Harley davidson analysis Essay -- essays research papers

1. Organization OVERVIEW Harley Davidson Inc. was found in 1903 by William S. Harley and Davidson siblings Walter and Arthur. From that point forward the organization has created the most perceived bikes on the planet. The organization has been named to Fortune’s rundown of â€Å"100 Best Companies to work for†. The organization has likewise been positioned #3 in car quality behind Rolls-Royce and Mercedes Benz by Harris Interactive, an overall statistical surveying and counseling firm. Harley-Davidson, Inc. is the parent organization for the gathering of organizations to be specific Harley-Davidson Motor Company, Buell Motorcycle Company and Harley-Davidson Financial Services. Harley-Davidson Motor Company, the main major U.S.- based bike producer, produces heavyweight bikes and offers a total line of cruiser parts, extras, clothing, and general product. Buell Motorcycle Company produces sport cruisers. Harley-Davidson Financial Services gives discount and retail financing and protection projects to Harley-Davidson vendors and clients.      Jeffrey L. Bleustein is director of the board and CEO of Harley Davidson Inc..      There are more than 1,300 Harley-Davidson businesses in 48 nations around the world.      The organization has utilized 8,000 individuals worldwide and the corporate home office situated in Milwaukee, Wis; East Toy and Tomawauk, Wis; York Pa; and Kansas City, Mo. Other key business activities are situated in Chicago, III.; Franklin, Wis.; Talladega, Ala; Highland Heights, Ohio; Ann Arbor, Mich.; Carson City, Nev.; and Plano, Tex.      Harley-Davidson keeps up activity in key universal markets all through Europe, and in Brazil and Japan to help its overall vendor and wholesaler system. Wellspring of incomes for Harley Davidson : -      Selling bikes -      Harley Davidson monetary assistance -      Parts and adornments 2. VISION, MISSION AND GOALS Vision To devote, to develop esteem and reinforce the brand, Harley-Davidson convey items and convey the administrations that satisfy dreams. Crucial To satisfy dreams through the encounters of motorcycling by giving bikes and to the overall population an extending line of cruisers... ...purchasers (expanded from 2% complete deals before embracing to 9% in 2003). The organization found that lady bound to buy subsequent to taking instructional class      Financial administration to make it increasingly reasonable Activities The company’s extension plan of its York and Pennsylvania hopes to permit the organization to expand creation to 400,000 units by 2007. Dissemination      Through vendors      Showrooms offer an enormous collection of garments things and frill notwithstanding new bikes      Dealers are answerable for working showrooms, stock parts and adornments. â â â â â 161 sellers in Japan. â â â â â 50 sellers and 3 wholesalers in Australia and New Zealand. â â â â â 7 sellers in South East Asian and East market. Framework      Public recorded organization      Quality framework      Strategy and arranging are not satisfactory

Physics Practical; Comparing and improving two rainfall gauge experiments Essay Example

Material science Practical; Comparing and improving two precipitation check tests Essay Example Material science Practical; Comparing and improving two precipitation measure tests Essay Material science Practical; Comparing and improving two precipitation measure tests Essay The point of this test is to test and improve a current precipitation estimating test utilizing a potential divider. I have done this by altering the hardware I use; this has given me a superior goals and increasingly direct outcomes. Contraption For the main unchanged examination * 5 volt Dc power gracefully * Rotary potentiometer * Float * Voltmeter * Beaker * Metal poles * Blue tack * Clamp stand * Ruler For the subsequent test; * 5 volt DC power gracefully * Rotary potentiometer * Clamp stand * Arm with joint * Volt meter * Beaker * Float * Ruler Wellbeing In the event that the water is spilt, at that point it must be cleaned up. The measuring utencil may break on the off chance that it falls on the floor accordingly all hardware must be avoided the edge of the table. The rotating potential divider must be made sure about in a brace stand. This must be held firmly with the goal that it won't fall on the table as this would harm both he table and the revolving potential divider. Outline of Experiment 1 Outline of Experiment 2 Hypothesis A rotating potentiometer has an essential use in fuel measures in vehicles anyway it is likewise helpful in downpour finders or robot arm sensors. It works since, when a 5 volt current is gone through the two potential divider associations and the turning arm if completely opened up the full current will go through. In any case if the arm closes somewhat an alternate yield voltage is given. In this manner to quantify a measure of fluid in and territory the voltage is estimated by a voltmeter. The voltmeter must be set over the rotating potentiometer to increase clear outcomes. Technique For the principal test, the revolving potentiometer was associated with the force gracefully. After this, I associated a voltmeter to quantify the voltage over the rotating potentiometer. The rotating potentiometer is then solidly joined to a clasp and stand so as not to drop out on to the table. At that point I fixed a metal pole to a correct edge of the potential divider from the moving shaft at the focal point of the rotational potentiometer, as this moved the out put voltage changed. From this right-calculated bar, another bar was connected at an edge of 90㠯⠿â ½ downwards. The poles where consolidated by blue tack. This downwards bar was associated with a buoy, which was a ping-pong ball. Amassed it is the submerged into a recepticle where the water was included and the out put voltage is to be estimated. For the subsequent investigation, I did likewise this made my analysis reasonable. Be that as it may, I changed the arm, this empowered the arm to pivot all the more easily additionally I utilized a bigger compartment for the trial. Hence, the buoy would not continually hit the sides. What's more, I utilized a polystyrene drift this glided better than a ping-pong ball. All yield voltage will be estimated in à ¯Ã¢ ¿Ã¢ ½m on the voltmeter. Likewise not just as I include a set expanding ml of water must I measure the yield voltage I should quantify how much the water level for every expansion of 100ml of water has expanded. When I have this outcome I can compute the normal goals for my sensor Issues For the second investigation there where negligible mistakes, because of the reality the point of the subsequent test was to dispense with blunders from the primary trial. For the principal try, the measuring glass was an inappropriate shape for the undertaking. This implied as the arm was raised when the water began to fill the recepticle the buoy experienced the sides and hence giving peculiar outcomes. To prevent this from occurring in the second trial I utilized a bigger measuring glass. This prevented the arm and buoy from hitting the side. The adjustment fit as a fiddle would have influenced the outcomes for the two investigations; consequently, I utilized a recepticle that gave enough leeway notwithstanding, it was fundamentally the same as the principal measuring glass this implied my outcomes would not be influenced by a huge sum. I allotted this put voltage contrast between the two measuring glasses and made up for it in the outcomes from my subsequent analysis in this way giving exact outcomes. Likewise in the main trial the bars where joined by utilizing two bars at 90㠯⠿â ½ through the rotational potentiometers axle. On the other hand, however this deliberate the degree of water precisely, it gave no give in the joint between the two arms, this permitted the buoy to hit the sides and give me strange outcomes. To prevent this from occurring in the second test I utilized an arm that had been expertly made this implied it gave precise outcomes since it would be at a steady edge of 70㠯⠿â ½, and didn't wind or hit the side. The two arms where connected between the 70㠯⠿â ½ edge with two plastic plates these where on a turn to permit the arms opportunity to move from left to right of one another anyway it would not turn the other way. This turn would give the abnormal outcomes. For the primary examination, the ping-pong ball likewise caused issues. At the point when water was added to the holder the ball didn't rise this was on the gro unds that it had openings in the surface and consequently loaded up with water. To stop this happening I changed the ball. In the subsequent analysis, I changed the ball to a polystyrene ball, I showed improvement over a PVC ball, and this gave my outcomes for the second examination an additional level of precision. The subsequent trial additionally had less issues as it was an improved trial. From the outset when I set, the second test up the potential divider was defective accordingly; I needed to change this for an alternate rotational potential divider. Furthermore, my first chosen measuring glass for the subsequent examination additionally made the buoy hit the side and gave me broken readings this implied I needed to change for a somewhat bigger recepticle. Results Results for the primary unmodified analysis; voltage yield/à ¯Ã¢ ¿Ã¢ ½m (+/ - 0.001V) Precipitation/ml v-out v-out v-out Normal yield 0 119.5 135.6 124.2 126.4 400 115.2 110.6 120.5 115.4 500 105.6 95.6 103.0 101.4 600 78.0 85.4 83.2 82.2 700 56.2 54.2 51.3 53.9 800 28.1 34.2 31.9 31.3 900 7.9 6.2 9.7 7.9 1000 2.0 0.5 1.1 1.2 Goals 3mm Results for the second (altered) try; voltage yield/à ¯Ã¢ ¿Ã¢ ½m (+/ - 0.001V) Precipitation/ml v-out v-out v-out v-out v-out Normal yield 0 129.4 130.0 132.0 130.8 130.3 130.0 400 117.9 121.7 122.0 120.5 119.6 120.0 500 115.3 110.7 111.9 113.2 114.3 113.4 600 82.5 83.1 81.9 83.1 83.0 82.5 700 60.0 57.5 58.6 59.7 60.7 59.6 800 30.1 29.7 32.1 30.22 27.9 30.8 900 10.5 8.9 9.5 9.6 10.1 9.8 1000 0.9 1.01 0.8 1.03 1.01 1.01 Goals 2.5mmThese outcomes furnish me with the proof I have to create diagrams and to make a determination. Investigation of my outcomes The subsequent investigation additionally had less blunders as it was an improved test. From the outset when I set, the second test up the potential divider was broken hence; I needed to change this for an alternate revolving potential divider. What's more, my first chosen recepticle for the subsequent trial additionally made the buoy hit the side and gave me defective readings this implied I needed to change for a marginally bigger container and recalculate the distinction in volt yield per measure implied taken. The goals of the subsequent investigation was around about 3mm this was sufficient for estimating water as it ordinary rains more than 3mm in 1 day. Nonetheless, I expanded the goals of the precipitation finder by 0.5mm. This shows these little changes have improved my trial. The diagram for the main investigation is straight, in spite of this there are some peculiar outcomes for instance 900mm, which gave a normal volt yield, of 0.00079v. This could have been down to a number factor, for example, parallax mistake of estimating the water level or taking the perusing during a variance of the voltmeter. The outcomes for my subsequent test are clearly progressively precise when plotted on a diagram. This is on the grounds that on the principal diagram there are five outcomes that don't fit onto the pattern line, anyway my improved analyses graphical outcomes show that the outcomes are all the more firmly fit to a direct pattern line. This is a result of the upgrades in gear that was utilized additionally more precision which implies less parallax blunder. Parallax blunder is human mistake of estimation. Assessment The point of the analysis was to improve a current test to gauge the precipitation by utilizing a rotational potentiometer. The outcomes that I have gathered and shown on the diagram show that I have expanded the precision of the outcomes. The new outcomes structure an expanded relationship on a pattern line. Moreover, the goals of my test has expanded by 0.5mm of water this is amazing as I suspected toward the beginning of this examination that the goals would of continued as before. Likewise if this somehow happened to be made into a truly downpour estimating measure it is simpler to keep outside and not need to screen continually. This is a result of the adjustments I have made. Previously if the main investigation were left for 24 hours the buoy would have hit the side on the off chance that it glided by any means, and there would have must be 3mm of downpour for an unmistakable perusing to be taken. With the improved test, it could now be left outside, in light of the fact that the new arm joint permits the arm development and to quantify at a steady edge in any case, it won't hit the side of the con tainer, just 2.5mm of downpour would need to fall for a perusing to be taken and the ball is guaranteed to coast. If I somehow happened to improve the investigation further, I would utilize an opposition box, and a force flexibly that gave a consistent 5 volts rather than a force gracefully that gave a fluctuating 5 volts, I would likewise utilize an increasingly touchy voltmeter. An obstruction box would not expand the goals be that as it may; it would build the quality of the sign to the voltmeter

