The Betrayal of Julius Caesar Essay Example for Free

The Betrayal of Julius Caesar Essay 1- Julius Caesar lives in Rome, Italy. Some of his most famous battles were in Alesia, Pharsalus, Zela, and Munda. (biography.com) 2- Brutus spent much of his adult life in Rome, Italy. (livius.org) 3- Caesar was born in 100 BCE and died 44 BCE. He may have lived longer if he lived in modern times. (biography.com) 4- Brutus was born 85 BCE and died 42 BCE. He too may have loved longer if he lived in modern times. (biography.com) 5- Some cultural differences are that many people in Rome valued public service above almost anything and many people also depended on the work of slaves. In a republic the people rule and make decisions through series of elections. The people wanted Caesar to rule because Rome was experiencing many problems they believed he could fix and because he was kind to the middle class. Brutus didnt want Caesar to become lifelong dictator mostly because he wanted the title for himself. For the republic to have a king, it would actually mean that it would no longer be a republic, having a king means sovereignty and power no longer lies with the people, it lies with the king. In our culture this situation would be handled a lot differently considering we are a democracy and do not want a king, dictator, or ultimate ruler. 6- Caesars story is one of betrayal because Brutus murdered Caesar when Caesar trusted Brutus. (bbc.co.uk) 7- Ultimately Brutus and other liberators conspired to kill Caesar and did just that. This happened because many people did not want Rome to fall back into monarchical rule and did not like Caesars growing popularity. (biography.com)

Business report on a hotel

Business report on a hotel I have given you the assignment of preparing a detailed business research report on any good business problem or opportunity or may be you can prepare a report based on a problem related to your institute or may be on some other factors. The purpose of this term report is to enhance your professional skills in terms of practicality and research skills. The body of report should be prepared and presented to me by November 8, 2011 It should be a survey research for the collection of primary data. You may use secondary sources for gathering information. I would like you to make use of SPSS software for feeding and analyzing the data. It would be better if you support your findings with visual aids that would illustrate the facts in a more meaningful form. A hostel is a facility where students, families, back payers and other travelers can stay. The trend of hostel facility is very low in Pakistan, the main reason of which is self satisfaction. We are not quite confident as a student to avail the hostel facility within the campus. Also the hostel fees, security, room safety and size are the main factors of not availing the hostel facility. These issues happen to take place everywhere but we wanted to know the core reasons behind the low trend of hostel facility in Pakistan. We have collected relevant data via well designed questionnaires and interviewed some of the students of IoBM. We tabulated and analyzed our data using SPSS software. The results interpret that the students of IoBM are aware of this concept and have the tendency to avail the hostel facility but factors like financial issues and security of these services not being trustworthy is refraining the students from availing this facility. If the respective improvements are considered then there is a high opportunity for such services to flourish in IoBM in the near future which in turn will benefit the academic progress of IoBM. LITERATURE REVIEW A hostel is a low-priced facility where students, families, backpackers and other travelers can stay. But in our research we are only focusing on students to avail this opportunity if provided to them.hostel.jpg The primary purpose of this research is to identify the most important factors that predict undergraduate students level of satisfaction with the student hostels they are living in. This research will also explore the difference in the satisfaction levels of students living in hostels within the campus and the ones who live in their own houses and homes etc. Based on literature review, our hypothesized will be is there any difference in the satisfaction level between these two groups of students. This means the ones who will avail this facility and the ones who will not avail this type of facility if provided to them. In our research the most important factor or the keyword would be satisfaction. For example Satisfaction with fees, Satisfaction with distance from university facilities, Satisfaction with room safety, Satisfaction with room size, Satisfaction with hostel security, and Satisfaction with hostel facilities are the most important factors which predict undergraduate students. Satisfactions with hostel influencing factors: Many researches have been conducted on the impact of hostels on the life of students among which most of the researches showed a positive and a far reaching impact on students life. Following are the factors that influence the satisfaction level of students. Academic Challenges According to the previous researches it has been revealed that most of the students who live at university hostels/boarding schools face many academic challenges. They are very competent because of the living environment provided to them over there. It is also revealed that students that lives at hostels spend 17 hours a week on their home works and academic work where as other students who lives at their own home or not availing the facilities of hostel spends 8 to 9 hours a week. This is one of the satisfactory factor with which 95% of the students living at hostels are agreed. Time Productivity Time is a very important factor about which most of the people remain curious. As everyone knows that ones the time is over it wont come back again. Therefore spending the time productively isnt an easy task. Most of the people keep on trying to manage the time better and productively. Students living at hostel better know about how to spend a time and productively because they have been taught in such a way that it builds sense of responsibility in them. According to the previous researches students live at hostel spend their time equally in extracurricular activities and studies. They spend less time in watching television and computers and spend more in other activities like painting, sports etc. Personal Development Hostels play a vital role in shaping the values of the students and ethics. Hostels not only focus on making the student more competent in academics but also focus on the personal development of each student. More specifically they focus on their self-discipline, maturity, self-determination and critical thinking skills. Hostels not only provide accommodation but their objective is to make a student competent in each and every aspect of the life. Therefore this is also a satisfactory factor for most of the students for being the part of the hostels. Career Development As students learn how to live independently and how to cope with the particular situation as well as they come to know about stress management as they go through a hard and tough time, they become more career oriented. Hostel life creates such abilities and potential in them because of which when they go into the market for searching jobs the recruiter take them at first hand. Hostel not only provides