Understanding and Supporting Behavior

Question: Discuss about the Understanding and Supporting Behavior. Answer: Introduction: The essay deal with the theory of Bulotsky-Shearer, Dominguez Bell, (2012) who stated: The evidence is unequivocal children who have difficulty regulating their emotions, paying attention, initiating peer interactions and sustaining engagement in learning tasks are at risk for school difficulties. Mental health problems are common during the development of children and adolescents (Quay Hogan, 2013). A lack of mental wellbeing affects social interactions and hinders classroom learning. Effective classroom learning and high social connectedness are both critical to the success of students (Lin et al., 2016). In today's society, the challenging behavior in school children is a matter of grave concern for teachers. There is an intense research conducted in this area by the cognitive scientists to develop interventions for the children. The essay defines and discusses the behavior based on the theory mentioned above and explains the social construct theory related to the behavior. Bas ed on the quote, the essay identifies the behaviors displayed by the student in learning environment. Further, the long-term complications of such behavior are presented. The essay highlights the reason for these behaviors based on the ecological theory. According to cognitive scientists, some children have difficulty regulating their emotions, their tempers flair at small provocations, find it difficult to stay on a task, build positive relations or learn a new concept (Wahler et al., 2013). These are the characteristics of disruptive behavior according to (Barkley, 2014). It can be defined as an undesirable behaviour that occurs naturally in early years of life but is considered to be pathological when continues at a later age (Carbonneau et al., 2016). This behavior also partly relates to "Attention deficit hyperactivity disorder" (ADHD), mostly detected in school age children (Barkley, 2014). It is characterized by motor overactivity, poor ability to sustain mental efforts and attend to tasks and impulsiveness. In cognitive science, this refers to a quality of "self-regulation" (Ursache, Blair Raver, 2012). Emotional and behavioral self-regulation is the growing ability in children to control their feelings and behaviour. Behavi our is a socio-cultural construct, which refers to the creation or establishment of notion regarding an object or an event that is adopted by the inhabitants of that society (Burr, 2015). On behaviour, a social construct refers to behaviors that are considered normal or natural by the society. Behavior that does not meet the prescribed societal norms is considered pathology according to the social construction theory. Therefore, disruptive behavior is considered genuine by some proponents of the social construct theory of ADHD, despite its over-diagnosis in some culture (Hilton et al., 2016). According to a theory of Bulotsky-Shearer, Dominguez Bell, (2012) The evidence is unequivocal children who have difficulty regulating their emotions, paying attention, initiating peer interactions and sustaining engagement in learning tasks are at risk for school difficulties. This theory explains the consequences of lack of self-regulation in learning environment. The external behavior displayed by students lacking self-regulation in learning environment includes fighting with peers, difficulty following adult's directions, tantrums, and throwing self on the ground (Ursache et al., 2012). The internal behaviors of these children include anxiety, worry, sad, withdrawal from the social situation, and getting easily upset which significantly affect the learning process. These children have been found to exhibit poor reading and math proficiency as mentioned by Carbonneau et al., (2016). They are also at greater risk for persistent disobedience in school. They are preoccupied with wor ries that make it difficult for them to pay attention. They fear to start or finish work, for it may turn incorrect, and they restrict themselves from participating in educational activities (Racz et al., 2016). If such behaviour is not addressed at an early stage, it may have serious long-term complications such as increased absenteeism, leaving school without qualifications, mental health problems at adulthood, unemployment, family and relationships problems and loss of social connectedness (Wahler et al., 2013). Various studies have examined the issues of the child disruptive behavior and identified its causes. In this essay, the ecological theory is used to formulate the reasons for the behaviors mentioned in the theory of Bulotsky-Shearer, Dominguez Bell, (2012). American psychologist Uri Bronfenbrenner expounded ecological theory in his paper Toward an Experimental Ecology of Human Development (1977). According to the theory, the behaviour and development in children are the outcomes of the interaction between the child and the environment. The environment is divided in to four different systems. Microsystem is the first system, an immediate setting in which a child survives that is school, home, parents and the various interactions occurring in it. The second system is named mesosystem, where a child interacts with the immediate and other settings. For example, the relationship between children, parents, and school. The third system is wider than the previous two systems and is called as exosystem, which refers to a setting that influences a child indirectly, for example, parent's work place. The last one is macrosystem, which refers to all the above systems including culture, lifestyle, and values. Based on this four systems, the reasons for the behaviour discussed in the essay include poor parenting, peer pressure, poor teaching, poverty, teachers negative attitude towards students, and poor classroom facilities (Racz et al., 2016). According to Wahler et al., (2013) lack of love and affection at home, parental divorce, physical abuse in the home, may cause negative consequences. Therefore, a child may have failed to learn about the socially acceptable behaviors, resulting in-fighting and arguments