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Saturday, August 31, 2019

Discipline by spanking your children is not Abuse Essay

In an ideal world, spanking would never be necessary. However, on rare occasions it may be necessary to smack your child’s bottom. I do not intend to either promote or discourage spanking, but rather to give parents correct instruction on using non-abusive spanking in discipline. Spanking is a much-debated topic. Most child psychologists do not recommend spanking as a discipline method for children. However, other psychologists and many parents will tell you that a spanking given with fairness, love and care is an effective discipline technique. A child’s parent’s best make the decision as to the usefulness of spanking. It is gravely unfortunate that, there are many children who are abused under the guise of spanking, and this essay is an attempt to inform parents in a way that would prevent abuse. Never spank any place other than the child’s clothed bottom and only with your open hand. Spanking should generally be carried out in private. The aim of the punishment is to teach the child that they have done wrong, not to humiliate him/her. Many people believe that while privacy is important, if in a public place, you should not hesitate to take your child to an area where diners or shoppers will not be bothered and carry out the promised discipline. Privacy is secondary to setting clear rules and your child’s understanding that discipline will be sure (and swift). Further, if you are disciplining in loving and fair manner, you should not be concerned about onlookers and what they might think. This is your child, your responsibility and a swat on the bottom, not a public debate. Give your children clear boundaries. Knowing exactly what they can and cannot do is the foundation of happy and successful children that are honest and respectful of their parents, other adul ts and themselves. Learn which behaviors deserve a spanking. This really can be boiled down to one thing, open disobedience. You must be fair with children. Spilling things, toddler tantrums, nose-picking, bed-wetting, arguing, even lying and stealing are normal childhood behaviors that, while they may require action on the part of the  parent to help a child mature, they are not spanking offenses. You must let toddlers, children, teens and young adults make mistakes and have normal childhood behavior that is age appropriate without making them miserable about it. Any spanking should be meant to get their attention and establish your authority. Never spank them hard enough that they are going to feel it later. Always spank the child only on the child’s clothed bottom and only with your open hand. Cool off first. If you are angry, do not attempt to give your child a spanking. Tell them you need to think about this for a while and let yourself cool off and then re-evaluate the situation. Do not hit your child with implements or objects. Using belts, switches, spoons, paddles or worse on your child will never build the kind of respect and love that a properly administered spanking will. Only use your open hand on the child’s clothed bottom. Know when to enforce discipline with spanking. Once children are old enough to understand â€Å"no,† they are old enough for a spanking. This could occur as early as approximately 18 months, but varies by child. Be mindful that the force and amount of spanks should be reduced (i.e. a quick pat on the bottom) for very small children but the framework should be similar. If properly used, once a child has reached the age of 6 or 7, spanking will hopefully never be necessary again. On the other hand, if you have never spanked and a child is already 9 or 10, it is probably too late to begin once the patterns of parenting have been so firmly established. Do not spank too frequently. Again, spanking should be reserved only due to open disobedience, and not used whenever one feels annoyed. If you do it all the time, it will lose any effectiveness that it might have and is just plain mean. Give them one warning. If you think that you were not clear the first time, you might have to clarify, but do not give warning after warning and expect any child to be compliant. They will always know that they can push and push and have their way once you give up. The child must clearly understand that there will be one warning and that’s it. If you do this, they will obey after one warning, if you give them ten warnings, they will probably never take you seriously. But please, you must take great care when disciplining your child, be fair, be clear and make sure that you understand what is going on; you should not turn back once you have declared â€Å"you’ve just earned yourself a spanking†. Earn the respect of your child by being fair; you must also convince your children that if they are openly disobedient, the discipline will be quick and certain. In this way, they will learn the clear boundaries and seek to not overstep them to earn your trust. Do the following once you have decided that you must spank your child. Tell them that they are going to be spanked. Take them to a neutral area. If in the home, it should be out of sight of the other children. If at a restaurant or store, please wait until you get home. Never spank in a public place. You never want to embarrass a child in front of siblings or other people any more than necessary for the moment. Once in the proper location, carefully explain why they are getting a spanking and precisely the behavior that got them in this inevitable situation. Once the decision is made, do not consider turning back unless you become genuinely convinced that you have misjudged the situation. Explain what is going to happen: [i.e. at age 3] â€Å"You are going to get four swats, and then we are going to talk about it for a minute, then it will be over.† If possible have the child lay across your lap with their bottom up. Deliver each swat with an open hand only on their clothed bottom and only hard enough that they feel mild discomfort. Sit them up at eye level, repeat the explanation, and have them agree that they will not repeat the behavior again. Ask them to apologize. Assure them that this is the end of the punishment (however, certain offenses or lack of remorse may require a time of quiet thought) and that you are not going to be angry with them about it. Tell them that you love them. When Does Discipline become Abuse? Vs. Discipline by Spanking does not constitute abuse? Discipline is one of the defining elements of parenting; whether used sparingly or liberally, it’s fundamental to the parent-child dynamic. Most Americans agreed with the necessity of sometimes spanking children, but proportions disagreeing increased 15 percentage point (94% overall) between 1986 (16%) and 2010 (31%). Growing proportions disagreed with spanking in each consecutive decade for all significant generational cohorts, with the greatest increase against spanking for Silent Generation (Menard 18).Through discipline, children are taught to become responsible, honest, kind, sharing people. By following their parents’ guidance, teachings and rules, they ideally grow up to be well-behaved and respectful  individuals. If you, however, punish your child instead of disciplining them, the end result will not be the same. Punishment is an act of anger and impulse. It happens when a parent takes things personally; the punishment is, in fact, retaliation for the child’s poor choice. In contrast, discipline is centered on helping the child, with the goal of correcting their choices and actions. A parent who disciplines is trying to teach their child right from wrong, helping them learn life skills. Ultimately, punishment hurts a child whereas discipline helps a child. The urge to punish comes from within when you feel hurt by a child’s behavior — you’re looking to strike back and inflict this same pain, often overreacting to the situation. For example, in the heat of the moment, Mom or Dad might lash out — even raising a hand to a child instead of taking a deep breath and assessing the situation objectively. The challenge parent’s face is to detach themselves from the situation and control their anger and impulses before responding or reacting to the child. By controlling this anger and emotion, a parent can stop themselves from making the situation worse. And this is important, as punishment — which can lead to abuse â⠂¬â€ is usually both unreasonable and much more physical than discipline. Here’s why it’s so important to resist the urge to react in anger. Most abusive parents never plan on hurting their children, but they impulsively react and strike out of anger, punishing them with physical revenge instead of teaching them right from wrong. Once trapped in this mindset of punishment, it is difficult for parents to think rationally or even compassionately about their child’s actions. And in an instant, on impulse, lives can change dramatically. A loving parent can be convicted of child abuse and land themselves in prison simply because they impulsively did something violent to their child. If you choose to listen to your impulses, you lose your self-control and ability to think clearly. For example, a parent grabs their child by the hand. The parent is upset and twists the tiny arm. Being a â€Å"good parent† they take their child to the hospital to have it looked at. They find a greenstick fracture. The x-ray clearly shows how the arm bone was twisted. This is a red flag for hospital employees who know this is a sympto m of child abuse. In a whirlwind, Child Protective Services is called in, the children may be removed from the home,  the guilty parent can be arrested and even go to jail. One of the biggest problems with an adult punishing a child is that the two are not equals. When calm and rational, no one would argue that children are the same as adults. They are not the same size, nor strength; they have less knowledge and fewer life experiences. Furthermore, when parents punish their child out of anger, they teach kids that it’s okay to treat those who are weaker, smaller, and younger with less respect. The parent is modeling a bullying type of behavior which is obviously not a positive way to interact with others. My father was verbally and physically abusive so I understand on a personal level the negative impact impulsive, erratic behavior can have on a child. To justify their actions parents may say, â€Å"This is what happened to me when I was growing up.† While that might explain why you’re more likely to parent this way, it doesn’t excuse the behavior. So, instead of coming home and taking out your frustrations on your children, resist the urge to overreact and lash out at them. Replacing punishment with discipline, In order to function in our society, adults must have a certain amount of self-control, impulse-control and anger management. I’m suggesting these skills be developed in our homes. Again, it’s a matter of respecting our kids as people. Consider the dozens of interactions you have with others on a daily basis. Surely at one point or another someone has said something that you disagreed with or they’ve done something that annoyed you. Did you react by lashing out or hitting the other person? Is there another situation where we, as adults, would act so recklessly even if we were upset? In place of punishment, let’s look at some effective discipline techniques. When establishing discipline in your household, communicating your expectations and guidelines with your children is the first step. Initially, help your kids understand why these rules and expectations are important to you. Then, explain to them what will happen if these expectations are not met — what the consequence will be. By explaining to your kids the reasoning behind the consequences, you’ll be helping them learn from their poor choices. It’s important that a child understands their parents and believes there is logic to their actions. Otherwise, not only is it impossible for the child to meet these goals, but if they break the rules, they have no way of predicting what the reaction will be. However, if  everyone is upfront about what will happen, then your child will be more accepting of the consequences and parents are less likely to overreact. Works Cited Brodie, Kay L., and Barbara Hoffert. â€Å"The Case Against Spanking: How To Discipline Your Child Without Hitting/Lots Of Love And A Spanking!: A Common Sense Discipline Plan For Children From Birth To Age Twelve–That Works.† Library Journal 122.9 (1997): 95. Literary Reference Center. Web. 26 Sept. 2014. Menard, Lauren A. â€Å"Should Discipline Hurt? Shifting American Spanking Beliefs And Implications For School Corporal Punishment Policies.† Online Submission (2012): ERIC. Web. 26 Sept. 2014. Ramsburg, Dawn, and Urbana, IL. ERIC Clearinghouse on Elementary and Early Childhood Education. The Debate Over Spanking. ERIC Digest. n.p.: 1997. ERIC. Web. 26 Sept.2014.