opportunity to develop their personal skills and abilities but also helps them for their career. There are many more factors that provide satisfaction to the students lives at hostel but most important of them has been discussed above. These all factors have been taking from the perspective of those students who lives at their university or college hostels not from those who have their own accommodation. INTRODUCTION The prime objective of Hostel is to provide the students with the necessary amenities to develop an integrated personality, besides providing a calm and peaceful atmosphere for students. The hostel can provide an environment that certainly provides self-confidence and instills discipline in the minds of students. The personal development of students could also be nurtured and supported through living in a community environment. The secondary objective of establishing hostel for students of Institute of business management is to provide them a Home away from their Home where they can feel some ease and put their best in academics. Our research has been divided into two groups of strata. This means the ones who live in Karachi but far away and the ones who live outside Karachi. We have conduct this research through survey and will ask the IoBM students that would they like to avail this facility (if provided) to them or not? RESEARCH METHODOLOGY SamplE design QUOTA TOTAL Students of IoBM: At least 60% long-route 100 People (students) Students live in Karachi: 60% 60 Students live outside Karachi: 40% 40 Our population includes every student who lives in Karachi but little far away from IoBM and as well students who live outside Karachi. No age or gender limit is imposed. However to get a mature result, we would be targeting people above seventeen years of age. The above mentioned table shows how we have distributed the total transport users. We have set a quota that our respondents must contain at least 60% of the people who live in Karachi but little far away from IoBM and the remaining population should belong to some other areas of Pakistan. This quota is set because of the fact that they are the ones who are the most frequent users of such type of hostel facilities if provided to them. Because of many factors like time and control of work, we are keeping our sample size small. The total sample size is of 100 respondents. Moreover, we are not dividing the population geographic regions. Therefore, people from every part of the city have the equal participation opportunity. Research design We selected survey methodology because it is quick and inexpensive. The cost of contacting the respondents is very low and respondents will contact randomly from classes, library, and activity centre of IoBM etc. Person-administered questionnaires were developed which are more accurate than face to face interviews in which many open ended answers would be given. A short and simple questionnaire was designed for this research. As our segment of the target audience includes students from IoBM only. Name and contact number of every respondent is recorded for the back checking of the data. This eliminates the most common researcher bias in which the field researchers cheat by self filling the questionnaires. We tried to keep things very transparent so that our course instructor or other concern authorities may any time randomly check our data collection efforts. This will eventually increased the credibility of our research findings. Data collection Every group member worked as a field worker in carrying out the research. The female group members as well as male group members collected data from boys and girls. We wanted to make sure that there shouldnt be any gender biasness involve in our research. We went and interviewed students from activity centre, library and etc. We tried our best to cover the students who live in all areas of Karachi and as well as outside Karachi. HYPOTHESIS Null Hypothesis: Students of IoBM prefer the hostel facility. Alternative Hypothesis: Students of IoBM dont prefer the hostel facility. DATA ANALYSIS All of the questions were close ended except the remarks of the respondents. This made our analysis work much easier. We developed a complete database of all the hundred questionnaires in SPSS software. Limitations Initially, we thought to target 200 respondents. But then we realized that as the questionnaires are person-administered, so it will increase our time per respondent. That is why we restricted our sample size to 100 respondents. As the research is carried out by a group of six students, limited human resource definitely restricted us from covering a large sample size. This research is compiled under immense time pressure. Some more time might have improved the accuracy of this research. RESEARCH PROPOSAL PROBLEM The problem of the topic is that students who live far away from Korangi get chaotic and tired because of their long routes which tend to affect their performance. The law and order situation of Karachi is deteriorating day by day so many a times the students who live far away and in the areas which are not safe have to miss their classes as they are unable to reach university in strikes and calamities. Secondly, the students who live outside Karachi are hesitant to come to IoBM even after getting admission, because of the absence of hostel facility. So IoBM loses valuable students who can add to its prestige. So our research problem is Should there be hostel facility for the students of IoBM. OBJECTIVE The prime objective of Hostel is to provide the students with the necessary amenities to develop an integrated personality, besides providing a calm and peaceful atmosphere for students. The personal development of students could also be nurtured and supported through living in a community environment. The secondary objective of establishing hostel for students of Institute of business management is to provide them a Home away from their Home where they can feel some ease and put their best in academics. DESIGN Secondary Data: Google search engine, Jstor.com, Springerlink.com, Yahoo search engine. Primary Data: Descriptive Survey Research. SAMPLE Sampling quota: At least 80% long-route people (students) Students live in Karachi: 60 Students live outside Karachi: 40 QUESTIONNAIRE Language: English only (Because we are targeting only students of Iobm and therefore we dont required multiple languages) No. of Questions: 15-18 Variables: Positive Impact on Studies (Dependent Variable) Easeful routine (Dependent Variable) Hostel Facility (Independent Variable) Competency (Intervening Variable) Ease of registration (Moderating Variable) PROJECT MANAGEMENT Members: 6 Researchers All students of MBR 20 questionnaires per researcher Scheduling: Oct 20, 2010: Secondary data collection Oct 20, 2011: Questionnaire design Oct 30, 2010: Sampling Quota setting Nov 1, 2010: Survey starting Nov 4, 2010: Collection compilation of questionnaires Nov 6, 2010: Evaluating (results) studies variables Nov 17, 2010: Interpretation of results in meaningful forms. COSTING For Questionnaire: No. of prints (P) = 100 Total Pages (TP) = 200 Cost per print page (CP) = 10 Photocopy per page (PC) = 1 rupee 2(TP) * 10(CP) = 20 rupees 198(TP) * 1(PC) = 198 Total Cost = Prints Cost + Photocopy Cost + Travelling Cost Total Cost = 20 + 198 + 150 Total Cost of Questionnaires = 368 For Report: No. of prints (P) = 38 Cost per plane print = 10 Cost per colored print = 15 Total colored prints = 20 Total