with peers in class. They may seek attention by being disruptive in class. Misbehaviour in children also results due to the upbringing in a violent environment. Poor teaching at school may not generate interest in learning lessons. Harsh disciplinary measures at school such as physical punishment for doing something wrong may provoke children to rebel against a teache r by avoiding and disturbing the class. Frequent change of subject teacher, repetition in the same class may cause a student to turn disruptive. Other factors include personal loss or trauma due to family breakdown and lack of playful environment at school that may have hampered psychological well-being of a child. Chacko et al., (2015) described that disruptive behavioral problems in children are preventable and treatable. Detection and intervention of behavioral disorders in early life are beneficial in improving mental resilience. The mental health interventions must address the needs of the children and provide support to enhance student's ability to control emotions, attention, and other cognitive processes. It will eventually lead to academic and social success. The academic achievement associated with self-regulation continues into the elementary school and middle school.As per Ursache, Blair, Raver, (2012), the ability of self-regulation at emotional and behavioural level have intuitive usefulness and variety of positive outcomes in schooling. A child with good self-regulation has lower absenteeism in school, is physically healthy, demonstrate age appropriate functioning at a social and emotional level and have the positive attitude towards learning. Higher the childs ability to self-r egulate his/her behaviour, healthier is the relationship with friends and others (Duckworth Carlson, 2013). Disruptive children can benefit from tailored classroom interventions. It may include a provision of a class environment with teachers effective in addressing childs needs and challenges, use of various methods of teaching to sustain students motivation and morale (Ursache, Blair Raver, 2012). Schools should teach skills for solving social problems for an extended period. These skills may help resolve interpersonal conflicts, resist peer pressure, enhance thinking and provide more opportunities to learn in school. Parents and teachers should attend counseling sessions to learn about differences in children and support them as per their individual temperaments. Schools should incorporate the factor of play for behavioural engagement and positive academic development. The study executed by Racz et al., (2016) demonstrated that the quality of teacher and child relationship plays a crucial role in childrens behaviour. It helps make the classrooms more conducive to learning thus, benefit ing both teachers and students. Parents should deliver more warmth and compassion to meet their childs basic needs and help them in self-regulating behaviour by effective communication (Schmitt et al., 2015). Conclusively, disruptive behaviour in children accelerates learning difficulties in school and diminishes social connectedness. If such behaviour is not addressed at an early stage, it may have serious long-term complications such as leaving school without qualifications, mental health problems at adulthood, unemployment, family, and relationships problems and loss of social connectedness. Therefore, self-regulation is a major task for a young child. It is essential for children to learn self-regulation skills to focus attention, control emotions and manage behaviour. Effective teacher-child relationship is critical in childrens behaviour. Parents should be the role model for their children in adapting socially accepting behaviors. The mental health interventions must address the needs of the children and provide support to enhance student's ability to control emotions, attention, and other cognitive processes. It will eventually lead to academic and social success. A child with good self-regulation has lower absenteeism in school, are physically healthy, demonstrate age appropriate functioning at a social and emotional level and have the positive attitude towards learning. It will eventually lead to academic and social success. References Barkley, R. A. (Ed.). (2014).Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. Guilford Publications. Bulotsky-Shearer, R. J., Dominguez, X., Bell, E. R. (2012). Preschool classroom behavioral context and school readiness outcomes for low-income children: A multilevel examination of child-and classroom-level influences.Journal of Educational Psychology,104(2), 421. Burr, V. (2015).Social constructionism. Routledge. Carbonneau, R., Boivin, M., Brendgen, M., Nagin, D., Tremblay, R. E. (2016). Comorbid development of disruptive behaviors from age 1 to 5 years in a population birth-cohort and association with school adjustment in first grade.Journal of abnormal child psychology,44(4), 677-690. Chacko, A., Gopalan, G., Franco, L., Dean-Assael, K., Jackson, J., Marcus, S., ... McKay, M. (2015). Multiple Family Group Service Model for Children With Disruptive Behavior Disorders Child Outcomes at Post-Treatment.Journal of emotional and behavioral disorders,23(2), 67-77. Duckworth, A. L., Carlson, S. M. (2013). Self-regulation and school success.Self-regulation and autonomy: Social and developmental dimensions of human conduct,40, 208. Hilton, D. C., Jarrett, M. A., McDonald, K. L., Ollendick, T. H. (2016). Attention Problems as a Mediator of the Relation between Executive Function and Social Problems in a Child and Adolescent Outpatient Sample.Journal of Abnormal Child Psychology, 1-12. Lin, T. J., Justice, L. M., Paul, N., Mashburn, A. J. (2016). Peer interaction in rural preschool classrooms: Contributions of childrens learning-related behaviors, language and literacy skills, and problem behaviors.Early Childhood Research Quarterly,37, 106-117. Quay, H. C., Hogan, A. E. (Eds.). (2013).Handbook of disruptive behavior disorders. Springer Science Business Media. Racz, S. J., OBrennan, L. M., Bradshaw, C. P., Leaf, P. J. (2016). The Influence of Family and Teacher Factors on Early Disruptive School Behaviors A Latent Profile Transition Analysis.Journal of Emotional and Behavioral Disorders,24(2), 67-81. Schmitt, S. A., McClelland, M. M., Tominey, S. L., Acock, A. C. (2015). Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention.Early Childhood Research Quarterly,30, 20-31. Ursache, A., Blair, C., Raver, C. C. (2012). The promotion of self?regulation as a means of enhancing school readiness and early achievement in children at risk for school failure.Child Development Perspectives,6(2), 122-128. Wahler, R. G., House, A. E., Stambaugh, E. E. (2013).Ecological Assessment of Child Problem Behavior: A Clinical Package for Home, School, and Institutional Settings: Pergamon General Psychology Series(Vol. 58). Elsevier.

