Marketing Strategy Fairy Dust Ice Cream Essay - 2145 Words

Fairy Dust Ice Cream NZ Pty (Ltd) Marketing Strategy Executive Summary The marketing plan and strategy outlines a brief history of Fairy Dust Ice Cream NZ Pty (Ltd) and their mission to introduce a new organic ingredient base ice cream to the New Zealand market. Introduction Fairy Dust Ice Cream NZ PTY (Ltd) is a division of the Fairy Dust Group (UK) and operates in more than 30 countries. They are primarily known for their confectionery products. Fairy Dust Group (UK) has entered various ice cream markets around the world and has now set sail to New Zealand focussing on launching their new product range: The Organic Choice with the focus on their organic ingredients based products. This report has been compiled whereby all the details for the marketing strategy for the introduction, launch and selling of this amazing new range of products, containing organic ingredient base. As the products contain organic ingredient bases, there are certain compliance and regulations that need to be adhered to. With a budget of $500 000 for the complete project, it is important to know and detail how this budget will be allocated. Applying the principles of marketing is paramount to this launch and the importance of the investigation, launch and selling of organic ingredient based products in the New Zealand market. To determine the best way in terms of getting the products onto the marketplace and made successful, the most effective marketing and marketing research need to beShow MoreRelatedMonsanto: Better Living Through Genetic Engineering96204 Words   |  385 Pageswhat strategies should be followed. All the cases are about real companies, and one of the entertaining bits of the analysis process is to compare what you have said they should do with what they really have done. So, it is best not to check the Internet to see current strategies until you have completed your analysis. What follows is one analytical system, a fairly tight one that you may want to adapt according to how much time you have and the style of the case. in the Australian ice-cream industry

Essay Odyssey - 1078 Words

nbsp;nbsp;nbsp;nbsp;nbsp;The legend of The Odyssey tells the fortunate homecoming tale of the Trojan war hero, Odysseus. In the poem, there were similarities, yet many contradictions. There were many great women that had conflicting personalities and adverse motives, but also they were alike. There were many great men that hold successful fortune, but here were also ones that failed. With these oppositions they helped Odysseus to get back home to Ithaca, whether they wanted to or not. These women from the novel that have opposing qualities, yet help Odysseus get home and finish off the suitors, are Penelope and Clytemnestra, Circe and Calypso, and Eurycleia and Melantho. This similarity of situation: Agamemnon = Odysseus;†¦show more content†¦Circe is rude and means harm to Odysseus and his men when they first arrive, but Calypso welcomes Odysseus with open arms. Though she has cruel intentions when they arrive, Circe didn’t force Odysseus to stay at all and he stays on his own will. Calypso, though, keeps him prisoner on her island and would not release him till the other gods force her to. The one thing they have in common was that they both fall in love with Odysseus and want him to stay with them. Even though Circe wants Odysseus to stay, she said, â€Å"I would not have you remain in my house unwillingly.†(122). Now after she says this, she tells Odysseus to seek the blind prophet Teiresias’ help in the Underworld. Without the prophet’s help it would have taken Odysseus a lot longer to reach his home, Ithaca. So Circe helps Odysseus get home faster, willingly. In Calypso’s case she does not want Odysse us to leave. â€Å"†¦If you knew the troubles you will have before you get to Ithaca, you would stay where you are and keep this house with me, and be immortal†¦Ã¢â‚¬ (66). Calypso tells Odysseus that if he stays with her, that she will make him immortal, but he refuses. She helps him build a raft and supplies him with food for his journey, making his journey easier. Both goddesses treat Odysseus differently and in result to their actions they help him get home faster. nbsp;nbsp;nbsp;nbsp;nbsp;Eurycleia and Melantho are both maidservants in the home of Odysseus, but they are both very different and help OdysseusShow MoreRelatedThe Odyssey739 Words   |  3 PagesIn Greek Mythology, women were either very fierce or very weak. Women were usually defined by wits, beauty, or bad deeds. In The Odyssey women were not in the background. On the contrary, women were powerful. They charmed and controlled men, provided wisdom, and took care of them. The Odyssey appears to be strongly female based. Penelope is the wife of Odysseus who is the king of Ithaca. When Odysseus is called off to the Trojan War Penelope shows great faithfulness and wit. She stays faithfulRead MoreThe Odyssey1243 Words   |  5 PagesThe Odyssey In Homer’s epic, The Odyssey, each culture treats strangers and guests with distinct differences from every other culture. One of the most hospitable cultures was that of the ancient Greeks, exemplified in Homer s The Odyssey by both gracious hosts and guests. In Greece and The Odyssey, not only was good hospitality etiquette expected, but the added pressure that if they didn’t treat their guests with respect the gods would punish them further compelled excellent manners. The OdysseyRead MoreThe Odyssey1315 Words   |  6 PagesThe Odyssey has captured minds for over 2700 years, and the story of Odysseus shows his determination to fight and conquer obstacles with and without the help of the Gods. The story dates back before 1000B.c. (The Modern Library, 1950, p.VI) His creative and cunning tactics throughout the story show his determination to reach his homeland of Ithaca. After conquering the Trojan War, Odysseus was told by Poseidon â€Å"man is nothing without the gods†. Poseidon felt Odysseus was not thankful for Poseidon’sRead MoreOdyssey Death and Rebirth in the Odyssey1402 Words   |  6 PagesThe Odyssey, by Homer, is a classical piece of Greek literature. Throughout The Odyssey, the Blind Bard makes use of many literary techniques in order to lend meaning to the poem beyond its existence as a work of historic fiction and aid his readers in the comprehension of the tale. One of these techniques is the use of motifs. A motif is a recurring theme that is used throughout the work. In The Odyssey, Homer makes use of many motifs including eating/drinking, Odysseus sRead MoreThe Odyssey By Homer s Odyssey Essay1314 Words   |  6 Pages8th century, The Odyssey, is Homer s epic of Odysseus 10-year struggle to return home after the Trojan War. Odysseus defining character traits, such as nobility, courage, thirst for the glory and the appealing confidence in his authority dominated the storyline throughout. The many themes of this epic mainly focus around the Greek hero Odysseus however in my essay I will attempt to analyze hospitality. Hospitality shaped an important part of social interactions in The Odyssey. Although Greek societyRead MoreThe Odyssey1006 Words   |  5 PagesThe Odyssey, one of the most well known epic stories Introduces Odysseus, the King of Ithaca. This story demonstrates Odysseus’s physical and intellectual strength. Striving to return home after 20 years of his treacherous journey, he uses strength, skill, and superior ability to overcome his troubles. Although he faced numerous obstacle s and fought many battles, he made it appoint to get home to his kingdom through his physical ability, intellectual insight, and overcoming his epic flaw. InRead MoreThe Odyssey By Homer s Odyssey1267 Words   |  6 PagesLife in The Odyssey In The Odyssey, Odysseus is constantly being challenged. He is being challenged, so Homer can show us the standards for life in The Odyssey. There is no doubt that Odysseus is a great man, Homer even says so in the beginning lines of the text. Although Odysseus is a great man, he also makes mistakes but not any that he doesn t pay for. We learn the representation of life in The Odyssey through Odysseus challenges. Throughout the book, Odysseus specifically struggles with arroganceRead MoreThe Odyssey Essay : The Journey Of The Odyssey701 Words   |  3 Pages The Odyssey is a a beautiful Epic about a man who has hope through his entire journey.When we see him on Calypso he has been to sea for a while, while he wants to go home he continues to go to her bed each night,however regrets it in the morning.One part about this journey that sticks out is why its taking so long.It wouldnt have taken this long is he didnt poke out Poseidons son (Polyphemus) eye,which let to the Polyphemu s praying that Odysseus does return home he just happens to return homeRead MoreThe Odyssey By Homer s Odyssey848 Words   |  4 Pagesin their way. This is not a new thought; however, even the Greeks before Christ felt this way. In Homer’s Odyssey, many of the characters express the troubles that the gods have caused them, and the gods argue the exact opposite. The gods claim, â€Å"Mortals! They are always blaming the gods for their troubles when their own witlessness causes them more than they were destined for.† The Odyssey demonstrates that humans and not the gods are responsible for their own strife. Odysseus exemplifies how menRead MoreHomer s Odyssey : The Odyssey1236 Words   |  5 Pagesextend his journey in The Odyssey by several years. Homer constructs Odysseus by attributing both godly and human characteristics to him, allowing readers to admire him while simultaneously relating to him. The combination of these revered traits coined Odysseus as being an omnicompetent man, polumetis, in the eyes of the Mycenaean’s and in the eyes of most modern day readers. This shows that the popularity of Odysseus transcends time; however, modern interpretations of The Odyssey in cinematic productions

Andy Warhol one of the most famous figures of the 20th Century Essay Example For Students