plane prints = 17 Colored Prints Cost = 20 * 15 = 300 Plane prints Cost = 18 * 10 = 180 480 TOTAL COST: Questionnaire Cost + Report printing cost 368 + 470 850 approx. FINDINGS ANALYSIS SECTION: A GENDER 68.9% Male respondents 31.1% Female Respondents 68.9% 31.1% Question: 1 When asked about the residence of the respondents 40% replied that there permanent residence is outside Karachi and 60% claimed that they are permanent residential of Karachi. QUESTION: 2 The permanent residential of Karachi are from diversified locations that cant be calculated through SPSS QUESTION: 3 When the respondents were asked about how they come to university in the sense of mode of transport than 61% respondents replied that they come through Universitys own transport (University Van), 30% replied that they prefer their own conveyance to reach IoBM where as only 9% respondents claimed that that use public transport (Buses, Taxi or Rickshaw) to come to IoBM QUESTION: 4 On asking about the time they spent in coming to IoBM 40% respondents claimed that it takes them an hour to reach university, 49% respondents claimed that it takes them 1-2 hours to reach IoBM where as 11% respondents claimed that it takes More than 2 hours to them to reach IoBM. QUESTION: 5 On asking the question that how many of respondents from the sample of 100 would like to avail Hotel facility if IoBM provides? 41% respondents replied that they wont like to avail such sort of facility but 59% replied in favor of availing such hostel facility if IoBM provides. SECTION: B (Only those people who want to avail Hostel Facility QUESTION: 6 Among 59% respondents who want to avail hostel facility, 19.7% replied that hostel facility should be near IoBM whereas 80.3% respondents replied that it should be with in IoBM. QUESTION: 7 63.9% respondents replied that the hostel should be only for students and 1.6% respondents replied that it should be only for faculty where as 34.4% respondents replied that it should be for both Students and Faculty QUESTION: 8 On asking a question about the sharing of a room,18% respondents replied that there should be separate room for every person, 73.8% replied that 2 persons should share a room where as 8.2% respondents replied that the room should be shared by 4 or more people. QUESTION: 9 On asking about the attached bath in a room, 82% agree that its essential, 18% replied that it is not essential whereas no one replied in no idea. QUESTION: 10 On asking about the 24/7 security, 93.4% respondents agreed that its essential, 4.9% replied that they dont have any idea about that whereas 1.6% replied that it isnt essential. QUESTION: 11 On asking about the Wi-Fi facility that should it be there 24/7; 83.6% respondents replied that yes its essential that there should be 24/7 Wi-Fi, 8.2% respondents dont have any idea whereas 8.2% of respondents dont feel that its essential. QUESTION: 12 On asking about the Mess/Cafà © facility, 93.4% respondents showed there interest that there must be a cafà ©, 3.3% respondents were with no ideas and 3.3% respondents dont feel that its essential. QUESTION: 13 On asking about the recreational facilities (i-e, Indoor games, gym and swimming pool), 67.2% respondents says that its essential, 11.5% have no idea where as 21.3% respondents dont feel that its essential QUESTION: 14 For knowing the impact of the hostel facility on students a question was asked that will hostel facility be helpful in providing learning environment, 80.3% respondents said yes its very helpful, 16.4% said that its somewhat helpful whereas only 3.3% respondents said that it will not really be helpful. QUESTION: 15 On asking to what extent hostel facility would be helpful to you in extracurricular activities, 49.2% respondents replied that it will be very helpful, 41% replied it would be somewhat helpful whereas 9.8% respondents replied that it wouldnt be really helpful. QUESTION: 16 On asking about the impact of socializing in hostel facility ,72.1% respondents replied that it will be really helpful for them to socialize, 23% replied that it would be somewhat helpful whereas 4.9% replied that it wouldnt be helpful QUESTION: 17 On asking about the saving of travel time and cost due to hostel facility if provided, 83.6% respondents replied that such facility would be very helpful for them to save time and cost, 13.1% replied that they dont have any idea where as 3.3% replied that it wouldnt be that much helpful for them. QUESTION: 18 On asking that will your parents allow you to live at hostel or avail hostel facility, 83.6% respondents replied that yes their parents will allow them to avail such sort of facility if provided but 16.4% respondents replied that they are not sure that whether their parents will allow them or not. QUESTION: 19 On asking the question that what charges are you expecting per month of hostel facility, 63.9% respondents replied that it should cost 5000 per month, 23% replied that it should cost 8000 whereas 13.1% replied that it should cost 10000 per month for such facility. QUESTION: 20 When a question was asked about the political interference in such sort of facility, 88.5% replied that No there shouldnt be any sort of such interruption whereas 11.5% replied that Yes it should interfere. HYPOTHESIS TESTING Null Hypothesis: Students of IoBM will prefer the hostel facility. One-Sample Test Test Value = 0 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Would you like to avail hostel facility? 11.936 99 .000 .590 .49 .69 Alternative Hypothesis: Students of IoBM wont prefer the hostel facility. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Would you like to avail hostel facility? 100 .59 .494 .049 RESULT: Since 0.49 CONCLUSION: From this we can conclude the the students of IoBM are willing to avail Hostel Facility in case IoBM provides to them. CONCLUSION This research has shown some very enormous facts. Almost 59% of the students of IoBM want the hostel facility and out of those 59%, 80% of the students want to have this facility within the IoBM campus only, with a Wi-Fi facility, low-cost, no political interference, security should be good enough and also with a cafà © facility. 80% of the students said that the hostel facility will be helpful in providing them the learning environment, so that they could concentrate on their studies and should be able to perform well in this competitive environment. About 72% of the students also said that the hostel facility will also help them in socializing with other students and their fellow members and as well as with the management also. About 83% of the students responded that the hostel facility will reduce the travelling time and cost, which will eventually help them in giving more time to their studies and extracurricular activities. So, after analyzing all the questionnaires and the respondents answer to those questions, we can easily accept our null hypothesis and can easily conclude that the students of IoBM are willing to avail the hostel facility if IoBM provides it to them. REFERENCES www.schools.com www.research.com.au www.tarsa.edu.au www.springerlink.com www.jstor.com www.wikipedia.com

Reflective Essay: Reflection Techniques and Incidents