Blog Archive Mission Admission European MBA Programs

Blog Archive Mission Admission European MBA Programs Mission Admission is a series of MBA admission tips; a new one is posted each Tuesday. This week, we consider another option for those looking to broaden their possibilities for next year: European MBA programs. Although many candidates who are competing for places at the top U.S. business schools are well aware of the strengths of the MBA programs at INSEAD and the London Business School, even more options are certainly available beyond these two, including IESE, ESADE, Oxford (Said) and Cambridge (Judge). These four schools in particular have been aggressively playing “catch up” with their better-known brethren by raising funds and dedicating them to scholarships and to enhancing their global brands. Those who know their business schools also know that IMD offers a boutique MBA program with remarkable international diversity, very highly regarded academics and a stellar reputation with international employers. So, numerous options are available, and each can be explored on its own academic merit, but is earning your MBA in Europe, in itself, a good choice for you? For many, the key issue in determining this centers on where they would like to be after completing their education. If you are seeking to work in Europe, then clearly, these schools offer an advantage over all but the top five or six schools in the United States. (HBS, for example, can probably open as many doors in Europe as INSEAD can.) However, if you are seeking to work in the States, then the European schools will not provide the pipeline of opportunities that a top-15 American school will provide, particularly for those who hope to work in niche industries or with companies that are not well-known international brands. Still, beyond the employment picture, studying abroad offers intrinsic value. Two years in London, Fountainbleu or Lausanne can certainly be its own reward… Share ThisTweet Mission Admission

Organizational Behavior- Conflict Management - 1567 Words

â€Å"Why Conflict is Good-Stop Avoiding It!† To Study the positive aspect of organizational conflicts Abstract When we think of the word â€Å"conflict,† do we generally picture shouting matches, anger, icy stares, or nerve-shattering stressful confrontations? Workplace issues that generates frequent expressions of emotion, frustration and anger is conflict. But not all conflict is bad! Conflict is always difficult, but it leads to growth and change, which is good. No one likes pain, but pain wakes you up and tells you when to react. This paper explores the two view of conflicts in organization, Good or Bad and is emphasized on the positive aspects of conflicts. Some level of organizational conflict is actually desirable — it’s not†¦show more content†¦Conflict Raises Questions Organizational conflict usually leads to a series of questions for those on both sides of any issues. Those questions can lead to new ideas and breakthroughs in thinking that can benefit individuals, departments and organizations. When there is no conflict, nothing changes. There is no need to question or challenge the status quo. Conflict represents an opportunity to reconsider, which can lead to breakthrough thinking. Conflict Builds Relationships Being agreeable is nice, but encouraging conflict can actually strengthen relationships. Organizational conflict between individuals, departments and even competitors can help to build relationships through mutual understanding and respect. Learning to listen and listening to learn leads to insights valued by both sides in any conflict situation. Conflict Opens Minds Organizations that teach employees how to manage conflict effectively create a climate of innovation that encourages creative thinking and opens minds to new, previously unexplored, possibilities. Considering the possibility for new ways of approaching challenges and meeting the demands of a competitive business world can result in improvements that benefit staff as well as the organization. Conflicts Beats Stagnation Organizations that avoid conflict avoid change. Avoiding change is futile and can lead to the demise ofShow MoreRelatedConflict Management : Bus 610 Organizational Behavior1588 Words   |  7 Pages Conflict Management Temple Jackson BUS 610 Organizational Behavior Professor Brittney Davis February 22, 2015 Conflict Management People will have disagreements everyday. Commonly, people cannot find ways to agree because we are all different in many ways. Our family upbringing, religious beliefs, cultural background, traditions, ethnicity, and gender are some of the factors that allow us to form our perceptions about life. These characteristics cause us to haveRead MoreMotivation and Conflict Resolution Essay753 Words   |  4 Pages Motivation and Conflict Resolution Conflict in the workplace is detrimental to employee motivation. An essential part of motivating employees is fostering trust and providing job satisfaction. Effectively resolving conflict is critical to the success of the organization, but is only one aspect of employee motivation. There are motivational theories that help organizations understand workplace relationships, organizational behavior, and their effects on employee motivationRead MoreMGT 312 Entire Course1103 Words   |  5 PagesWEEK 1 Organizational Behavior Paper       Write  a 700- to 1,050-word paper explaining the role and purpose of organizational behavior. Explain the main components of organizational behavior.  MGT 312 WEEK 1 Organizational Behavior Paper Provide examples of how these organizational behavior components relate to your workplace. How will knowledge of organizational behavior benefit you as a manager? Include  at least two scholarly citations from the library.  MGT 312 WEEK 1 Organizational Behavior PaperRead MoreBUS610 Week 3 Assignment Essay1695 Words   |  7 Pagesï » ¿ Conflict Identification and Resolution Mia A. Rapier BUS 610: Organizational Behavior Dr. Anthony Trotta September 28, 2014 Conflict is part of our human disposition; consequently, it is customary within organizations. â€Å"Left unanalyzed and unchecked, it can be a destructive force that consumes time, money and human resources. Learning the various ways that people resolve conflict and expanding their conflict resolution styles can lead to better results† (Sadri, 2012). Within organizationsRead MoreOrganizational Behavior Essay1591 Words   |  7 PagesAbstract Organizational Behavior is the study and application of knowledge about how people, individuals, and groups act in organizations. It does this by taking a system approach. That is, it interprets people-organization relationships in terms of the whole person, whole group, whole organization, and whole social system. Its purpose is to build better relationships by achieving human objectives, organizational objectives, and social objectives. Organizations are social inventions for accomplishingRead MoreMgt312 Mgt 312 Organizational Behavior for Manager – All Assignments772 Words   |  4 PagesMGT312 MGT 312 Organizational Behavior for Manager – All Assignments Click Link Below To Buy: http://hwcampus.com/shop/mgt-312-new/mgt312-mgt-312-organizational-behavior-for-manager-all-assignments/ Or Visit www.hwcampus.com MGT 312 Organizational Behavior for Manager – All Assignments MGT 312 WEEK 1 Organizational Behavior Paper MGT 312 WEEK 2 Personality Impact Paper MGT 312 WEEK 2 Learning Team Four Functions of Management Paper MGT 312 WEEK 3 Sodexo and Principle Financial GroupRead MoreMgt 312 Entire Course Essay1145 Words   |  5 PagesWEEK 1 Organizational Behavior Paper Write a 700- to 1,050-word paper explaining the role and purpose of organizational behavior. †¢ Explain the main components of organizational behavior. MGT 312 WEEK 1 Organizational Behavior Paper †¢ Provide examples of how these organizational behavior components relate to your workplace. †¢ How will knowledge of organizational behavior benefit you as a manager? Include at least two scholarly citations from the library. MGT 312 WEEK 1 Organizational BehaviorRead MoreOrganizational Behavior : An Interdisciplinary Field Essay1663 Words   |  7 PagesIntroduction: Organizational behavior is an interdisciplinary field that includes sociology, psychology, communication, and management. (Ribbubs 2014) The academic field of study concerned with human behavior in organizations; also called organizational psychology. It covers topics such as motivation, group dynamics, leadership, organization structure, decision-making, careers, conflict resolution, and organizational development. When this subject is taught in business schools, it is called organizationalRead MoreMgt 312 Organizational Behavior for Manager Complete Class1190 Words   |  5 PagesMGT 312 Organizational Behavior for Manager Complete Class http://homeworkfy.com/downloads/mgt-312-organizational-behavior-for-manager-complete-class/ To Get this Tutorial Copy Paste above URL Into Your Browser Hit Us Email for Any Inquiry at: Homeworkfy@gmail.com Visit our Site for More Tutorials: (http://homeworkfy.com/ ) MGT 312 Week 1 Knowledge Check Study Guide MGT 312 WEEK 1 Organizational Behavior Paper Write a 700- to 1,050-word paper explaining the role and purposeRead MoreEssay on Organizational Conflict775 Words   |  4 PagesConflict 1 Organizational Conflict: The three views Organizational Conflict: The three views Conflict 2 Organizational conflict is a state of discord caused by the actual or perceived opposition of needs, values and interests between people working together. Conflict takes many forms in organizations. There is the inevitable clash between formal authority and power and those individuals and groups affected. There are disputes over how revenues should be divided, how the work should be

