Equal Opportunity Essay Example | Topics and Well Written Essays - 250 words

Equal Opportunity - Essay Example However, an efficient system is nearly impossible to attain due to factors beyond education management control (Cogan, McKnight, and Schmidt, 2010). The income level of the parents determines the level of resources that the students access both at school and at home for personal studies. Whereas financially stable parents can easily provide extra resources to their children based on the amount of disposable income at the household level, lower income classes may find it difficult to offer competitive learning resources to their children. Outcomes of national analysis across survey districts conducted in 2010 reveal characteristic performance in mathematics standards among students (Cogan, McKnight, and Schmidt, 2010). Brown (2012) makes similar observations, with projections of how the impacts of relatively lower development affect learning and spread of information. In view of access to internet services for learning purposes, future policies will require recognition of connectivity as a basic right for all Americans. Brown, J. (2012). â€Å"Equality? All Kids have a Right to Internet Access!† Retrieved from

Lee Miller Essay Example | Topics and Well Written Essays - 3250 words

Lee Miller - Essay Example Though it started and ended in tragedy, it was filled with excitement and several trail-blazing firsts. "Lee Miller - The Movie" would star: Miller's interesting supportive parents, two husbands, famous WWII figures, her son who was disappointed by his alcoholic mother, celebrities, and famous artists (including Picasso) and photographers. Major scenes would include the tragic childhood sexual abuse that left her with gonorrhea, the fairytale discovery of her by photographer Conde Nast, her New York modeling career, her two marriages, her experiences photographing World War II, and the disastrous effects the war had on her that ultimately lead to her own tragic demise. The final scenes would chronicle the world's amazing "rediscovery" of Miller through her son's book and her daughter-in-law's rummaging in Miller's attic, after Miller's death in the 1970s. Lee Miller was born "Elizabeth Lee Miller" in Ploughkeepsie, New York on the 23rd of April 1907 to parents Theodor and Florence Miller. She was the middle child, with an older brother John and a younger brother Erik. Theodore Miller, her Father was an engineer and a businessman. Like many of his time Theodor was a strong believer in science and technology - going as far as to run his household scientifically.2 He had several affairs and not much is known of his relationship with his wife Florence.3 On a visit to family friends at the ages of seven Florence left Elizabeth in the care of "Uncle Bob". This short visit changed her life as, though the exact details are unclear, "Uncle Bob" raped her.4 She was rushed home, and shortly after to a doctors when it became apparent that she had contracted gonorrhea from "Uncle Bob".5 The available treatments for the disease at the time - before the discovery of antibiotics - were painful, frequent, and took many weeks.6 Elizabeth was traumatized by the rape and the subsequent treatments. To help her emotional recovery, her parents took her to a psychiatrist. This doctor taught Elizabeth that love and sex were separate things - a fact that probably contributed to her many amorous liaisons later in life.7 Theodore, an amateur photographer, quite likely thinking that he was following the doctor's directions in helping his daughter separate her physical being from her emotional one began taking nude photographs of his daughter on her eighth birthday. She soon became proud of her appearance and was a good model. The photography sessions continued until she was twenty. The family was accepting of Theodore's new hobby, treating it as art.8 The camera loved Lee Miller and so did a lot of men. She was a beautiful woman and the true definition of American beauty with her golden locks and blue eyes. She was an independent woman; a true feminist who would break all rules if they were not to her liking.9 Though outwardly she led an independent life, there was a dark side to her that she hid from the world.10 She was undoubtedly one of the most intriguing and mercurial women of the twentieth century. Beauty is central to her story: it was her passport to the glamorous and artistic worlds she plunged into between the world wars. New York Modeling Career While in Manhattan, when she was 19, her life was saved by a magazine publisher, Conde Nast, who was so impressed by her beauty that he helped launch her modeling career. She thus became

Effectiveness of Video Assisted Teaching for Medical Student