Debut Albums and Great Friend free essay sample

The person Im close to the most is my friend. Her name is Thong. We have known each other since I was in grade 7. To me, she is really special girl. Not only does she has a good appearance, she also has a good personality. She is cute and pretty. She has long black hair, a round face and a straight nose. Especially, she has a charming smile with two dimples, which made a strong impression on me at the first time I met her. However, the thing that makes everybody like her the most is her personality. She is very modest.Shes one of the best pupil in my class. Shes good at every subject, but she never showed pride in her abilities and always tried to learn harder. Besides, shes always ready to help her friends in their study. Thats why many people in my class cherished her. We will write a custom essay sample on Debut Albums and Great Friend or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Furthermore, she is very warm-hearted, friendly and sociable. She likes to make friend with everybody and takes part in the society organizes. As a matter of fact, she became a student of the medical university now. Moreover, to me, she is a great friend who always knows how to take care and share.Whenever Im sad or cheerful, happy or In sorrow, shes always next to me to share with me. Sometimes, I get into trouble, which makes me tired ,worried and discouraged, she is always willing to come beside me, help me calm down, give me helpful advice so that I can come over. Not only that, she Is very reliable, I can share her my secrets without a bit worries. She Is really a person who always listens to me, understands me every time and every where. Thats why she became my close friend. I always feel proud because of having a great friend likes her on my side.

Recruitment and Retention Essay Example

Recruitment and Retention Essay Demand for academic staff in Higher Education has been increasing2 and may be expected to continue to increase given the Government’s intention that participation in Higher Education should increase substantially amongst those aged 18 to 30 years old. At the same time, recruitment and retention problems have been growing in prominence (HEFCE, 2003) and there has been a long-standing concern that the sector faces a ‘retirement bulge’, as academics from the 1960s expansion reach retirement. Consequently, there is concern about the adequacy of the future supply of academics. Other substantial changes in Higher Education in the past 10 to 20 years are likely to have contributed to the tightness of the academic labour market3. Polytechnics were granted university status in 1992, changing their funding regime, their focus and the demands on staff. The number of students has grown substantially, a growth which has not been matched by staff increases resulting in a large increase in the student:staff ratio. Changes in funding have led to much greater emphasis on research output (through the Research Assessment Exercise, the RAE), teaching quality (through the requirements of the Quality Assurance Agency, the QAA) and on academics raising research and consultancy funds. Other changes include tighter contractual terms (affecting holidays and hours worked), an increase in the use of short-term and hourly-paid contracts and the loss of tenure. Overall, these changes have tended to alter the nature of the job, reducing autonomy and increasing the workload, including that of administrative and teaching tasks. We will write a custom essay sample on Recruitment and Retention specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Recruitment and Retention specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Recruitment and Retention specifically for you FOR ONLY $16.38 $13.9/page Hire Writer At the same time, both the salaries and status of academics are perceived to have deteriorated relative to alternative careers (Halsey, 1992; Keep et al. , 1996). Substantial change in the nature of any job is likely to increase turnover, as a mismatch develops between the nature of the job to which people were recruited and the actual job. If these changes tend to reduce the quality of the job, rather than just change it, and if the applicant requirements are not altered (and, probably, lowered), recruitment will also become more difficult. Both turnover and recruitment difficulties will be exacerbated by a relative decline in pay. Overview of the study Against this background, the study was designed to identify the factors which lead to individuals entering and leaving academic employment in the English Higher Education sector. Although the main focus was entry and exit from the sector, recruitment to and retention by individual institutions can shed light on this and was also investigated. For the purposes of the study academic employment was defined as jobs in higher education institutions (Universities and Colleges of Higher Education) whose main function was academic teaching or academic research, irrespective of the contractual terms of the job holder. Thus lecturing (e. g. Professors, and Lecturers) and research staff (e. g. Research Assistants, post-docs and Senior Research Fellows) are included, but academic-related staff (e. g. technicians) are not. Full-time, part-time, permanent and temporary staff within these groups are included4. Two main groups of academics were excluded from the study: those in Further Education Institutions and those on clinical rates of pay. The resources of the study precluded inclusion of these two groups5. Following discussion with the DfES, it was decided to focus on staff at English HEIs. This was done in order to prevent differences in the funding and structure of the HE sectors obscuring the analysis. Two exceptions to this rule are the analysis of the HESA data on research students and the chapter on international comparisons of pay (Chapter 4). These are discussed in more detail in sections 1. . 