What is Racketeering Organized Crime and the RICO Act

Racketeering, a term typically associated with organized crime, refers to illegal activities conducted by enterprises owned or controlled by the individuals carrying out those illegal practices. Members of such organized crime enterprises are typically referred to as racketeers and their illegal enterprises as rackets. Key Takeaways Racketeering refers to a variety of illegal activities conducted as part of an organized crime enterprise.Crimes of racketeering include  murder, drug and weapons trafficking, smuggling, prostitution, and counterfeiting.Racketeering was first associated with the Mafia crime gangs of the 1920s.The crimes of racketeering are punishable by the federal RICO Act of 1970. Often associated with the urban mobs and gangster rings of the 1920s, like the American Mafia, the earliest forms of racketeering in America involved obviously illegal activities, such as drug and weapons trafficking, smuggling, prostitution, and counterfeiting. As these early criminal organizations grew, racketeering began to infiltrate more traditional businesses. For example, after taking control of labor unions, racketeers used them to steal money from workers’ pension funds. Under almost no state or federal regulation at the time, these early â€Å"white collar crime† rackets ruined many companies along with their innocent employees and shareholders. In the United States today, the crimes and criminals involved in racketeering are punishable under the federal Racketeer Influenced and Corruption Organizations Act of 1970,  known as the RICO Act. Specifically, the RICO Act (18 U.S.C.A.  § 1962) states, â€Å"It is unlawful for anyone employed by or associated with any enterprise engaged in, or the activities of which affect, interstate or foreign commerce, to conduct or participate, directly or indirectly, in the conduct of such enterprises affairs through a pattern of racketeering activity or collection of unlawful debt.†Ã‚   Examples of Racketeering Some of the oldest forms of racketeering involve enterprises that offer an illegal service—the â€Å"racket†Ã¢â‚¬â€intended to solve a problem that is actually created by the enterprise itself. For example, in the classic â€Å"protection† racket, individuals working  for the crooked enterprise rob stores in a particular neighborhood. The same enterprise then offers to  protect the business owners from future robberies in exchange for exorbitant monthly fees (thus committing the crime of extortion). In the end, the racketeers illegally profit from both the robberies and  the monthly protection payments. However, not all rackets use such fraud or deception to hide their real intentions from their victims. For example, the numbers racket involves straightforward illegal lottery and gambling activities, and the prostitution racket is the organized practice of coordinating and engaging in sexual activity in return for money. In many cases, rackets operate as part of technically legitimate businesses in order to hide their criminal activity from law enforcement. For example, an otherwise legal and well-respected local auto repair shop might also be used by a â€Å"chop shop† racket to remove and sell parts from stolen vehicles. A few other crimes often committed as part of racketeering activities include loan sharking, bribery, embezzlement, selling (â€Å"fencing†) stolen merchandise, sex-slavery, money laundering, murder-for-hire, drug trafficking,  identity theft, bribery, and credit card fraud. Proving Guilt in RICO Act Trials According to the U.S. Department of Justice, in order to find a defendant guilty of violating the RICO Act, government prosecutors must prove beyond all reasonable doubt that: An enterprise existed;the enterprise affected interstate commerce;the defendant was associated with or employed by the enterprise;the defendant engaged in a pattern of racketeering activity; andthe defendant conducted or participated in the conduct of the enterprise through that pattern of racketeering activity through the commission of at least two acts of racketeering activity as set forth in the indictment. The law defines an â€Å"enterprise† as â€Å"including any individual, partnership, corporation, association, or other legal entity, and any union or group of individuals associated in fact although not a legal entity.† To prove that a â€Å"pattern of racketeering activity† existed the government must show that the defendant committed at least two acts of racketeering activity committed within ten years of each other.   One of the most powerful provisions of the RICO Act gives prosecutors the pre-trial option of temporarily seizing accused racketeers’ assets, thus preventing them from protecting their illegally-gained assets by transferring their money and property into phony shell companies. Imposed at the time of indictment, this measure ensures that the government will have funds to seize in case of a conviction. Persons convicted of racketeering under the RICO Act can be sentenced to up to 20 years in prison for each crime listed in the indictment. The sentence can be enhanced to life in prison, should the charges include any crimes, such as murder, that warrant it. In addition, a fine of $250,000 or twice the value of the defendant’s ill-gained proceeds of the offense may be imposed. Finally, persons convicted of a RICO Act crime must forfeit to the government any and all proceeds or property derived as a result of the crime, as well as interest or property they may hold in the criminal enterprise. The RICO Act also allows private individuals who have been â€Å"damaged in his business or property† by the criminal activities involved to file suit against the racketeer in civil court. In many cases, the mere threat of a RICO Act indictment, with its immediate seizure of their assets, is enough to force defendants to plead guilty to lesser charges. How the RICO Act Punishes Racketeers The RICO Act empowered federal and state law enforcement officials to charge individuals or groups of individuals with racketeering. As a key part of the Organized Crime Control Act, signed into law by President Richard Nixon on October 15, 1970, the RICO Act allows prosecutors to seek more severe criminal and civil penalties for acts conducted on the behalf of an ongoing criminal organization—the racket. While used mainly during the 1970s to prosecute Mafia members, RICO penalties are now more widely imposed. Before the RICO Act, there was a perceived legal loophole that allowed individuals who ordered others to commit crimes  (even murder) to avoid prosecution, simply because they had not committed the crime themselves. Under the RICO Act, however, organized crime bosses can be tried for crimes they order others to commit. To date, 33 states have enacted laws modeled on the RICO Act, allowing them to prosecute racketeering activity. Examples of RICO Act Convictions Unsure of how the courts would receive the law, federal prosecutors avoided using the RICO Act for the first nine years of its existence. Finally, on September 18, 1979, the U.S. Attorneys Office in the Southern District of New York won the conviction of Anthony M. Scotto  in the case of  United States v. Scotto. The Southern District convicted Scotto on  racketeering charges of accepting unlawful labor payments and income tax evasion committed during his tenure as president of the International Longshoremans Association. Encouraged by the conviction of Scotto, prosecutors aimed the RICO Act at the Mafia. In 1985, the highly-publicized Mafia Commission Trial resulted in what amounted to life sentences for several bosses of the infamous Five Families  gangs of New York City. Since then, RICO charges have put virtually all of New York’s once-untouchable Mafia leaders behind bars. More recently, American financier Michael Milken was indicted in 1989 under the RICO Act on 98 counts of racketeering and fraud related to allegations of insider stock trading and other offenses. Faced with the possibility of  life in prison, Milken pleaded guilty to six lesser felonies of securities fraud and tax evasion. The Milken case marked the first time the RICO Act was used to prosecute an individual not connected to an organized crime enterprise. Sources .†Criminal RICO: A Manual For Federal Prosecutorsâ€Å" May 2016.  U.S. Department of Justice.Carlson, K (1993). Prosecuting Criminal Enterprises. National Criminal Justice Reference Series. U.S. Bureau of Justice Statistics.â€Å"109. RICO Charges.† Criminal Resource Manual. Offices of the United States AttorneysSalerno, Thomas J. Salerno Tricia N. â€Å".†United States v. Scotto: Progression of a Waterfront Corruption Prosecution from Investigation through Appeal Notre Dame Law Review. Volume 57, Issue 2, Article 6.