Effectiveness of Video Assisted Teaching for Medical Student CHAPTER IV DATA ANALYSIS AND INTERPRETATION This chapter deals with analysis and interpretation of data collected to evaluate the effectiveness of video assisted teaching programme regarding successful ventilation with the I-gel and Laryngeal mask Airway among the paramedical students. The purpose of the analysis is to reduce the data as manageable and interpretable form, so that the research problem can be suited and tested. The collected data are tabulated, organized and analyzed by using descriptive and inferential statistics. Section–A: Distribution of paramedical students according to their selected demographic variables. Section-B: Distribution of paramedical students according to pretest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. Distribution of paramedical students according to pretest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. Section-C: Distribution of paramedical students according to posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. Distribution of paramedical students according to posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. Comparison between the pretest and posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Comparison between the pretest and posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Area wise comparison between the pretest and the posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Area wise comparison between the pretest and the posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Comparison between the pretest and the posttest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Section-D: Effectiveness of video assisted teaching programme on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Relationship between pretest and posttest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Association between the pretest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students and their selected demographic variables. Section A Distribution of paramedical students according to their demographic variables. Table 4.1: The frequency and percentage distribution of paramedical students according to their selected demographic variables. n=50 S.No Demographic variables f % 1 Age in years 17-19 20-22 23-25 22 23 5 44 46 10 2 Gender Male Female 34 16 68 32 3 Religion Hindu Muslim Christian Any other 31 12 7 0 62 20 18 0 4 Category of course of study B.Sc Critical care B.Sc physician assistant 31 19 62 38 5 Previous knowledge Yes No 40 10 80 20 6 If yes how did you obtain information By attending classes By attending airway management courses Through television Through internet 22 7 9 2 48 16 22 14 Table-4.1 Table 4.1 describes that distribution of paramedical students according to their demographic variables. According to their age most of the paramedical students, 22(44%) are in the age group of 17-19 years, 23(46%) are aged between 20-22 years and 5(10%) are aged between 23-25 years. Among 50 paramedical students according to their gender, majority of the paramedical students 34(68%) are male and 16(32%) of them are female. Among 50 paramedical students according to their religion, majority of the paramedical students 31(62%) are Hindus and 12(20%) of them are Muslim. 7(18%) paramedical student is Christian and none of the paramedical students belong to other religion category. Paramedical students according to their category of course of study, 31(62%) of them studying in Bachelor of Science in Critical Care, 19(38%) of them studying in Bachelor of Science in Physician Assistant. Paramedical students according to their previous knowledge regarding airway management, more than half of the paramedical students 40(80%) has previous knowledge regarding airway management and 10(20%) of paramedical students do not have previous knowledge regarding airway management. Paramedical students according to their previous knowledge regarding airway management, among 40 paramedical students, who have previous knowledge regarding airway management, more than half of them 22(48%) have gained knowledge by attending classes, 7(16%) have gained knowledge by attending airway management classes, 9(22%) have gained knowledge through television, 2(14%) of them have gained knowledge through internet. Section-B a) Distribution of paramedical students according to pretest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. Figure-4.1: Percentage distribution of paramedical students according to pretest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. The above bar diagram shows that 34(68%) paramedical students have inadequate knowledge, 16(32%) paramedical students have moderately adequate knowledge and none of them have adequate knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway in their pretest. b) Distribution of paramedical students according to