1.3 Diploma: Unit 8: 1.1, 1.2, 1.3 Task 3 Produce a leaï ¬â€šet about health and safety for new starters at your workplace. You can ï ¬ ll in the example shown below or do your own, following the same structure, to give to anyone starting work. 1 HEALTH AND SAFETY IN OUR WORKPLACE There are many pieces of legislation that relate to health and safety. The main ones include: †¢ Health and Safety at Work Act 1974 †¢ †¢ †¢ †¢ The main points of health and safety procedures that affect you are: †¢ Dealing with accidents and injuries †¢ †¢ †¢ †¢ Everybody in the workplace has responsibility for health and safety. You Look after your own health and safety Your Employer Provide training where necessary Others Look after their own health and safety Original text and illustrations  © Pearson Education Limited, 2011 7 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 Task 4 BTEC: Unit 6: 2.2, 2.3 Diploma: Unit 6: 2.2 WorkSkills: Unit 1: 1.3 Task 4a It is important to be clear about the agreed ways of working in your organisation. i) Using the table below, complete the list of the documents that set out details of your employment. For each document on the list state where it is stored and how it can be accessed. Your assessor may ask to see the documents on their visit but you do not have to photocopy them. The list has been started for you. Fill in the blank spaces with any other documents. Exactly which documents are included on your list will depend on your organisation. It might include any of the following: †¢ health and safety policy and procedures †¢ equality and diversity policy †¢ policy on conï ¬ dentiality and data protection †¢ policy on harassment, bullying and conï ¬â€šict management. Documents setting out relationship with employer Job description Grievance procedure Employee handbook Contract of employment Apprenticeship Agreement Where they are stored/how to access Company website/from HR page ii) Why is it important that you have access to up-to-date versions of these documents? iii) What is the purpose of the Apprenticeship Agreement? 8 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care ERR/WorkSkills: Unit 3: 2.1 Task 4b Complete the following information about your role. My working hours are: 1 My place of work is: If I cannot attend work I should: If I am sick I should: If I am still sick after †¦.. days I should: If I continue to be sick my employer will: My sick pay entitlement is: My notice period is: Original text and illustrations  © Pearson Education Limited, 2011 9 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 My probationary period lasts for: During probation, my notice period is: BTEC: Unit 2: 1.1,1.3 Unit 6: 2.2 Diploma: Unit 2: 1.2. 1.3 ERR/WorkSkills Unit 3: 2.5 Task 4c Complete the following examples to show how and when you have complied with policies and procedures in your workplace: i) To maintain my organisation’s good reputation I have: If I do not do this the consequence is: ii) To comply with my organisation’s health and safety policy and procedure, I have: If I do not comply the consequence is: iii) To comply with my organisation’s equality and diversity policy and procedure, I have: 10 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care If I do not comply the consequence is: 1 iv) To comply with my organisation’s conï ¬ dentiality and data protection policy and procedure, I have: If I do not comply the consequence is: v) To comply with my organisation’s policy on harassment, bullying and conï ¬â€šict management I have: If I do not comply the consequence is: vi) Ways in which I make sure that my personal attitudes or beliefs do not affect how I work with people using my services or with my colleagues include: †¢ Reï ¬â€šecting on my own work †¢ †¢ †¢ †¢ Original text and illustrations  © Pearson Education Limited, 2011 11 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 ERR/WorkSkills: Unit 3: 2.4 Task 4d i) What personal information should you keep up to date with your employer? †¢ Phone number †¢ †¢ †¢ †¢ †¢ ii) Why does your employer need to have this up-to-date information? BTEC: Unit 6: 2.1 Diploma: Unit 2: 1.1 Unit 6: 2.1 ERR/WorkSkills: Unit 3: 3.1, 3.2, 3.3, 3.4 Task 4e i) What is your role? You need to show that you understand what your job description means for you. Where there are job titles (for example reports to †¦ , responsible for †¦ ) you need to list the names of the actual people. Where it lists your duties, provide an example of what you should do. You can either write the information on a copy of your job description or complete the table below. The job description says . . . What this means is . . . 12 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care ii) How does your role help to improve the service provided for the people who use your organisation? 1 iii) Complete the spider diagram below to show how your role links to the wider sector. An example is completed for you. e.g. local mental health team refer people to my centre My role . . . Original text and illustrations  © Pearson Education Limited, 2011 13 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 Representative body UNISON iv) The table below lists some of the representative bodies in the health and social care sector. Complete the table showing their roles and responsibilities. Role in the sector Skills for Care and Development British Association of Social Workers Care Quality Commission Criminal Records Bureau v) Why is it important that you do not carry out tasks which are not part of your own job description? ERR/WorkSkills: Unit 3: 2.3 Task 4f i) What happens when things go wrong? Give an example of something that could be handled within the grievance procedure: 14 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care ii) Look at the grievance policy of your organisation. Do a ï ¬â€šow chart to show each step of the process that should be taken. You may add more boxes if you wish. 1 ERR/WorkSkills: Unit 3: 2.2 Task 4g Do you know where your money goes? Annotate one of your pay statements with an explanation of what each section covers. BTEC: Unit 5: 1.1 Diploma: Unit 4: 1.1 PLTS: IE1 Task 5 Task 5a Duty of care is an important idea when working in health and social care. Choose which of the statements below you think are true. 1 a) Duty of care is a legal obligation. b) Duty of care is not a legal obligation. 