Reflective Essay: Reflection Techniques and Incidents Mohammed Islam Reflective Report Strategic Perspectives EXECUTIVE SUMMARY- This paper will provide a reflective analysis of personal experience from a MEGA learning exercise. The MEGA business simulation was undertaken by students from October 2014 to December 2014. It consisted of eight official game weeks with an initial two weeks provided as a practice period. Students were given the opportunity to form groups in order to complete the weekly strategic decisions within the simulation (see appendix). The report will incorporate relevant theories and concepts in relation to reflective analysis and discuss how reflective practice techniques can be useful in analysing the Mega Learning team experience. Moreover, three critical incidents (positive or negative) which have affected the team will be discussed. 1.0 INTRODUCTION- Reflective writing is a regular topic of conversation within academic literature. This is because the idea of reflection itself provides various benefits regardless of the context in which you decide to use it. By deciding to reflect on something an individual is able to look back at the scenario and analyse the situation. This provides the opportunity to determine what happened, why it happened and how it can be changed in the future if the scenario was repeated. Gibbs (1988) postulated that It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten, or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalisations or concepts can be generated. And it is generalisations that allow new situations to be tackled effectively. Reflective writing enables an individual to critically analyse a scenario and highlight experiences in a structured format. The writer is able to obtain further insights from a range of perspectives including academic literature and self-evaluation. By writing something down an individual has the opportunity to take into account further considerations and provide a deeper reflection of the experiences that have occurred (Schà ¶n, 1987). Thus, reflective writing will provide the ideal process in analysing the Mega Learning team experience. 2.0 Reflective Practise Techniques 2.1 CRITICAL INCIDENT TECHNIQUE- The Critical Incident Technique was developed in 1954 by John Flanagan with the assistance of various other collaborators. The model of reflection which was originally designed for job analysis purposes is an ideal process in analysing the Mega Learning Team experience. It is suggested that the technique consists of a set of procedures for collecting direct observations of human behaviour. This is done in such a way as to facilitate their potential usefulness in solving practical problems and developing broad psychological principles (Flanagan, 1954: 327). I feel the critical incident technique will provide a simple yet effective method in analysing the team performance within the Mega Learning simulation. Predominantly it will enable myself and others in the group to identify significant incidents whether positive or negative that occurred during the course of the simulation. By having the opportunity to reflect on the simulation through this process, individuals will be able to foc us on specific incidents and therefore critically analyse each situation. Thus, providing a deeper understanding and outlook on what situations occurred, why they occurred and how the scenario can provide a basis to learn from if the scenario where to repeat itself. 2.2 LOGBOOK- The logbook/dairy provided group members the opportunity to record weekly entries throughout the simulation (see appendix 1). This consisted of information regarding the discussions that took place in relation to the simulation and the weekly results. Group members kept a record of what was discussed, who was designated what role and what the strategy/action plan was. I feel the logbook will prove to be an essential and effective tool in analysing the Mega Learning Team experience. It provides a precise verification of a process and assists in reflection of past actions, thus ensuring better decisions can be made in future situations (Schon, 1987). Moreover, it allows students to identify specific critical incidents and refresh our memories on when it occurred and what exactly happened. It provides a source of evidence which cannot be altered or tampered with. Therefore, an individual could not possibly say a situation did or did not occur if it is not listed within this document. Fu rthermore, the logbook required group participation which provided the opportunity for team members to communicate with each other. By taking part in the creation of the logbook, it will help me analyse the Mega Learning team experience more effectively. 3.0 Group Formation Group formation consisted of individuals writing down personal strengths and weaknesses on a piece of paper. This was done in order to form groups of individuals who possess a range of strengths and characteristics. However, initial groups were formed through familiarity as students chose to work with people they knew or had previously worked with. I chose to work with two other individuals who are studying the same course as me because I knew how they operate. I wanted to achieve the best grade possible and I knew that the other two individuals would place maximum effort into achieving this goal. The other team members were attracted through the use of the strengths and weaknesses technique. Our group were on the lookout for individuals with Finance and Human Resources as key skills in order to gain a competitive advantage within the simulation. After reflecting upon this, I feel the method of group formation was justified as there was mix of familiarity along with new additions. Th rough random selection of individuals you are not familiar with it is not guaranteed which type of individuals you will be working with. Therefore, you might have to work with people who do not intend to contribute or place maximum effort into achieving the best grade. Conversely, you may also be placed with brilliant individuals who bring a range of skills and maximum effort to the group. After initial struggles with clarity of individual roles within the team, specialist tasks were delegated to each member of the group. Each team member had a specific task which they had to complete every week. Myself and the rest of the group thought it would be best if everyone had their own task to focus on in order to achieve the best result within the simulation. After reflecting upon this, it is interesting to note that the delegation of roles links significantly to Dr Meredith Belbins (1981, 2012) team roles theory. By reflecting back at the scenario, I am amazed at how each individual un-intentionally falls into specific categories of Belbins team roles. No method was used by our group to match the delegation of tasks/individuals to the roles within Belbins theory. 