pretest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. Figure-4.2: Percentage distribution of paramedical students according to pretest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. The above bar diagram shows, among 50 paramedical students none of the paramedical students have good skill, 15(30%) paramedical students have average skill and 35(70%) of them have poor skill regarding successful ventilation with I-gel and Laryngeal Mask Airway in their pretest. Section: C a) Distribution of paramedical students according to posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. Figure-4.3: Percentage distribution of paramedical students according to posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. The above bar diagram shows that 42(84%) paramedical students have adequate knowledge and 8(16%) of them have moderately adequate knowledge regarding I-gel and Laryngeal Mask Airway. None of them have inadequate knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway in their posttest. b) Distribution of paramedical students according to posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. Figure-4.4: Percentage distribution of paramedical students according to posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. The above bar diagram shows, among 50 paramedical students none of them have poor skill, 7(14%) of them have average skill 43(86%) of them have good skill regarding successful ventilation with I-gel and Laryngeal Mask Airway in their posttest. c) Comparison between the pretest and posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Figure: 4.5 Percentage distributions according to their pretest and posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students The above bar diagram shows that 34(68%) paramedical students have inadequate knowledge, 16(32%) paramedical students have moderately adequate knowledge and none of them have adequate knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway in their pretest, Where as in post test, 42(84%) paramedical students have adequate knowledge and 8(16%) of them have moderately adequate knowledge, none of them have inadequate knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway when compared with pretest. Hence it highlights that there is a significant improvement in the knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway is improved compared to pre test. d) Comparison between the pretest and posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Figure: 4.6 Percentage distributions according to their pretest and posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. The above bar diagram shows, among 50 paramedical students none of the paramedical students have good skill, 15(30%) paramedical students have average skill and 35(70%) of them have poor skill regarding successful ventilation with I-gel and Laryngeal Mask Airway in their pretest. Where as in the posttest, none of them have poor skill, 7(14%) of them has average skill 43(86%) of them have good skill regarding successful ventilation with I-gel and Laryngeal Mask Airway in their posttest and compared with posttest. Hence it highlights that there is a significant improvement in the skill regarding successful ventilation with I-gel and Laryngeal Mask Airway was improved in the posttest, when compared to pre test. e) Area wise comparison between the pretest and the posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Table – 4.2: Mean, standard deviation, mean percentage and difference in mean percentage of pretest and posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students in pretest and posttest. n=50 Area wise Maximum score Pretest Posttest Difference in mean % Mean S.D Mean% Mean S.D Mean % General information 9 5.9 1.55 65.5 8.08 0.71 89.7 24.2 I-gel 9 3.78 1.65 42 6.54 1.51 72.6 30.6 Laryngeal Mask Airway 12 5.26 1.77 43.8 8.96 1.29 74.6 30.8 Overall 30 14.94 4.97 151.3 23.58 3.51 236.9 85.6 The above table shows that, in area of general information the pre test mean score is 5.9 ±1.55 and mean percentage is 65.5, where as in the post test mean score is 8.08 ±0.71 and mean percentage is 89.7. This reveals that the difference in mean percentage is 24.2. In the area of I-gel the pre test mean score is 3.78 ±1.65 and mean percentage is 42, where as in the post test mean score is 6.54 ±1.51 and mean percentage is 72.6. This reveals that the difference in mean percentage is 30.6. In the area of Laryngeal mask airway the pre test mean score is 5.26 ±1.77 and mean percentage is 43.8, where as in the post test mean score is 8.96 ±1.29 and mean percentage is 74.6. This reveals that the difference in mean percentage is 30.8. In the pretest, the overall mean score is 14.94 ±4.97. In the pretest, the highest mean score is achieved in the general information with the score of 5.9 ±1.55. It reveals that