1 and 1. 1. 2 below (and in further detail in Appendix C and Appendix D). The study had five, inter-related, strands: †¢ a literature review to establish the nature of the recruitment and retention problems and to identify previous evidence on the factors affecting recruitment and retention; this was conducted from March to May 2003; †¢ analysis of HESA staff and student data, 2 001/02, to provide a descriptive analysis of turnover in academia, to identify the basic characteristics of employment in the sector and to identify the student supply into academia6; a comparative analysis of pay, using 2001 data, both for comparable employment nationally and for academics in Higher Education internationally, in order to establish the competitiveness of academic pay; †¢ qualitative research within universities exploring human resource policies and practices and factors affecting entry and exit from the sector; the fieldwork was conducted between July 2003 and July 2004; 4 However, the coverage of hourly paid staff is severely limited, owing to limitations in the HESA data (see below) and to practical difficulties of sampling for the survey (see below). Inclusion of the former would have extended the study to Further Education Institutions. The latter have different terms, conditions and employment patterns from other academics in HEIs and so a larger sample wo uld have been required to adequately cover this group. Staff on clinical rates accounted for five per cent of academic staff (HESA Individualised Staff Record 2001/2). 6 Analysis of more recent HESA data and of trends over time is contained in HEFCE (2005a) and HEFCE (2005b). 3 quantitative surveys of academic staff and of research students to identify factors which affect recruitment into academia and retention; the fieldwork was conducted between May and July 2004. The research findings are affected by the policies and practices in effect at the time. To assist the reader, the DfES has produced a list of relevant Higher Education initiatives since the survey fieldwork. These are listed in Appendix H. Below, essential aspects of the methods are described. Further details of the methods appear in appendices. Appendix A describes the qualitative research. Appendix B discusses the quantitative surveys of academic staff and research students. Appendix C describes the HESA staff and student datasets. Appendix D describes the data used for the intra- and international pay comparisons. Appendix F describes the model used for the analysis of the likelihood of students entering academia. Appendix G describes the econometric analysis of job satisfaction and intentions to leave academia. 1. 1. 1 HESA staff and student data7 For staff, the HESA Individualised Staff Record for the academic year 2001/02 was used. The analysis was confined to institutions in England and to staff who were not on clinical grades. The sole exception to this is chapter 4, where the focus is expanded to the whole of the UK, to maintain consistency with the international comparisons analysis. For the study’s purposes, the Individualised Staff Record data has two important limitations. Firstly, they exclude employees8 whose total academic employment is below that of 25 per cent of a full-time academic (i. e. those with short hours or with substantial management and administrative responsibilities are excluded)9. One of the implications is that hourly-paid staff will be substantially under-reported and is unlikely to be representative of hourly-paid staff as a whole. Secondly, the data relating to leavers suffer from a high level of nonreporting: around 60 per cent of leavers’ destinations are missing10. Therefore the findings on movement out of the sector must be treated with caution. For students, the Combined Student/Module Record for the academic year 2001/2 was used. This was combined with the First Destination Supplement (FDS), relating to those students who left in 2001/2. The analysis was not limited to students from English higher education institutions because the appropriate pool of domestic entrants into Higher Education academic post is the whole of the UK. It is important 7 Note that the University of North London was not included in either the staff or student data supplied by HESA because the university has asked that its individual data is not released. 8 Strictly, they exclude contracts whose total academic employment is below that of 25 per cent of a full-time academic, as the record reports contracts rather than individuals. For more information see Appendix C. 9 However, there are staff in the Individualised Staff Record with their FTE recorded as less than 25%; the majority of these records relate to staff who arrived or left during the year. 10 Internal work by HEFCE that matched the 2001-2 survey with that for the following year using staff code, data of birth and sex, found that 20% of those for whom the destination was not known remained at the same institution, 5% were found at a different institution and the remainder could not be matched with a record in the second year. This latter group are made up of those who left the sector and those who remained but whose record in the second year did not match with respect to one of the three criteria. 4 to note that the destination of postgraduate research students in the FDS has a particularly low level of response (38%). Further details are given in Appendix C. 1. 1. 