Friday, August 30, 2019

Reflective Account of My Day at Work Essay

Yesterday I started my day at work at 7:30 am as I was rotted for an early shift as a duty manager for that day. I am following three weeks rolling rota with my colleagues from Senior Management Team (SMT). First of my responsibilities determined by Health and Safety at Work Act as well as our own Signing in Book Policy was to sign in the signing in book. This will ensure that it is known that I am in the building. All the staff coming on duty is required to sign in that book so organisation can keep the track of who is on site for example in case of fire: â€Å"Should the fire alarms go off it is the responsibility of the Team Coordinator to bring the Signing In Book to the assembly point for checking† (Signing in Book Policy) After that I went to the team office where I joined handover from night staff to morning team. â€Å"The Purpose of handover is to ensure the continuity and quality of care through good communication† states our Staff Handovers Policy and it is a lso one of the legal requirements (NMS 17.6). Last night was quiet and all Young People had a good night sleep. After making sure that our staff levels are appropriate for the number of Young People (NMS 17.1, The Children’s Home Regulations Act 2001 and Staffing Policy: â€Å"This policy has been created to ensure that each child is supported and taught appropriately and kept safe whilst accommodated within Our Place†.) I carried out my daily checks. This includes of making sure that teams carry out health and safety checks as well as housekeeping checks. This provides prove that our company ensures clean and safe environment for Young People in our service NMS 10. I didn’t find any short falls in the check books so I signed them off and the next piece of documentation I checked was MAR sheets (Medication Administration Record sheets). The Children’s Home Regulations Act 2001 – section 21 gives a very clear guidance for training, administration and record keeping of medication. Once again I didn’t find any faults or discrepancies. After I completed my daily checks I went to my desk in main office to catch up with my emails. After checking and replying to all my emails I started working on staff’s rota for currant month. Once again, as mentioned above (NMS 17.1, The Children’s Home Regulations Act 2001 and Staffing Policy: â€Å"This policy has been created to ensure that each child is supported and taught appropriately and kept safe whilst  accommodated within Our Place†.), it is my responsibility in organisation that home is staffed correctly and all the Young People are getting support required to meet their individual needs. It means booking our own staff for overtime shifts or using external agency if there are any gaps in our rota. Later on for rest of the rest of my day I was interviewing candidates for Support Worker role. Our company has got very thorough Recruitment & Selection Policy that gives a very clear guidance on the recruitment and selection process, starting with the section on â€Å"assessing the need for recruitment† and going thru all the steps of recruitment process in very detail (setting up recruitment file, advertising, sending out application packs, shortlisting candidates for interviews, interviewing, appointing candidates and eventually gaining the reference and DBS checks as part of safer recruitment and safeguarding Young People). Our Recruitment & Selection Policy is based on all relevant legislation (Children’s Act 1989, The Children’s Home Regulations Act 2001, National Minimum Standards, Keeping Children Safe in Education April 2014). In between the interviews I carried on with my electronic correspondence with Local Authorities, Parents or other external professionals and I also had my lunch break. In the afternoon I handed over everything to my colleague (Staff Handovers Policy, NMS 17.6) and I went home signing out in signing in book.

Thursday, August 29, 2019

How Technology Changed Society

Through the years, we've watched technology grow like a child budding into adulthood: It starts out mostly crying and pooping, then crawling, gradually learning to walk, and finally able to run at a speed we all wish we could keep up with. We've seen technology fail, and we've seen it succeed. We've poked fun at it when it doesn't make sense, and we've praised it when it's absolutely brilliant. We've yelled at it when it runs out of power, and we've fixed or replaced it when it gets run down.We treat technology as a family member—even if that is a little co-dependent. You can't blame us, though; it's certainly made aspects of our lives easier: We're no longer forced to send letters through the postal service, book vacations through travel agents, shop in stores, visit the library for research material, or wait for our photos to be developed. Thanks to technology, all of these activities can be performed either digitally or online.At the same time, though, technology can make l ife more convoluted—especially when something doesn't work right or doesn't do what it's supposed to: Say, for instance, a GPS device tells you to turn the wrong way on a one-way street (yikes! ), or a computer erases all of your important data (ouch! ). Unfortunately, it's not always easy to understand how a product or service works, not to mention whether or not to hold off on adopting it until a better, shinier thing comes along. A perfect example is the ever-evolving video format.We've gone from Betamax to VHS to DVD to HD DVD/Blu-ray to just Blu-ray (and everything in-between, of course). It can take years before a technology catches on, and even more time before we see a significant price drop. For the most part, however, technology does us more good than harm: It's reconnected us with old college roommates, helped us learn a foreign language, and encouraged us to exercise. Follow us as we look back at how technology has changed our lives—for the better and for t he worse—in terms of communication, computing, dining, entertainment, and travel.

The Deadly Choices at Memorial Essay Example | Topics and Well Written Essays - 1000 words

The Deadly Choices at Memorial - Essay Example owever, the hospital had to face various challenges in preserving a healthy environment being surrounded with motionless dozens of bodies and suffering from shortage of water and electricity. As a consequence, the temperature level increased to 100 degree inside the hospital. To save the affected people from high temperature, lethal doses of drugs were also injected to some patients (Klein, 2013). Owing to these hazards, mortuary workers had to carry 45 dead bodies from the Memorial. Few years after that incident, investigators pored over evidence and department of justice agents had detained the doctors and the nurses connected with deaths of four patients. Doctor Anna Pou, one of those convicts, used electronic media to prove herself innocent. To get over that mess, Anna Pou also used numerous steps and suggested new laws regarding the standard of medical care during emergencies (Klein, 2013). Hence, it can be identified that the incident of Hurricane Katrina has not only brought w idespread destructions with it, but it has also generated several questions regarding the morality and medical ethics of the professionals deployed in the hospital. The objective of this paper is thus to judge the practices of professionals engaged in providing support services in Memorial Medical Center during the event of Hurricane Katrina. The report revealing the death of four people during the event of Hurricane Katrina in Memorial Medical Center, due to the injection of lethal doses of drugs, along with other deaths in the hospital, is certainly throbbing. The actions of the various medical practitioners within the Memorial Medical Center in the then scenario have further been subjected to extensive criticism. Many of the experts have contended that the actions of the medical practitioners in the hospital were a mere effect of medical negligence and unethical conduct (Fink, 2009). Nevertheless, I firmly believe that it would be too early to describe the actions of the medical

Wednesday, August 28, 2019

Treadway Tire Company Essay Example | Topics and Well Written Essays - 750 words

Treadway Tire Company - Essay Example Out of the three types of line foremen, the externally hired foremen is the most wandering one with no or insufficient training provided to them and due to lack of knowledge about the work they get no respect from the workers, hence a 75% turnover rate is observed. The line foremen are commanders with an ambitious mission and an army that has no or less regard for him. Any lapse on the part of the production, maintenance, quality assurance or from workers is attributed to the performance of line foremen with no say in the grievance process in order to discipline the worker. An inevitable direct cost is incurred in form of paid vacancy advertisements, payments made to the headhunters or recruitment agencies, lengthy testing process (FLT), medical checkups and in case of termination a pay in lieu of notice. Conscious efforts should be made by the organization to reduce the turnover rate and devise programs that retain employees for longer periods. Hiring a person without incurring costs on recruitment channels or without an aptitude test may result in a wrong hire results in further de-motivation and loses (Blake, 2006). The cost of hiring a new incumbent, getting him on board and hands-on with the company processes and production cycle is usually two to three times than retaining the old or leaving employee (Heathfield, 2012). Interviewers leave their core jobs to assess the candidate, the number of hours spent by human resources department on the recruitment process, training and induction costs along with administrative costs such as new uniforms, ID cards and other company property issued to the employee.  

Tuesday, August 27, 2019

The Margaret Mead and derek Freeman debate vs Lets' Abolish high Essay

The Margaret Mead and derek Freeman debate vs Lets' Abolish high School by robert Epstein - Essay Example A second article titled The Margaret Mead and Derek Freeman Debate, written by Ann M. Bender, Trevor Humphries, and Trevor Michael illustrates the ongoing contention brought on by the nature versus nurture debate. We are a product of both biology and culture and both Margaret Mead's book Coming of Age in Samoa, as well as Epstein's article, reinforce this understanding of the debate about how much of our teenage years are a product of biology and how much comes from society. Epstein's article, which calls for a rethinking of adolescence, traces a logical path that concludes that our concept of teenager is a product of our culture. Indeed, Epstein's book, which served as a basis for this article, has been the subject of a considerable number of positive reviews. Authors, professional psychiatrists, and other academic professionals have stated their acceptance and praise. Epstein does make several salient points about our view of the teenage years, how we got this way, and the potential problems that it causes. Yet, Epstein seems to contradict his own view of nature. He seemingly supports the nature argument by stating, "technically speaking we're not really children anymore, and presumably through most of human history we bore our young when we were quite young ourselves". However, in the same writing he argues about the impact of society when he laments the teenage years as a time when he "couldn't own property or do any interesting or fulfilling work, and he had no choice but to attend high school for several more years before getting on with his 'real' life". While biology propels the body into adulthood, society meters its progress and deliberates the impact of socialization. Unfortunately, Mead's book, which also found that teenagers are a product of their culture, was heavily criticized and its results were questioned. In fact, both books highlight the need for teaching children how to learn, and the vital skill of being able to think and write critically. These are traits of nurture that nature could never provide. Margaret Mead made several of the same points as Epstein in her book, yet was heavily criticized by Derek Freeman. Though Freeman's criticism largely rested on the quality of the process and not the results, his criticism does attempt to neutralize the view that adolescence is the product of culture. Clearly, both Epstein and Mead were correct in their assessment that adolescence is molded from cultural expectations. We see this when a young man steps up to be the breadwinner when a father has suddenly disappeared from the family scene. It is apparent when a young girl becomes the homemaker when the family faces life without their mother. Freeman, though maybe technically correct, did sociology and anthropology a disservice by diminishing the importance of Mead's work and her revolutionary insights. Epstein's view that we should teach our children how to learn and send them off as teenagers to discover knowledge makes more sense in a globalized community with few borders or obstacles to information. In conclusion, the ages old argument about nature versus nurture is not an either or and exclusive argument. Teenagers are molded by human nature as well as the society in which they are