4.0 Critical Incident 1 (Negative to Positive) Initially, along with the other team members I was very annoyed. I felt that the individual was not attempting to contribute at all in completing the simulation. The team member did not provide any ideas or come to the meetings having looked at the following weeks results. They would just agree with the ideas of the rest of the group but have no opinion themselves. This persisted for a few weeks until I decided to say something to the team member in question. Moreover, I decided to take it upon myself to ask them to contribute more to the group and assist in completing the simulation. I took on the role of the leader and delegated a specific role to the individual and advised them not to be afraid to voice their opinion. This situation correlates with Tuckmans (1965) theory of performing team development model. It relates to the forming stage, which suggests that there is a high dependence on a individual to become a leader for direction and guidance (Tuckman, 1965). Furthermore, this stage highlights the lack of clarity of individual roles and reliance on a specific individual for direction (leader). After delegating the role to the individual the team member blossomed to be a vital part of the team. The individual came to meetings prepared with answers and solutions and started to voice a opinion rather than just agreeing with the rest of the group. After reflecting on this incident and how the outcome came to fruition I would change my approach in future. I would look to intervene as early as possible to reap the rewards of the individuals contribution at a earlier stage. This will provide significant benefits for team and individual morale and therefore increase productivity and improve the results of the simulation. 5.0 Critical Incident 2 (Negative) Initially, I did not mind taking a leading role within the simulation as I found it to be challenging. However, analysing the results and trying to decide the correct strategy became time consuming as well as stressful. Other team members were providing opinions and suggesting changes but were doing so without looking at previous results. Thus, providing random solutions which does not follow a strategy and may not result in a positive outcome. After the team meetings I also had to finalise the changes and submit the final decision. At the time the incident occurred I was attempting to make a decision which was challenging, I was unsure on why certain negative results had been occurring. I over-reacted and decided to make my feelings which I had been holding back for a number of weeks clear to the rest of my group. This was done in a unprofessional and aggressive manner as it was a heat of the moment response. After taking time to reflect upon this and although my team members were over reliant on me, I should not have reacted in the manner I did. I was getting frustrated of having to complete the majority of the workload myself and at the moment in time was struggling to understand a certain aspect of the simulation. However, I should have advised them of the way I feel in a considerate and professional manner. By doing this, I would have avoided the need for confrontation with the rest of the group. Through the use of Gibbs (1988) model for reflection (see fig 1), I have been able to reflect upon this incident and identify the things that I could have done differently. If the scenario arose again, I would approach the situation in a different manner to result in a positive outcome for the group. From this experience I have learnt that at times I can over-react or say something in a aggressive manner which may be taken in the wrong context by others. 6.0 Critical Incident 3 (Negative) I was extremely frustrated when I realised that someone had replicated my work and decided to complete the task that I was designated to do. Other members of the group all believed that they had completed the work which was delegated to them and the opposite person did the wrong task. This resulted in a group confrontation which caused friction between the group. I was adamant that I completed the correct task and I made this very clear. However, after reflecting on the scenario I have come to realise that the delegation of roles was not clarified or done clearly, Thus, causing confusion between the team members about who is doing what task. Before actually looking at what was discussed and designated the previous week, all group members including myself decided to jump to conclusions and become defensive. The whole group were very vocal that they had completed the correct task and therefore had no intentions in finding out how this occurred or if a solution can be identified. Looking back at this, I should have tried to control the situation instead of contributing to it and letting it get out of hand. By taking the time to reflect on this particular scenario I have come to realise that patience and understanding are key principles of effective team work. Everyone makes mistakes and by neutralising the situation a potential solution can be found in order to resolve the original issue. If I am faced with a similar situation again, I will look to my leadership skills to analyse and take control of the situation. This will allow me to turn a negative scenario into a positive outcome by providing a positive influence and sense of direction to the rest of my team members. Leadership is defined as being a process whereby one individual influences other group members towards the attainment of defined group and organisational goals (Barron Greenburg, 1990). Another definition of leadership is provided by Rollinson and Broadfield (2002) who postulates that leader ship is a procedure that enables a leader and other members of a group interact in a way which provides the significant individual (leader) to influence the actions of the rest of the group in a non-coercive manner. Thus, directing the team towards the achievement of specific aims or objectives (Rollinson Broadfield, 2002). 7.0 Conclusion In conclusion the Mega Learning simulation has developed a range of transferable skills including effective teamwork, strategic development and implementation and also reflecting thinking. I have improved my ability to work as part of a team, taking into consideration other individuals strengths and weaknesses and using them as a basis to achieve positive outcomes. Moreover, I have significantly improved my communication skills throughout the process which will benefit me greatly in future organisational and team activities that I undertake. The experience of the Mega simulation correlates to Kolbs Learning Cycle (1984), the first three elements consist of Concrete Experience, Observations and Reflections and Abstract conceptualisation (development of ideas) (Kolb, 2014). The influences of my learning experience will assist me significantly in future scenarios and this relates to the fourth element of Active Experimentation (Kolb, 2014). The ability to learn from experiences is an im portant life skill which contribute to the shaping of a individual. David Kolb postulates that Learning is the process whereby knowledge is created through the transformation of experience† (Kolb, 1984, p. 38). 