Andy Warhol one of the most famous figures of the 20th Century Essay Andy Warhol, American painter, printmaker, photographer, filmmaker, writer, publisher, commercial artist, and illustrator who first gained recognition with his imaginative advertising designs for elite clients such as Tiffany Company, retailer Henry Bended, and l. Miller shoes. Warhol ultimately became one of the most famous figures of the 20th Century, renowned as much for the persona he created as for his multiple original silk-screen images of common supermarket products, front-page news events, and celebrity icons such as Marilyn Monroe, Jacqueline Kennedy, Elvis Presley, Maroon Brandon, and Elizabeth Taylor. Mitchell, -3) However, there were many critics Who did not believe that What Warhol did was art. Some were rather confused and outraged, and questioning whether or not pictures of Campbell soup can, Brills boxes, comic strip characters, was art. When Andy Whorls works first showed up in galleries in the early sass people were irritated, because people thought of art as Pica sso or Van Cough, and they had not explored the world modern art. But others found his paintings amusing and meaningful. Because Warhol glorified popular culture with realistic depictions of everyday objects, his work was called pop art, (Groggier Online)Len his paper will argue that as time progresses, people like Andy Warhol are a necessity to our society so that we can open our eyes to something we have never seen before, no matter how the media critiques it. Andy Warhol did just that, and that is why he is a major icon of pop art/culture, Andy Warhol was born Andrew Warhol, a son of Slovakian immigrants, in Pittsburgh, Pennsylvania on August 6, 1928. He a weak child, and inflexible fever left him with the pale, blemished skin that, along with the shaggy white wigs he wore to hide his thinning hair, contributed to his distinctive looks. If you ever look at images of Andy Warhol, it is very clear that he was very different and that he had something unique about himself. His illnesses sometime forced him to be bed-ridden, and also made him an outcast in school, and created a very strong With his mother. When in bed he used to draw, listen to the radio and collect pictures of movie stars around his bed. After showing an early sign of artistic ability, he attended the Carnegie Mellon University in Pittsburgh to study commercial art. After graduating in 1949, he moved to New York City, where his success as a commercial artist was immediate. In the sass, he fame developed for his whimsical ink drawings of shoe advertisements. Andy Whorls first New York solo pop art exhibition was hosted at Eleanor Wards Stable Gallery November 6-24, 1962. The exhibit included the works Marilyn Diptych, 100 Soup Cans, 100 Coke Bottles and 100 Dollar Bills. His work became popular, and the more attention that he got, the more controversial his works became. (Mitchell 2-3) Art historians, even today, still dispute the significance of the Warhol legacy, For example in 1395, Warhol was issued in a poll which asked who were the most ever or under rated artists of the century, Andrew Graham-Dixon, chief art critic for The Independent, London, irritably says that the attention Warhol receives is exaggerated far past his importance: l dont rowlock why keep hearing about Warhol shows. We dont need forty exhibitions Explaining what he did.. If you cant see it, youre dumb, where as Mark Stevens, another art critic, also adds that Warhol was the most over and underrated artist of the century. Graham- Dioxins irritation and Stevens doubt represent ideas that McConnell the criticism of Warhol. The enormous opposing array of Criticism show that Whorls artistic tenement struck a [Nerve, raised appealing issues that still shock the historians/ art crit ics, and clearly shows what kind of an important role Warhol played in art history. (Pratt WI) Public fascination with Warhol revolved around two questions: Why is he doing this? And how is he getting away with it? (Harrow) Whorls work on the soup cans portrayed everything that was trashy and overexposed in American life. By bringing the supermarket into the art gallery, pop art rejected all main values about what was good or bad, beautiful or ugly, art or non-art. The public perceived him, in a way, as a hustler. And in a way, he was. He manipulated the media and put it into his work as a statement. This completely depicted the whole idea of modern/contemporary art. Thats all Warhol was trying to show, M/hats great about this country is that America started the tradition wherewith richest consumers buy essentially the same things as the poorest. .u5315ab6fa5cd5900a12cae8f192cc5bd , .u5315ab6fa5cd5900a12cae8f192cc5bd .postImageUrl , .u5315ab6fa5cd5900a12cae8f192cc5bd .centered-text-area { min-height: 80px; position: relative; } .u5315ab6fa5cd5900a12cae8f192cc5bd , .u5315ab6fa5cd5900a12cae8f192cc5bd:hover , .u5315ab6fa5cd5900a12cae8f192cc5bd:visited , .u5315ab6fa5cd5900a12cae8f192cc5bd:active { border:0!important; } .u5315ab6fa5cd5900a12cae8f192cc5bd .clearfix:after { content: ""; display: table; clear: both; } .u5315ab6fa5cd5900a12cae8f192cc5bd { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5315ab6fa5cd5900a12cae8f192cc5bd:active , .u5315ab6fa5cd5900a12cae8f192cc5bd:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5315ab6fa5cd5900a12cae8f192cc5bd .centered-text-area { width: 100%; position: relative ; } .u5315ab6fa5cd5900a12cae8f192cc5bd .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5315ab6fa5cd5900a12cae8f192cc5bd .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5315ab6fa5cd5900a12cae8f192cc5bd .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5315ab6fa5cd5900a12cae8f192cc5bd:hover .ctaButton { background-color: #34495E!important; } .u5315ab6fa5cd5900a12cae8f192cc5bd .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5315ab6fa5cd5900a12cae8f192cc5bd .u5315ab6fa5cd5900a12cae8f192cc5bd-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5315ab6fa5cd5900a12cae8f192cc5bd:after { content: ""; display: block; clear: both; } READ: Andy Warhol: a Pop Culture Icon EssayYou can be watching TV and see Coca-Cola, and you know that the President drinks Coca- Cola, Liz Taylor drinks Coca-Cola, and just think, you can drink Coca-Cola, too. A Coke is a Coke and no amount of money can get you a better coke than the one he bum on the corner is drinking All the cokes are the same and all the cokes are good. Liz Taylor knows it, the President knows it, the bum knows it, and you know it. (Mitchell,3) This quote describes his character, attitude, and how he knew what to say so that his ivory was illustrated in the positive direction. In 1964, Warhol held an exhibit called the American Supermarket, Which had everything from produce goods to canned goods, basically everything you can see at a deli. At that time his painting was going for $1 ,500. This exhibit was Of the first mass events, which raised a question of what is art? ND what is not art? The fact that people, aside from critics, took him into consideration was absolutely phenomenal. People were fascinated, not just by the fact that he had peoples attention to repeat pictures of a soup can, but because of the fact that he had the idea to create repetition into a form of art. Aside from critics, there were people who were not so simple-minded and saw what Warhol was trying to do and saw it as a form of art, People were drawn to his attitude. He would say things like, In the torture everyone will be famous for 15 minutes. Business is the best art, l love HowlÐ’Â »voodoo. Its plastic, but I love plastic, want to be plastic. Were a vacuum here at the Factory. Think its great. (Mitchell, 5) The Factory was his art studio in New York City, where he was trying to increase productivity on factory art and silkscreen paintings. This showed that pop art was all about fun, By the end of the decade, the drug-crazed Factory scene, with its cast of misfits, bred disaster. In 1968 Valerie Solaris, a deranged writer, stepped off the elevator and shot Warhol Warhol never entirely recovered from the life- threatening wounds, and at the Factory he no longer tolerated carefree sass eccentricities. Throughout the sass and sass Warhol devoted himself to Interview#, the celebrity magazine he founded; to writing (The Philosophy of Andy Warhol: Prom A to B and Back Again, 1975); and to commission society portraits based on Polaroid photographs. Although there was talk of a decline in his work Of this period, his prolific output was still punctuated by adventuresome experimentation as seen in his Oxidation Paintings of the late sass, works of strange, ethereal beauty made by urinating on copper-paint-coated canvas. (5-6) By this time he was not just a celebrity or artist, he was household name. Andy Warhol had passed away on February 22, 1987, in New York City, because of complication after surgery. (Mitchell,5-5) No matter what critics have to say, he is still remembered and looked upon, even 20 years after his death. Andy Warhol had created a world of modern art, something people have never seen before. In recent news, his painting of the Campbell soup was sold for $100 million. Over achievement is an understatement, because painters like Picasso were amongst the only artists to ever sell a painting for $100 million. Twenty years after his death, we still commemorate his artistic talent and great ability to show us meeting that others would be afraid to express. Two museums are dedicated to Warhol, The Andy Warhol Museum, one of the Carnegie Museums of Pittsburgh. It is the largest American art museum dedicated to a single artist, holding more than 12,000 works by the artist. (Mitchell, 6) Largely, Andy Warhol was an innovator, a liberator, and to most, an absolute genius. It was clear that critics such as Graham-Dixon, were highly mistaken, because Warhol exhibits were on high demand, and now his work is being sold for millions of dollars. Andy Warhol will for ever stay legacy because he opened up many doors for true generations and allowed artists to be vivo ever they want to be.

Master of Puppets by Metallica free essay sample

The Master of Metal Master of Puppets. It may be the greatest album ever done by Metallica. It was produced by Metallica and Flemming Rasmussen. The record label was Elektra, but it later merged with Asylum to become Elektra/Asylum Records. The only single from Master of Puppets, the album, was Master of Puppets, the song. The track listing for the album is as follows; â€Å"Battery†, â€Å"Master of Puppets†, â€Å"The Thing That Should Not Be†, â€Å"Welcome Home (Sanitarium)†, â€Å"Disposable Heroes†, â€Å"Leper Messiah†, â€Å"Orion†, and â€Å"Damage, Inc.†. In the digital reissue, there were two bonus tracks that happened to be the live versions of â€Å"Battery† and â€Å"The Thing That Should Not Be† from a concert in Seattle in 1989. Most of the lyrics are focused on violence and the corruptness of many government institutions, including the military, and the rage associated with this corruption. It is i n the style of thrash metal, which may be categorized as fast and heavy guitar, bass, drums, and low-pitched vocals. We will write a custom essay sample on Master of Puppets by Metallica or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The music just sounds angry and it would be the music of a head-hunter. All of songs just sound very Metallica-ish. The album artwork is a graveyard full of white crosses in an unkempt field. There is an infantry helmet on the right arm of the front and left-most cross. Connected to all of the crosses are strings that lead to large, blood red hands hovering above. I would recommend downloading the album immediately, no regrets or second thoughts are guaranteed, rest assured. I think anyone can enjoy it, but the people that will enjoy it the most are people that need to let out some hidden rage or people that are upset or angry about the system. The album really is great though. Seriously, one has to listen to it to experience the whole truth and awesomeness of the album. It is hard to put the blazing shredding of the guitar into words. Even though it was released in 1986, it is timeless. It will never go out of style. ? Works Cited Master of Puppets. Wikipedia. Wikimedia Foundation , 17 Nov. 2013. Web. 20 Nov. 2013. .

phi 120 Essay

phi 120 Essay phi 120 Essay Chinh Quynh Do Philosophy 120/D108 Professor Simon Pollon TA Brittany French June 23, 2015 Psychological Egoism: True or false? In the article Egoism and Moral Skepticism, James Rachels discusses and refutes two arguments in favor of psychological egoism. One of them is that human acts are only based on self-interest. Rachels refutes to this argument, which is the best argument against psychological egoism, by showing its weaknesses and using counter-evidence. He argues that human actions are not only based on their self-interest, but other motives. After reading this article, I totally agree with the author’s argument. According to the author James Rachels, psychological egoism is defined as the view that â€Å"all men are selfish in everything that they do, that is, that the only motive from which anyone ever acts is self-interest† (Rachels, 2010, p.75). However, before getting into the author’s argument, it is important to distinguish between â€Å"self-interest†, â€Å"selfish† and â€Å"unselfish†. Being â€Å"self-interest† is concerning for oneâ₠¬â„¢s own well-fare while â€Å"selfish† is considering for on one’s own well-being, personal profit and pleasure and ignoring others’ interests. â€Å"Unselfishness† is on the other hand, caring for others more than yourself. An unselfish person carries an act that can benefit both him/her and others. Unselfish people are willing to put the needs of others before their own needs. In the article, supporters of psychological egoism argue that even an act is described as voluntary action, â€Å"the agent is merely doing what he most wants to do† which means that all people acts are from the motive of self-interest (Rachel, 2010, p.75). Rachels gives a hypothetical example of Smith, a man who decides to stay behind to help his friend study instead of traveling to a country that he really enjoys. Psychological egoists state that Smith forgoes his enjoyment because he likes to help his friend more than going to the country. Psychological egoists claim that it is impossible to be altruistic, and that all actions are only motivated by self-interest. If someone is helping others, it is just because he/she can achieve something or benefit from that act. However, Rachels disagrees with this argument. He opposes the claim in two ways. Firstly, he provides two classes of actions. One class of action is that not all voluntary actions are selfish, we do undesira ble actions to achieve something in the end, such as going to the dentist in order to stop a toothache or working to get paid. The second class is when we feel under an obligation or a duty to do something, such as keeping a promise. In fact, people don’t voluntarily do what they most want to do. They act for its end results, and they have a sense of obligation. Rachels’s arguments are rational for people’s acts are not always selfish in nature, but they are done by multiple of motives. Further, Rachels claims that the object of desire is the key point. Helping others because you want to do it is not selfish. Psychological egoism has a misunderstanding of selfishness and unselfishness. A person acts selfishly only if that action benefits him/her and doesn’t care for other individuals’ interests. Donating money to charity because you want to is unselfish, but keeping all donated