Monday, August 26, 2019

Taxation law Essay Example | Topics and Well Written Essays - 2000 words

Taxation law - Essay Example The main issue that arises is the income tax being payable in one case and exempted in the other. Why Dixon’s income is assessable income but Scott’s income decided to be a gift. Tax payer Scott was employed as a clerk by a firm, which was a shipment agency. His annual salary being 250 pounds and declared taxable by the taxation commissioner. This taxpayer respondent, Dixon, enlisted himself in the armed forces hence ceasing his employment with the former employer. The employer of the respondent came up with a policy that of compensating their employees by paying the difference between the pay in the respondents’ income currently being their employee and while being a staff member of the armed forces (Woellner, Vella & Burns, 1993).  . The respondent tax payer, after serving the armed forces joined his firm again in January 1946. An assessable income is the amount of money one makes within any given year that is subject to income tax. It is the sum of the money one has made from his job or by selling his property or any sort of investment or liquidation involved in ones total revenue held. In this particular case the tax commissioner was leading the case in terms of section 25 of the income tax assessment act 1936. 104 pounds were included in the tax payers’ assessable income in terms of section 25 (Woellner & CCH Australia Limited, 1987). ... The main difference between Dixon’s case and Scott’s case is the payable tax to be held with effect of 2 different sections of the act. Section 25 constitutes tax payment through means of assessable income whereas s 26e is tax to be paid on any type of income earned through means of a reward.in any sense be a recompense or consequence of the continued or contemporaneous existence of the relation of employer and employee or a reward. In Scott v Federal Commissioner for Taxation the tax payer is a solicitor who had known her client, a widow for quite some time now. She regularly visited the tax payer who dealt her with regard to being a solicitor but had been involved in constituting business together for some time now. Mrs. Freestone the client now trusted the tax payer who was make representations on her behalf to all legal matters related to a land called green acres which was under a restriction from the local government. Mrs. Free stone while making several attempts in lifting these bans was unsuccessful and decided to allow her solicitor deal with this matter who was later successful in lifting the restriction. Later, part of the green acres plot was sold in which the solicitor had played an important role. Later Mrs. Freestone had already decided to give out some of her estate and her money as a reward to people. Out of which 10,000 was to be paid to the tax payer as a reward. The main argument that led to the case in Scott v FCT was that 10000 pounds paid by Mrs. Free stone was either a reward to her solicitor, the tax payer or a fee rendered to him in terms of the services provided by him. It was established and proved later that this was a mere reward in return of his kindness and friendship

Sunday, August 25, 2019

Compensation and Benefits Essay Example | Topics and Well Written Essays - 2000 words

Compensation and Benefits - Essay Example It wanted to be recognized as one of the finest places to work. To actualize that vision and mission, Nike implemented an incentive program in correlation with the mission. In any organizations including Nike, the workers do their duties for personal motivations like money (salary), but their motivation will get a great boost if they receive additional financial rewards, promotions and recognitions. When the reward component is analyzed from the perspective of organization's mission, it does somewhat supports Nike's mission. That is, Nike's mission is "To bring inspiration and innovation to every athlete in the world" (Nike Business, n.d.). Even though, this mission is customer centric, to achieve that mission the employees have to work effectively. To make the employee at Nike work effectively, the incentive program plays an important role. The incentive program implemented inside Nike perfectly fits with its resources. That is why, Nike has introduced an incentive program called Performance Sharing Plan, which correlates with the company's performance. "Performance Sharing Plan (PSP) - Nike has an annual bonus plan that rewards employees based on Nik e's performance (to reward team success) and individual performance (to reward your contributions to that success)." (The New York Job Source, 2008). As the program rewards the workers who perform up to the expected level, it meets the expectations of the employees. Importantly, this incentive program is fully attracting and retaining the employees. That is, Nike by rewarding and giving incentives to the deserving and 'success achieved' employees through this program and other programs is making them stick to the organization. This system is very flexible because it changes according to the performance of Nike. That is, if the employees perform optimally and raise organizational productivity and profits, they will be rewarded optimally. As this program is applicable to all types of employees, it cannot be tailor made for specific workers. On the whole, this incentive program functions as one of the main motivating factors for the employees, making them stick to the organization and thereby helped Nike reach the status of the world's number one maker of athletic shoes, equipment and apparel. When organizations fail to reward the employees appropriately, it could wean way the workers from the group decision making process and the resultant work teams. That is, some times or even frequently, the management overriding tried and trusted individuals could give important posts and responsibilities to individuals with negative attributes. If this practice is followed in the organisation, it will create disenchantment among the workers and will destroy team work. This ritual of awarding plum posts, rewards, incentives, etc, to the inappropriate members by the leader or the management team is not a norm in Nike. Nike rewards the employees in an unbiased manner. As mentioned above even this main incentive program of Performance Sharing Plan is applicable to all performing employees. Because of this strategy, workers in Nike are not banding together in a kind of mutual pr otection society with a culture of its own, but unite as work teams and are working in unison for the organizations. Unison of workers into teams with an urge to usher an organization into a successful endeavor will actualize, if the

Saturday, August 24, 2019

Pricing Strategy River Side Cafe Essay Example | Topics and Well Written Essays - 750 words

Pricing Strategy River Side Cafe - Essay Example This gives River Side Cafe a distinct competitive advantage over its competitors as its unique Mexican style attracts and retains coffee and tea lovers at its premises. Therefore, the premium pricing strategy is the best strategy for River Side Cafe to adopt because it is also a new entrant into the market with the hope of maximizing its revenues especially in the first stages of the cafe’s product life cycle (Smith, 2011). River Side Cafe is a new player in the tea and coffee industry. As such, it has to curve out a name for itself in the beverages service industry in order to attract and retain loyal customers. However, it faces stiff competition from established industry players who already have reputable brand names and command a large share of the market. These include the likes of Tchibo, Nestle, Wal-Mart and Starbucks. These companies have a wide capital outlay to expand and promote their business thereby remaining relevant in the market over a long period. Therefore, River Side Cafe has to establish its own competitive advantages in order to enter this strongly guarded beverages market. Owing to its unique features in brewing and serving coffee and tea, the cafe also incorporates a pricing strategy in order to penetrate the market further (Jensen, 2013). Premium pricing is the best pricing strategy for the cafe to use in entering the beverages business under such competitive markets. This strat egy gives the cafe class, style and prestige as well as promoting its clients’ base through word of mouth references. Being a new kid in the block and charging high prices for their products and services attracts high-end consumers as well as establish a reputable

Friday, August 23, 2019

The impact of competitive strategy on culture and organizational Essay

The impact of competitive strategy on culture and organizational behavior - Essay Example Organizations have to be conscious of their effect on their workers’ behavior both within as well as in their personal lives outside the company. This is especially true where multinational corporations such as ‘Xerox’ which have foreign subsidiaries are concerned. Xerox, a $22 billion firm which was founded in 1906, is a multinational corporation which operates in 160 nations, and has 160, 000 employees. Companies of such magnitude naturally have to tackle different issues concerning organizational behavior so as to inspire members of staff from different cultural backgrounds and remain relevant in the competitive business industry. The success of Xerox is actually dependent on the productivity of its workers. Levels of the Analysis of Organizational Behavior The main objective of seeking to comprehend principles concerning organizational behavior is to acquire a better understanding of concepts that affect group as well as individual dynamics in the workplace. S tudying organizational behavior consists of conducting three levels of evaluation on corporate resources. In the first level of analysis, which considers the individual, the study of organizational behavior will take into account factors such as the learning patterns of the individual, the individual’s creativity, turnover, motivation, cooperative behavior, cognition, and ethics. The psychology of the individual, and how it affects his or her decisions in the workplace, is considered (Schermerhorn, Hung, and Osborn, 2005). Individual personality plays a big role in determining if organizational behavior will be based on being cooperative or portraying deviant behavior. Workers are suited to different types of organizations because of their personalities (Schermerhorn, Hung, and Osborn, 2005). For example, individualistic workers tend to be openness to new experience, self-monitoring, and possess other proactive qualities. Workers who are more individualistic in nature will re adily take risks, generate different forms of communication, and engage in proactive socialization. In the second level of analysis, which takes into account the significance of groups in organizations, the subjects that are evaluated have to do with dynamics such as cohesion, intra- and intergroup conflict, power, leadership, networks, interpersonal communication, and roles (La pierre and Hackett, 2007). What is emphasized in this stage is the function of sociological processes within the workforce in an organization. In the third level of analysis, what is emphasized on is the dynamics concerning the organization. These could include organizational structure, corporate culture, inter-organizational cooperation, cultural diversity, and external environmental forces. In organizational analysis, the investigation of corporate behavior is based on office politics and anthropology. The Role of Workers in determining organizational Behavior In order for a company to assess the success o f organizational behavior within its workforce, it has to conduct a number of internal examinations. According to Luthans and Youssef (2004) ten percent of workforce behaviors in nearly all organizations are responsible for 80% of organizational performance. It is therefore important for an organization to ensure that it identifies these critical behaviors. People who work