Crime and Punishment by Fyodor Dostoevsky - 881 Words

The Great Divide In Crime and Punishment, by Fyodor Dostoevsky, Raskolnikov faces a split in his con-science. Despite his attempts to achieve and maintain rational self interest, Raskolnikov finds it impossible to escape his own human nature. Throughout the course of the novel, Raskolnikov becomes divided between modernity and morality, and is continuously pulled back towards hu-man nature. From the start, Raskolnikov portrayed clearly that he was not like other people from his time. Raskolnikov had developed a habit of seclusion, often staying in his apartment alone for days on end. As a result, he becomes disconnected from society, which would only drive him further into the major conscience split that he experiences later on. It is stated that Raskolnikov felt ...repulsion for everything surrounding him, (Dostoevsky, 109) which displays just how loathsome of society he really was. This feeling was a result of an internal battle which raged within Raskolnikov. During his seclusion, Raskolnikov debated a concept of becoming an ex-traordinary man who has ...a right to commit any crime and to transgress the law... just because [he is] extraordinary. (247). He knows that in order to become an extraordinary man, he must be able to surpass human nature and perform tasks such as killing others, for the advancement of an idea. However, when Raskolnikov tests his theory about becoming extraordinary, he finds that surpassing human nature is more difficult than expected. HeShow MoreRelatedCrime and Punishment by Fyodor Dostoevsky1025 Words   |  4 PagesCrime and Punishment, written by Fyodor Mikhailovich Dostoevsky; is a philosophical crime fiction novel. The story is very powerful in that it goes beyond the book and into the lives of the audience; making the audience feel some type of relation between themselves and the story. Dostoevsky was brilliant in creating a fictional world where the characters seem to be found within the audience, transitioning from a fictional story to a self-help book. He employes many life lessons in the story, whichRead MoreCrime And Punishment By Fyodor Dostoevsky1828 Words   |  8 PagesIxchel Gonzalez Period 3 Book Report December 14, 2015 Crime and Punishment I Crime and Punishment was written by Fyodor Dostoevsky. The book was published on 1866 in Russia but then published in English on 1917. The genre of the book is philosophical fiction. II The book Crime and Punishment takes place in St. Petersburg, Russia on 1866 to 1867. The setting is important to the story because it gives the story an unique identity. The setting helps start the storyRead MoreCrime And Punishment By Fyodor Dostoevsky1488 Words   |  6 PagesIn the novel Crime and Punishment by Fyodor Dostoevsky, many of the characters serve as microcosms to the larger story as a whole. The negative portrayal of certain characters suggests that the consequences of living a self-serving and egocentric life are unavoidable, and that they all must compensate for their wrongs. Conversely, the characterization of the more selfless and altruistic characters, suggests that a life filled with positive actions is the noblest lifestyle and will be reciprocatedRead MoreJustice In Crime And Punishment, By Fyodor Dostoevsky1262 Words   |  6 Pages Unanswered Questions In Crime and Punishment, Fyodor Dostoevsky discusses justice, questioning who or what determines this ideal. Primarily, he focuses on a man named Raskolnikov, who murders two women and then wrestles with his motives. As Raskolnikov’s hopeless outlook drives him to madness, his friend Sonia reveals an alternative view of justice, which allows for redemption. Through analyzing his character’s viewpoints, Dostoevsky never explicitly defines justice; instead, he exposes hisRead MoreCrime and Punishment by Fyodor Dostoevsky Essay1585 Words   |  7 PagesBefore the interactive oral, I noticed the numerous dreams and hallucinations in the novel Crime and Punishment, but I was not quite able to grasp the deeper meaning of some of the dreams and hallucinations. After this interactive oral, I see how important dreams are in this novel. They serve to illuminate the state of a character in a way that would not otherwise be clear. 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Qualities of A3 Maps for Intelligence & Planning- myassignmenthelp

Question: Discuss about theQualities of A3 Maps for Intelligence Planning. Answer: Introduction An A3 mapping is a systematic approach to solving and making decisions regarding issues of management of organizations. There are different A3 maps that may be used for this purpose. Each of these types has its own strengths and weaknesses. More specifically, the A3 map for solving problems is well defined to carry out the following roles: give a clear definition of the problem, offer education to managers on how to properly train, counsel, and provide leadership (Brooksbank, 2011). In addition, the A3 maps allow for an all-around thinking on the foundation of the Lean theory that points out that processes should be flowing and wastes minimised. Finally, it gives an empowerment to the people to implement great thinking (Buttle, 2010). Strengths of A3 Problem Solving Method The major strength of A3 maps as mentioned within the given document is that it can help to understand the requirement of the client. The given document provides the requirement of client associated with the tourism activity in Wales. From the section of delivery will it is possible to understand and the overall size of the tourism industry and the internal and external business environment. One of the major strength of the document is the ability to provide supporting theory and that can help to properly analyze the market environment of the tourism industry in Wales. The time frame is also provided that can help in proper allocation of task in definite time period. The document also provided reflection that can help in improvement of the tourism business plan. Weaknesses of the A3 Problem-Solving Method The major weakness that is associated with that of the A3 maps in the given document is due to the inability to clearly mention the objectives. In spite of the supporting theory that is mentioned there is no clear practical process that is presented within the map. The gnatt chart within the given document is also mentioned properly. Hence, the major weakness of the A3 maps is due to the fact that it is not possible to clearly rely upon the information. This is due to the unclear and disrupted information that is provided in each of the cases. Reference Brooksbank, R. (2011). Problem Solving Techniques. Management Intelligence Planning, 12(4), 10-14. https://dx.doi.org/10.1108/02634509410060695 Buttle, F. (2010). The A3 Mapping problem-solvinga practical planning tool. Long Range Planning, 18(4), 80-88. https://dx.doi.org/10.1016/0024-6301 (85)90088-3

Responding to the Challenges Experienced by Working Adult Students free essay sample