8.0 BIBLIOGRAPHY Baron, R, A and Greenberg, J, (1990). Behaviour in organisations: understanding and managing the human side of work. Allyn and Bacon Belbin, M, (2012). Management Team: Why they succeed or fail. Second edition. Routledge, 2012 Belbin Associates. (2012).Belbin Team Roles.Available: http://www.belbin.com/rte.asp?id=8. Last accessed 1st Feb 2015 Buelens, M, Sinding, K., Waldstrom, C., Kreitner, R., and Kinicki, A. (2011) Organisational Behaviour, 4th Edition: McGrawHill Higher Education Flanagan, J.C. (1954). The critical incident technique. Psychological Bulletin, 51(4): 327–358. Gibbs, G, (1988), Learning by Doing. A Guide to Teaching and Learning Methods. FEU Kolb, D, A. (2014). Experiential learning: Experience as the source of learning and development(Vol. 2). FT Press, 2014 Kolb, D. A. (1984).Experiential learning: Experience as the source of learning and development(Vol. 1). Englewood Cliffs, NJ: Prentice-Hall Luthans, F. (2011) Organisational Behaviour: An Evidence-Based Approach, 12th Edition: McGrawHill McLeod, S, A. (2010) Kolb Learning Styles. Retrieved from http://www.simplypsychology.org/learning-kolb.html McShane, S. L. and Von Glinow, M. A. (2012) Organisational Behaviour: Emerging Knowledge, Global Reality, 6th Edition: McGraw-Hill Rollinson, D Broadfield, A, (2002).Organisational Behaviour and Analysis: An Integrated Approach. Financial Times Prentice Hall. Schà ¶n, DA, (1987),Educating the reflective practitioner, Jossey-Bass. San Francisco. Tuckman, B, (1965). Development sequence in small groups. Psychological Bulletin 63: 384-399. APPENDIX 1: Log-book / Diary The aim of this is to give you guidance as to how to plan working together in your team for your first assignment. Develop an action plan by answering the following questions: What are we supposed to be doing? What action needs to be taken? By whom? What time scale? What support is needed from the rest of the team? What to do if a team member has a problem in completing his/her task? What to do with someone who will not do any work or will not work as part of the team? Time chart Team Members: a) Nisbah Marta Mohammed Lucio James If the following sheet is not enough – please use additional notes on black page per week – example is available on page 7 (The titles of the columns will be explained in the lecture/seminars.) Reflective ReportPage 1

The Readiness of Children to Step into the Classroom :: Child Development Education Psychology Essays

The Readiness of Children to Step into the Classroom Are parents ready to red shirt there children? No, I’m not talking about sports but kindergarten. Many parents are facing the issue of whether or not their children are ready for the big step into the classroom. Before entering kindergarten children need to develop their perceptual skill (depth perception). As humans we need depth perception for detection, discrimination, and identification of objects. Depth perception is a difficult topic to access due to the fact that the world is three dimensional and human visions are two dimensional. When transmitted to the brain, an image on the retina is not a picture; rather it is a pattern of nerve impulses, aroused by a light pattern that terminates in the visual area of the cerebral cortex. Through some activity of the occipital lobes of the cerebral cortex, human beings apparently perceive the external world in a three-dimensional manner that is correlated with the retinal-image pattern in some orderly manner. Psychologists are particularly interested in the cues which enable people to perceive depth and distance. Stimulus patterns for arousing a depth experience occur when individuals are given specific cues. The cues may be monocular, effective when using one eye as well as two, or binocular, requiring the usage of both eyes. The cues may also be psychological, depending only on the visual image, or physiological, originating from the structure and movement of the eyes. In this paper I will explain perceptual development and how it relates to animals, infants, and blind infants. Infancy is the period of life in which development occurs most rapidly. Development occurs in a variety of different ways and has been categorized with the study of infancy into physical, motor, and perceptual development. Each of these forms of development occurs simultaneously and progress in each facilitates the progress of the other. There are many studies I will assess to further explain how they contribute to explaining the development of perception. In developing direct perception one must be able to directly perceive what the objects and surfaces in the environment are perceived as an action of affordances. An example of an affordance is stair climbing. Walking down a flight of stairs as an 18 month and adult are different. As an individual grows, perception of affordances might change. When climbing the stairs a person must be able to judge leg length to judge how they climb the stairs.

HR roles and responsibilities Essay -- essays research papers

In today’s competitive business market, it is very important to remember how effective planning and development play an important role in the overall success of the organization. The ability to plan and execute an effective strategy is only as good as the people that are placed in the positions to make these decisions. It is crucial to have an aggressive team that will be both competitive and motivated to carry out the objectives set forth. Not only is it important to understand how these individuals will effect the organization but also the importance of obtaining effective hiring practices. Real Estate human resources vary from agency to agency, but for larger companies, still has a strong presence in the company. Human resource management is truly the backbone for all organizations as it relates to the overall picture. Additionally, human resource management effects an organization through methods such as effective human resource planning, equal opportunity employment and affirmative action, the recruitment and selection process of staff and the manager’s ability to manage a safe and healthy work environment. The real estate industry provides many aspect of management related to strategic initiatives that directly affect the organization. In looking at the management in a real estate environment, there are many decisions that need to be made and how these decisions effect the organization and the staff is a crucial part of the success of the overall operation. Human resource management plays an important role in the development of accurate policies and procedures, staffing and management of personnel and individual job fulfillment and career planning. Let us not forget the basics of human resource management and how it relates to daily operations in a real estate environment. On a daily basis managers must understand that they are the representatives of human resources and how they react to staff members in certain situations directly effects the operation of the agency. Human resources development is a major function that consists not only of training and development but also of individu al career planning and development activities, organization development, and performance appraisals, an activity that emphasizes training and development needs (Mondy, et al, 2005a). Managers must understand that training and development of staff and management is cruci... ...to age, sex, race, religion, functional specialty, religion, sexual orientation, geographic origin, and lifestyle, tenure with the organization, or position and any other perceived difference. (Mondy, Noe, 2005d). As discussed, it is important not only for the manager to understand the importance of the human resource management process, but also the way that all aspects of the management an operation effect success. Human resources management certainly applied to daily operations and is very difficult to overlook when realizing the constant need to understand and determine solutions for your organization (Mondy, et al, 2005e).These practices are levels of awareness that every manager and employee must be aware of in a real estate company. Next time a staff member has a question about human resource planning, equal opportunity employment and affirmative action, the recruitment and process of staff or the manager’s ability to manage a safe and healthy work environment human resources one must remember how important an human resource manager is to the company. References Mondy, R., et al. (2005). Human resource management (9th ed.). Upper Saddle River, NJ: Prentice Hall, Inc.