Thursday, August 22, 2019

Chinese Beer Market Essay Example for Free

Chinese Beer Market Essay China’s beer industry has enjoyed impressive growth over the past three decades—ranking first in the world in terms of output in 2010. But despite its achievements, the industry now faces serious challenges, including slowing growth rates and slim profit margins. To break the bottleneck, the industry must look to new growth sources. Promising strategies could include introducing high-end products in China’s urban markets and launching low-cost but still high-quality products in rural areas. To make these strategies work, Chinese beer companies will need to strengthen their operations on three fronts: brand positioning, distribution and cost control. 2 | Accenture Institute for High Performance | Copyright  © 2012 Accenture. All rights reserved. China’s Beer Industry: Breaking the Growth Bottleneck Despite its achievements, the industry has encountered several obstacles. For one thing, spectacular growth rates from earlier decades have recently lost steam. From 26 percent during 1980-1990, production CAGR shrank to 12 percent in 19902000 and 7 percent during 2000-2009. And while per-capita consumption has increased in China, it pales in comparison to numerous other countries—suggesting considerable room for growth. The industry also has meager profit margins, in part because low-end products account for 85 percent of the domestic market. Fluctuations in prices for critical raw materials such as barley and hops; soaring promotion costs aimed at launching higher-end offerings; and relentless price wars have whittled margins to 6. 4 percent—3. 9 percentage points lower than the industry average. Figure 1: Beer production in China, 1980-2011 (million tons) Industry production has enjoyed an average compound annual growth rate (CAGR) of nearly 15%. CAGR 14. 7% 4899 69 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989. 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 Since 1980, the Chinese beer industry has seen steady escalations in production as well as consumption. (See Figures 1 and 2. ) The top four players—Tsingtao Brewery, China Resources Breweries, Yanjing Beer and Anheuser-Busch InBev— accounted for 58 percent of the nation’s beer sales in 2011. Still, there is no â€Å"national† beer brand; indeed, the industry has decidedly different characteristics across China. The big beer makers are concentrated in China’s eastern, central and northeast regions. In these saturated markets, companies compete to serve urban consumers through well-established sales channels including supermarkets, restaurants and clubs. In China’s rural regions, characterized by relatively few sales outlets and high transportation costs, beer drinkers can find a slim variety of offerings mostly at small stores. Source: China Industrial Economic Statistical Yearbook, data of 2010 from China National Sugar and Alcoholic Commodities Fair, EPS. Figure 2: Beer consumption in China, 2003-2011 (liters) Per-capita beer consumption surged from 19. 6 liters in 2003 to 36. 36 liters in 2011. 36. 36.

Wednesday, August 21, 2019

Virginia Planter and Slave Holder Essay Example for Free

Virginia Planter and Slave Holder Essay The declaration for independence was given out by American representatives, American, then, being a colony of the Great Britain. American by then was constituted of majority being the slaves captured from other parts of the world and sold to merchants in the slave trade in the Great Britain who were later set free and allowed to settle in far lands which later came to be called America. America remained the colony of Great Britain until the Declaration of independence in 1776. The declaration encompasses a number of philosophies. Assuming that I am presently a Virginia planter and slave holder, this paper seeks to address how the philosophical ideals embodied in the Declaration of Independence, the similarities and differences of philosophies in the Articles of Confederation and the Constitution, affect my assumed role as a Virginia planter and slave holder. The paper also seeks to establish a constitutional ratification for and against my assumed role. To start with, the philosophies in the Declaration of Independence include the powerful proposition that all men were created equal and each one of them has a right to life, right to think for oneself i. e. right to liberty and right to pursuit of happiness (Jefferson, 1964). This philosophy of idealism, which believes in the inherent good of humanity, affects my assumed role in that as a holder of slaves whom I use for free labor in my farm, I go against the very human rights spelt out in foregoing philosophical stance. I deny the slaves I hold, their right to liberty i. e. hey need to acquiesce to working for me as opposed to my use of force. My holding of the slaves also seeks to show one thing: that I have failed to realize that all men were created equal, the inherent good in humanity and that no one or nothing gives me the right to hold them against their wish and consent. This does not mean that no one can have people working for him or no one can exercise power over individuals. All this is possible only if the subjects are in consent otherwise it is slavery Any conceivable government begets its power from the concurrence of the subjects (Jefferson, 1964). The fundamental difference between the Articles of confederation and the constitution is that whereas the articles were constructed by 13 states that the constitution of the US, by then, superseded (In fact, it is more of a treaty between the 13 states), the constitution was constructed to rule the whole nation constituted of many states, all the states, as one country. The articles were parochial but the constitution is not. Another difference is that, in the articles, the government had no power to directly tax the people. This was because the people were suspicious of the government for they saw it as a great threat to their liberties. The constitution gives the government power to directly tax people and the people are more receptive to and trust the government to do most things for them. Further, the articles had the states given one vote no matter how large the state was. This is not the case with the constitution which allows a large state a proportionate voting power. Finally, the articles are oriented to the idealist philosophy which believes in the inherent good of humanity whereas the constitution is oriented to the pragmatic philosophy which doesn’t trust that people can do the right thing. On the part of similarities, it is seen that both, the Articles of confederation and the constitution, provide for the congress declaring war and sending ambassadors. As a Virginia planter and slave holder, the articles of confederation and the constitution may favor me or threaten me at the same time. Even as the articles of confederation fought to promote general welfare, to ensure domestic tranquility and to ensure the blessings of liberty, they always had a compromise to let slavery continue because most of the people, by then, owned slaves. It was to take centuries later before the slaves could finally enjoy the blessings of liberty spelt out in the constitution when the constitution could later clearly emphasize award of inalienable human rights to slaves and lords alike. This was of course no good news to any Virginia planter and slave holder because it meant that they could lose the free labor from the slaves hence no productivity or expensive cost of production and they stood a chance of going to prison if they continued to keep the slaves. This explains why Virginia delegates failed to sign the constitution during the constitutional convention. Slavery is seen going against the laws of human jurisprudence. The opening phrase in the American constitution, insurance of liberty being part of the phrase, serves as a precursor to antislavery stance of the constitution. However, the constitution may have failed in its own ways and supported slavery or any act close to slavery. A number of scholars argue that the constitution at its conception at the constitutional convention was pro-slavery. The founders created a national charter to deal with the slavery issue, when they realized that fallout was eminent based on the issue of slavery. It is noted that the slave owners were monopolizing the government offices and dictating policies that trampled on human rights. For this reasoning that constitutional ratification appeared unclear on the issue of slavery, a Virginia planter and slave holder could not ratify the constitution until he was sure that slaves were only counted as property and not citizens lest they could attract the protection the human rights enshrined in the constitution consequently making slavery illegal.