difference in mean percentage is 24.2. In the post test, overall mean score is 23.58 ±3.51. The highest score is achieved in the Laryngeal Mask Airway with the score of 8.96 ±1.29. The overall difference in mean percentage is 85.6. The mean difference reveals that there is significant improvement in the knowledge in post test. f) Area wise comparison between the pretest and the posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Table – 4.3: Mean, standard deviation, mean percentage and difference in mean percentage of pretest and posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students in pretest and posttest n=50 Area wise Maximum score Pretest Posttest Difference in mean % Mean S.D Mean % Mean S.D Mean % I-gel 14 7.08 1.03 50.5 12.08 1.33 86.2 35.7 Laryngeal Mask Airway 16 7.82 1.19 48.8 13.54 1.43 84.6 35.8 Overall 30 14.9 2.22 99.3 25.62 2.76 170.8 71.5 The above table shows that In the area of I-gel the pre test mean score is 7.08 ±1.03 and mean percentage is 50.5, where as in the post test mean score is 612.08 ±1.33 and mean percentage is 86.2. This reveals that the difference in mean percentage is 35.7. In the area of Laryngeal mask airway the pre test mean score is 7.82 ±1.19 and mean percentage is 48.8, where as in the post test mean score is 13.54 ±1.43 and mean percentage is 84.6. This reveals that the difference in mean percentage is 35.8. In the pretest, over all mean score is 14.9 ±2.22. The higher percentage of the pretest is achieved in the Laryngeal Mask Airway, where the mean score is 7.82 ±1.19 with the difference in mean percentage of 35.8. In the post test, the overall mean score was 25.62 ±2.76. The highest mean score is achieved in the area of laryngeal mask airway with the score of 13.54 ±1.43. The overall difference in mean percentage is 71.5. This reveals that there is significant improvement in the post test on skill than the pretest. g) Comparison between the pretest and the posttest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Table – 4.4: Comparison between the mean, SD, mean difference of pretest and the post test scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway Among the paramedical students. n=50 S.No Variables Maximum score Pretest Posttest Difference in mean % Mean S.D Mean% Mean S.D Mean % 1 Knowledge 30 14.94 2.99 49.8 23.58 2.50 78.6 28.8 2 Skill 30 14.9 1.72 49.7 25.62 2.31 85.4 35.7 The above table shows that in pretest, the knowledge mean score is 14.94 ±2.99 and the mean percentage is 49.8%. Where is posttest, the knowledge mean score is 23.58 ±2.50 and the mean percentage is 78.06%. The difference in mean percentage between the pretest and the posttest was 28.8%. In pretest, the skill mean score is 14.9 ±1.72 and the mean percentage is 49.7%. Where is posttest, the skill mean score is 25.62 ±2.31 and the mean percentage is 85.4%. The difference in mean percentage between the pretest and the posttest is 35.7%. It shows that in posttest there is significant improvement in knowledge and skill when compared to the knowledge and skill in pretest. Section D a) Effectiveness of video assisted teaching programme on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Table – 4.5: The mean, SD and ‘t’ value on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students in pretest and posttest. n=50 S.No Variables Maximum score Pretest Posttest Paired ‘t’ value Df Mean SD Mean SD 1 Knowledge 30 14.94 2.99 23.58 2.50 15.74 49 2 Skill 30 14.9 1.72 25.62 2.31 30.63 *significant at p≠¤0.05 level Table value: 2.02 The above table shows the pre test knowledge Mean score is 14.94 ±2.99 and the posttest knowledge mean score is 23.58 ±2.50. The Skill mean score in the pretest is 14.9 ±1.72 and the posttest skill mean score is 25.62 ±2.31. The Obtained‘t’ value for knowledge and skill is 15.74 and 30.63 respectively, which is significant at p≠¤0.05 level. Hence the hypothesis H1 was retained. Thus it becomes evident that Video Assisted Teaching Programme is effective in improving the knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among the paramedical students b) Relationship between pretest and posttest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students Table – 4.6: Correlation between the pretest and the post test scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among the paramedical students. n=50 S.No Group Knowledge Skill ‘r’ Mean SD Mean SD 1 Pretest 14.94 2.99 14.9 1.72 0.41 2 Posttest 23.58 2.50 25.62 2.31 0.65 The above table shows that, in the pretest mean score of knowledge and skill is 14.94 ±2.99 and 14.9 ±1.72 respectively, ‘r’ value was 0.41. The posttests mean score of knowledge and skill is 23.58 ±2.50 and 25.62 ±2.31 respectively, ‘r’ value is 0.65. This reveals that there is positive correlation between the pretest and the posttest knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Hence the formulated hypothesis H2 was retained at p≠¤0.05 level. c) Association between the pretest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students and their selected demographic variables. Table – 4.7: Chi Square test on the knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among the Paramedical Students with their selected Demographic Variables. n=50 S.No Demographic variables à ¯Ã‚ Ã‚ £2 Df Table value 1 Age 2.76 2 5.99 2 Gender 0.06 1 3.84 3 Religion 2.21 3 7.82 4 Category of course 0.001 1 3.84 5 Previous knowledge 0.023 1 3.84 6 If yes how did you obtain information 1.60 3 7.82 *significant at p≠¤0.05 level The above table shows that there is no association between pretest score on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students and their selected demographic variables such as Age, gender, religion, category of course of study, and previous knowledge. Hence the research hypothesis H3 was rejected at p≠¤0.05 level. Table – 4.8: Chi square test on the skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among Paramedical Students with their selected demographic variables. n=50 S.No Demographic variables à ¯Ã‚ Ã‚ £2 Df Table value 1 Age 0.27 2 5.99 2 Gender 0.63 1 3.84 3 Religion 1.04 3 7.82 4 Category of course 0.03 1 3.84 5 Previous knowledge 0.59 1 3.84 6 If yes how did you obtain information 1.18 3 7.82 *significant at p≠¤0.05 level The above table shows that there is no association between pretest score on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students and their selected demographic variables such as Age, gender, religion, category of course of study, and previous knowledge. Hence the research hypothesis H3 was rejected at p≠¤0.05 level. Summary: This chapter deals with the data analysis and interpretation in the form of statistical values based on the objectives, frequency and percentage on the knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students and their selected demographic variables analyzed. The‘t’ test is done to evaluate the effectiveness of video assisted teaching programme on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among Paramedical Students. The chi-square analysis is used to find out the association between the pretest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among the Paramedical students and the selected demographic variables.

Tess of the dUrbervilles- summary of part I :: essays research papers

Tess of the d’Urbervilles Chapter I   Ã‚  Ã‚  Ã‚  Ã‚  The scene begins with a middle-aged peddler, named John Durbeyfield. Making his way home, the man encounters Parson Tringham, who claims to have studied history. The Parson tells Durbeyfield that he is of noble lineage, the d’Urberville family, and his family has prospered for many generations until recently. Tringham tells his him however that this heritage comes from such a long period of time ago that it is worthless. At this the seemingly drunk man sits near a road and beckons a young boy to fetch him a horse and carriage to take him home in his newly liberated state. Chapter II   Ã‚  Ã‚  Ã‚  Ã‚  Tess, the eldest daughter of the Durbeyfield family, has accompanied the other women in the village, young and old, to celebrate May Day. All of the women are clothed in white, but not the same shade of white, as noticed by the narrator. They all hold white flowers in one hand and a white wand made from oak in the other. This celebration commemorates the coming of spring, and all the women enjoy it, as it seems, because it allows them to forget their insignificant role in society. In the middle of the procession, John Durbeyfield rides along in his carriage, making quite a spectacle. Tess is embarrassed, and three very attractive (and obviously rich) brothers walk in. Only one of them, the youngest stays to dance, while his brothers continue their journey. All the women are anxious to be picked to dance by him, for all dream of a better life as the wife of a gentleman. Tess is chosen to dance with the young man, and before they can even exchange their names, the b oy runs off to catch up with his siblings. Chapter III   Ã‚  Ã‚  Ã‚  Ã‚  Upon Tess’ arrival home after the festivities, her mother, Joan confronts her with two important pieces of news. She relates that their family has been found to be of noble blood, and that John has been diagnosed with a heart condition. Tess sees the Compleat Fortune-Teller, a book full of superstitions that her mother follows for guidance. Mr. Durbeyfield is not home, but rather at Rolliver’s, the local inn and drinking hole, celebrating the news of his new â€Å"wealth†. Obviously, the man spends a many hours there, and it is no surprise that he has not returned home. Joan, leaving Tess to tend her 5 siblings, leaves to fetch her husband.