Social Constructionism Definition

Social Constructionism Definition Social constructionism is the theory that people develop knowledge of the world in a social context, and that much of what we perceive as reality depends on shared assumptions. From a social constructionist perspective, many things we take for granted and believe are objective reality are actually socially constructed, and thus, can change as society changes. Key Takeaways: Social Constructionism The theory of social constructionism states that meaning and knowledge are socially created.Social constructionists believe that things that are generally viewed as natural or normal in society, such as understandings of gender, race, class, and disability, are socially constructed, and consequently aren’t an accurate reflection of reality.Social constructs are often created within specific institutions and cultures and come to prominence in certain historical periods. Social constructs’ dependence of historical, political, and economic conditions can lead them to evolve and change. Origins The theory of social constructionism was introduced in the 1966 book The Social Construction of Reality, by sociologists Peter L. Berger and Thomas Luckman. Berger and Luckman’s ideas were inspired by a number of thinkers, including Karl Marx, Emile Durkheim, and George Herbert Mead. In particular, Meads theory symbolic interactionism, which suggests that social interaction is responsible for the construction of identity, was highly influential. In the late 1960s, three separate intellectual movements came together to form the foundation of social constructionism. The first was an ideological movement that questioned social realities and put a spotlight on the political agenda behind such realities. The second was a literary/rhetorical drive to deconstruct language and the way it impacts our knowledge of reality. And the third was a critique of scientific practice, led by Thomas Kuhn, who argued that scientific findings are influenced by, and thus representative of, the specific communities where theyre produced- rather than objective reality. Social Constructionism Definition The theory of social constructionism asserts that all meaning is socially created. Social constructs might be so ingrained that they feel natural, but they are not. Instead, they are an invention of a given society and thus do not accurately reflect reality. Social constructionists typically agree on three key points: Knowledge Is Socially Constructed Social constructionists believe that knowledge arises out of human relationships. Thus, what we take to be true and objective is the result of social processes that take place in historical and cultural contexts. In the realm of the sciences, this means that although truth can be achieved within the confines of a given discipline, there is no over-arching truth that is more legitimate than any other. Language Is Central to Social Construction Language abides by specific rules, and these rules of language shape how we understand the world. As a result, language isn’t neutral. It emphasizes certain things while ignoring others. Thus, language constrains what we can express as well as our perceptions of what we experience and what we know. Knowledge Construction Is Politically-Driven The knowledge created in a community has social, cultural, and political consequences. People in a community accept and sustain the community’s understanding of particular truths, values, and realities. When new members of a community accept such knowledge, it extends even further. When a community’s accepted knowledge becomes policy, ideas about power and privilege in the community become codified. These socially constructed ideas then create social reality, and- if they aren’t examined- begin to seem fixed and unchangeable. This can lead to antagonistic relationships between communities that don’t share the same understanding of social reality. Social Constructionism vs. Other Theories Social constructionism is often placed in contrast with biological determinism. Biological determinism suggests that an individuals traits and behavior are determined exclusively by biological factors. Social constructionism, on the other hand, emphasizes the influence of environmental factors on human behavior and suggests that relationships among people create reality. In addition, social constructionism should not be confused with constructivism. Social constructivism is the idea that an individuals interactions with her environment create the cognitive structures that enable her to understand the world. This idea is often traced back to developmental psychologist Jean Piaget. While the two terms spring from different scholarly traditions, they are increasingly used interchangeably. Critiques Some scholars believe that, by asserting that knowledge is socially constructed and not the result of observations of reality, social constructionism is anti-realist. Social constructionism is also criticized on grounds of relativism. By arguing that no objective truth exists and that all social constructions of the same phenomena are equally legitimate, no construct can be more legitimate than another. This is especially problematic in the context of scientific research. If an unscientific account about a phenomenon is considered as legitimate as empirical research about that phenomenon, there is no clear path forward for research to make a meaningful impact on society. Sources Andrews, Tom. â€Å"What is Social Constructionism?† Grounded Theory Review: An International Journal, vol. 11, no. 1, 2012. http://groundedtheoryreview.com/2012/06/01/what-is-social-constructionism/Berger, Peter L. and Thomas Luckman. The Social Construction of Reality. Doubleday/Anchor, 1966.Chu, Hyejin Iris. â€Å"Social Constructionism.† International Encyclopedia of the Social Sciences. Encyclopedia.com. 2008. https://www.encyclopedia.com/social-sciences-and-law/sociology-and-social-reform/sociology-general-terms-and-concepts/social-constructionismGalbin, Alexandra. â€Å"An Introduction to Social Constructionism.† Social Research Reports, vol. 26, 2014, pp. 82-92. https://www.researchreports.ro/an-introduction-to-social-constructionismGergen, Kenneth J. â€Å"The Self as Social Construction.† Psychological Studies, vol. 56, no. 1, 2011, pp. 108-116. http://dx.doi.org/10.1007/s12646-011-0066-1Hare, Rachel T. and Jeanne Marecek. â€Å"Abnormal and Cli nical Psychology: The Politics of Madness.† Critical Psychology: An Introduction, edited by Dennis Fox and Isaac Prilleltensky, Sage Publications, 1999, pp. 104-120. Kang, Miliann, Donovan Lessard, Laura Heston, and Sonny Nordmarken. Introduction to Women, Gender, and Sexuality Studies. University of Massachusetts Amherst Libraries, 2017. https://press.rebus.community/introwgss/front-matter/287-2/â€Å"Social Constructionism.† Oxford Reference. oxfordreference.com/view/10.1093/oi/authority.20110803100515181

Radical Islam Research Paper Example | Topics and Well Written Essays - 1250 words

Radical Islam - Research Paper Example The application of Sharia law c. The termination of non-Muslim influence in the Muslim world d. The development of Muslim identity in politics e. The fundamentals of radical Islam have a lot of bearing on the application of the doctrine IV. Manifestations a. Political violence or terrorism i. September 11 (2001) ii. Attacks on US bases in East Africa (1998) b. Mass revolutions i. Iran revolution (1979) ii. Arab spring (2011) c. Political aggression i. Anti-US foreign policy ii. Refusal to recognize the statehood of Israel d. Isolation from the global order i. Iran (nuclear program) ii. Iraq (biological weapons) V. Implications a. Terrorism b. Political aggression c. Isolation from the global order VI. Future a. The future of radical Islam is unpredictable b. It is yet to be seen whether Muslim countries will embrace radical Islam in future c. Though Muslim countries are likely to be moderate in the future VII. Conclusion a. Radical Islam is a political ideology based on the basics of Islam; Quran and the Sunna b. It manifests in various forms like terrorism and revolutions c. It originated from the need to apply Islamic principles in politics d. It calls for the elimination of western control over Muslim region e. Countries that embrace the ideology risk isolation from the global order f. In future Muslim countries will not embrace the ideology g. Radical Islam is a recipe for political isolation VIII. ... Several other terms have been used to imply the same thing and they include Islamism, extremism and Islamic fundamentalism. Radical Islam has both positive and negative connotations in the sense that at a positive level it is perceived as a mechanism towards unity in the Muslim world as well as a guarantor of purity and morality in the political sphere. However, radical Islam is a dangerous concept that segregates the Muslim world from the mainstream on the grounds of religious doctrine. As a result, many opponents of the concept often describe it as a misapplication of extreme doctrines of Islam on political sphere which could have catastrophic results. Radical Islam has been in existence for a lengthy period of time and it has a long history of application. In essence, radical Islam originates from the misinterpretation and misplaced application of Islamic religious doctrine on political and social order. There are several implications of radical Islam most of which include isolati on, violence and terrorism. Moreover, radical Islam manifests in numerous ways that range from destructive tendencies like acts of terror and democratic revolutions like the Arab spring. The future of radical Islam is quite unpredictable owing to the fact that it is not easily known whether Muslim countries will embrace the doctrine in future. Origin of Radical Islam As a term radical Islam was coined by scholars and thinkers who have studied foreign policy, international relations and the particulars of Muslim countries. Originally, the term was meant to imply ideologies that seek to emphasize that Islam ought to direct the personal, political as well as

Hadron collider Assignment Example | Topics and Well Written Essays - 250 words

Hadron collider - Assignment Example The research carried out by the organization assesses the likelihood of hazardous experiences in the context of the present assumptions laid out by physicists (Beech 190). However, the theories are not complete, creating a possibility of unforeseen occurrences. The present knowledge and theories man has about physics cannot predict the side effects of the LHC on the planet (Halpern 47). As a result, several authors have analyzed and discussed dangers that might occur from the use of the LHC on planet Earth. Studies from CERN have accepted the rule that the collisions of particles in the LHC will generate elements with velocities far much less than those generated by cosmic rays (Erdmann and MÃ ¼ller 65). This implies that the cosmic ray trial cannot firmly be applied to the LHC. As a result, the planet might easily capture some of the unanticipated heavy particles. This idea has driven other researchers and writers to form ground for studies on the possibility of risks from the use of the LHC (Evans 214). The formation of black holes is the main concern that string theorists are worried will occur with they use of the LHC. Mini black holes have been predicted to form due to the collision of the particles, and are able to swallow up the earth. Strangelets are another potential collider product from the use of the LHC (Steiger and Uhl 13). Strangelets could speed up the conversion of ordinary matter into more strangelets. As a result, the Earth might into a small sphere of strangelets. Safety factors might also be compromised. Certain theorists believe that the black holes likely to form might dissolve through hawking emission (ACS and CSA 111). This forms a danger in the use of the LHC since the collection of strangelets must be electrically constructive on its surface. If not, physicists consider the possibility of the non-fading of micro black holes (Lincoln 21). Another danger

The Cola Wars Essay Example for Free

The Cola Wars Essay There are a few reasons why the soft drink industry has been historically profitable for so long. One such reason is that soft drinks have been seen as a great and delicious alternative to drinking just water. Though water is essential to life and its even a main ingredient in soft drinks, its naturally very bland in taste and unexciting to the consumer. Soft drinks however are funs, flavorful, and delicious to drink so they give the consumer something else to desire and are bought to break up the monotony of drinking just plain water. A second reason that the soft drink industry has been historically profitable would be because of the fact that soft drinks have been a cheap buy for the consumer in comparison to anything else on the market. Soft drinks have been sold for as little as a nickel per a drink for varying sizes and quantities of the beverage, while other non soft drink beverages have gone for rate that are much higher than this. Even in todays market a consumer can go out to a store and buy any kind of soft drink product off the shelf and it would cost the a great deal less than it would for a bottle of juice or even a case of the healthy option, water. With a low purchase cost they have been able to entice consumer to continue to buy their products. A third reason that soft drink industry has been has a strong history of being profitable would be that they have always had strong marketing campaigns that appeal to their consumer base and audience. With campaigns such as the Pepsi Generation which lasted for more than a decade to help them set target those who were young, or at least young at heart, and even had the catch phrase â€Å"For those who think young† at one point helped them capture and steal away from Cokes large market share, and even brought them to within a 2-1 sales gap, while Coca-Cola used it’s a Coca-Cola lifestyle to market its soft drinks, even going as far as being a sponsor of the U. S. armed services and offering soldiers a flat rate for their products during WWI. Marketing campaigns such as these help boost sales of soft drinks over several decades and gained them loyal customers who have stuck by and continued to purchase the product that they like to drink. This way of marketing has help create a type of lifestyle for the consumer, which can have a strong benefit for them in the next generation, because if the parent of children have a certain kind of drink that they get their children on, then they are helping create the next generation of consumers for a product.