2 The comparative analysis of pay The comparative analysis of pay uses data from national labour force surveys (and censuses in nine countries. These were chosen to illustrate the types of countries to and from which most international movement with UK academia occurs. They include the main English–speaking countries to which UK academics move (the USA and Australia), together with other English-speaking nations (New Zealand and Canada), three European countries (Denmark, France and Sweden) and Japan. The analysis of the labour force survey data used in the international comparisons used data from the whole of the UK. This was to increase the sample size. However, we would not expect to find significant differences within the UK. Identifying higher education academics was done using information on occupation and industry where available. In most countries we were able to obtain a sample group that matched the UK sample. Exceptions to this were the US, where the sample also included academic staff at state colleges, who also conduct teaching undertaken in the FE sector in the UK, and Australia and New Zealand, where it is possible that our sample excludes some researchers who have no teaching responsibilities. We discuss the implications of this in Chapter 4 and Appendix D. Comparisons were made in both nominal and real terms. Earnings were converted using exchange rates to make nominal comparisons. In order to account for differences in the cost of living, purchasing power parity exchange rates developed by the OECD were used to make real earnings comparisons. Further details are given in Appendix D. 1. 1. 3 The qualitative and quantitative survey research Qualitative research was conducted in thirteen English universities and quantitative research conducted in a subset of these. A structured sample of universities was selected to ensure coverage of different types of universities (new, old and colleges of Higher Education), universities in London and elsewhere and universities with differing research ratings. Institutions with fewer than 200 academic staff and most specialist institutions11 were excluded. Small institutions were excluded because economies of scale in setting up the quantitative survey meant that their inclusion would have led to a smaller survey, as the project resources could not increase the sample through an increased number of institutions. Specialist institutions were excluded for similar reasons. (This did not reduce the subject coverage, as subjects taught in specialist institutions are also found in other HEIs. The purpose of the qualitative research was to identify factors which might affect recruitment and retention, including human resource practices and staff preferences. Qualitative interviews were held with senior staff with responsibility for 11 ‘Specialist institution’ is a classification developed for funding purposes and refers to institutions where 60 percent or more of funding is allocated to one or two cost centres. 5 human resourcing and , in eight of the universities, interviews were conducted with heads of two departments, and a sample of their academic staff and research students. A survey of academic staff was conducted in ten12 of these universities. The survey covered both research and lecturing staff. Full-and part-time staff were included, but hourly paid staff were excluded (see Appendix B). The questionnaire collected data on personal characteristics, employment history, views on aspects of the job and career intentions. The survey was web-based. A total of 2805 staff responded, a response rate of 32 per cent. Survey data have been re-weighted to be representative of university academic staff in English HEIs. For more information on the weighting and other issues relating to the staff survey see section B. 1 of Appendix B. A survey of research students (full-time and part-time) was conducted in nine of the universities, where research students were those undertaking a Masters degree mainly by research or a doctorate. The questionnaire collected data on personal characteristics, employment history and career intentions. The survey was web-based. A total of 1330 research students responded, a response rate of 29 per cent. Survey data have been re-weighted to be representative of research students in English HEIs. For more information on the weighting and other issues relating to the staff survey see Section B. 7. Further details are given in Appendix B. 1. 2 Nomenclature Throughout this report the following nomenclature is used: †¢ Student when referring to the student survey refers to research student. †¢ ‘Academic’, ‘academic staff’ refers to those employed in higher education institutions on either the research grade or the lecturing grade. †¢ University is used to refer to all higher education institutions, whether a university or a college. New and old universities. New13 universities are those that received university status in 1992 (when polytechnics and many colleges of Higher Education converted to university status) or later; old universities are those which had university status before this date. 1. 3 Report layout The structure of the report is as follows. The next chapter sets the scene by presenting evidence on turnover and recruitment an d retention problems in higher 12 The aim had been to survey staff and students in twelve universities. Unfortunately, not all the universities were able to supply the sample, either due to data protection considerations or due to difficulties providing an email contact list. 13 This nomenclature is in common use now, but, previously, ‘new university’ was used to denote universities established in the 1960s and early 1970s. Perhaps the term was also used in the nineteenth century to refer to the redbrick universities when the sector was expanded in the Victorian era. 6 education. It also presents evidence on the factors affecting recruitment and retention of academics. Chapter 3 then describes the structure of academic employment in Higher Education, including the grade structure and contractual status, and the main characteristics of academic staff. This description is used to raise some of the factors which might affect recruitment and retention. Chapter 4 continues with the theme of structure, focusing on pay, and examines relative pay to investigate whether pay differences may be a cause of recruitment and retention difficulties. Both domestic and international comparisons are made.