This pilot study explores the challenges faced by working adult graduate students at the premier private university in Cambodia. It utilizes survey research methods to elicit student opinions about the challenges they face as working adults and what they believe the university, their instructors, their peers, and they themselves can do to address these challenges and achieve a better work-life balance. The conceptual context for the research reviews literature pertaining to higher education in developing countries, the needs of adult learners, and the work-life balance challenges experienced by adult learners. Because this literature is based on western research, this study seeks to understand the challenges faced by adult learners in the particular cultural context of Cambodia. It concludes that, based on the data collected from a limited sample, Cambodian working adult students face many of the same challenges as working adult students in other cultural contexts. It recommends that a broader study on the topic be conducted and offers preliminary recommendations for how the university, instructors, student peers, and individual students can address challenges faced by working students in Cambodia. We will write a custom essay sample on Responding to the Challenges Experienced by Working Adult Students or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page INTRODUCTION Having emerged in the late 1990s from three decades of armed conflict and political instability, Cambodia is one of the poorest nations in the world. With 36% of its population living below the official poverty line, Cambodia ranks 87 out of 135 countries measured by the UN Human Poverty Index (UNDP, 2009), placing it between Djibouti and India. The UN Human Development Index (UNDP, 2009), which assesses a broader range of factors including life expectancy; adult literacy and educational enrollment; and the ability to have a decent standard of living, ranks Cambodia 137 out of 182 countries studied, placing it between Congo and Myanmar. Prolonged civil conflict destroyed Cambodia’s educational institutions. During the Khmer Rouge era of 1975-1979, teachers and intellectuals were targeted for execution, schools were converted to political prisons, and books were systematically destroyed (Hagadorn, 2004. ) The political instability that continued through the late 1990s delayed the country’s ability to move into a period of economic and human development. The Royal Government of Cambodia’s Rectangular Strategy, which forms the basis for its National Strategic Development Plan (Ministry of Planning, 2006), cites capacity building and human resource development as one of five pillars together with improvements in agriculture, development of the private sector and employment, rehabilitation of infrastructure, and good governance that are essential for national development. The Education Strategic Plan: 2006-2010 (Ministry of Education, Youth and Sports, 2006) calls for improvements in access to and quality of education at all levels from preschool through higher education. On one hand, a mid-term review of the strategy (Ministry of Education, Youth and Sports, 2008) indicates that 6% of the government’s education budget focused on higher education and that acceptable progress has been made on most higher education targets, with the exception of increasing enrollments in science, technology, and math. On the other hand, the World Economic Forum Competitiveness Report: 2008-2009, cited by Green (2003), ranked the quality of Cambodia’s higher education system as the lowest in Southeast Asia, although data for Lao PDR and Myanmar were not available. It is understandable that the current priority of the Ministry is to ensure basic education for all; however, in the long term, quality higher education will be a key to economic development. Lack of quality in higher education is reflected in the reality that while the number of higher education institutions in Cambodia rose from ten to more than seventy during the period from 2000-2008, only one in ten graduates is able to find employment in their area of study because of a gap between what they learn and the skills employers need (AsiaOne, 2008. ) Students currently pursuing higher education in Cambodia often experienced deficient education at the primary, secondary and high school levels where didactic methods are used almost exclusively, due to teacher training and classroom overcrowding. As a result, students may enter higher education with poor basic skills and study habits, and difficulties with critical and analytical thinking (personal observation). In addition, according to one expert, â€Å"Some students are scared of studying hard and think what they need is any degree, not quality. † (AsiaOne, 2008. ) To complicate matters further, many students, particularly those studying at the graduate level, must balance their academic studies with full time jobs and family obligations. This suggests that innovative strategies are needed to provide appropriate support to working students to ensure that their efforts result not only in a certificate, but in quality learning and workforce preparedness. This study’s research purpose is to learn about the challenges experienced by working adult students at the graduate level at one of Cambodia’s premiere educational institutions. In addition, it seeks to understand students’ opinions about what the university, their teachers, their fellow students and they themselves can do to help them achieve better work-life balance, which in turn, may have a positive influence on learning outcomes. In addition to these research purposes, there are two additional purposes that motivate this study. First, on a personal level, as a teacher of working adult students in a graduate research methods course, I have observed first hand the difficulties students experience in balancing school with other obligations and their difficulties in completing their coursework at a high level of quality. Most are able to pass the class, but few master the course material. As a result, the course is taught on a pass/not pass basis, to avoid damaging the students’ grade point averages. Therefore, this study also seeks to understand what these students need, as working adults, to be successful in their studies. Second, at a practical level, this research aims (1) to generate preliminary data and conclusions that suggest actions that the university, teachers and students can take to enrich the learning experience and (2) to recommend areas for further study. The subjects for this research are students attending an Introduction to Research Methods course on Sunday mornings during the Summer 2010 term. Twenty-four students who attended the first day of class were asked to complete a questionnaire that included 13 items related to the research. A contingency question, â€Å"Do you work? † was used to identify any students who did not fit the category of â€Å"adult working student. † Only one questionnaire was eliminated because the student does not work. Therefore, a total of 23 students are included in the pilot study. The questionnaire included questions about students’ major field of study, type of employment, number of hours worked and amount of travel required by their employer. It then asks about major challenges experienced by the student and solicits opinions regarding what the university, instructors and peers, and the students themselves can do to help the students achieve better work-life balance. Responses to closed-ended questions were tabulated and responses to open-ended questions were coded and organized into themes. CONCEPTUAL CONTEXT FOR THE RESEARCH Personal Observations Having completed master’s and doctoral degrees as a full time working adult, I have first-hand experience with the challenges experienced by adult learners. Juggling the competing demands of work, studies, family and social obligations, and household chores requires careful time management, negotiation with those who present demands to the working student, and often leaves the working student exhausted. In my experience, I was able to meet these challenges by organizing my time carefully, receiving positive support from family and friends, negotiating with my employer to reduce travel assignments, taking earned leave when facing major course deadlines, and making personal sacrifices. In my teaching, I observe that my students often arrive at class tired, regularly state that they are â€Å"too busy† to complete school work and frequently ask permission to be absent due to work-related travel, assigned meetings, family emergencies, obligations to care for older and younger family members, and important social functions, such as weddings and religious ceremonies. Having worked in Cambodia for more than five years, I believe my students do not have the same freedom I enjoyed in the U. S. to negotiate with employers, family members, and friends to make their studies a high priority. When I asked my students, â€Å"Are you able to negotiate with your family regarding family obligations? † and â€Å"Are you able to negotiate with your employer regarding work obligations? † as a group they emphatically responded â€Å"no. † In addition, having been raised in primary, secondary and high schools that may not have rewarded students based on merit, Cambodian students may not enter the university with the same levels of discipline and time management skills that college-bound students in the West typically develop. In the case of female students, some of their families may not place a high value on female education, and therefore, may not encourage them in their studies. As a result, female students may be under greater pressure to sacrifice their academic pursuits to respond to family obligations. Literature Review After conducting an internet-based search for literature, three areas appear especially relevant to understanding the context for this research study: (1) Higher education in developing countries; (2) The special needs of adult learners; (3) Challenges in maintaining work-life balance among adult learners. Higher Education in Developing Countries The World Conference on Higher Education (UNESCO, 1998) created a vision statement and action framework for higher education in the 21st century. The report notes that higher education is essential for socio-cultural and economic development. While the availability of higher education increased six-fold during the second half of the 20th century, unequal access to higher education also increased between industrial and non-industrial countries and between socio-economic groups within countries. Of particular concern to the members of the conference is the continuing gender gap in access to higher education. The report states that, because the rate of social and technological change is at an historical high, emphasis must be given to lifelong learning to continually update skills to address evolving social and market needs. As a result, higher education must address not only the needs of young students, but also the needs of students who are re-entering the university mid-way or late in their careers. The key challenge for education systems is â€Å"creating opportunities for adult learning in flexible, open and creative ways. † (pg. 14. ) Donor organizations, such as the World Bank, the Organization of Economic Cooperation and the United Nations often view education as a means to produce human capital to drive economic growth and, therefore, focus on producing workers with specific technical skills (Spring, 1998. ) This approach does not give sufficient emphasis to building productive citizens and future leaders who are able to think critically about society and find creative solutions to emerging problems (UNESCO, 1998. ) Nor does it take into account that, as the world economy changes, â€Å"knowledge supplants physical capital as the source of present (and future) wealth† (Task Force on Higher Education and Society, 2000. ) Bloom and Rosovsky (2003) assert that higher education ought to focus on â€Å"teaching students how to think rather than what to think, and how to learn rather than what to learn† (pg. 2. ) The Task Force on Higher Education and Society (2000) suggests that if markets alone drive educational choices, many disciplines that are critical to social development and citizen empowerment, for example basic sciences and the humanities, will be under-provided. The task force calls on leaders in the field of education to advocate for their inclusion in curricula. Special Needs of Adult Learners Statistics are not readily available as to what percentage of university students in Cambodia can be classified as ‘adult students,’ which is typically defined as students who are 25 years or older (Peck and Varney, 2009. ) According to a study by Noel-Levitz (2008), in the U. S. , 50% of university students are adults. Seventy percent of female university students are adults (Bash, 2003. ) A variety of factors lead people to become adult students, including the desire for a job promotion, following the example of friends or co-workers, or internal motivation to achieve (Norman Davies Group, 2005. ) Others may seek education as a means to cope with a life-changing experience, such as marriage, divorce, being fired from a job, or moving to a new city (Zemke and Zemke, 1984. ) Adult students differ from younger students in many ways (Zemke and Zemke, 1984. ) They bring a significant amount of practical knowledge with them to the classroom. They are less interested in theory and more interested in applying new knowledge. They find it difficult to integrate information that conflicts with what they already know. They prefer practice to lectures. And they have many other responsibilities in their lives. Knowles, Holton, and Swanson (1998) add that adults need to understand why they need to learn something. In addition, they are responsible, and therefore accountable, for their own decisions regarding what and how they learn. Because adults bring different needs and preferences to the classroom, instructors must use a variety of teaching methods, including discussion, debate, and in-class exercises. The key role of the educator is not so much to teach the adult, but to facilitate the adult’s own learning process (Zemke and Zemke, 1984. ) Challenges in Maintaining Work-Life Balance among Adult Learners Many adult students work full time and also provide care to children and older relatives. They may be involved in community and volunteer activities. When they decide to add higher education to the mix of activities, they risk under-achieving in some aspect of their lives because they are not able to balance all of the demands on their time (Fairchild, 2003. ) Mercer (1993) describes three types of barriers that can serve as threats to the adult student’s ability to succeed: situational barriers, dispositional barriers, and institutional barriers. Situational barriers include the need to care for children and older relatives, finances, and job responsibilities. Many working adults must make temporary career sacrifices in order to manage family and school responsibilities. Dispositional barriers include experiencing conflicts among competing demands; having insufficient time to meet demands, resulting in overload; and worrying about one role while performing another. Increased demands can lead to stress, anxiety and depression, especially for female students who are low income or have young children. Institutional barriers result when class work does not integrate work experience, when classes are not offered during appropriate days and hours, and when students are unable to develop a social network within the university. According to the Mayo Clinic (accessed July 2010 from www. mayoclinic. com), the fatigue caused by managing multiple priorities can lead to poor productivity and even costly mistakes due to unclear thinking. Relationships also can suffer, leading to a sense of isolation. Fairchild (2003) notes that multiple roles can be helpful to adult students because learning can be applied immediately to work; adult students have more life experience to draw upon; and adult students make the most of class time. Acknowledging that all working students have