Braham Stokers Dracula and The Distrust Between the Sexes Essay

Dracula and The Distrust Between the Sexes       "Unpleasant experiences with the opposite sex seem to be unavoidable" (Horney 342). This quote from Karen Horney's essay The Distrust Between the Sexes seems to be discussing Dracula. Though her essay, (a lecture originally given to the German's Women Medical Association in November 1930), does not mention Dracula directly, the points that she argued can be transposed onto Bram Stoker's Dracula. In her essay, Horney asserts that men are very concerned with self-preservation, and also that men have an innate fear of women in power positions and therefore do what they can to prevent women from obtaining "power positions,"; these two points are applicable to Dracula.    Karen Horney observes that "because of our instinct for self-preservation, we all have a natural fear of losing ourselves in another person" (340). This is evident in Dracula when Lucy knows that her "bad dreams" (Stoker 109) come at night so she has "the pain of sleeplessness, or the pain of the fear of sleep" (Stoker 132). She has the fear that if she sleeps Dracula will appear and cause her to "lose herself." Stoker's Dracula character defies Horney's above statement, presumably because he is not "human." He has "a heart that knew [sic] no fear and no remorse" (302). However, the self-preservation clause still applies. He was very adamant in his desire to study John Harker, in order that he could pass as a native Londoner. Harker realized his place in the Count's plan, while staying at the castle. Harker says "this was the being I was helping to transfer to London, where, he might, amongst its teeming millions, satiate his lust for blood, and create a new and ever widening circle of semi-demons to batten o... ...e processes?" (348).    Though Dracula was written a full 30 years before Horney's essay, it is most fascinating re-analyzing the novel after having read the essay. We can see Horney's two assertions (that men are very concerned with self-preservation, and than men have an innate fear of women in power positions) come to life in Dracula. She even mentions "vampires" in her essay (343), but it is a different context; she's not referring to Stoker's novel. These two works, analyzed together, make a most engaging gothic classic that much more interesting.    Works Cited: Horney, Karen. "The Distrust Between the Sexes." A World of Ideas: Essential Readings for College Writers. 5th ed. Ed. Lee A. Jacobus. Boston, MA: Bedford/St. Martin's, 1998. 337-351. Stoker, Bram. Dracula. (London: 1897) introduction by George Statde. New York: Bantam Books, 1981.

School Counseling

Which is the most difficult part being a school counselor? After I read the ASCA Model on page 9 of textbook, I knew the leadership, advocacy, teaming and collaboration and systemic change are all what school counselors should focus on. I also learned that school counseling is a profession that focuses on the relations and interactions between students and their school environment with the purpose of reducing the barriers in order to help students to success. In my opinion, the team-member and collaborator is the most challenging for a school counselor in an urban school setting.Because as an effective team-member and collaborator, school counselor work with teachers, administrators and other school personnel to make sure that each student succeeds. However, sometimes working with other school setting educators is not very easy. For example, some teachers do not like to follow the advices from counselors, they believe that their ways are perfect. Hence, they do not want to hear the v oice from counselors. I understand everybody has different ideas, but I also believe that our students will get benefits if we can work together as a team.We share our opinions and hear everyone’s advice. Because our goals are same, we all hope each student succeeds. Even though the coloration is challenging and difficult, we still need to do it with our efforts. What the elements for school counseling as a profession? Threatened by who? From the framework for a school counseling program, there are four elements of school counseling of a profession, foundation, delivery system, management system, and accountability. On the page 9 of the textbook, foundation includes beliefs and philosophy, mission statement, ASCA national standards.Delivery system includes school guidance curriculum, individual student planning, responsive services and system support. Management system includes agreements, advisory council, use of date, use of time and calendars. The last one, accountability includes results reports, school counselor performance standards and program audit. I think school counseling profession may be threatened by other educators, like teachers, principals and other administrators. Sometimes school counselors cannot get enough support for a new idea, some changes cannot get approval by high level administrators or supervisors.From the supporting articles, we have to get more effective data to prove our idea is right. Being a counselor, we must do more research in order to get sufficient evidence if we want to persuade teachers or other educators to accept our changes or new ideas. Because counselors are not in the classroom, no direct relationship with students likes teachers. Hence, our advice or new idea is not easy to be accepted by teachers. For dealing with these difficulties, the most effective way is research! Using data to speak! Compare the traditional and contemporary model?The most recognizable models for school counseling focused on the â₠¬Å" three Cs† of school counseling: counseling, consultation, and coordination. These three elements are all what traditional model has. However, as school counseling system was improved and developed in today’s world. The contemporary model still includes counseling and coordination as well as leadership, advocacy, collaboration and teaming, and assessment and use of data. From the ASCA National Model, the skills of leadership, advocacy, and collaboration and teaming are emphasized as very important and essential elements of being a school counselor.And it also needs efforts to improve systemic change. Comparing with the contemporary model of school counseling, the traditional model just has three basic elements. For the contemporary model, more positions and skills were involved for school counselors. School counselors spend more time to develop and maintain relationships with students, teachers, parents, administrators, and community resource educators. As the change s from traditional model to contemporary model, leadership becomes an important role in our school counseling.According to Philiips, leadership involves influencing others to create a shared commitment to a common purpose. Then, the other new model element advocacy is also effective, advocates in schools work to reduce barriers that lead to achievement gaps between poor and minority students and their more advantaged peers. Our end goals are all making students to be successful. After that, collaboration and teaming part is difficult but necessary. It is an essential process for promoting systemic change. As our last week discussion, we all noticed the power of assessment and use of data.We need to do effective research in order to support our new ideas and changes. Without doubts, data use is also a bright improvement of being one of the new elements for school counseling. After knowing the differences between traditional and contemporary model, we can see that school counseling sy stem is really on the right track to move. More useful skills came out in order to promoting student achievement. For Comprehensive School Counseling Progams, Describe, compare, and contrast the Missouri Model and the ASCA Model. Are these models relevant and/or realistic for school counselors in urban schools?After reading the chapter four, it is good to know a new model of school counseling program. The comprehensive guidance program model is also known as the Missouri model in 1917. In this model, it includes self-knowledge and interpersonal skills, life roles, settings, and events, and life career planning. It also offers three elements and four components. The elements include the content of the program, the organizational framework, and resources. Four components include guidance curriculum, individual planning, responsive services, and system support.We have already familiar with the ASCA model. For the ASCA National model, the framework has four elements. (foundation, delive ry system, management system and accountability). It also has four themes. (leadership, advocacy, teaming and collaboration and systemic change) ASCA National Model is conducted in collaboration with key partners, monitors student progress, is driven by data, seeks improvement, and shares successes with stakeholders. For the Missouri Model, it presents a complete framework that can be adapted for each school.Being a school counselor, these developments are indeed good for our students. Especially, the life career development can help student’s development awareness and acceptance of themselves and others, also help students develop and incorporate practices that lead to effective learning, responsible daily living, finally help students understand and use a decision-making process in determining their life goals. As we know, the purpose of both Missouri Model and ASCA National Model is providing a framework for counselors to promote academic achievement, career planning, and personal social development.Theoretically, these models are good in urban schools from above aspects. However, the reality is different. For an example, we all know systemic change and collaboration are not easy to do. Even though these models give us many valuable instructions to help our students, sometimes we still have many difficulties from various realities. the roles of the â€Å"resource broker† and explain the â€Å"School Change Feedback Process (SCFP)? After reading the article by Colbert and Kulikowich, I learned a new term: resource broker and a new process: School Change Feedback Process (SCFP).The role of resource broker is offered to help counselors with data-driven programs. A resource broker is a school professional who functions as an active force to identify, provide access to, and ensure the utilization of resources that enhance student development. (Colbert, R. D. , & Kulikowich, J. M. (2006)) As a resource broker, it includes teacher efficacy in progra m assessments when data show inequities in student access to rigorous academic classes. Hence, the resource broker indeed plays an important role in school counseling.After that, regarding to a role for school counselors in education reform, the research produced the emergence of a new method called the School Change Feedback Process (SCFP). It has four steps in the SCFP process: 1. Obtain teacher efficacy beliefs. 2. Share teachers' efficacy beliefs with the principal and teachers. 3. Incorporate teachers' beliefs into the ongoing education reform or school improvement plan implementation with continuous feedback. 4. Obtain teachers' beliefs again, and repeat the cycle.In this process, three basic counselor responsibilities includes identify resources, gain access to resources and ensure the utilization of resources. According to ASCA, â€Å"School counselors must show that each activity implemented as part of the school counseling program is developed from a careful analysis of s tudent needs, achievement and related data†. Hence, we should use data to monitor student’s progress. Being a school counselor, we should use database to disaggregate data related to achievement, attendance, discipline, and so forth to develop action plans.In additional, school counselors also work with principals and teachers. So, using SCFP is a good way to corporate with them. As we all know, getting the efficacy from teacher is very important. Hence, resource broker helps counselors with data, then using SCFP to get feedback in a contemporary urban school setting. concept of â€Å"behavioral momentum,† as discussed in Lee's article. Explain how this concept, and those of high-p and low-p tasks, might be relevant to school counselors?The term behavioral momentum is described as â€Å" the dynamics of behavior in changing environments†. Nevin indicated that behavior possesses a momentum much more like physical objects. The high-p request intervention is based on the theory of behavioral momentum. A high-probability request sequence is an intervention that practitioners can use to make it more likely that a nonpreferred behavior will occur. For this intervention, many requests with a high probability of compliance is delivered just prior to a request with a low probability of compliance.In this article, it gave us an example to understand, â€Å"a teacher may ask a student to take out a pencil (high-p request), write his or her name on a piece of paper (high-p request), and write the date at the top of the paper (high-p request), immediately prior to asking the student to begin math seatwork, a low-p activity†. The responses generated by the high-p requests carries over and increases compliance to the request that had previously resulted in noncompliance. The effects of high-p request sequences have been examined.From this example, we can clearly know what is high-p and what is low-p. In our counseling program, we can use thi s method to help our students in academic work. It indeed has many advantages to help students to succeed. Teachers can spend more time on direct instruction, as opposed to managing student behavior. Then, decreasing the work of students who are already behind academically may have a negative effect on skill development. After that, teachers can use these tasks to make transitions more efficient and to increase proficiency at performing those same high-p tasks.

Book Cover Analysis on the Pinocchio Effect Essay

Upon going through the vast artwork, one particular piece grabbed my attention. It was of a line up composed of men in boxer shorts in different colors. The overall look of the work gave it almost a vintage feeling because of the way the figures were drawn. It gave a sort of â€Å"pin-up† feel. Although composed of men, you can not help but be transported through time just by the visual aspect. The book was entitled â€Å"The Pinocchio Effect: On Making Italians, 1860-1920†. It dawned on me that these were Italians lined up, in a way that is reminiscent of a group of new recruits waiting to get their gears for war. As I further observed, these figures were progressing, starting from left to right. And taking this into consideration, I realized that this was a crude depiction of the evolution of an Italian man. The use of this illustration was very effective in stirring up intrigue in the work and as well as reinforcing what the book was about. Further research on the contents of the book revealed that this was indeed a book about the progression of the Italians after different Italian states began uniting into one nation (Stewart, 2007). This artwork was done by Isaac Tobin, an artist particularly renowned for his works on graphic design. The original look of the figures depicted in the work was compromised by the addition of color on the trunks. This added a comical feel to the overall mood of the figures, but is nonetheless effective in drawing out attention and to provide a contemporary feeling for the art. Overall, this artwork leaves a lasting impression and certainly a valuable addition to the cause of the book. It took the theme of the book and properly wielded the appropriate sources to tell its story at a moments glance.