The Role Of Teacher in Written Feedback

The Role Of Teacher in Written Feedback Teacher written feedback plays an essential role in a students writing process. It helps students identify their own strengths and weaknesses, which, in case of the latter, will make students know how to go about improving themselves and become effective writers (Penaflorida, 2002, p. 364). According to Ferris (2002), teacher feedback, if addressed effectively, can also contribute to students overall second language acquisition. Important as teacher written feedback is, there have been several studies comprehensively dealing with the issue. Even with those that do, there exists a lack of consensus over such matters as what aspects teacher feedback should focus on, which forms of feedback are preferable to students, etc. In the context of teaching writing in Vietnam, few studies have been conducted on feedback in general and teacher written feedback in particular. The same situation could be seen at the College of Social Sciences and Humanities-Vietnam National University, Hanoi. In reality, neither an investigation into the current feedback giving practice nor students preferences for teacher written feedback has been carried out at the college. It is, therefore, an open question whether or not current teacher written feedback is beneficial to students at the college. All the aforementioned reasons urge the author to carry out the research entitled A study on teacher written feedback on 1st-year students writings at the College of Social Sciences and Humanities-Vietnam National University, Hanoi. This study is an attempt to examine the real situation of teacher written feedback at the CSSH and to propose some suggestions for the betterment of the current practice. The yielded results is hoped to serve as a useful source of reference for those who concern about the subject matter. I.2. Aims of the study This study is carried out with the aims to: investigate the current practice of teacher written feedback on 1st year students writings at the CSSH-VNU propose some recommendations for the betterment of teacher written feedback at the CSSH. I.3. Research questions In order to achieve the abovementioned aims, the study will be conducted to answer two research questions: In what ways is teacher written feedback given to the 1st-year-students writings at the CSSH VNU? What do 1st-year students at CSSH expect from teacher written feedback to make it more effective? I.4. Scope of the study The research will work on the current situation of teacher written feedback on the 1st-year student writings at CSSH-VNU. The subjects selected for this study are the 1st-year students who are studying English at college. Moreover, the research examines only teacher written feedback but not other types of feedback such as teacher-student conference or teacher taped comments, since teacher written feedback is the main type of feedback at the college. Chapter II: Literature Review This chapter, which reviews the overall background concerning teacher written feedback, will serve as the foundations based on which the study is carried out. II.1. Concept of teacher feedback in writing Concerning the matter of teacher feedback (or respond/commentary), there exist a vast number of definitions given by researchers. Keh (1990) considers feedback as any input from a reader to a writer with the effect of providing information to the writer for revision (p. 294). In other words, it is the comments, questions, and suggestions a reader gives a writer with the view to enhancing his/her writing. The concept of feedback given by Joe (2006) is probably one of the most comprehensive one: Feedback is an inseparable and recursive component of both the teachers instruction and the writing process. It represents a sense of audience and purpose in forming the on-going writing process, while establishing a concept of collaborative reader-editor relationship between teacher and student. The feedback from the reader-editor appears as input for further reexamination and revision of the prior written work by providing optimum opportunities to develop and refine ideas, and may take various forms such as conference and interview. (p. 53) This concept is considered the most thorough one that covers almost aspects of teacher feedback, namely, the positions of feedback in writing instruction and writing process, the relation of student-teacher in process writing, the forms of feedback, and the role of feedback in a writing process. Its thought will, therefore, be used thorough this study. II. 2. Role of teacher written feedback As mentioned above, teacher feedback plays an essential role in a writing process. The importance of teacher feedback can be aptly summed by Straub (1996) It is how we receive and respond to student writing that speaks loudest in our teaching (p.246). In the absence of a face to face verbal writing conference, written response is the only way in which teacher can respond to the individual needs of students. It is via the comments on their writing that students can identify their own strengths and weaknesses, which, in the case of the latter, will make the students know how to go about improving themselves and become effective writers (Penaflorida, 2002, p. 346). Therefore, feedback is considered, first of all, a pedagogical tool that helps enhance students writing competence. Moreover, according to Ressor, teacher feedback is believed to provide students with not only the incentive to improve but also the guidance about how to improve (as cited in Vengadasamy, 2002). Feedback, in this sense, adopts another function; that is, stimulating and motivating student to write. II.3. Features of good teacher written feedback What constitutes good teacher written feedback is a complicated issue. There is little consensus among researchers over the matter as in reality, different individuals may prefer different types of feedback. While some people enjoy negative and direct feedback, other may feel discouraged by the same feedback. Therefore, it is normal to see different sets of criteria for good teacher written feedback. According to Coffin et al. (2003, p. 101), three vital elements of a good feedback are positive comment, criticism and suggestion for improvements. The coexistence of positive comment and criticism, according to Ferris Hedgcock (1998), will bring about the best effects (p. 128). While positive comments can motivate writers, negative ones can constructively show them where they have gone wrong and what action they should take in order to improve their paper. A suggestion is also needed as a guideline for students to make revision. Notably, the aforementioned set of criteria only mentions the elements constituting good teacher feedback. Researchers on teacher feedback also list a large number of other criteria, among which is the one given by Leki (1992). According to this researcher, feedback is only good when teachers concentrate on the content along with a limited amount of feedback on grammar, punctuation, and spelling. According to Baechle Lian (1990) and Mastropiery Scruggs (1994) (as cited in Konold Miller, 2004), high-quality feedback should be timely, accurate, constructive, outcome-focused, encouraging and positive. What is more, good feedback must necessarily avoid unknown abbreviations, codes, ambiguous and unobtainable suggestions for improvement. This set of criteria, in comparison with the two sets mentioned above, is more sufficient since it covers nearly all aspects of good feedback, that is, the elements of good teacher written feedback, the tone of teacher feedback (encouraging and positive) as well as the practicality of the feedback (obtainable suggestions). The existence of different ways to define the criteria of good teacher written feedback indicates that there is no standard type of teacher feedback. It is, therefore, necessary that each teaching and learning environment carry out research to find out the types of feedback that suit their students most. II.4. Major issues of teacher feedback on student writing Providing effective feedback to students has been a matter of concern among writing teachers as well as researchers. A great number of questions have been asked: What should teacher comment on?, To which extent should feedback be?, Which types of comment are most effective? and so on. However, it is the fact that researchers have not reached a consensus over the answers to such questions. Within a small scale study, an overview of the literature of the two main issues, namely content and types of teacher written feedback will be discussed in the following part. II.4.1. Content of teacher written feedback Teachers have been faced with a constant question of what to focus on when giving feedback to student writing. Fathman and Whalley (1990, p.178) notes: much of the conflict over teacher response to written work has been whether teacher feedback should focus on form or content of the writing. Content, in their opinion, refers to comments on organization, ideas and amount of detail, while form involves comments on grammar and mechanical errors. Traditionally, teachers were inclined to identifying and correcting all the surface-level errors; i.e., errors on form (Sommers, 1982). Kepner (1991) explains that teacher corrects errors out of the fear that the erroneous structures would become fossilized in the students. However, the mere focus on form correction would have detrimental impact on student writing. That students receive a corrected draft from a teacher with red-ink correction all over the page would only add to their anxiety when dealing with another writing task. Moreover, a large amount of error correction may draw the students attention to form only but not to the important matter of developing the content (Sommers, 1982). This is because when teacher feedback focuses on form (grammar, spelling, etc.), many students will revise their writing by correcting the surface mistakes and will make few or no other changes. The result is that the students rewriting becomes grammar exercises rather than challenges to clarify meaning. In some other research, there seems an agreement that attention must paid to both content and form for the fact grammatical inaccuracies can have negative effect on the overall quality of the student writing (Raimes, 1992, p. 308). In short, what to feedback on remains a complex issue. Though many studies have been carried out on the issue, a consensus over the matter has not been reached. This indicates that further studies are needed in order to find out the answer to the problem. II.4.2. Types of teacher written feedback This part will present some major types of feedback: positive feedback negative feedback, direct feedback indirect feedback, marginal feedback end feedback. These types of feedback are discussed and compared in pair in a way that the differences between them, i.e., the advantages and disadvantages of one type over the other, are highlighted. II.4.2.1. Positive feedback versus a negative feedback In their studies, Fathman Whalley (1990) suggests that positive comments give students motivation to improve their writings. When students are told they are doing right, they feel motivated to write more and to write better. However, only positive comment is not sufficient enough to motivate students to improve their writing. According to Hyland and Hyland (2001), negative comments are more useful for many students who want their problems to be highlighted. Too much negative feedback, however, may adversely affect students writing. As they re-read the writing with red marks all over the page, students may feel discouraged and stop trying to correct the mistakes. All things considered, it is advisable that teachers get a balance between praise and criticism, since the combination of both kinds will bring about the best effects (Ferris Hedgcock, 1998, p. 128). II.4.2.2. Direct versus indirect feedback Direct feedback is teachers explicit written corrections in response to students errors. With direct feedback, students are expected merely to transcribe the teachers suggested corrections into their texts. Indirect feedback, on the other hand, is when the teacher alerts students to error using general comments, but gives students the opportunity to fix errors themselves (Ferris, 2002). In his study, Ferris (2002) shows that indirect feedback is more helpful to student writers in most cases because it leads to greater cognitive engagement, reflection, and guided learning and problem-solving. Since teachers only point out the mistakes (or suggest the way to correct them), students have to figure out the way to correct the mistakes on their own. This, in the long run, helps promote students thinking as well as the ability to self-edit their own writings. Moreover, when having to correct the mistakes by themselves, students normally remember the mistakes better; therefore, they are more likely to be able to avoid them in the future. Beneficial as indirect feedback to students, for mistakes that are too complicated, direct feedback proves better than indirect one because it saves students from discouragement when they could not solve the problems on their own. All things considered, it would be the best way that teachers combine both direct and indirect feedback when they respond to student writings. II.4.2.3. Marginal versus end feedback Marginal feedback is a kind of feedback that is written in the margin or between sentence lines of the students paper. By contrast, end feedback refers to the summary feedback at the end of the paper. According to Ferris and Hedgecock (1998), there is no conclusive evidence that either marginal or end comments are preferable or more effective. In reality, each type of feedback is used with a certain aim. While marginal comments are more suitable to respond to specific sections of the text, end comments are usually saved for more global concerns affecting the entire composition. To sum up, as the above literature indicates, there is no consensus over what constitutes effective feedback. As a result, in order for teachers to make full use of feedback, they need to adjust the types of comments to the certain kinds of students. Chapter III: Methodology This chapter, which introduces the methodology of the study, covers the research approach, the methods of data collection, and the methods of data analysis. III.1. Research approach A combination of both quantitative and qualitative method was utilized in this study so as to achieve the desired aim. Quantitative method realized by means of a questionnaire to students, proved to be appropriate because it was adequate to find objective answers to such questions as How is feedback given to the 1st-year student writings and What do students expect from their teacher written feedback?. Moreover, thanks to the large number of participants in the study, that is, 80 1st-year students, the information acquired is reliable and generalisable (Nunan, 1989, p.4). In this study, qualitative was also needed since one end of the research was to find out how teachers respond to their student writings and why they respond in such ways. Qualitative study is based mainly on three basic data gathering techniques, that is, participant observation, interview and document or artifact analysis. III.2. Methods of data collection III.2.1. Questionnaire The first method aims at collecting statistical data from