Sample of Narrative Essay Conclusion

Sample of Narrative Essay ConclusionA sample of narrative essay conclusion is a number of that form, which most college students will be taught at the onset. The length of this essay will vary by individual, but will mostly remain below 100 words and usually one page in length. As such, there are various guidelines that you should consider while submitting a sample of narrative essay conclusion.The first thing that you will need to remember is that the editor of the student's final project will not be your student. This means that he or she should not be concerned with your opinions or needs. The student should just do the best they can, and this will help them prepare for the 'real world' as they will need to deal with different types of people, including some whom they would never have expected to engage in discussion or debate with them. This is also one of the greatest advantages of writing a sample of narrative essay conclusion: it allows you to get a feel for how other people w ork and helps you prepare for the actual exam.The next thing that you need to remember is that the sample of narrative essay conclusion is only a sample. The real essay is the real thing. It is meant to stand on its own and convey the message clearly. While you should still try to see where you could improve the sample, don't get carried away by the task and try to come up with a conclusion so brilliant that you will outshine the student who sent you your sample.In addition, make sure that you understand the purpose of the sample before you submit it. Most times, you will be asked to write a three to five paragraph sample, and it is important that you realize that while the writing may be about you, that is not what it is about. Make sure that you understand exactly what the sample is about before you begin to write.Finally, make sure that you make sure that the ending of the sample is something that readers can identify with, rather than something that is unclear. You may think tha t you are giving the ending, but you really are just being descriptive of your own unique idea. If you want the readers to get an idea of what you are trying to say, then the ending should be strong enough to support the message.Some of the tips that we have outlined above are probably pretty obvious, but for those writers who are new to the subject, it is important to be able to put together a sample of narrative essay conclusion and read it in order to get a better understanding of the subject matter that they will be dealing with. As such, you will need to understand exactly what you are going to write, and then try to find a way to convey it as well as possible. While this article has given you a few pointers, I am sure that you will have your own ideas of how to come up with a sample of narrative essay conclusion that will show off your natural writing style.Keep in mind that you cannot expect to get all of the material covered in the sample of narrative essay conclusion to be an exact copy of what you are actually writing, but it is important that you are able to follow along with the final results. It is often better to plan ahead, make sure that the sample is to the point, and then to come up with a conclusion that tells the reader exactly what it is that you are trying to convey.