Role of Hrm in Manufacturing Company Essay Example

Role of Hrm in Manufacturing Company Essay Example Role of Hrm in Manufacturing Company Essay Role of Hrm in Manufacturing Company Essay ASSESSMENT 2: ESSAY This essay will evaluate the role of Human Resource Management in a manufacturing company. This will include a critical assessment of three functions being Recruitment, Selection and Employee Turnover function which are vital to the achievement of estimated goals. Being appointed as the Head of HRM by the General Manager of ABC company, certain problems are to be addressed such as poor matching of new personnel to their job and rising levels of staff turnover. This essay will also point out certain aspects and changes which may be required by the company to retain employees reduce cost and increase profitability if considered. The main aim of recruitment is to ensure that the organization is adequately and effectively staffed at all times. The next step involves matching the suitable applicants to the jobs in the organization followed by the selection function. It is mandatory for Organizations to make the best of their recruiting practices because, in today’s increasingly market-based human resource management (HRM), effective recruitment is likely to be the ‘most critical human resource function for organizational success and survival’ â€Å"(Taylor and Collins 2000: 304). Another definition that throws light on the essence of Recruitment can be quoted as ‘those practices and activities carried out by the organization with the primary purpose of identifying and attracting potential employees’(Barber 1998 : 5). This definition highlights the important difference between two HR functions that are difficult to distinguish, namely recruitment and selection. An Overall recruitment policy and a number of processes need to be in place to determine overall outcomes for the organization before effective recruiting can take place. Recruiting should always involve analyzing the position to be filled, the person to fill it, writing a job description and person specification, and analyzing the organization’s short, medium and long term needs and goals. It is essential that the requirements of the job are thoroughly understood through the process of job analysis. The success of recruitment can be measured in terms of diversity. For example, Bola M. Ogun (2004) examined the positive effect of encouraging diversity in the workplace wherein the best would be recruited not only to complete the task in hand but also add to the competitive advantage of the firm. In order to sustain long term profitability and growth, the firm should invest in assessment and retention of personnel. Authors have argued that organization-employee fit is a two-way street and thereby understanding, effective communication and rewards are the important issues to be addressed here. Another type of explanation is the positive effect of recruitment on the profitability of a firm. For example, Terpstra and Rozell (1993) argues that the firms that analyzed recruiting sources for their effectiveness in generating high-performance applicants had greater annual profitability especially in manufacturing industries. They suggest that this in depth analysis has a positive effect with generating profit in the industry. It would appear that Terpstra and Rozell’s explanation cannot be accounted for the cost involved in taking a decision to choose among the recruiting sources in consideration of the performance, culture and diversity. There is however, a positive relation between the annual profit and the budgetary cost to be incurred in the analysis. Another type of explanation is one that produces no connection between recruitment function and a Profitable organization. For example, Rynes and Cable( cited in Recruitment Strategy,2007) argues the absence of any studies investigating the effect of the fit between recruitment and organizational effectiveness and descriptive research can be used to speculate about the possibly strategic imperative of such context-aligned recruitment practices. The problem with this argument however, is that it does not consider the fact that recruitment process is part of the cycle of an effective and efficient organization in terms of tapping into the market for qualified personnel. In addition, Barber and her colleagues (1999) argues that the organizational size determines recruitment success. This may be due to the fact that the Recruitment and Selection function would be scrutinized from the beginning as re-hiring and re-training of new employees can be costly and ineffective for large industries. It is safe to point out that the work in large especially manufacturing industries does not require exceptional skill. However, Job security might be an issue if legal requirements are not fulfilled. It is worth pointing out that human resource management supports goals pre-determined by the organization by providing crucial services for the benefit of the personnel in the organization. This can be explained by an example, Koch and McGrath (1996) argued how the capital intensity of a firm might positively interact with HR (including recruitment) planning to bring about increased labor productivity. Koch and McGrath are right; however it is necessary to stress the importance of recruitment planning and assessment in capital-intensive industries. Prior to recruiting, the company should ensure that labor laws, laws on dismissal and legislation are complied with. In HRM, the Selection function is by far the most challenging task to be carried out on the basis of effective principles. Human Resource function can provide value to an organization in cognition to the objectives of staffing and personnel placement and making available specific human resources guiding principles, processes and techniques, directed towards the accomplishment of these objectives. In order to determine the extent of ‘fit’ of personnel in the organization, provide standards to base and evaluate the capabilities of applicants and scrutinize the selection process clear and specific objectives for selection and personnel placement are required. The company image can play a major role during the selection process. An applicant’s view point of the firm also matters during the procedure as a positive or negative image of the Firm becomes viable. Final selection can be made more reliable by regularly reviewing the recruitment procedure. In order to deal with problems during the process, Reference and credential checking are effectively carried out. To select the right person considered fit for the job, HRM is required to conduct a Job Analysis which refers to the identification, collection, synthesizing, understanding and application of job related data. The job analysis process has three pivotal components based on its outcome for both the manager and employee. These elements include Job profile, Job requirements and People relations. The key to achieve consistent quality and productivity is to provide a feasible working environment to the employees. The overall culture of the organization is connected to its employee satisfaction, performance and turnover. Turnover includes both Voluntary and Involuntary Turnover. The main cause of voluntary turnover or the need to quit can be due to the receipt of negative feedback in informal performance check by the management or threat to job security. Involuntary instances occur when the employee has no say in the termination of his duties. Although it is unrealistic to achieve a turnover of zero percent however, a high turnover can have a negative effect on the organization as it is the case of ABC company. There can be a number of causes to a high turnover, although in this case it can be on the grounds of the existence of a communication gap between the manager and the newly hired personnel. For example, Mushrush (2002) argues that causes of turnover are varied which may include, â€Å"high stress, working conditions, monotony, poor supervision, poor fit between the employee and the job, inadequate training, poor communications, and organization practices† . As a result of this, the manager has a duty to ensure proper training and development and a feasible working environment is provided. Moreover, an Overview of Employee Turnover Research (2006) indicates that there are costs involved in replacing existing employees, recruiting replacements, new-hire training and unemployment insurance which can be of a prime concern here. Although our main focus is to retain new employees, there is a possibility of employees abandoning their jobs due to a time lag between identifying the appropriate role of the employee and re-training him. Retention, not only includes re-training and analyzing roles but also reassuring the employees of the company. As illustrated by Levine, fear of losing one’s job can be categorized as another cause for turnover wherein constant encouragement and support from the management is necessary to prove that â€Å"their career is not at risk by staying with the company† (n. d) A company that understands the needs and reasons of its employees are more likely to reduce turnover and save cost on re-hiring. However, it can be argued that the high staff turnover may be a product of the conduct of the employees as well. For example, Meyer, Stanely, Herscovitch, Topolnytsky, (2006) argues that an individual can have an impact on the turnover rates by putting forward â€Å"unrealistic expectations† or lack of performance. Meyer et al. (2006) offers a valid explanation in terms of examining every aspect of the abnormal rise. The obvious way to reduce turnover would be to instill flexibility, training and reducing the communication gap within the organization. Employees are to be reassured and retrained in this case to fit their qualities with their roles. There is a strong requirement for investment in training which is supported by Zig Ziglar who emphasizes that â€Å"When an employer invests in employees with training, they return with more productivity and more loyalty† (Love, 1998). As a result of this, the organization along with its personnel grows in a productive manner. Being the HR manager, for ABC Company a solution is to be sought out to deal with the HR functions at a policy level and actual HR level. Human Resource strategies are required to ideally suit the needs of the manufacturing company. Inconsistent application of HR policies can leave the organization open to legal challenges, increased costs and turnover along with reduced morale. There is evidence of poor matching of skills of new employees with their work roles. To face this problem head on, an accurate account of employment data for all the employees in the organization is to be maintained. This can be owed to the unawareness of the entity of its current staff needs and skills. At a Policy level, a strategic change outlining the objectives of the organization and consequential imbalances in skills to job of personnel is to be identified wherein at an actual level, maintenance of promotion potential, experience information and career data of personnel would act as a source for identifying shortages and surpluses in the operational plans of the organization. Action plans that include training and development, relocation and time frame for implementation are devised. These Action plans are then required to be monitored to ensure achievement of pre-described goals. The Recruitment function would help in attracting the qualified personnel considered ‘fit’ for the job in the organization. At a policy level, internal versus external recruitment and agencies can be considered to find the right personnel to match the job requirements. At an actual HR level, cost of further recruitment might be unnecessary however, effective communication of the recruiting function to the authorized persons of the organization can provide a strong foundation to avoid future problems. Identification of the roles of the current personnel along with a written description of the job process, duties, terms and conditions is to be documented and filed. At the policy level, Selection function plays a fundamental role in identifying the key attributes required from a person recruited to fit the job/duty efficiently. Selection can be effectively executed based on the qualities, type and level of work needed to achieve perceived goals of the organization. In regards to the Actual level, the selection function would be based on the documented description of the requirements of personnel available to the recruiters. At the policy level, Employee turnover function can be reduced by the provision of extensive training and development program, fair working environment, incentives and bonuses. At the Actual level, effective communication with the personnel is essential along with providing a feasible and flexible working condition. Rising Staff turnover can be owed to the fact of poor fit of employee with job, poor guidance and ineffective communication of tasks. An extensive training and development program can hone the skills of the required personnel to fit their job It is difficult to offer a stipulated time period wherein the policy goals can be achieved due to an uncertain outlook of ABC Company. However, a written documentation with complete data, qualifications, availability, experience of the personnel and all other relevant data can be completed within a time span of 3-4 months. Moreover, training of the new personnel to acquaint them with the required duties is to be carried out immediately which can be assumed to span once every 3 weeks for a period of 2 months. Extensive re-training can then be provided every 6 months to keep up with technology and development in the market. Apart from framing policies, there is a need to understand the behavior and total outlook of the company. In reference to Labor Mobility in Australia(Refer Appendix 1) Manufacturing Industry has less than 12% of employees shifting from the Industry as compared to Mining which has the highest Labor Mobility of 21. 6%. Keeping this in mind, voluntary turnover might not pose an issue in this company. Employee turnover is beneficial in some companies, however in the manufacturing industry stability in terms of Job performance and Employee satisfaction is beneficial. Finally it is worth pointing out that, according to research, Management must understand the value of quality staffing throughout the organization, and proper care is taken to ensure an individual fit their roles in the organization to ensure long term productivity. This essay also illustrates the importance of HRM to bring about a balance in the organization by increasing staff satisfaction, reducing turnover and increasing organizational productivity. Each policy level and actual level goal has a timeframe for execution which can be accurately estimated after consultation with the Management of ABC Company. REFERENCE LIST Beach,R, Brereton,,D, Cliff,D,2003, ‘Workforce turnover in FIFO mining Operations in Australia: An Exploratory Study’, Retrieved on 24th Oct 2010 from: www. csrm. uq. edu. au/docs/TURN_FINAL. pdf Cable, DM, Turban, DB, 2001, Establishing the Dimensions, Sources and values of job seekers’ Employer Knowledge during Recruitment, ‘Research in Personnel and Human Resource Management’ , Vol 20,pg115-163. Khan, S 1991, Selection and placement, Volume 1,Issue 4 Retrieved on 20th October 2010 Levine, T, 1998, ‘How to Reduce Employee Turnover’ Retrieved on Oct 23rd, 2010 from: nettemps. com/employers/hrcorner/printer. htm? id=21pf=1 Love, T. 1998, ‘Training can Relics [sic] Employee TurnoverReducing employee turnover’. Retrieved on Oct 23rd 2010 from: http://findarticles. com/p/articles/mi_m1154/is_n8_v86/ai_20934425 Meyer, J, Stanely, D, Herscovitch, L, Topolnytsky, L, 2006,‘Overview of Employee Turnover Research’, SIGMA Assessment Systems. Retrieved on Oct 23rd, 2010 rom: sigmaassessmentsystems. com/articles/empturnover. asp Morley,MJ,2007, Person Organization fit, ‘Journal of Managerial Psychology’ Vol 22,No. 2,pp109-117. Retrieved from: www. emeraldinsight. com/0268-3946. htm Mushrush, W. ,2002, ‘Reducing Employee Turnover’-Creating Quality Newsletter, 11(5). Retrieved on Oct 23rd 2010 from: missouribusiness. net/cq/ 2002/reducing_employee_turnover. asp Orlitzky,M. 2007,’Recruitment Strategy’,Oxford Handbook of Human Resource Management,Boxall,P,Purcell,J,Wright,P,Oxford University Press,New York,pp273-299. Tipper,J, 2004, How to increase diversity through your recruitment practices, Vol 36, No. 4 pp 158-161. Retrieved on 23rd Oct 2010 from: www. emeraldinsight. com/0019-7858. htm Zeffane,R. 1994,’Understanding Employee Turnover: The Need for a Contingency Approach, vol 15,no. 9. Zimmerman, RD, Darnold,TC, 2007, ‘The impact of job performance on employee turnover intentions and the voluntary turnover process-A meta-analysis and path model’ retrieved on 23rd Oct 2010 from www. emeraldinsight. com/0048-3486. htm APPENDIX Figure 1: Labor mobility by industry, Australia www. csrm. uq. edu. au/docs/TURN_FINAL. pdf