to make sacrifices to succeed, Hoak (2007), suggests several methods for improving work-life balance, or at least keeping stress at a manageable level. First, she recommends having a specific, long-term goal in mind and keeping sight of it. Students who are seeking specific benefits, rather than general knowledge, are better able to keep sacrifices in perspective. Second, she suggests taking a step by step approach to re-entering the academic world by enrolling at first in one or two courses before committing to full time studies. Third, she notes that the families and friends of working adult students also make sacrifices when they do not have access to the student’s time and that the student should remind others that their life is going to be different for a period of time and request their active support. Finally, she encourages adult students to maintain good performance on the job and, if possible, to solicit their supervisors’ support. RESEARCH QUESTIONS A significant amount of research has been done on the topics of the special needs of adult learners and the challenges they face in maintaining a healthy work-life balance. The literature specifically cites the demands on the adult learner to manage work responsibilities, school responsibilities and family and social obligations and the stress, anxiety and exhaustion that can result from these efforts. My own experience as a working adult learner reinforces these research conclusions. In my efforts to complete master’s and doctoral level degrees as a working adult, it was necessary to make sacrifices in social and family relationships and even in meeting basic health needs. For example, it was difficult to keep up a regular program of exercise, I seldom was able to enjoy a full night’s sleep, and leisure time became a distant memory. While there is a significant body of research on the topics of working adult learners and work-life balance, most of the available studies were conducted in the United States. Therefore, a gap in knowledge that this research seeks to address is to learn more about the dynamics of being a working adult student in the cultural context of Cambodia. Based on my observations, I believe working adult students in Cambodia have less ability to negotiate with employers and families to reduce obligations or to manage them in a flexible manner. Therefore, the research questions that guide this study are: (1) What are the key challenges faced by working adults studying at the master’s level at a private university in Cambodia? (2) What actions do the students believe the university, their instructors, their peers and they themselves can take to help them address these challenges? RESEARCH METHODS This research is a quantitative, pilot study utilizing survey research methods, specifically, a questionnaire. Because little is known about the challenges faced by working adult students in Cambodia, a pilot study was selected to test a questionnaire instrument and determine whether it produces the data needed to understand the research topic. The research has both descriptive and exploratory components. It is descriptive because it describes the current situation and opinions of a group of adult students studying at the master’s level at a private university in Cambodia. It is exploratory because, although there is a large body of literature and research available about adult learners and work-life balance issues in general, these topics have not been studied in the particular cultural context of Cambodia. It does not attempt to draw conclusions regarding causes and effects, and therefore, is not an explanatory research study. The study population consists of master’s level students who attended the first day of my course, Introduction to Research Methods. Twenty-four students attended this first class, out of which 23 are working students; therefore, the study population consists of 23 students. This group was selected because, as their instructor, I have easy access to them. In addition, because this is a course in research methods, using class time to give the students first-hand experience completing a research questionnaire, and modeling how a questionnaire should be administered, is justified as a learning experience. After the questionnaire was distributed, I reviewed it with the students and explained key concepts in questionnaire design contained in the instrument. These students study on the weekend and, therefore, may not represent students who study on weeknights or during the day. In addition, most of the students are enrolled in education or business-related majors and are fairly advanced in their studies. Therefore, the pilot results can only be generalized to advanced master’s degree students in education and business-related majors who study on the weekend. However, it was felt that their responses would be sufficient to test the instrument and develop recommendations for a study focused on a larger population. A questionnaire was selected as the research instrument because it provides an efficient means to gather data. Because I was using class time to gather data, using interviews or focus groups would have presented an unfair time burden to the subjects. The questionnaire was administered on a confidential basis. Students wrote their names and other identifying information on the instrument. I considered whether students would respond more candidly to an anonymous questionnaire. Because past students have regularly spoken openly with me about the challenges they face as working adults, there is reason to believe the responses are honest and, therefore, the data can be considered reliable for this particular population. The questionnaire consists of 13 questions related to the research topic. Seven of these are closed-ended questions related to the student’s major, type of employment, number of hours worked each week, and how often the student must travel for his or her employer. Five open-ended questions asked the students to describe the major challenges they face as working students and asked their opinions about what the university, teachers, classmates and they themselves can do to help them manage these challenges. Students were able to complete the questionnaire within the 20 minutes allotted. A review of responses suggests that both the closed-ended and open-ended questions were easily understood and elicited appropriate responses. This is further evidence that the data is reliable. Initially, simple tabulations were made of the responses to closed-ended questions. Responses to open-ended questions were coded and categorized into themes. Once this initial data management was completed, the data were examined for correlations that deserve further analysis. For example, the researcher believed there may be differences in the types of challenges students report based on gender, major field of study, type of employer, number of hours worked per week and frequency of work-related travel. A review of the data did not point to correlations, which may be a result of the small study population, and therefore, no correlation analysis was performed. There are two potential ethical issues involved in this research. The first is related to the principle of voluntary participation. Because my subjects are my students, and because the questionnaire was administered on the first day of class, it is unlikely that students would feel comfortable refusing to complete the questionnaire. In order to mitigate this potential ethical problem, I focused on questions that I felt would not be sensitive. For example, I believe that family obligations create significant role conflicts for adult working students in Cambodia; however, questions about the students’ personal lives may have created psychological distress and, therefore, I avoided questions of that type. Instead, I limited my questions to ones that were related to work life and student life. In addition, the students were in control of how much information they gave in response to open-ended questions, which gives them the opportunity to decide, on a voluntary basis, how much information they want to reveal. A second potential ethical problem relates to the principle of protecting the subject’s identity. I selected a confidential, rather than anonymous, questionnaire format. As discussed above, because students regularly speak openly with me about the challenges they face as working adults, and because I did not ask questions that relate to personal and family relationships, this does not seem to present a serious ethical problem. The benefit it provides is that, as a teacher, I have an opportunity to better understand the challenges faced by individual students. DATA PRESENTATION This section of the report first presents descriptive data about the characteristics of students and their work commitments gathered from closed-ended survey questions. It then presents student responses to open-ended questions about the challenges they face as working students and their opinions about how the university, teachers, classmates and they can do to help them manage the challenges of being a working student. These responses have been coded and organized into response categories. Of the twenty-three students who work, eighteen (78%) are male and five (22%) are female. Figure 1: Gender of Study Participants The study participants are relatively young, with sixteen (70%) of them in the 20-29 year age range and six (26%) in the 30-39 year age range. Only one (4%) is forty years of age or older. Figure 2: Ages of Study Participants The majority of the study participants are management (48%) or education (36%) majors. Figure 3: Major Areas of Study of Research Participants The largest number of students (28%) work for corporations, followed by 20% who work for a university. Twelve percent of the study population works, respectively, for a family business; primary, secondary or high school; or an international NGO. One student is employed by the government. Figure 4: Type of Employer Type of Employer Number % of Total Self-employed 1 4% Small to medium family business 3 12% Corporation 7 28% Primary, secondary or high school 3 12% University 5 20% Local NGO 1 4% International NGO 3 12% Government 1 4% No response 1 4% Not including their study time, eleven of the respondents (48%) work more than forty hours per week while eight additional students (34%) work from twenty to forty hours per week. Figure 5: Number of hours worked per week Sixty-five percent (15) of the students report they do not travel for work, while 35% (8) report work-related travel. Figure 6: Percentage of students reporting work-related travel Among the eight students who report work-related travel obligations to provinces or other countries, 38% responded that they have weekly travel, 25% reported monthly travel, and 38% reported occasional travel as needed, but less often than monthly. Figure 7: Frequency of Work-Related Travel The following data represents the students’ opinions regarding the major challenges they face as working adults and what the university, their teachers, fellow students, and they themselves can do to help them address these challenges. Students were able to provide multiple responses to the open-ended questions; therefore, percentages are calculated based on the number of responses, rather than the number of students in the study population. Students reported three key challenges they face as working adult students: not having enough time; tired, which was linked with difficulty concentrating on course work; and conflict among competing roles. In addition, students in the â€Å"other† category reported that classes are not relevant to their work; they often hand in assignments late; significant travel to attend classes; financial management; and difficulties maintaining a B average. Figure 8: Key challenges faced by working adult students Number of responses = 38 Sixty percent of students would like the university to adopt a more â€Å"student centered† approach by revising class schedules and improving access to student services, including library and computer labs, on the weekend. Twenty-two percent would like classes to integrate more closely with their work, and 17% want more flexibility around deadlines for dropping and adding classes. Only one student asked the university to require instructors to give fewer assignments. Figure 9: Steps the University can take to address student challenges Number of responses = 23 `Students recommended that instructors take a number of steps to help them address their challenges as working adults. Figure 10: Steps instructors can take to address student challenges Recommendation Frequency % of responses Be available for student consultation through appointments, email and telephone 8 26% Be understanding and flexible about students’ needs 6 19% Make teaching applicable to students’ jobs 6 18% Provide clear guidance and assignments 5 15% Use interactive teaching methods 4 13% Give appropriate amount of reading 2 6% Number of responses = 31 A clear majority of students (63%) believe their peers can help them address their challenges by sharing information, knowledge and experiences. This includes sharing lecture notes and information when a student is absent, sharing work experience related to the course, and helping students to understand course material they find confusing. Twenty percent want their peers to participate more actively in group work and 17% want their peers to engage more actively in class discussions. Figure 11: Steps peers can take to address student challenges Number of responses = 30 A majority of student responses (53%) pointed to improved time management as a method to help them address their challenges, with some responses pointing to the need to make sacrifices (less rest and relaxation. ) Thirteen percent of student responses, respectively, suggested the need to improve self-motivation and commitment; to consult more often with the instructor and other students to understand course material; and to focus more in class. Responses in the â€Å"other† category included reading more, attending class regularly and cutting down on spending. Figure 12: Steps students can take to address their own challenges Number of responses = 32 DATA ANALYSIS This section of the report provides conclusions related to the conceptual context for the research and provides recommendations to the university, instructors, classmates, and individual students. Review of Research Purposes and Questions The purposes of this study are to better understand the challenges experienced by working adult students studying at the master’s level at PUC; what students need to be successful in their studies; and to produce recommendations to instructors, the university and students regarding what they can do to address student needs. Therefore, this study focused on two key research questions: (1) What are the key challenges faced by working adults studying at the master’s level at a private university in Cambodia? (2) What actions do the students believe the university, their instructors, their peers and they themselves can take to help them address these challenges? Conclusions Zemke and Zemke (1984) note that adult students are interested in applied knowledge and respond best to a variety of teaching methods that minimize lectures and include discussions and exercises. A significant number of participants in this study note their desire that coursework be relevant to their jobs and cite interactive teaching methods and consultation with instructors and peers as important sources of learning. Knowles, Horton, and Swenson (1998) assert that adults are responsible and accountable for their own learning. The students in this study appear to agree with this opinion as a majority point to time management and peer interaction as methods to support their learning process and address the challenges they face as working adult students. Fairchild (2003) discusses the multiple roles that adult learners must manage and the stress this can create. While this study avoided asking questions about role conflicts related to personal and family commitments, it is somewhat surprising that none of the students cited family obligations in response to open-ended questions.