Hamlet Feminist Criticism

This lack of prior knowledge of her being allows the reader to question the importance of her history. The question of the importance of her life is delegated and her current presence Is the only one that matters for the existence of the play. This shows the negative portrayal already to be brought about because of her underdeveloped, backbreaking. Sometimes words are needed in defense, for no words can be Just as negative. â€Å"Frailty; thy name Is woman. Is one of the most impacting quotes In the whole play.It directly states of the nature in which the feminine world is to be perceived. Woman, according to the time, were supposed to be mentally unstable, and fully dependent on their male spouse. This was no better exemplified than In Hamlet. Aphelia, after having taken orders from her father her whole life, his death made her go mad. She was then no longer able to function, ultimately resulting in her death. Gertrude, Hamlet's mother, quickly re-married to be supported by her lat e husband's brother. This shows her weakness to be successful without a partner and lack of self- assurance.Aphelion's specific death, that by drowning, can be linked directly with being a woman. â€Å"In his discussion of the ‘Aphelia complex,' the phenomenology's Gaston Bachelor traces the symbolic connections between women, water, and death. Drowning, he suggests, becomes the truly friendly death In the dramas of literature and life, one which is a beautiful immersion and submersion in the female element. Water is the profound and organic symbol of the liquid woman whose eyes are so easily drowned in tears, as her body is the repository of blood, amniotic fluid, and milk. Aphelion's brother Alerts states that he has once again became man after crying tears. Tears which are liquid, liquid being feminine, and friendly being weakness. The idea of women being signs of sexuality has been present for thousands of years. Aphelia is especially known for this, being a woman constan tly entangled within flowers and white linens. The scene In which Aphelia becomes mad, passing out flowers to those around can be contrived as symbolism for, â€Å"deflowering† herself.She publicly has humiliated herself, her family, and the female name for her actions. It was Montreal Day numerous critics now teeny Delved Tanat It was snapper's anger against women for making his characters act in these ways. An interesting aspect of some of the criticism on Aphelion's behavior has to do with those who act out the plays, themselves. Earlier renditions, when females were not as welcome on the stage, men played Aphelia and tended to react with more emotions to make Aphelia seem even weaker not only mentally but also in a physical aspect.When portrayed by a female, the pity and fragility were still present, Just not in the mocking demeanor as when portrayed by men. In other places, Aphelion's lines were shortened and censored because many did not believe in her place in the play at all. As time went on however, she is portrayed as childlike and frail in contrast to mad and dangerous. Hamlet's negative portrayal of women can be linked to many historical beliefs, but the examples are certain. The reader's lack of prior knowledge concerning Aphelia allows one to question the importance of her history.Woman, according to the time in which Hamlet was written, were supposed to be mentally unstable and fully dependent on their male spouse; Gertrude and Aphelia were prime example's of this phenomenon. Aphelion's specific death, that by drowning, can be linked directly with being a woman for water's liquidity. The idea of a woman being a sign of sexuality has been a common thought for thousands of years, this showing the ability for the plays modern day relevance.

Business Statistics Essay

Technology has brought to the sport of golf a revolution in golf equipment. Clubs swing faster and the balls fly higher and further. The average driving distance of golf pros has gone from 260 yards in 1992 to 286 yards in 2003. However, with all of these improvements in distance, it is not all that clear whether players have improved their accuracy or whether their scores have gotten better. The Professional Golfers Association (PGA) has collected performance data on the 125 top-earning PGA Tour pros. The task of this analysis is to determine whether there exists any relationship between certain aspects of the game such as driving distance, accuracy and overall performance, among others. Description of the data is as follows: Money refers to the total earnings in PGA Tour events. Scoring Average is the average a golfer scores per round. DrDist refers to the average driving distance measured in yards per drive. This measurement is composed of two drives measured on different wholes with opposing wind directions and with no regard to accuracy. DrAccuracy is the percentage of times that a drive lands on the fairway. Every drive is measured with the exception of par 3’s. GIR, or Greens in Regulation refers to the percentage of times that the golfer was able to hit the green in regulation. Hitting the green in regulation consists of getting the ball to the green in par minus 2 strokes. This analysis will study whether there exits any relationship between: driving distance and scoring average; driving accuracy and scoring average; GIR and scoring average; driving accuracy and driving distance. This analysis will also determine which of these variables is most significant in terms of scoring average. Descriptive Statistics The data used in this report consists of information regarding the top 125 players in the PGA Tour based on earnings. The data includes the total amount earned in PGA Tour events, the average number of strokes per completed round, the average number of yards per measured drive, the percentage of time a tee shot comes to rest in the fairway, and the percentage of time a player was able to hit the green in regulation. Care was used in collection of the data to ensure a proper sample. For the average number of yards per measured drive (DrDist), the selection of two holes facing opposite directions to counteract the effect of the wind was used to limit outside factors. Also the point where the ball came to rest was measured regardless of whether or not it was on the fairway. Driving accuracy (DrAccu) was measured on every hole with the exception of par 3’s. For the percentage of time a player was able to hit the green in regulation (GIR), the stroke was determined by subtracting two from par. The data collected was then summarized both numerically and graphically to determine if any relationship exists improvements in technology and golfers performance. Appendix A depicts both graphically and numerically the summary of all data. The mean amount earned is $1791113 and the mean scoring average is 71. 03. For the data the mean distance is 288. Appendix B shows the relationship between scoring average and driving distance. The use of regression analysis shows an F of . 608 and a p-value of . 437. With a p-value ≠¥ .01 the null hypothesis is to be accepted. While accepting the hypothesis recognizes statistical significance, it is necessary to investigate further whether a relationship between scoring average and driving distance exists. Regression analysis was also used to find a relationship between scoring average and driving accuracy. Appendix C shows that an F of 5. 91 and a p-value of . 016. With a p-value ? .01 the null hypothesis is to be accepted in this case. The relationship between scoring average and greens in regulation was also investigated using regression analysis. The regression analysis showed an F of 39. 