Clever Quotes From Great Thinkers

Clever Quotes From Great Thinkers Would you like to sound smart? Do you want to impress your peers with clever words? Here are some clever quotes rescue you when the situation arises. Kiss those thinking caps goodbye because who needs to think on their feet, when they have clever quotes handy? Henry FordWhether you think you can or whether you think you cant, youre right. Nothing is particularly hard if you divide it into small jobs. George Bernard ShawYou see things; and you say Why? But I dream things that never were; and I say Why not? We learn from experience that men never learn anything from experience. Bertrand RussellMost people would rather die than think; in fact, they do so. Maya AngelouA bird doesnt sing because it has an answer, it sings because it has a song. Groucho MarxOnly one man in a thousand is a leader of men the other 999 follow women. Albert EinsteinTwo things are infinite: the universe and human stupidity; and Im not sure about the universe. When you are courting a nice girl an hour seems like a second. When you sit on a red-hot cinder a second seems like an hour. Thats relativity. Benjamin FranklinWine is constant proof that God loves us and loves to see us happy. Harry S. TrumanYou want a friend in Washington? Get a dog. Elbert HubbardEvery man is a damn fool for at least five minutes every day; wisdom consists in not exceeding the limit. Ralph Waldo EmersonThe years teach much which the days never knew. Johann Wolfgang von GoetheEnjoy when you can, and endure when you must. Toni MorrisonIf you surrender to the wind, you can ride it.

Attention deficit disorder and comorbidity of depression Research Paper

Attention deficit disorder and comorbidity of depression - Research Paper Example Attention deficit hyperactivity disorder refers to an assorted disorder of unidentified etiology. Attention deficit hyperactivity disorder has an effect on 3% to 6% of kids who are at the age of going to school. The danger for comorbidity with additional psychiatric disorders is elevated, and the incidence of comorbid disorders necessitates special contemplation in the management of patients who have this disorder. Little is acknowledged in regard to the comorbidity of attention deficit disorder with disorders except for conduct. For that reason, the researcher will undertake a research of the psychiatric, as well as psychological writing for empirical evaluations that talk about the comorbidity of attention insufficiency hyperactivity disorder. The psychiatric disorder presently referred to as "ADHD" has progressed significantly over time. Early conceptualization of the syndrome from the years of 1930s to the years of 1960s stressed the prospective for nominal brain injury or even dysfunction. With the introduction of the Diagnostic, as well as Statistical handbook of Mental Disorders, in the year 1968, the condition was known as "hyperkinetic response of childhood," straining on the motor features (Biederman & Sprich, 2001). As the comprehension of the disorder well on within the 1980s, attentional, as well as impetuous/hyperactivity constituents were stressed. Present DSM-IV categorization of ADHD reproduces this transformation. Three secondary kinds of the disorder have been defined within the DSM-IV, counting ADHD principally distracted, ADHD primarily hyperactive-impulsive, as well as ADHD collective type. The ADHD collective kind is the most familiar and the distracted type is atypical. Numerous assessments have esta blished that the syndrome is common universal as school-age children within all nations suffer from this syndrome. The etiologic inputs to ADHD are multifaceted and incorporate neuroanatomic aberration, neurobiologic

Hospitality Management Case Study Example | Topics and Well Written Essays - 2500 words

Hospitality Management - Case Study Example Moreover, it will discover the UK consumer trends, present the variety of backgrounds of investors and give a future outlook along with a forecast which has been urbanized to illustrate the industry and the factors moving its growth and future. In conclusion, it will comment on short-term and long-term investment as well as recommending an outcome for the investor. A Thistle Euston hotel, according to the EU, is defined as 'a communal accommodation enterprise, typified as being prearranged in rooms exceeding a countrywide specified minimum and as providing ordinary services, counting room service'. Usually, the UK definition is made according to the investment of a license to sell liquor. (Lawson, 1998) According to the newest beginning figures from the Hotel Thistle Euston Survey by Deloitte, the UK hotel industry has established to be the strongest entertainer in Europe in the first six months of 2004, by means of revenue per obtainable room (revPAR) rising 11 percent against the similar period in 2003, resulting from a balanced mix of rising occupancies and standard room rates. London, which is the most important performer in the UK, knowledgeable a 6% augment in standard room rate year on year (ACAS 2002). Budget Hotel is on the entire purpose-built, identified lodging unit by a smallest of 50 rooms and standard low prices. Personage units are frequently identified as lodges, inns or - less usually now - motels. Bed and Breakfast is a private house; several rooms of which are set aside for overnight guests whose paid lodging comprise breakfast. (The American Heritage Dictionary of the English Language) The competitive environment There is always tough competition amongst the key players inside the UK Hotel Industry: From the Smith Travel Research where the grand insist for the Residence Inn was at 30% and the supply was merely at 8%. The Marriott PLC has urbanized a new group called "Residence Inn" to adapt this great market insist. UK center market hotel brand, Thistle, is initiation a luxury worldwide sister - Guoman, which is set to spread internationally. In order to grow the brand Thistle intends to upgrade some existing properties in the UK and launch an "ambitious acquisition strategy" abroad. Whitbread has made the decision to decrease their experience to (and eventually exit from) the full-service hotels division where they are the UK operators of the Marriott brand, due to the low returns from this franchised commerce. The company also obtain Premier Lodge from Spirit Group for pound; 505 million, and combining Travel Inn and Premier Lodge and marketing them to the UK consumer under on brand (Ackers, P.

Construction Management Essay Example | Topics and Well Written Essays - 2000 words

Construction Management - Essay Example 10) gave the industry a poor reputation. During the last decade, a number of improvements have been made in the industry, such as partnering that has led to more integration, productivity, and success in construction projects. Collaboration Philosophy Collaboration philosophy in the construction industry is also known as partnering philosophy or partnering. Despite the fact that there has always been partnering between private clients and contractors, the concept gained explicit significance in the mid-1980s (McGeorge and Zou, 2013). The employment of partnering by the United States Army Corps of Engineers and the efforts of the Construction Industry Institute of the United States are both acknowledged for introducing partnering as a drive in the construction industry at the end of the 1980s (McGeorge and Zou, 2013). Today, the United Kingdom strongly relies on partnering in order to promote productivity in the construction industry as encouraged by the Latham Report (McGeorge and Zo u, 2013). In Australia, the Gyles Royal Commission advocates for partnering in the construction industry for productivity. New Zealand also advocates for partnering in construction. ... e extent of the adoption of partnering by the construction industry at large is still difficult to quantify and in some quarters, there is some dubiety about its diffusion in the construction industry† (2013, p. 99). Australia falls after the United States as it has also relatively adopted partnering and run competitions on satisfactory instances of partnered projects through the Masters Building Association. McGeorge and Zou define partnering as â€Å"a process for improving relationships among those involved on a construction project to the benefit of all† (2013, p. 100). The philosophy is being applied as a management tool in the construction industry, to be applied from the start of a construction project. It is believed that partnering accentuates an environment of cooperation, trust, and teamwork among associations and groups of associations. Through the philosophy, functioning alliances that implement the systematic approaches of communication and commitment throu gh teamwork and trust to avoid disputes are created. This in turn forms a unified partnership that enables the successful completion of a construction project. Jones identifies trust, equity, commitment, implementation, development of mutual goals and objectives, timely responsiveness, and continuous evaluation as the principal elements of partnering (1998). Through the partnering process, the people mainly involved in a project get to analyse it, as well as their goals. From the execution stage to the end of the project a number of activities for the partnering process are carried out. These include instructing each party about commitment and the principles of partnering, the objective of the partnering is made clear at the beginning of the project, and commitment is obtained from the top management