A Guide to In-Line Lists

A Guide to In-Line Lists A Guide to In-Line Lists A Guide to In-Line Lists By Mark Nichol This post describes how to organize in-line lists, those that occur within a sentence, as compared to vertical lists, those organized by setting the items on the list apart from each other, distinguished by numbers, letters, or other symbols, on consecutive lines. (Vertical lists will be described in a separate post.) An in-line list may consist of a set of words, phrases, or clauses, or a combination of the three. The simplest in-line list is one that consists of one-word items: â€Å"The colors of the American flag are red, white, and blue.† (Style guides differ on whether the comma preceding and, called a serial comma- or, sometimes, an Oxford comma- is necessary, but consistent use helps writers avoid creating ambiguously organized sentences.) More complex lists invite errors. For example, in the following sentence, the syntax of the list items is not consistent: â€Å"Children raised in a traditional two-parent household tend to be physically and emotionally healthier, less likely to use drugs and alcohol, engage in crime, or become pregnant outside of marriage.† One can analyze the sentence by converting it into an introductory phrase followed by a vertical list. Note how the items are not parallel in structure: Children raised in a traditional two-parent household tend to be physically and emotionally healthier less likely to use drugs and alcohol engage in crime become pregnant outside of marriage. A technically correct revision follows: Children raised in a traditional two-parent household tend to be physically and emotionally healthier less likely to use drugs and alcohol less likely to engage in crime less likely to become pregnant outside of marriage. However, the repetition of the phrase â€Å"less likely to† is distracting and is redundant to â€Å"tend to be,† and further revision of this vertical list is recommended if it is to be converted back to an in-line list. Because the four elements in this sentence are not consistently supported by verbs or verb phrases, it is best to separate the first item from the rest of the items, resulting in a sentence consisting of two elements that include examples- the first example standing on its own, and the other three retained as a three-item list: â€Å"Children raised in a traditional two-parent household tend to be physically and emotionally healthier and are less likely to use drugs and alcohol, engage in crime, or become pregnant outside of marriage.† If one or more elements in an in-line list include a comma, a stronger punctuation mark, the semicolon, must be employed to clarify the organization of the sentence. This is true when at least one element includes a single comma that sets off, for example, the name of a city and the name of a state, as in this example: Unusual names of cities and towns include Cut and Shoot, Texas; Truth or Consequences, New Mexico; and Rough and Ready, California. Semicolons are also called for when one or more items in an in-line list are themselves lists, as shown here: Unusual names of cities and towns include Cut and Shoot, Truth or Consequences, and Rough and Ready; Embarrass, Uncertain, and Waterproof; and Accident, Hazard, and Protection. Note that although some writers use semicolons to separate items in a list when the items are long and complex, doing so is unnecessary. Thus, the intervening punctuation marks in the following example are safely converted to commas: â€Å"Uncertainties include the volatility in oil and gas prices; concerns about the impact of economic sanctions in Russia to U.S. and European markets; questions about slowdowns in China; and the effects on U.S. economic policy resulting from the shift in power in the U.S. Senate in January 2015.† This is especially true if an additional clause follows the last list item, creating the implication that the clause applies only to the final item. Here, it is necessary to convert the semicolons after function and shareholders to commas: â€Å"If the chief executive officer is not willing to pay attention to the warning signs posted by the risk management function; the reward system is not sufficiently balanced with the long-term interests of shareholders; or the board is not asking tough questions about the assumptions and risks underlying the strategy, it is not likely risk management will have an impact at the crucial moment when a contrarian voice is needed.† Otherwise, the phrase beginning â€Å"it is not likely risk management . . .† would have appeared (at least when first read) to pertain only to the phrase beginning â€Å"the board is not asking tough questions . . . .† Also, semicolons are not necessary when separating only two sets of list items, rather than three or more. In the following example, or is sufficient to distinguish the two lists, and the semicolon should be omitted: â€Å"This strategy may span several departments- for example, legal, procurement, and finance; or  marketing, sales, and customer service.† Also, to aid in distinguishing items in a list, the items are sometimes preceded by sequential numbers (or, occasionally, lowercase letters) followed by a close parenthesis rather than a period, as in this example: â€Å"The three forms of rock are 1) igneous, 2) metamorphic, and 3) sedimentary.† This method of organization can be useful for enumerating and setting off complex list items (or, in the case of letters, offering options), but it is usually unnecessary, or a vertical list (without numbers or letters) may be a better option. 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 Common Mistakes category, check our popular posts, or choose a related post below:20 Great Similes from Literature to Inspire You7 Patterns of Sentence StructureEpidemic vs. Pandemic vs. Endemic

Zaha Hadid Starcitect a 20th century phenomenon Dissertation

Zaha Hadid Starcitect a 20th century phenomenon - Dissertation Example In a technological world that is global in nature, most civic heads are now aiming to create global villages that are uniform in nature, without overtly portraying any of the local culture and traditions. It is here the ‘starchitects’ have gained prominence by creating structures that have no link to history or traditions, and are more futuristic in colour , and thus can fit almost anywhere in this world. In this article, I will examine the works of the famous ‘starchitect’ Zara Hadid’s works, to comprehend the uniqueness in this form of architecture. Name Instructor’s name Date ‘Star architect’ and Zaha Hadid– a 20th century phenomenon 1 Introduction Starchitecture culture is â€Å"characterised by the premature coronation of designers based on flashy forms and blowout press coverage, the infection of schools with the idea of fame as a career objective and...a certain enabling complicity by the leading lights of our critic al establishment† – Phillip Nobel, 1 ‘Starchitect’  is a recent  phenomena or ‘neologism’ that is a relatively new doctrine within the field of art of architecture.  The term is used to distinguish architects  (and also artists/ sculptors), who have used their works in a manner that have turned them into a celebrity of sorts, and after receiving a certain degree of critical acclaim they have managed to transform themselves into idols of the architecture world, and in the process even earning fame amongst the general public. It has been observed that worldwide developers are quite enthusiastic to bring in the "top talent" or (starchitects), in order to attract the local governments into approving projects for large developments, or when requiring more financial help, and also for adding more star quality into their projects in order to raise the building value. The chief characteristic of a starchitect's design is that it is always so di fferent from the surrounding architecture, that it forcibly stands out and is highly visible within a particular locality, thus often turning into an icon, by its mere power of being starkly different. Since this entire process is completely dependent on the media publicity and the subsequent degree of current visibility, there are also instances of architects losing the ‘starchitect’ status (hence turning into former ‘starchitects’) owing to fading visibility in the media, thus forcing these icons to always try and remain within the range of media visibility. The latest development in this field is the hiring of famous ‘starchitects’ by various civic heads, in order to produce structures that turn into a landmark feature, an iconic representation of a city, thus elevating its international status or profile. Having maverick architects like Zaha Hadid, Renzo Piano, or Norman Foster designing an opera house or a museum, are instances of ‘s tarchitecture,’ when architectures or buildings are produced for more of a shock value, which would help to create a landmark or an icon. According to a recent economic theory followed by the civic heads, claims that a city tends to thrive and flourish if it possesses some amount of an  international fame.2 This was most evident in the case of Bilbao, where we find the ‘starchitect’ Frank Gehry designed an art museum, and this allowed the

Lobster Annotated Bibliography Example | Topics and Well Written Essays - 1250 words