Globalisation essay part 2

Globalisation essay part 2 Globalisation essay part 2 Globalisation essay part 2  Globalisation   essay part  1In addition, the economic cooperation is the most advanced between well-developed nations. For instance, the EU emerged as the economic union of western European countries which were and still are the major European economies. The economic cooperation between developed nations leaves developing nations outsiders in the global economic development process.However, even in well-developed nations, globalisations has failed to eliminate the socioeconomic disparity and the problem of poverty in developed countries persists, especially this problem aggravates after economic crises as was the case of the US economic recession that was followed up by the global financial crisis of 2008. Many researchers (Bhagwati, 2004) argue that globalisation increases the risk of the widening disparity between the rich and the poor because the accumulation of capital leads to the enrichment of the rich, while the poor remains in the inferior position. In fact, globalisation is beneficial for businesses and large corporations but not for employees. More important, in case of employees, globalisation has a destructive impact on them and leads to their pauperisation because companies based in developed countries tend to outsource many services and move productions to developing countries, where the labour force is cheaper. As a result, employees from developed countries remain jobless.Effects of globalisation on developing nationsDeveloping countries face the dubious effects associated with the development of globalisation. On the one hand, globalisation stimulates their economic development due to the elimination of fiscal barriers that opens the way for their products to supply to the global market (Weiler, 2002).On the other hand, developing countries face the problem of their inability to compete with developed ones to compete in terms of technology and diversity of production. The problem is that companies operating i n developing countries are often technologically dependent on companies based in developed countries. As a result, they cannot outpace and challenge the position of companies based in developed countries in high tech industries.In addition, developing countries are predominantly mono-industrial countries, i.e. they have only one main industry which is well-developed and produces the lion share of the national GDP. For instance, Nigerian economy depends consistently on the oil export with other industries being underdeveloped in the country.Moreover, globalisation aggravates the current disparity between the rich and the poor nations because developing countries are predominantly suppliers of resources, including human resources, whereas developed countries supply high tech products and services (Khor, 2011). As a result, developing countries turn out to be in a disadvantageous position in a long-run perspective because globalisation facilitates and accelerates their exploitation by more developed nations which consume more resources supplied from developing countries, while developing countries retain their backwardness both technological and economic compared to developed nations, while some researchers (Danaher, 1999) insist that this gap grows wider under the impact of globalisation.The seeming improvement brought by globalisation to employees in developing countries because many companies from developed countries have moved their production to developing countries or outsources many of services they needed. However, such a view on the impact of globalisation on employees in developing countries is also erroneous because the move of production from developed countries to developing ones does not improve conditions of work. On the contrary, often companies recruit employees and pay them minimal wages. Many companies neglect workplace safety requirements and neglect rights of employees. As a result, companies employ children and fail to prevent accidents and casualties in the workplace environment in developing countries.Effects of globalisation on the world as a wholeEconomic problems have become global that means that financial and economic crisis became global. In other words, globalisation makes the world economy more vulnerable to economic crises. In the past, when national governments protected domestic economies by fiscal barriers and when the cooperation between nations was relatively low, the crisis in one country or region affected the one country or region only, while the impact on the world economy was minimal. On the contrary today the economic crisis in one country only may trigger the global economic crisis. Obviously, such interdependence of world economies makes them vulnerable to the high risk of crises, while economic crises become deeper and longer (Gomory, 2002).Furthermore, changes at the local and regional level affect the global economic development. For instance, a war in the Middle East can skyrocket the oil pr ice, while opening the US oil reserves can cause the drop of the oil price globally. The emergence of international organisations, such as the World Trade Organisation and supranational organisations and agreements, such as the EU, or the NAFTA, became the government response to the emergence of economic globalisation.In addition, the increased power and role of multinational corporations raises the problem of the government control over business operations. To put it more precisely, many researchers (Stiglitz, 2013) argue that multinational corporations have become more powerful than national governments (Van der Borght, 2000). In response, governments unite their efforts and policies to keep economic development under control because, today, the government performs the role of the mediator between large corporations and citizens. Otherwise, interests of citizens could be neglected by large corporations that means that large corporations could conduct irresponsible environmental po licies, for instance, while citizens could not protect their communities and environment without the assistance of the government and government agencies.Stiglitz (2012) questions prospects of the new economic order established under globalisation. The researcher believes that globalisation may have a destructive impact on the economic and social development of the world because the growth potential of the global market is still limited, while the elimination of national barriers raises the question of the ability of governments and the public to keep control overlarge multinational corporations and businesses.ConclusionThus, the process of globalisation stimulates the rise of international business activities and may even stimulate the economic growth. However, in a long-run perspective, globalisation has rather negative than positive effect. Globalisation leads to the growing disparity between developed nations and developing ones. The former have accelerated the exploitation of n atural resources and other resources of the latter. Moreover, the social inequality persists even in developed nations, where the rich become richer, while the number of poor increases, especially if an economic crisis strikes.