Child Recognition of Emotions

Child Recognition of Emotions CHAPTER 1 INTRODUCTION Human emotions serve as a means of expression, often indicating an individuals internal conscious experience or physiological arousal. Emotions also serve as a form of communication, alerting individuals to important aspects of their environment and their relationships with other individuals. Emotions influence a persons actions, cognitions, and how they are perceived by others (Strayer, 2002). For example, emotions may influence how individuals respond to an environmental threat, as feelings of sadness may indicate a withdrawal of behavior or feelings of fear may engage the activity of flight (Strayer, 2002). The experience of emotions, in turn, provides individuals with meaning about both their internal and external environments and information about how they should respond to a social situation. The ability to develop an adequate understanding of emotions is known as emotional competence. More precisely, emotional competence is defined as a demonstration of self-efficacy in emotion-eliciting social transactions (Saarni, Campos, Camras Witherington, 2006, p. 250). For children, one way to gauge their emotional competence is to examine their ability to perceive their own emotions and the emotions of others (Saarni et al., 2006). This type of assessment allows researchers to determine an approximate measure as to childrens emotional development level. The first skill of emotional competence is for children to develop an understanding of self. Through an ability to be aware of their own personal emotional experience, children begin to develop self-conscious emotions. Feelings of shame, guilt, and embarrassment, for example, allow children to refer to themselves as having conscious awareness that they are distinct from others (Lewis, 1993, 1995; Mascolo Fischer, 1995). In addition, childrens emotional competence is developed through an ability to be aware of multiple emotions or to feel that their emotions are in conflict with their environment (e.g., ambivalence; Stein, Trabasso, Liwag, 2000). As children become aware of their own emotions, emotional development is strengthened and refined. A second important skill development to emotional competence is for children to make sense of others inner states (Saarni et al., 2006). Specifically, children learn to comprehend and interpret others behaviors and begin to realize that others are capable of forming their own beliefs and emotions (for a review see Dunn, 2000; Halberstadt, Denham, and Dunsmore, 2001). Understanding the distinction between ones own emotions and the emotions of others is crucial to emotional development in children. For instance, studies indicate that childrens ability to accurately identify emotions in self and in others may work as a gauge to assess social competence (Halberstadt et al., 2001). In these types of studies, childrens social competence is established by correlating their understanding of emotion terms, facial expressions, and elicitors of emotion terms (e.g., situational descriptions of a happy or sad event) with their social competence rating from teachers ratings or by peers sociometric choices (Saarni et al., 2006). Childrens ability to distinguish differences in emotional features in combination with how others view their ability provides a measure of their social competence. Monitoring childrens social competence allows one to identify socially disadvantaged children and implement effective coping strategies before any harmful, long-term effects manifest (Benford, 1998). Through childrens awareness of their own emotional state, in combination with the skill to discern others emotions, children begin to achieve more effective emotional processing skills. Understanding childrens emotional processing is important because it affects many social outcomes, such as childrens helping behavior (Chapman, Zahn-Waxler, Cooperman Iannotti, 1987, Miller Jansen op de Haar, 1997), aggressive responses (Harris Siebel, 1975), and self-control (Ceschi Scherer, 2003). Few studies, however, have examined how emotion affects childrens abilities to accurately identify the emotional state of others. Consequently, the present study sought to examine the effects of childrens own emotional states on their social/cognitive abilities to recognize emotional states in others. More specifically, this research sought to understand how positive, negative, and neutral emotional states of children affected performance on emotion recognition tasks that utilized different levels of cognitive complexity. By utilizing two types of emotion recognition tasks, the research examined the influence of differently valenced emotions on childrens social-cognitive abilities. Results may help to expand existing social information processing models by incorporating the influence cognitive complexity and affect may serve in childrens recognition of others emotions. CHAPTER 2 LITERATURE REVIEW Understanding Others Emotions through Facial Expressions The ability for children to understand what others are experiencing emotionally develops through an interaction between the awareness of their own emotional experience and the ability to empathize and conceptualize the causes of emotions in others (Saarni et al., 2006). In addition, the more children learn about how and why others act the way they do, the more they can make inferences about the emotional state of others. Children typically rely on facial expressions to infer others emotional state (Ceschi Scherer, 2003; Holder Kirkpatrick, 1991). The face is considered the primary indicator of human emotion (Ekman, 1992). For example, body gestures are easily concealed (e.g., hiding a clenched fist behind ones back) or verbal communication can be eliminated by simply refusing to speak. Facial expressions, however, are more difficult to disguise (Ekman, 1993). Additionally, the diversity in an individuals face allows for a variety of emotional expressions, each associated with a distinct facial expression (Ekman, 1993). Facial expressions serve a dual purpose; facial emotions can indicate a persons internal emotional state or function as symbols referring to something else, such as a form of communication (e.g., deterring or placating someones actions; Lewis Michalson, 1985). Facial expressions are commonly used as a means for gauging emotion states in research. By 2 Â ½ years, children can distinguish a number of basic emotional states in the facial expressions of adults, but do not always label them accurately (Izard, 1971). At 5 years, children can accurately label 41% of the emotions depicted in a set of adult photographs (Odom Lemond, 1972). Overall, young children can recognize some of the more common emotional expressions as displayed by adults (e.g., MacDonald, Kirkpatrick Sullivan, 1996). By the ages of 11 or 12, most children recognize and verbalize that a persons expression may be both a social and an emotional response (e.g., Underwood Hurley, 1999). Consequently, children realize that a persons facial expression may indicate both the individuals internal state (e.g., I am feeling sad), as well as what the cues represent socially (e.g., I am expressing my feelings of sadness towards others). Each form of emotional expression is essential in order for children to interpret and comprehend anothers emotion (Underwood Hurley, 1999). Developmental Differences in Childrens Understanding of Others Emotional Experiences As children mature, they acquire greater abilities to make inferences about what others are feeling (Gross Ballif, 1991). Children, in an attempt to understand the emotions of others, begin to combine facial and situational cues. The ability to combine these cues, however, is strengthened and refined as children age. The easiest emotions for children to discern are positive ones (Saarni et al., 2006). Children can more readily identify happy reactions in a naturally occurring setting as compared to negative reactions (e.g. Fabes, Eisenberg, Nyman, Michealieu, 1991). Negative facial expressions, on the other hand, such as sadness, fear, and anger, are more difficult for children to decode. Negative emotions become easier to interpret, however, when they are paired with an emotion-eliciting situational context (Saarni et al. 2006). In addition, the causes of negative emotion are easier for children to decode than causes of positive emotion, an explanation that appears consistent with negative emotions eliciting a more intense response (Fabes et al., 1991). For example, children can easily determine the causes for their goal failures because it is an undesired consequence. Developmental differences are apparent when evaluating childrens understanding of the causes of emotions (Fabes et al., 1991). Younger children (i.e., 3 year-olds) are more prone to attribute causes of emotion to a persons wants or needs, whereas older children (i.e., 5 year-olds) make use of others personality traits to determine their future reactions to an emotional event (Fabes et al., 1991). Children aged 5 to 10 years can use a characters past experience to determine the characters reactions to a new situation (Gnepp Gould, 1985). For example, if a characters best friend harasses him, children aged 5 to 10 can infer how that character will later react to seeing the best friend on the playground. The developmental difference is evident in the quality of the response. Younger children are more likely to infer what the character is feeling solely through the current situational information (e.g., the character would be pleased to see the best friend), whereas older children are m ore likely to use the prior experience to evaluate how the character will react (e.g., the character will avoid the best friend on the playground; Gnepp Gould, 1985). Further support for this developmental difference is that younger children (i.e., preschoolers) are more likely to infer the emotional state of others when a characters emotional cues are presented explicitly (e.g., pictorial representation of the characters face) as compared to older children (i.e. school-aged) who can adeptly determine the characters response when less explicit cues are utilized (Lagattuta, Wellman, Flavell, 1997). These investigations demonstrate that by school age, children are well equipped to identify emotional expressions in others. Although there are developmental differences in childrens abilities to identify reasons for the emotional expression, by the age of 5, children generally distinguish differences in emotional cues and identify different types of emotional expressions in others. Integrating Cognition and Emotion There has been considerable interest in how children interpret, encode, and respond to social environments. One such model that attempts to explain the relationship is the social information processing model (Crick Dodge, 1994). The social information processing model assumes that the way in which children understand and interpret social situations directly influences how they respond behaviorally (Lemerise Arsenio, 2000). In turn, the social information processing model offers an explanation for how children process and interpret cues in a social situation and arrive at a decision that facilitates their understanding of the social environment (Crick Dodge, 1994; Dodge, 1986). For any social interaction, children utilize their past experiences and biologically determined capabilities (e.g., memory store capacity) in order to rapidly assess the situation (Crick Dodge, 1994). To illustrate the social information processing model, imagine a child who gets pushed on the playground by another child. First, the child must encode the social cues (both internal and external) to determine what happened (attention, encoding) and then determine why it happened (interpretation: an accident or on purpose?). In the third step of the model, the child begins to clarify his or her goal in the social situation (e.g., goal to show others he/she wont tolerate the behavior). In step four and five of the model, possible responses to the situation are generated in terms of anticipated outcomes and how those actions relate to the individuals goals (Lemerise Arsenio, 2000). The child may choose to retaliate in response to the other childs actions or the child may choose to not retaliate for fear of the situation escalating. Finally, the majority of children generally choose the most positively evaluated response with respect to goals and anticipated outcomes before the behavio r is enacted (e.g., the child ignores the push and walks away; Crick Dodge, 1994). The social information processing model has been useful in assessing how children encode and interpret social situations. The model, however, does not specify how emotion affects the processing strategy (Lemerise Arsenio, 2000). Lemerise and Arsenio (2000) argue that it is possible to expand Crick and Dodges models explanatory power by integrating emotion processing with social information processing. Before integrating emotion and social information processing, it is important to understand the relationship between the two. Emotions and cognitions may appear similar because both are types of information processing, but the way each influence human behavior makes them distinct (Lemerise Arsenio, 2000). Emotion is about motivation; cognition, on the other hand, concerns knowledge. This view is shared by many functionalist theorists, neurophysiologists, and some cognitive theorists (e.g., Campos, Mumme, Kermoian, Campos, 1994; Damasio, 1994; Oatley Jenkins, 1996). Because cognition and emotion are two distinct processes, an attempt to devise a model that integrates and utilizes the two is pragmatic. In Lemerise and Arsenios (2000) social information processing model, the researchers added and expanded to Crick and Dodges (1994) original concept. In particular, the researchers implemented other emotion processes that could influence accessing and evaluating responses. As an example of this approach, intense emotions can interfere with the steps of Crick and Dodges model where children assess possible responses to a situation (Steps 4 and 5). For example, children with intense emotions may react negatively to a social situation (e.g., becoming easily upset and running away), thereby reducing the probability that they will interpret and encode the situation from the perspective of all parties (Lemerise Arsenio, 2000). Intense emotions, in turn, can influence how a child responds in a social situation. In addition, the childs reaction to the soci al situation may be dependant on whether he/she cares about and wants that person to like him/her (Lemerise Arsenio, 2000). Emotions heavily influence this social decision making process. It is difficult to adhere to a social informational processing strategy without accounting for the influences emotion may serve. Support for the role emotions play in social information processing has been demonstrated in more recent research (e.g., Orobio de Castro, Merk, Koops, Veerman, Bosch, 2005). Specifically, researchers examined the relationship between emotional aspects of social information processing and aggressive boys. After hearing a series of vignettes that instilled provocation by their peers, participants answered questions concerning social information processing, including feeling of their own emotions, the emotions of others, and emotion regulation. Aggressive boys used less adaptive emotion-regulation strategies, attributed more hostile intent to others actions, and reported less guilt concerning their own actions (Orobio de Castro et al., 2005). For aggressive boys, anger attribution (i.e., encoding of emotions) significantly influenced the interpretation step of the social information processing model, a view that is consistent with Lemerise and Arsenios (2000) model. Clearly, emotions can