Lobster - Annotated Bibliography Example king such an in-depth and a wide consideration of resolution alternatives, the author addresses the questions one would ask about lobster in every day diet. The work is representative of diverse health related opinions which isolate lobster consumption as central in the human effort to achieve sustainable physical health. The subject under discussion highlights the increasing popularity of lobster. The festivals organized to entertain tourists emphasizes the role of this creature. In this respect, the text is relevant to the topic under discussion as it highlights the nutritional significance of lobster.The criticism that can be directed towards this text concerns the central theme of the debate which emphasizes the injustice done to this animal through boiling and overcrowding. It is therefore important to underscore the slight deviation of the text from the theme of the present campaign. However, in general, the author contributes to the topic by highlighting the place of lobster in most important nutrients list that may justify its boiling. Flynn gives an assertive view point on the overwhelming irresponsibility of humanity towards nature. At the center of this text’s discussion is the need to care for animals. The history of Maine lobster festival is criticized in respect of selfish tourist interest at the expense of the creature. It can therefore be observed that the author emphasizes the need to reconsider lobster boiling and the height of mistreatment they are exposed to. Animal cruelty is exemplified by lobster boiling and this is where the author comes in to give deeper explanation. Exploring the sociological perspective of animal cruelty is a sensitive debate as the author notes and serves as a pointer to abdication of duty towards nature. The relevance of this text seems so open in regard to the debate on cruel treatment of lobster. Besides, lobster is just one among the other aspects of nature that has been less taken care of by man. The title of

This task requires me to identify trends that may occur in West London Essay Example for Free

This task requires me to identify trends that may occur in West London Essay I will comment on what these trends and what implications they have on William Hill especially on specific job roles and the HR department. A trend shows the general direction of a service of data over a period of time that is why when looking at the population at the type of age available in the area and what sectors face a decrease in employment I noticed that population for LWLSC is projected to increase by 2.1% to 1,395,622 in 2005. This trend will affect William Hill because they have various large and small LBOs in West London, which means that they will have a larger pool of core and peripheral labour to choose from. When looking at the core workers in William Hill these are usually the managers who play a major role in the organisation of branches and William Hill win be inoperative without them and peripheral workers are those who fill the slots and can be easily replaced for instant Cahiers. The Size of LWLSC between 1999-2005 of the population aged 15 and under is likely to increase by 2.4%, 16-18 by 7.7%, 19-24% by 7.1% and 25-59 by 1.9% the LWLSC population aged 60+ is projected to decrease by a small percentage in 2005 by 0.9%. By this William Hill knowing the size of the population means that they can plan ahead knowing how many core and periphery workers they will need and knowing what age range they will have more available of. Also the figures shows that between 1999-2005vthier will be more 16-18 workers in the pool of labour to William Hill which is a positive sign because new ideas can be adopted through them when employed such as Cashiers in order to be competitive in this market. The population for 60+ is projected to decrease by 0.9%. This percentage is different from the figures of the rest of the UK with trends showing a changing population retirement age is proposed to increase form 60years to 70 years. This trend will not affect William Hill because this working age are not there core employees but William Hill cannot discriminate them due to age so when planning for human resource it is a good idea to have them in their mind and probably try to change their social policy in order to fit this age range into the organisation. In the tertiary sector business will have to look at the primary and secondary sector to recruit employees. Both of these sectors are seeing the employment rate falling. Secondary sector such as utilities see employment falling .29% whilst employment in manufacturing in projected to decrease by 0.14%. These sectors are where humans are no longer needed to the job and are being replaced by machines or alternative products and services. This in the short run does not affect William Hill because technology in this industry is not that advanced yet but probably in the near future Cashiers and Managers will be replaced by talking machines, which means unemployment, will rise and less disposable income to purchase bets. On the other hand if unemployment increase then there should be a larger pool of labour to choose from which will mean that there will be high competition when trying to recruit the best Manager and Cashier. Many businesses found that there is shortages of skills amongst adults that are moving from higher education into jobs because results show that 20% of the adult population lacks literacy and numeric skills. Many employees are looking for help with these skills when it comes to working on the tills and communicating to both supplier and customers. So now the employers have turned round to CBI (Confederation of British Industry) who are a collection of employees who meet with the government and discuss about issues, which affect the productivity in the UK businesses in order to stay competitive wit the rest of Europe. From this discussing the government has introduced a new learning scheme called Keyskills that helps student s with basic communication, I.T, numerical and literacy skills. This will affect William Hill positively if more students are trained these skills because they need to employ workers who are experienced communicators and exceptionally good with application of numbers. This not allows William hill to be more competitive due to skilled work force but it allows Britain to be competitive with Europe so workers can be employed form abroad and particularly important in employing Managers because they need to have obtained level 4 Keyskills whereas Cashiers mainly level 3. A time series shows historical data that can be used and analysed to predict futures trends. The first step in analysing a time series is to isolate and define the underlying trend. Such as looking at trends which show that at Christmas these is a decline in spending in William Hill due to that time of season when money has to be spent on alternative luxury goods which means that William Hill dont employ much staff during the course of this season due to a slump in sales and to maximise profits labour cost is cut but more promotion could be done to customers. This does cause the Labour Turnover to increase and absence also because no is being kept busy within the shop and motivation decreases also. Whereas during the summer time big races start to take place and more staff need to be employed to even cover night racing starting from April to cope with extra demand of customers and foreign racing especially in such a boom period. Both of these trends are seasonal trends so William Hill know they bound to happen because that is how customers and it is their job to cater to this need however this is subject to increase or decrease depending on the rate of inflation but during night racing more Cashier and Managers are employed to cope with increase of demand. Extrapolating sales trend is useful due to it allowing analysing past events but the real key to business success is planning for the future. Extrapolation means basing a forecast of the future upon past trends. Market research is used by William Hill to collect data to find out about certain information concerning the Internet for example. Primary research is collection of information that applies to a specific purpose and for personal use that is why William Hill may have to conduct it themselves because it may not exist through various means such as surveying, observing and testing. William Hill use primary research to obtain information about peoples preferences because this would help know how they spend their money espials loyal cutovers who purchase over the net and or even purchase from home. William Hill could question them but these ways dont always work because no matter how loyal customer may be taking time out to answer a few question is rather hard also it may appear to customers we a annoying them and this may lead to purchase from other rivals. Also if a e-mail is end that can be easily disposed of and it does not guarantee that they have even looked at the mail so its not really effective. Whereas secondary research is using existing published data and information. William Hill look at present sales figures to predict how the future sales will be by doing this will mane that they can compare sales figure form last year and predict what needs to be done now in order to meet that future demand. Also from the figures William hill can see how competitive they were in the previous years and see how they have improved or not but what can be improved to be competitive in their market. However if their sales fall then they have to make some swift unemployment such as less core workers who are not as competent and correspond with the person specification. William Hill takes into account different aspects when thinking of employing labour. When William Hill do take on workers they also take into account minimum wage if not they have breached a major statue and will have to give monetary compensation to workers. Also more money is given to workers according to the Postcode of your LBO a bit a like London Weighting but this affect William Hill because more labour cost which are tax deductible and probably less bonuses to motivate workers especially managers for the hard work they put into their job. If dont receive this they may decide to leave and this decreases retention and replacement is not so easy. William Hill has to be aware of alternatives for Labour such as using technology (machine) to do the work. This in the short run be expensive process for business to set up but once done they will do the job quicker than humans which means William Hill will have more efficient and long run investment and will allow William Hill to benefit from economies of scales. But machinery to be maintained is a very long task and if one breaks down it is not easy to repair or substituted for a peripheral machine. Anyway due to the service that William Hill provides it is quite impossible to sack Cashiers and Mangers and replace them with robots because they cannot give customer satisfaction compared to humans such communication and a smile whereas machines connoted fulfil this role properly because they dont correspond to the person specification. Forecasting is prediction of future trends based on past information either from primary or secondary market research, which are vital to a business planning for the future. William Hill like to plan ahead because this allows them to know what will likely happen for instance if sales go down then some peripheral workers would be sacked such as Cashiers and even less Deputy Managers however at the end of the day it is a forecast which is a plan and there is no concrete evidence that will happen so their is no point trying to ration staff to work towards better profit for the future because external factors may have to be accounted for instead of planning a future which business like William Hill dont have the eyes for i.e. consumer spending. This has currently decreased in the last coming months to Christmas and affected greatly many markets as well as post sales decline occurred. I have made a forecast, which I believe reasonable for my branch because I shop is currently on Grade 3, which means we take on average 180,000 bets a year From this I can tell that my William Hill branch at moment is doing very well as they have launched a new computerised games and also Ladbrokes which is 6 doors down has just closed down and therefore William Hill have greater consumers coming to our branch. However I feel this will not last because William Hill aim for the older populated sector and therefore excluding many potential customer who are young and decreasing their market span. Overall I feel that William Hill sales will increase with the right amount of publicity and innovative ideas from the younger generation to entice the same age group and to allow William Hill to gain first to the market advantage of attract new young middle and upper class customers. This decreases competition at first but soon rivals will have obtained William Hills idea but because they where there first then have obtained a loyal segment of the betting market to themselves. Also quality of the service could improve if not then my predictions will likely be wrong because Corals could move in straight away and decrease our sales and profit so inevitably workers will have to laid off or assets sold to enable the business to recoup. William Hill have many opportunities open to them it is wise to invest in a good human resource because they are the hands of the company and make William Hill a success today. Maximising profit could be expanding but in other areas rather than West London because the pool of labour is not as attractive as William Hill want it to be due to very little are skilled to the extent that they should be by the government maybe if William Hill do operate and investment in technology they will come back to West London and employ because they seem very competent and competitive with Information Technology or if needed recruitment for Head Office then William Hill know the best place to come.