students to answers two research questions: (1) In what ways is teacher written feedback given to the 1st-year-students writings at the CSSH VNU? and (2) What do 1st-year students at CSSH expect from teachers written feedback to make it more effective? The data gained not only provided the researcher with an overall understanding about the students opinion about current situation of teacher written feedback given but also some pedagogical implications for the practice of giving feedback at CSSH. The questionnaire included two main parts, namely, the current situation of teacher written feedback and students expectations of teacher written feedback. The subjects selected for the study include 80 freshmen who are in the second semester of the academic year 2009-2010 at CSSH-VNU. The questionnaires were distributed to respondents with the researchers presence so that clarification and disambiguation could be made timely. (A copy of the questionnaire can be seen in the Appendix A). The steps of conducting and distributing questionnaire can be illustrated as follows: Studied available documents and chose the most appropriate data Designed questionnaire Piloted questionnaires Revised questionnaires in terms of language as well as instructions so as to make it clear and reader-friendly Distributed questionnaires to 1st-year students at CSSH Gathered findings from respondents, analyzed and interpreted the data. III.2.2. Student writing analysis Analyzing student writings already responded by teachers served two main functions. First, it gave the researcher an in-depth look at how teacher written feedback is given to the 1st-year student writings. In addition, it provided materials for the interviews with the teachers. Three groups of students were randomly selected. From the four groups, 15 newly-commented writing papers were borrowed and analyzed. The steps of analyzing students writings can be illustrated as follows: Borrowed the writing papers from students Read students writing papers with the teachers written feedback Analyzed the teachers comments in terms of feedback content and types. By this way, the distinctive features of a certain teachers style of giving written feedback could be discovered. III.2.3. Semi-structure interviews In this study, semi-structure interviews with the teachers were used with the views to double-checking the information gained in the questionnaire. The situation of teacher written feedback was, therefore, looked into from two different angles, both from teachers and students perspectives. Three teachers working at CSSH were invited to take part in the interviews. This number was reasonable because if it was greater, the qualitative data would be too enormous to manage. The interviews were carried out informally in the teachers native language so as to elicit the most information from the teachers involved. During the interview, audio recorder was utilized. All the data were then transcribed and translated into English for data analysis. (The content of interview questions and Transcription of the interviews can be seen in Appendix B) In short, the combination of qualitative and quantitative method was utilized so as to yield the most information needed. At the same time, the shortcomings that persisted in individual method would be overcome. III.3. Method of data analysis Since collected in both quantitative and qualitative method in this research, the data, therefore, needed to be processed in different ways so as to yield the most accurate results. As for the quantitative approach, the researcher followed the statistical procedure from coding questionnaire data to summarizing and reporting data in a reader-friendly way. As for the qualitative approach, the method of data analysis was to transcribe the recorded interviews and synthesize them. The recorded interviews were first transcribed in their original language and then translated into English. Only English would be used in the discussion of findings for convenience. CHAPTER 4: Discussion of results IV.1. Current situation of teacher written feedback from students perspective How teacher written feedback in writing skill is delivered at CSSH is reflected in the first part of the questionnaire to students. IV.1.1. Frequency of teacher written feedback The first question asked students how many times their teacher responded to each of their writing assignment in written form. As can be seen from Figure 1, nearly one forth of the respondents stated that their teachers gave feedback to their writing twice per one assignment. This means after getting teacher written comments, students were required to revise and hand in the next versions for further feedback and evaluation. This level of frequency was believed to be appropriate, since it could encourage students to revise and to enhance their writing performance. The majority of students (77%), however, received teacher written feedback only once per assignment. Since the teachers did not require students to revise and hand in the writing after they received teacher written feedback, it is likely that few students had enough motivation to revise their paper. This, in turn, might reduce the usefulness of teacher written feedback. IV.1.2. General evaluation of teacher written feedback It is clear from Figure 2 that the majority of students (75%) got fairly detailed feedback, that is, comments and suggestions/corrections to major mistakes. This way of giving feedback is supported by many researchers who claim that teachers should focus on some typical problems at a time (Ur, 1996; Sommer, 1982). The number of students stating that their teacher feedback was very general, e.g., feedback with only some words like excellent, good or bad was 8, accounting for 10% of all students. There was no student receiving NO written comments from their teachers at all, which means no teacher felt into the trap of being non-corrector. These numbers indicate that the practice of giving feedback at CSSH was fairly adequate. IV.1.3. Content of teacher written feedback Figure 3 shows different categories of teacher written feedback from the view of students. Strikingly, there were very few students who NEVER received teacher written feedback on these categories (except for that on format). The levels often accounted for the highest numbers of students, from the lowest 25 students to the highest of 45. These figures indicate that teachers at CSSH have paid attention to both form and content, though the levels of attention may vary from one teacher to another. Noticeably, the percentage of students who RARELY received feedback on ideas, organization of ideas and format was higher than that on grammar, vocabulary and mechanics. For the level ALWAYS, the highest number of students chose grammar, that is, 42 over 80 students and next-coming was expression, 31 over 80 students. This is predictable since mistakes of surface level (grammar, vocabulary and mechanics) are more identifiable than those of organization and ideas (Ur, 1996; Fathman Whalley, 1990). However, that teachers rarely gave feedback on content may, in the long run, have negative impacts on the students because writing is, in the final analysis, about communicating and presenting thoughts. In summary, two major features of teacher written feedback interpreted from this bar chart are: (1) teachers did pay attention to both the form and the content of students writings and (2) teachers were more likely to respond to surface-level mistakes. IV.1.4. Types of teacher written feedback Concerning types of teacher written feedback (Figure 4), the majority of teachers at CSSH used both positive feedback (i.e., praise) and negative one (i.e., criticism) when responding to students writings. The overall number of students who always, or often received teachers positive feedback far outnumbered that of negative one, that is, 91% to 59%. This reality was an indication that teachers at CSSH preferred giving feedback in an encouraging tone to negative one. Regarding marginal and end feedback, there still existed 16% of students who rarely received end feedback and the other 20% who rarely received marginal feedback. Though the numbers were not high, it was still an indication that some teachers still did not pay enough attention to these two must-have feedback. As can be seen from Figure 4, both direct and indirect feedback was used and the levels of frequency were nearly the same. It is inferable that teachers paid equal attention to both types. It can be concluded that teachers at CSSH employed a wide variety of types of feedback to respond to students writings. However, in order to have accurate judgment of the effectiveness of the types used, in-depth interviews with the teachers are needed. This will be discussed in later part of this study. IV.1.1.5. Comprehensibility of teacher written feedback The last question in the first part of the questionnaire asked about the comprehensibility of students of teacher written feedback. The majority of respondents, 90%, answered that generally, they did. However, there were still 10% (8 students) stating that they were not able to understand teacher feedback. The most common reasons for this were teachers too general feedback (6 respondents) and new words/structures in their feedback (6 respondents). Correction codes, which are initially aimed at systematizing and simplifying teacher written feedback, turned out to make it incomprehensible to understand to a number of students (4 respondents). IV.2. Current situation of teacher written feedback from teachers perspective Emphatically, this study aims at finding out how written feedback is delivered from different perspectives, both of teachers and students. This part will present information on firstly, the way teachers give feedback to students (via analyzing student writings with teacher feedback on them) and secondly, teachers reasoning for the way they give feedback to students (via interviews with the teachers). However, in order to make it easy to follow, the information will be discussed according to the frame of the interviews with the presentation of student writings analysis integrated in it. The following section will be discussed in two different categories, namely, aspects of teacher written feedback and types of teacher written feedback. 21The following table compares the two major aspects form content that have been responded by teachers. The dark columns present the number of mistakes identified by the researcher and then double-checked by a native speaker, and the other columns the numbers of mistakes pointed out, suggested or corrected by the teachers. The ratios of mistakes pointed out by teachers to those by the native speaker gives the researcher an overall assessment of the frequency level of teacher written feedback at CSSH. As can be seen from the table, all the teachers at CSSH paid attention to both content and form of student writing papers, though the level of attention may differ. In order to make the information easy to follow, it was then re-illustrated in the form of bar-chart as follows: While Teacher 1 (T1) seemingly put more focus on feedback on form, Teacher 2 (T2) and Teacher 3 (T3) paid fairly equal attention to both the content and form of the writings. The reason for their emphasis on both form and content was they are equally important (T3). In greater details, If I dont correct mistakes on form (like grammar, word choice, etc), students will be likely to repeat the mistakes, even the simple ones, in the future and they are used to the teaching and learning method at High school where a lot of emphasis is put on grammar that If I dont orient them towards the content of a writing paper, they will perhaps stop at language accuracy only (T3). Explaining her way of giving feedback, T1 responded that the possibility of students making mistakes on content was quite small since students normally get suggestions on idea organization either from the teacher or from the course-book within prewriting stage (T1). Noticeably, though T1 acknowledged the importance of content, she did not manage to treat it equal to form. Concerning the treatments of mistakes, it was notable while mistakes on form were usually corrected by teachers right away; those on content just received suggestions for revision from teachers. Reasoning this, T2 answered its difficult to correct the content directly on their papers and I dont want them to think thats the only way (when I give correction) to go about that. In the same line with this were feedbacks on content, as I said earlier, are suggestive only, theres no one correct way of organizing ideas (T3). In short, all the teachers participating in this study were well aware of the importance of content over form, which helped them avoid being mistake-hunters. However, how much teachers focus on either form or content vary. IV.2.2. Types of teacher written feedback Type of teacher written feedback was also a field marking the differences between the teachers participating in the study. In terms of marginal and end feedback, it was notable that while T1 preferred using marginal to end feedback, T2 tended to enjoy the other way round. T1 stated that her in-text comments were enough for students to revise their papers. Furthermore, the teacher normally did not feel content with her student writings: if I gave an overall comment to my students, that comment would be very negative and it may make them feel discouraged. T2, in contrast, used more end feedback as she wanted to comment on students overall performance. According to T2, the focus of the 2nd semester was free writing, which meant more personal feelings and less teacher intervention. Adopting both marginal and end feedback when responding to student writings, T3 explained they serve different purposes. Marginal feedbacks were handy and suitable with minor mistakes; while end feedbacks were given for general comments. As a consequence, the lack of either marginal or end feedback led to incomprehensive feedback. Relating to the use of negative and positive feedback, it was notable that except from T1, the other two teachers frequently resorted to both types of feedback when responding to student writings. According to these teachers, feedback should, apart from helping students aware of the mistakes they make, be able to motivate students. This idea agreed with what Coffin et al. (2003) listed as the features of good teacher written feedback, that is, positive comment, criticism and suggestion for improvement. T1, who seemed not in favor of the ideas, stated it very much depends on the quality of the writing to decide what to include in the feedback. According to T1, teachers should not just praise students so that they feel at ease when receiving feedback because that may do more harm than good: students may feel that Oh, the teacher says that my writing is good, so why should I revise it or they may feel hurt when the feedback is positive while the mark is actually low (T1). This idea, whi ch had some merits in itself, should be taken into consideration. The types of feedback used have, to a certain extent, reflected the tone to teacher written feedback. While T2 and T3 preferred giving feedback in a friendly, encouraging tone, T1 turned to more serious feedback which was, according to the teacher, more beneficial to students. In short, the data achieved from the interviews, which do conform to those from student que