2 a) You are required to work in the best interests of the person using the service. b) You are required to work in the best interests of the service provider. 3 a) You must carry out care only within the limits of your role. b) You must carry out any type of care the individual requests. Original text and illustrations  © Pearson Education Limited, 2011 15 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 BTEC: Unit 5: 1.2 Diploma: Unit 4: 1.2 PLTS: IE2, IE6, EP3, EP4 Task 5b Complete the spider diagram below showing how duty of care affects your own role: I am accountable for my decisions and actions How duty of care affects me BTEC: Unit 5: 2.1, 2.2 Diploma: Unit 4: 2.1, 2.2 Task 5c i) Sometimes you will come across problems where an individual’s wishes go against your duty of care for them. For example, an individual may want to do something that could cause them harm. Write down an example of when this has happened in your workplace. 16 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care Remember that in order to meet conï ¬ dentiality requirements you must not include any information which will identify individuals. 1 ii) When you have a problem like this, there are many places you can go for advice and support. List three of them below. 1. 2. 3. ERR/WorkSkills: Unit 3: 5.1, 5.2, 5.3, 5.4 Task 6 i) The health and social care sector is often in the news. List three occasions when concerns have been raised about the sector. Check in newspapers or on the internet. †¢ †¢ †¢ ii) For one of your examples, ï ¬ ll in the table below showing how three different people might feel about the event. Management of the service involved Relative of the person involved Person who works at the service involved (for example care worker) iii) How do you think negative coverage of the health and social care sector changes the views of the public about the sector? Original text and illustrations  © Pearson Education Limited, 2011 17 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 a) Do they feel more or less positive about people who work in the sector? b) Are they happy with the service they or their relatives are receiving? iv) Have public concerns about the health and social care sector and the way services are delivered made any changes to your workplace? BTEC: Unit 2: 1.2, 2.1, 3.1, 3.3 Diploma: Unit 2: 2.1, 3.1 PLTS: CT6, RL5, CT3 Task 7 i) It is important to consider your personal development. Throughout your Apprenticeship, your assessor and manager will encourage you to think about or reï ¬â€šect on what you do at work. How can reï ¬â€šection help you to develop your knowledge and skills? 18 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care It is important to consider your personal development 1 ii) Describe a learning activity that improved your own knowledge, skills and understanding. iii) What did you learn? Original text and illustrations  © Pearson Education Limited, 2011 19 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 iv) Where can you go for support in your learning and development? v) This is a template for a Personal Development Plan. Below it are statements about what you should put in different sections. Match each statement to the correct section of the plan. Personal Development Plan 1. Review of strengths and weaknesses relevant to current and future roles 2. Learning topic to be targeted in the plan and how the learning will be used Name: 3. Knowledge to be learnt 4. Skills to be learnt and developed 5. Learning activities and dates 6. Assessment and dates 20 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care Insert the number of the correct section of the plan next to each description. This space should include a brief description of the area the person will be trying to develop and what difference the learning could make to their role. This space should include detailed information about which skills the person will develop. Objectives should be SMART (speciï ¬ c, measurable, achievable, realistic and time-bound). This space should include a description of what the person does well and where they do less well in the job. It should be based on evidence. It should identify changes in the job and possible changes in career and the relevant strengths and weaknesses of the individual. This space should include target dates for achievement and space for the comments of the person and their manager to assess the success of different objectives. This space should include detailed information about what knowledge the person will gain. Objectives should be SMART (speciï ¬ c, measurable, achie vable, realistic and time-bound). This space should include a description of any learning activities the person will do, what knowledge and skills they will gain and when the activities will take place. You will need to complete your own personal development plan. If your workplace does not have its own template, you may want to use the one above. You should complete the plan together with your manager. 1 Original text and illustrations  © Pearson Education Limited, 2011 21 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 BTEC: Unit 2: 3.2, 3.4 Diploma: Unit 2: 2.2, 3.2, 3.3, 4.1, 4.4 WorkSkills: Unit 1: 2.1, 2.3 Unit 9: 1.1, 1.2, 2.1, 2.2, 2.3, 2.4, 2.5 PLTS: EP4 EVIDENCE GATHERING In this activity you will identify an area of your work that will capture evidence of how you operate as a team leader. Your assessor will help you to identify suitable items of evidence. You need to gather evidence of activity within areas of your work to demonstrate: that you can complete a personal development plan and assess your own knowledge and skills. Suggested evidence may include: †¢ completed personal development plan †¢ diary or reï ¬â€šective account of your own learning †¢ witness testimony from manager about your participation in the process of building a personal development plan. Your assessor may wish to ask you some follow-up questions on the personal development plan process. These may include the following: †¢ How should you agree a personal development plan? †¢ What are the beneï ¬ ts of a personal development plan? †¢ Why should you meet deadlines and be organised? †¢ How has a learning activity improved your knowledge, ski lls and understanding? †¢ What happens if you do not complete learning on time? 22 Original text and illustrations  © Pearson Education Limited, 2011