influence childrens social information processing strategies. By combining emotional processing with social decision making processes, researchers can expand Crick Dodges models explanatory power, perhaps offering further insight into the influence emotion serves for childrens cognitive abilities (Lemerise Arsenio, 2000). Induction of Positive and Negative Affect Researchers examine emotional influences on social information processing and other social behaviors by experimentally inducing emotions and assessing the effects (Bryan, Mathur Sullivan, 1996; Bugental Moore, 1979; Burkitt Barnett, 2006; Carlson, Felleman Masters, 1983; Masters, Barden Ford, 1979; Stegge, Terwogt Koops, 2001). Inducing affect typically consists of an experimenter having subjects recall events that make them happy or sad before examining their responses to a variety of social and cognitive problems. These problems can range from measures of altruism, self-gratification, or delay of gratification (Bugental Moore, 1979). For this type of induction procedure, the researcher asks the child to recall and reflect upon a happy or sad past event for approximately 30 seconds to 2 minutes (Bryan et al., 1996). This type of procedure allows psychologists to examine how affective states influence individuals social and psychological behaviors (Bugental Moore, 1979). Pre-recorded videotapes or audiocassettes are another technique used to implement positive or negative affect in children (e.g., Carlson Masters, 1986; Rader Hughes, 2005). The recordings improve the reliability and standardization of the affect inductions. The recording typically follows the same procedural method as the other affect induction studies (e.g., Carlson et al., 1983; Masters et al., 1979; Moore, Underwood, Rosenhan, 1973)—the person reading the script (e.g., actor, puppet) asks the child to ruminate on a past experience that is positive, negative, or neutral for approximately 30 seconds. For any procedural method chosen, it is important to validate if the affect induction actually takes place. There are multiple methods for conducting manipulation checks. Procedures include: having two or more experimenters rate the childs mood and assessing interrater agreement (e.g., Carlson Maters, 1986); having participants use a word item check-list to indicate their current mood (e.g., Vosburg, 1998); or comparing if the performance of children in the positive or negative condition differs from those in the neutral condition (e.g., Bugental Moore, 1979; Stegge et al., 2001). As demonstrated in past research, the induction of positive and negative moods is experimentally possible. Positive and Negative Affect and Emotional Processing There are a number of experimental studies that demonstrate the influence of childrens emotional states on a variety of emotional processes and behaviors, such as altruism (Chapman et al., 1987, Miller Jansen op de Haar, 1997), aggression (Harris Siebel, 1975), and self-control (Ceschi Scherer, 2003). One study, in particular, induced positive emotional states in a group of 5-6-year-old children to examine their responses to social comparison situations where the participant was rewarded unfairly, sometimes in the participants favor, sometimes in anothers favor (Carlson Masters, 1986). Children were exposed to one of three emotion inducing conditions: self-focused happy, other-focused happy, or neutral. After the children focused on their own happy emotional experience (self-focused) or the emotional state of a friend (other-focused) or had no emotional focus (neutral), they and other players received a reward for participating in a game. Children received either more (positive inequality) or less (negative inequality) of an award as compared to the other players. Children in the self-focused happy condition did not demonstrate a reduction in generosity after receiving an inequality of rewards (Carlson Masters, 1986). The authors interpreted their results as supportive of the po sition that positive mood facilitates tolerance of aversive experiences (Carlson Masters, 1986). What these studies did not answer, however, is what influence emotion serves in other social information processes. Specifically, how do inductions of positive or negative affect influence childrens emotion recognition? One research experiment did attempt to investigate the influence childrens own emotional states has on their ability to recognize emotions in others (Carlson et al., 1983). Experimenters induced emotions such as happiness, sadness, anger, or neutral affect in eighty 4 and 5 year-old children. The children were then provided with a label of an emotion (e.g. happy) and asked to identify the correct facial expression from a group of photographs of other children who were displaying various emotions. Significant differences in accuracy across the mood induction conditions were not found, but childrens own feelings of sadness did influence their perception of sadness in peers (Carlson et al., 1983). Sad participants were not more inaccurate than happy participants when identifying emotions, but when they were inaccurate they tended to confuse sadness with anger. The induction of positive and negative mood in children appears to have an influence on childrens emotional processing. Negative affective states appear to lead to inaccuracies in the perception of others sadness, whereas positive affective states appear to help children maintain positive emotional experiences, even in the presence of aversive social situations. Influence of Emotional States on Cognition for Adults Despite the number of studies assessing childrens emotion processing ability, only a few studies have investigated how emotion-directed information processes, such as perception, attention, judgment, and memory recognition and recall, are influenced by the childs own emotional state, whether enduring or temporary (Greene Noice, 1988; Masters et al., 1979; Rader Hughes, 2005). Because of this dearth in the literature, it is useful to review studies conducted with adults. One particularly important study, which examined the role affect plays in adults cognitive performance, induced positive and negative affect through the use of a role-playing technique while participants carried out three cognitive tasks (Izard, Wehmer, Livsey, Jennings, 1965). The cognitive tasks ranged from participants generating as many possible uses for a particular object (multiple-use task), recalling sets of numbers (digit span test), and giving verbalized responses for creativity problems. Positive affect increased performance for both the multiple-use task and the creativity problems as compared to those in the negative affect condition. Some literature supports the finding that positive affect results in higher productivity and creativity (Ashby, Isen, Turken, 1999). Specifically, induced positive affect improved cognitive processes such as memory, judgment, risk-preference, decision-making, creative problem solving, categorization, and logical problem solving (Ashby et al., 1999). Other research, however, does not support the claim that positive affect improves cognitive productivity and creativity. Positive affect may actually interfere with performance on some tasks (e.g., Kaufmann Vosburg, 1997). In an attempt to explain the discrepancy in these results, Forgas (2000, 2002) affect infusion model (AIM) suggests that affect results in inattentive processing for complex tasks. As participants experience positive affective, for example, substantive processing or systematic processing may be hindered, thereby interfering with their ability to solve elaborate and complex problems. Specifically, negative moods may facilitate differentiated, analytic processing whereas positive moods may facilitate global, synthetic processing (Forgas, 2000). Negative moods may be more adaptive for cognitive tasks that require one to reduce complex decisions to a series of one-on-one comparisons, thus simplifying the results (i.e., analytic processing). Positive moods, on the other hand, may be more adaptive for cognitive tasks that require one to generate a wide variety of responses, often seeking out all possibilities for a solution (i.e., global processing). Following Forgas (2000, 2002) AIM model, it is clear how research supports the notion that positive and negative affect are adaptive for different types of cognitive tasks. To clarify, some studies show that positive affect facilitates cognitive performance by increasing participants creativity (Ashby et al., 1999; Isen, Daubman Nowicki, 1987; Isen, 2002; Izard et al., 1965). Other research, however, shows that positive affect results in inattentive processing, thereby reducing participants creativity and problem-solving (Forgas, 2000; Kaufmann Vosburg, 1997). These seemingly contrasting findings are explained by differences in task specificity. In the research conducted by Kaufmann and Vosburg (1997), for example, positive affect significantly inhibited creative problem solving. After the researchers experimentally induced affect, participants responded to a series of tasks presented in a paper-and-pencil format, and received no outside feedback. Contrastingly, in research conduct ed by Isen et al. (1987), they used creativity measures such as the candle-problem, which required participants to physically manipulate objects and to come up with as many solutions to the problem as possible. In addition, the participants received feedback, which allowed them to instigate further solutions to the problem. Clearly, the tasks used in each of these studies are distinct. The notion that positive and negative affect are adaptive to different types of cognitive tasks is important because it points out the need to carefully consider the type of cognitive task being performed. Positive or negative moods may facilitate processing for different types of tasks in adults; therefore it is useful to examine how positive or negative moods affect childrens processing in different types of tasks. Influence of Emotional States on Cognition for Children There are indications that the influences of positive affect on childrens cognitive performance are similar to those in adults (Rader Hughes, 2005). For example, eighth-grade students who were experimentally induced with positive affect showed greater cognitive flexibility than students in the control condition and obtained higher scores on a verbal fluency test (Greene Noice, 1988). Likewise, researchers have examined the effects of emotional states on learning (Masters et al., 1979). After the induction of a positive, negative, or neutral emotional state, children completed a series of shape discrimination tasks. The dependent variable in the experiment was how many trials it took the children to achieve perfect mastery for the task (e.g. identifying 12 consecutive trials of shapes correctly). For children in the positive affect condition, positive affect enhanced performance. Contrastingly, for children in the negative condition, negative affect hindered performance dramatically (Masters et al., 1979). In addition, positive affect increased performance for children on a block design task, a challenging cognitive task that requires the use of spatial analysis (Rader Hughes, 2005). Research also suggests a relationship between affect and childrens thinking processes (Bryan et al., 1996). Specifically, negative affective states decrease participants efforts for processing cognitive information (Ellis, Thomas, Rodriquez, 1984). Positive affective states, on the other hand, improve participants memory on various tasks, which include: mastery of a discriminatory task (Masters et al., 1979); altruism (Chapman et al., 1987; Miller Jansen op de Haar, 1997); and child compliance (Lay, Waters Park, 1989). In sum, positive affective states increase complex cognitive functions when participants are required to synthesize information in new and useful ways (e.g., word association and memory tasks, creativity tasks, problem-solving tasks; Bryan et al., 1996). Social Information Processing and Cognitive Complexity Childrens awareness of their own emotional state, in combination with their skill to discern others emotions, allows them to develop more effective social information processing skills. As children become more aware of emotions they or others are experiencing, it facilitates problem-solving (Saarni et al., 2006). In turn, when children know how to respond emotionally to an encounter, it can aid in their decision making strategy, thus influencing behavioral or cognitive processing strategies. Task complexity can negatively influence accuracy in identifying emotional expressions in others (MacDonald et al., 1996). Specifically, research has shown how incorporating contextual information for an emotion recognition task results in lower levels of performance as compared to a task where children are given the label for the emotional expression (MacDonald et al., 1996). Labeling tasks involve an extremely easy stimulus (i.e. children are given a word), whereas contextual information tasks involve integrating and synthesizing implicit information (i.e. children must derive a word from the vignette)plexity. paragraph should be eliminated. This is more relevant to cognitive processing strategies rather than levels of task. Adding contextual information to an emotion recognition task, therefore, increases the difficulty of the task, resulting in lower performance, especially for younger children (MacDonald et al. 1996). Past research on childrens emotional recognition has not adequately addressed the influence of childrens own emotional states (positive or negative) on the accuracy of the perception of emotional states in others. Research addressing the topic is minimal; only a few studies have approached the issue (e.g., Carlson et al., 1983). In addition, past research has not directly demonstrated how emotion and cognitive task complexity influence childrens ability to recognize emotion in others. Based on the information regarding childrens ability to recognize emotions in others through their facial expressions; the developmental differences in childrens facial recognition abilities; the influence of emotion on childrens emotion processing; and the influence of emotion on adults cognitive processing, researchers can devise an appropriate social information processing model. The model, in effect, should integrate emotion and cognitive processes to determine the influence affect and task complexity have on childrens recognition of emotions in others. The component of the model the present study investigated is how childrens own emotion affects their interpretation of social cues, specifically the emotional expression of others. Inaccurate interpretations will provide potential consequences to childrens subsequent social decision making processes. The Present Study The study examined the influence positive and negative affect has on childrens emotion recognition. Children, aged 5-to 8-years, participated because of their ability to identify emotions in others (Fabes et al., 1991, Gnepp Gould, 1985, Saarni et al., 2006). Because emotion processing and cognition are considered an integral part of childrens social competence (Lemerise Arsenio, 2000), the study design combined and evaluated cognition and emotional processes. Specifically, the study investigated how the cognitive complexity of the task interacted with mood effects on emotion recognition performance. In the experiment, children were individually tested. They were first exposed to one of three mood induction conditions (positive, negative, or neutral) using a computer setup with a pre-recorded audio file, a method that is consistent with a brief mood induction procedure (Rader Hughes, 2005). For the testing procedure, the experimenter utilized two forms of emotion expressing questions: label-b