Trends - Social Networking sites Essay Example | Topics and Well Written Essays - 1250 words

Trends - Social Networking sites - Essay Example It has quickly become a major source of information with many people relying on it to get news from all over the world, for research, to do market research and make purchases and to keep in touch with one another over great distances. One of the most influential consequences of the internet is social networking, which has become big business for those who run social networking companies since they not only charge people to pay to advertise on their websites, but many have also developed the tendency of selling the personal information of their users to other commercial companies. Social networking has come to set many trends in the world today, since it has changed the way people interact with one another as well as created a medium for people from different parts of the world to communicate. Approximately 10 percent of workers world over telecommute and this figure is exponentially high in developed countries. The most influential trends brought about by social networking sites incl ude the virtual world becoming almost as real as the physical one, phenomenal growth of information over the internet, creation of mobile devices and finally, an increased transparency into the private lives of individuals, since many share their private matters over the social networks. The psychological impacts of social networking especially on the youths have been phenomenal over the last decade; â€Å"15-24 still represent the most highly-engaged segment of social networkers† thus they make the bulk of internet users (Sighn). To many of them, the internet has become such an important role that they have become obsessed with it and they cannot function without it. Today, millions have become addicted to social networking and they literary live and sleep online for some people being disconnected makes them feel unsettle and anxious, not unlike deprived drug addicts. Nevertheless the internet has also radically changed and improved communication; social networking can be ap plauded for the developments which they have made in interpersonal communication. Interaction among people in different parts of the world has become easier and more convenient, because there is no longer any need to have physical contact for communication to take place. Instead, they have made communication virtual, with more people subscribing to the use of social network sites to communicate every day. Social networks have effectively ensured that the need for human beings to socialize has been satisfied, as well as enabled those individuals who use them to be able to communicate with large numbers of people at the same time (Singh). Thus, social networking sites have not only managed to fulfill the need for individuals to communicate with one another, but they have also created a situation where physical interaction is no longer necessary for communication. In addition, social networks have made the virtual world, to be almost as real of the physical one; in fact, for some peopl e, the virtual presence is more real than the physical one since most of their interactions with others are done over social networks (Brown 31). These networks have become the best platforms on which individuals can use to effectively communicate with each other, and this explains the reason as to why quite a large number of people prefer spending their time in these sites. It is equivocal

Analyst report Uniliver PLC Essay Example | Topics and Well Written Essays - 1000 words

Analyst report Uniliver PLC - Essay Example The industry has the unique quality of having a target market of the entire global population of 7.05 billion people (Census, 2012). Unilever is a company that has achieved great success in the industry with a market penetration of 28.36% or two billion customers. The firm is positioned as one of the leading companies in the industry. This report will provide an overview of the company as well as financial analysis of Unilever for the fiscal year 2011 in order to determine whether the company is worth investing ?1 million. One of the mail analytic tools used in the paper is ratio analysis. Company Profile: Unilever Unilever was founded in the 1890s, but the actual Unilever brand was not created until 1930. The company is dedicated to the nutritional and well being industry. The firm has over 400 branded products. Some of the most popular brands of the company are Dove, Knorr, Lipton, Hellmann, and Axe. The corporate vision of the company is, â€Å"Helping people to look good, feel g ood and get more out of life† (Unilever, 2012). One of the keys to the company’s success has been its product innovation. Innovation is fostered by investing in research and development initiatives. The company has a network of scientists located across the world. The company spends over â‚ ¬1 billion a year in R&D. In 2010 the company was named advertiser of the year by Cannes Advertising Awards. The products of the company are sold across 190 countries. The firm has over two billion customers worldwide. Unilever generates 55% of its sales from emerging economies including China, Brazil, India, and Indonesia (Unilever, 2012). Dove is one of the most successful brands of the company with sales of over â‚ ¬3 billion yearly. The organization has 171,000 employees. The firm believes in the use of diversity. A lot of the firm’s products target the children population to increase their quality of life. Financial Analysis – Unilever In 2011 Unilever genera te revenues of â‚ ¬46,467 million. The revenues of the company increased by 16.68% in comparison with 2009, while it increased by 4.98% in comparison with 2010. The net income of the company was â‚ ¬4,623 million in 2011. The net income of the firm went up by 0.54% between 2010 and 2011. The cash account of the company at the end of 2011 had a balance of â‚ ¬3,484 million. Unilever’s total assets at the end of 2011 were â‚ ¬47,512 million, while its current assets were â‚ ¬14,291 million. In 2011 the total liabilities of the company were â‚ ¬32,591 million. Unilever’s total equity at the end of 2011 was â‚ ¬14,291 million. A ratio analysis of the company is illustrated below: Financial Ratios 2011 Net margin 9.95% Operating margin 13.84% Earnings per share (EPS) â‚ ¬ 1.51 Return on assets (ROA) 9.73% Return on equity (ROE) 30.98% Current ratio 0.80 Quick acid ratio 0.54 Working capital -â‚ ¬3638 million Debt to equity 218.42% Debt ratio 68.60 % The net margin of Unilever during 2011 was 9.95%, while its operating margin was 13.84%. Both financial metrics measure the profitability of the business. The net margin reflects the absolute net profitability of the business. The formula to calculate net margin is net income divided by total sales (Besley & Brigham, 2000). Unilever had earnings per share of â‚ ¬1.51. The earnings per share are the portion of a company's profit allocated to each