Tuesday, August 20, 2019

Just :: essays research papers

At the beginning of this semester, we looked at liberty, privacy and freedom of speech. I found this section quite interesting, especially since unlike first semester it applied directly to my life. Freedom of speech was a particularly interesting topic to me, because I couldn't work out my opinion on it. When I thought about the issue in purely philosophical terms, I thought that there should be unrestricted freedom of speech and that censorship should be kept to a minimum. But when I thought about the issue in relation to the real world, I wasn't so sure. This is one of the frustrating things about philosophy - what appears to be philosophically sound in my mind turns out quite differently when applied to the real world. I think it is in finding a balance that the real difficulty lies. Throughout the course of the first essay, I found myself arguing views that I hadn't thought I believed in - and even now I'm not sure if I do. I think sometimes what works philosophically still can 't apply to the real world for considerations that shouldn't have to have a bearing on the issue but do anyway. In the issue of freedom of speech, I found that philosophically hate-speech doesn't cause any significant harm. But when I think about it in the context of the outside world, I firmly believe that it does. This discrepancy is confusing to me. The unit we studied on eyewitness evidence I found to be rather dry - I couldn't really relate to a whole lot of legal stuff. When it was put in the context of the real-life rape victim I found it much more accessible. The essay topic that I chose seemed again rather dull, although it raised interesting side-issues, like the nature of our society. I tried to think why science was regarded as the best way we have to gain knowledge, and came up with a rather depressing view of society - that it was matter oriented, money oriented, concerned with facts and figures, things that were able to be thought of in terms of quantities. And that we tended to ignore the abstract, the indefinable, the unexplainable. This is why I find philosophy occasionally depressing - it forces me to look at the world in which I live, and not like what I see. And yet it is simultaneously liberating because I can see that through studying philosophy, I can look at those other aspects and move beyond what society thinks.

Monday, August 19, 2019

Edgar Allan Poe :: essays research papers

Edgar Allan Poe Poe, Edgar Allan, known as a poet and critic but most famous as the first master of the short-story form, especially tales of the mysterious and macabre. The literary merits of Poe's writings have been debated since his death, but his works have remained popular and many major American and European writers have professed their artistic debt to him. Born in Boston, Massachusetts, Poe was orphaned in his early childhood and was raised by John Allan, a successful businessman of Richmond, Virginia. Taken by the Allan family to England at the age of six, Poe was placed in a private school. Upon returning to the United States in 1820, he continued to study in private schools. He attended the University of Virginia for a year, but in 1827 his foster father, displeased by the young man's drinking and gambling, refused to pay his debts and forced him to work as a clerk. Poe, disliking his new duties intensely, quit the job, thus estranging Allan, and went to Boston. There his first book, Tamerlane and Other Poems (1827), was published anonymously. Shortly afterward Poe enlisted in the U.S. Army and served a two-year term. In 1829 his second volume of verse, Al Aaraaf, was published, and he effected a reconciliation with Allan, who secured him an appointment to the U.S. Military Academy. After only a few months at the academy Poe was dismissed for neglect of duty, and his foster father disowned him permanently. Poe's third book, Poems, appeared in 1831, and the following year he moved to Baltimore, where he lived with his aunt and her 11-year-old daughter, Virginia Clemm. The following year his tale â€Å"A MS. Found in a Bottle† won a contest sponsored by the Baltimore Saturday Visitor. From 1835 to 1837 Poe

Sunday, August 18, 2019

Please Take Your Butt Outside Essay -- Smoking Ban Smokers Health Essa

Please Take Your Butt Outside â€Å"A smoking section in a bar or a restaurant is like having a peeing section in a public swimming pool, the pee just like the smoke will spread, and there is no way of escaping it,† said an anonymous author. Smoking affects many people’s lives each and everyday. For example, I can not even count the times that I have been in a restaurant in a â€Å"non-smoking section† and still not been able to enjoy my meal because of the smokers on the other side of the restaurant. Smoking in public places has become a controversial topic over the past several years. Many places, such as California, Montana, and the United Kingdom have tried to ban smoking in public places for years in order to protect the air and the citizens. Although, many smokers strongly disagree, I believe that smoking in public places should be banned. Of course banning smoking in public places would cost businesses as well as take away from people’s rights as American citizens. Business owners who ban smoking in their restaurants could in the long run face decreasing money coming into the business. For example, those who smoke may decide to go to another restaurant that allows smoking rather than those restaurants that have banned smoking. Other costs to the business owner would be signs that would have to be put up to inform people of their non-smoking policies. In addition to costing businesses, many people would argue that banning smoking in public places is unconstitutiona...

Saturday, August 17, 2019

Causes and Effects of Gambia’s Youthful Population

Causes and Effects of a Youthful population Gambia is a small, narrow, horizontal country in western Africa. It is surrounded by Senegal and a short strip of Atlantic coastline at its western end. When a country has a high number of children, it is said to have a youthful population. There are many Causes and Effects for this: Social There are many social causes and effects. * 95% of Gambia’s population is Muslim. This means they can marry more than one wife. Each woman has a TFR (total fertility rate) of about 7 children. A man marrying 3 or 4 wives can mean 21-28 children.It could be more children as, in a country with a high infant mortality rate, women tend to have more children for a better chance of survival. * Education isn’t common meaning contraceptives and family planning is harder to reach. Also it is discouraged, traditionally. This would mean people won’t use contraception and families will grow larger. Also it is a taboo subject so people wonâ€℠¢t question the fact that their families are so big. * Gambia is a poor country; there is not enough money to make government programmes that educate and inform women about family planning etc. eaning, again, more children. * Many children means families are likely to have financial problems; there will not be enough money to feed and support an ever-growing family. This will make malnutrition common; homes will be extremely over-crowded and poor sanitation. * With large proportions of children in the country, there will not be enough education. There is a shortage of toilet facilities and educational material. Often schools have to adopt a 2 shift system; some children educated in the morning and some later in the day.Environmental * Due to large families and the need to use more resources, desertification of the forests can become a problem. People will use the wood for fires in their homes, for making houses and for selling. The land left will end up as a desert therefore making the temperature rise. 2/3 of forests are now gone. Economic * Due to the 2 shift system and lack of money, teachers are poorly paid and can work up to 12 hours a day. * Lack of work means 1 in 3 14 year olds have to work to help to support their family. Because of over-crowding in the cities, they are being expanded but there isn’t enough money to do a good job of it. Also there is a lack of money for the infrastructure. * There is no money to build new schools so overpopulation is very common; 3000 pupils are divided into 26 classrooms. 6 toilets for 3000 pupils, typically with queues of 50 plus students. So to summarize, due to the high birth rate and falling infant mortality rate and improvements in the level of healthcare available, the population has been increasing rapidly.Gambia’s population doubles every 28 years and it is expected to be 3. 9 million in 2050. About 63. 55% of the population is under 25; elderly people of 65 years and above account for only 2. 8 % of the population. This will create a high dependency ratio. In the future it will be harder to find employment and accommodation with even more of a strain on food resources, infrastructure and the health service, which is already struggling. However, in the future, there will be a large and cheap workforce.