3 and a p-value of 5. 75. With the p-value ≠¥ .01, the null hypothesis should be accepted. The hypothesis shows statistical significance between scoring averages and greens in regulation. Appendix D shows the results of the relationship between scoring average and greens in regulation. Appendix F shows that with driving distance used as the independent variable and driving accuracy as the dependent variable the resulting p-value is 1. 72. The null hypothesis should be accepted in this case with the p-value ≠¥ .01. The data shows that with a p-value of . 16 the driving accuracy appears to be the least significant factor in terms of average score. With a p-value of 5. 75 greens in regulation appears to be the most significant factor in terms of average score. Interpretation of Statistics PGA golfers have increased their driving distance due to new advanced technology of golf balls and golf clubs. In the past, the average driving distance has ranged from 260-286 yards. The goal of this study is to see the relationship between driving distance and player performance in terms of their accuracy with long range shots. This information is taken from the 008 PGA Tour and covers 125 players. The study’s null hypothesis deals with the link between variables of interest, driving distance, driving accuracy and greens in regulation, and states that increased driving distance has no effect on players’ accuracy and performance. The alternative hypothesis has a relationship between the golfers’ accuracy and driving distance. Our team used a scatter diagram to show the relationship between the two variables. We used a straight line model which has a linear regression. Our two variables on our scatter plot are scoring average and driving distance. There is no functional relation between the variables because there cannot be a straight line that passes through every point, however there is a statistical relation because all the points on the plot are scattered randomly around the line. We are using a simple linear regression model due to the one independent variable. Response is another name for the dependent variable, y. The slope is rise over run or the change in x to y. In Appendix F, the ANOVA shows the scoring average and driving distance. The coefficient gives us the information for the simple regression model. The constant is 70. 4 and gives us the y intercept and the slope coefficient is 0. 00342356. The null proves that there is not a relationship between the players’ average and performance. According to the 95% confidence interval demonstrates that the intercept is within the range of 67. 53551 and 73. 35093 and the slope coefficient is within the range of -0. 00527 and . 014914. The summary in the Appendix re gression gives us data about the analysis. Column one tells us that there is only a single independent variable. The following column states the relationship between the observed dependent variable and the predicted dependent variable. The simple Pearson’s correlation is the same thing as the one independent variable and has a correlation between the two variables. The coefficient of determination tells us proportions and how they can be credited to the x variable. The variation in scoring average is 0. 005% and is caused by the variation in driving distance. Lastly, the standard error of estimate tells us that it is not the same as our original prediction and is off by a score of 0. 42. The Appendix gives us the analysis of variance related to regression analysis. The mean square is represented by the degrees of freedom and the residual degrees of regression. The F-statistic shows a ratio of explained variance to not explained variance. If the regression sum of square is zero then that would mean the independent variable is not associated with the dependent variable’s variation. The larger the sum of squares the more the variation can be viewed by looking at the dependent variable. The F value is . 60774 with a p value of 0. 43714. Therefore, we can accept the null hypothesis because there is no relationship between the scoring average and driving distance. This is exemplified in Appendix E(1), where total driving distance was divided by total score. The higher the %, the lower the score. In this case, there is no trend in the chart because there is no correlation to driving distance and scores. Appendix E(2) shows the relationship between driving accuracy and scores, with the same inverse relationship. The higher the driving accuracy percentage, the lower the score. The graph shows a slight downward trend, meaning there is a slight correlation between accurate drives and better scores. Appendix E(3) shows that, by the same standard as E(1) and (2), there is a more noticeable downward trend. This goes to show that a green in regulation (GIR), although not always, will generally mean lower scores. Accuracy is more important than driving distance. Formulation of Analysis We now can determine if there is a relationship with players’ scoring average and driving distance, because of the statistical information associated with the PGA players. The biggest factor used to prove this relationship is the regression analysis. This lets us look at two variables and figure out if they are linked. The scoring average is the independent variable and the other three are the dependent variables. We used an excel spreadsheet to examine our values. Applying these numbers we are able to find the relationship between our variables. The observed variables are smaller and have a positive relationship between them. We used a 99% confidence level to show the link in scoring average and our variables. Players who have a higher than 99% level tend to drive the ball farther and typically have lower scores. Those players have an intercept of 73. 3509, compared to those that are lower than 99% who have an intercept of 66. 2953. Next, the only positive relationship we can see between the variables is the fact that players that are more accurate tend to have lower scores. Therefore we can reach the conclusion that accuracy improves scores. Conclusion and Recommendations The data shows that a correlation exists between scoring average, driving distance, and hitting greens in regulation. The regr ession analysis showed a p-value of . 02 showing that while a relationship exists between accuracy and scoring average it is relatively small. The relationship between driving distance and accuracy are dependent. With a p-value of 1. 72 the analysis shows that the more accurate the player is the further they are able to drive the ball. By making driving accuracy the dependent variable and driving distance the independent variable, the analysis showed that accuracy is dependent on the driving distance. The data for the analysis was collected for players on the PGA Tour for 2008. The data does not contain historical information on previous years. Without looking at data from previous years it cannot be determined if improvements in technology have resulted in the improvements for players. The data does show that it is important for the player to be able to drive the ball further in order to be more accurate. It also shows that player’s scores are improved with accuracy. With technology that produces clubs that are able to drive further the result is more accurate shots and therefore, better scores. By continuing to make improvement with clubs that are lighter and allow the players to swing harder and faster, players will continue to become more accurate in their shots. The more accurate the shots the better the scores of the players.