Friday, August 16, 2019

Dominican heritage

Angie Cruz’s Soledad is a marvelous story of family and integrity, myth and mysticism, racial identity, culture and chaos and various other themes. The background of the author has deeply influenced the setting of the novel as the story is deeply influenced by her Dominican heritage. Author herself has testified that her cultural upbringing highly impacted the novel. Even though she authored it with keeping ‘community’ in her mind, the novel also turned out to be a story of family, relationships, girlhood, motherhood and extended to several other premises.The main voice in the story is that of an art student Soledad who wants to fly to her sick mother to take care of her. She is about to leave her neighborhood behind as only she can help her mother to recover from the emotional coma. Soledad also has her aunt Gorda, her wild cousin Flaca to tame in her family. As she comes back to her house, she is confronted with a big challenge to negotiate or forget the painful or chaotic past for rebuilding her fellowship with her mother. ‘Family’ and relationships become the centre theme of the story.Soledad had left her contentious family at the age of eighteen as she got fed up with petty fights, struggles and endless tragedies. She joined as an art student at Cooper Union and also had a gallery job (along with a hip East Village walk-up). Soledad was imminently cool, fine, peaceful being infinitely far from her belligerent, superstitious neighborhood where she had her upbringing. Soledad however could not continue for a long time as she got call from Tia Gorda saying that her mother badly needs her as she had slipped into an emotional coma. Soledad's return was the only solution to save her mother.The love that remained for her family made Soledad to return home though she was haunted with the terrible recollections about leering men, open hydrants, and dreadful slick-skinned teen girls with bawdy mouths and snapping gum. Soledad had muc h to face in her home at West 164th Street. She had to adjust with the raucous behavior of her cousin Flaca and had to keep her from falling for Richie, the neighbor. Soledad struggles and she falls into a big challenge. She was also disturbed by the memories and ghosts of her mother’s past and also had to mend their relationship so that she may recover.She had to fight the memories of all painful past experiences to help her love her mother. The story is all about the family burden suffered by young Soledad. Soledad always had strained relationship with the family members, especially her widowed mother Olivia. Much of the novel is about the family of Olivia, her female relatives. Soledad had her aunt Gorda who can better be called a witch. She opt ceremonies and home remedies for treating her sister. Soledad had much to suffer from the fiery adolescent Flaca her cousin. More than all this was the nightmares, terrifying flashbacks and fearful memories.Soledad struggles being ‘caught between two worlds’ for the sake of her family. The bad images of her mother’s Dominican youth, Soledad returns to her family. Soledad’s responsibility for her family and love for her mother constraints her to forgive or forget Olivia's past as a prostitute, her spurious paternity, and the death of her father in the hand of Olivia. She says â€Å"And when I surrender to the warmth of the water, I feel the past, present, and future becomes one. My mother becomes the ocean and the sky, wrapping herself around me†. The family warmth engulfs Soledad as she gets into a spiritual epiphany.Soledad is found to be compelled by guilt and responsibility and a forced loyalty and start to take care of the family that she once left. This forced loyalty or the love remnants make Soledad come back to the place that she longed to leave and meet her family that she wanted to forget. Soledad took herself away from her collapsed family as she wanted to have a d ifferent future than everybody else. She separated from everything, explored new paths and found herself successful in her new world. However the little love residue that remained in her heart made her sacrifice everything for the sake of her family (or her sick mother).She was back to her old neighborhood and finds something that longed for and that she did not expect. She finally recognizes that everything she was yearning for was there in front of her. We can say that the novel Soledad is all about family relationships. The news of her mother’s sickness melted the heart of young Soledad and made her take the crucial decision to leave her happy world and come to her family from which she was fleeing away. Even though Soledad was reluctantly returning to her family, her time with her family becomes too crucial in the novel that it occupies majority of the pages.Soledad’s plight was painful but her family members turned out to be characters that made the whole story in teresting, rather than Soledad. The background of the novel is in the family or cultural background of the author Angie Cruz. Author’s childhood experience in the ethnic barrio of New York City's Washington Heights neighborhood highly influenced the story. The story more or less appears as an autobiography where the family of Soledad represents the entire women folk of the superstitious neighborhood.The bizarre mother, jealous cousin Flaca, her crazy Aunt Gorda, the entire family of Angie Cruz speaks of the predicament of the entire neighborhood. Even though the whole story intended to report the helpless womanhood of the undeveloped neighborhood, the novel turned out to be a tale of family relationships that sprang up from an extremely collapsed background. The family of Soledad, her mother, cousin and her aunt filled the novel making it a tale family story. References Angie (2001) Cruz Soledad, Simon & Schuster Trent Masiki (2001) Soledad – Review – Black Issu es Book Review, Matthews & Associates.

Amu Quiz 1- Math 302

Part 1 of 1 – 20. 0 Points Question 1 of 201. 0 Points If a variable has possible values –2, 6, and 17, then this variable isA. both a continuous and a discrete variableB. a continuous variableC. neither a continuous nor a discrete variableD. a discrete variableAnswer Key: D 1. 0 Points Question 2 of 20Which of the following correctly describes the relationship between a sample and a population?A. A population and a sample are not related.B. A sample is a group of subjects selected from a population to be studied.C. A sample is a group of populations that are subject to observation.D. A population is a group of samples that may or may not be included in a studyAnswer Key: B Question 3 of 20 1. 0 PointsWhat is the term for a characteristic or attribute that can assume different values?A. expo nentB. datu mC. sam pleD. varia bleAnswer Key: D Question 4 of 20 1. 0 PointsIf you classified the fruit in a basket as apple, orange, or banana, this would be an example of which l evel of measurement?A. ordi nalB. ratioC. nom inalD. inter valAnswer Key: C Question 5 of 20 1. 0 PointsThe amount of time needed to run the Boston marathon is an example of which type of variable?A. contin uousB. discret eC. qualita tiveD. none of the aboveAnswer Key: A 1. 0 Points Question 6 of 20An advertisement for a car states that it is 10% more powerful than its competitor. This is an example ofA. ambigu ous average sB. suspect sample sC. changin g the subjectD. detache d statistic sAnswer Key: D Question 7 of 20 1. 0 PointsWhat type of sampling is being employed if the population is divided into economic classes and a sample is chosen from each economic class to be surveyed?A. cluster samplin gB. random samplin gC. systema tic samplin gD. tratifie d samplin gAnswer Key: D1. 0 Points Question 8 of 20A pareto chart does NOT have which of the following properties?A. It is a bar chartB. The frequencies are arranged from highest to lowestC. The frequencies are arranged from lowes t to highestD. It is used to represent categorical dataAnswer Key: C1. 0 Points Question 9 of 20The total frequency of the data whose ogive is shown below is approximatelyA. 12B. 18C. 34D. 90Answer Key: C 1. 0 Points Question 10 of 20A scatter plot would be useful forA. Showing the relative number of sales of four different rands of blank DVDsB. Showing the trend of sales, over time, of five different brands of blank DVDsC. Showing the relationship between the sales of blank CDs and blank DVDsD. Showing the top selling brands of blank DVDsAnswer Key: C 1. 0 Points Question 11 of 20What kind of relationship between x and y is demonstrated by the scatter plot below?A. A positive linear relationsh ipB. A negative linear relationsh ipC. No linear relationsh ipD. This is not a scatter plotAnswer Key: B 1. 0 Points Question 12 of 20Which of the following could be a cumulative frequency graph?A. B. C. D.Answer Key: B 1. 0 Points Question 13 of 20What type of graph is the figure below?A. Pa reto chartB. pictograp hC. ogiveD. relative frequency histogramAnswer Key: A Question 14 of 20 1. 0 Points CEOSalaries. xls 14 KBThe following data are the base salaries, in thousands of dollars, of 50 chief executive officers for a sample of companies doing business with the state of Connecticut. That is, the first entry in the table below corresponds to a salary of $125,000. A copy of this data set can be found in the Excel Workbook called CEOSalaries. xls. Use these data to answer questions 14 through 17.125 157 113 127 201 165 145 119 148 158 148 168 117 105 136 136 125 148 108 178 179 191 225 204 104 205 197 119 209 157 209 205 221 178 247 235 217 222 224 187 265 148 165 228 239 245 152 148 115 150Find the mean of the CEO salaries, in thousands of dollars, rounded to 2 decimal places. Do not use a dollar sign.Note: $177,760 should be recorded as 177. 76. 172. 34Answer Key: 171. 25|173. 50Question 15 of 20 1. 0 Points CEOSalaries. xls 14 KBThe following data are the base salarie s, in thousands of dollars, of 50 hief executive officers for a sample of companies doing business with the state of Connecticut. That is, the first entry in the table below corresponds to a salary of $125,000. A copy of this data set can be found in the Excel Workbook called CEOSalaries. xls.Use these data to answer questions 14 through 17.125 157 113 127 201 165 145 119 148 158 148 168 117 105 136 136 125 148 108 178 179 191 225 204 104 205 197 119 209 157 209 205 221 178 247 235 217 222 224 187 265 148 165 228 239 245 152 148 115 150Find the median of the CEO salaries, in thousands of dollars, rounded to 2 decimal places. Do not use a dollar sign. Note: $177,760 should be recorded as 177. 76. 165Answer Key: 160. 00|170. 00Question 16 of 20 1. 0 Points CEOSalaries. xls 14 KBThe following data are the base salaries, in thousands of dollars, of 50 chief executive officers for a sample of companies doing business with the state of Connecticut. That is, the first entry in the table be low corresponds to a salary of $125,000. A copy of this data set can be found in the Excel Workbook called CEOSalaries. xls.Use these data to answer questions 14 through 17.125 157 113 127 201 165 145 119 148 158 148 68 117 105 136 136 125 148 108 178 179 191 225 204 104 205 197 119 209 157 209 205 221 178 247 235 217 222 224 187 265 148 165 228 239 245 152 148 115 150Find the standard deviation of the CEO salaries, in thousands of dollars, rounded to 2 decimal places. Do not use a dollar sign. Note: $177,760 should be recorded as 177. 76. 43. 94Answer Key: 42. 00|45. 00 1. 0 Points Question 17 of 20 CEOSalaries. xls 14 KBThe following data are the base salaries, in thousands of dollars, of 50 chief executive officers for a sample of companies doing business with the state of Connecticut. That is, the first entry in the table below corresponds to a salary of $125,000. A copy of this data set can be found in the Excel Workbook called CEOSalaries. xls.Use these data to answer question s 14 through 17.125 157 113 127 201 165 145 119 148 158 148 168 117 105 136 136 125 148 108 178 179 191 225 204 104 205 197 119 209 157 209 205 221 178 247 235 217 222 224 187 265 148 165 228 239 245 152 148 115 150Find the interquartile range of the CEO salaries, in thousands of dollars, rounded to 2 decimal places. Do not use a dollar sign. Note: $177,760 should be recorded as 177. 6. 73Answer Key: 68. 00|74. 00 1. 0 Points Question 18 of 20 A student scored 84 points on a test where the mean score was 79 and the standard deviation was 4. Find the student's z score, rounded to 2 decimal places, and place it in the blank.Answer Key: 1. 25 1. 0 Points Question 19 of 20 Find the z-score for each student and indicate which one has a better relative position. An Art Major earned a grade of 46 on an exam with = 50 and s = 5; A Theater Major earned a grade of 70 on an exam with = 75 and s = 7.A. The art major has a higher relative position han the theater major.B. The theater major has a higher relative position than the art major.C. Both students have the same score.D. The higher score cannot be determined.Answer Key: B 1. 0 Points Question 20 of 20Given the following boxplot where m is the median value, what statement could be made about the distribution of the data?A. The distribution is approximately symmetric.B. The distribution is positively skewed.C. The distribution is negatively skewed.D. No statement can be made about the data because no data values are shown on the plot.Answer Key: A