American Agriculture

Analyze the ways in which technology, government policy, and economic conditions changed American agriculture in the period of 1865-1900. in your answer, evaluate farmers’ response. The period of 1865-1900 was one of the most crucial times in American history. It was a time period, in which America was mending, repairing, improving, reshaping, and reconstructing its society, economy, culture, and policies. Basically it was changing everything it stood for. This continual change can be seen in the following events that took place during this time. These events are both causes and effects of why America is what it is today. During the Civil War the economy in the North boomed — a continuation of the industrial advances from the 1840s. Technology was rapidly moving, economic conditions were rapidly changing, everything in the United States was booming—population, expansion, industries, etc. Technology was probably the most vital aspect of this time period. Railroads was/is the most influential thing that happened to the United States. If it wasn’t for railroads, America wouldn’t be what it is today. The railroads were a positive chain reaction. It changed American agriculture, delivering goods from state to state, sea to shining sea, etc. Railroads opened and expanded business in the Far West, where not much has been developed. There was much controversy concerning government policy and economic control. Individual enterprises fought diligently to dominate economic affairs but the government was obligated to intervene when unjust activity was apparent. It was unanimously believed, among businessmen, that the government should have very little say in economic issues, the basis for Laissez-Faire. Laissez-Faire was definitely incorporated in every issue concerning government policy. Many people are outraged with the political speakers. The people are saying that the political leaders have misled them. The Interstate Commerce Act was enacted to limit the freedom and wrongful capital gain of railways to benefit the people. The Senate passed the Sherman Antitrust Act, heavily influenced by the monopolies. The purpose of the act was to oppose the combination of entities that could potentially harm competition. Economic conditions during this time period were extreme. The Depression of 1893 was the most serious blow to the United States politics during the Gilded Age was the five-year depression that began in 1893. When the Philadelphia & Reading Railroad collapsed, a stock market panic ensued. Banks, railroads, & businesses closed, 20% unemployment; led to 1,400 labor strikes in 1894. Coxey’s Army in 1894 demanded government action to end the depression & job creation programs. Technology, government policy, and economic conditions changed American agriculture for better and for worse. Farmers had many problems during this time. Farmers were plagued by falling prices, high railroad & mortgage rates, & deflationary policies. Farmers usually lashed out at Eastern bankers, railroads, and U. S monetary policies, as well as the continued debate over gold and silver currency. Farmers were generally outraged about overproduction and how they don’t earn enough. There is a lot of supply, but the demand is very low. This time period was probably one of the most changing times in American History. American Agriculture Technology, government policy, and economic conditions changed American agriculture in the period of 1865-1900 in numerous ways. In the late 19th century, new farm machinery made a huge impact. It gave farmers the opportunity to produce more crops then they ever previously been able to produce. Railroads also had an effect on the agriculture. They charged farmers fees that they were barely ever were able to pay back. The industry played a role in which they created monopolies and gained immense amount of wealth which dominated the farmers. The monetary policy along with the steadily dropping prices of agricultural produce led farmers further into debt, eventually producing outcomes such as the crop-lien system and sharecropping. All of these tie into government policy, which, more often than not, favored the large and wealthy industries and monopolies over the farmers. Over the period of 1865-1900, Document A shows that agriculture was steadily declining. Wheat went from $2. 16 a bushel to $. 62. Cotton and corn both declined also, dropping from $. 83 to $. 10 a pound and $. 52 to $. 35 a bushel, respectively. Farmers were gradually losing profit from their produces. They thought they could compensate by producing more and more products, but this eventually caused overproduction and the prices hastily fell. Document A shows the trend of overproduction. Document G shows that all of the farmers’ difficulties could not just be blamed on overproduction alone. Railroad technology grew between 1870-1890 as Document B points out. As farmers exhausted soil in the eastern and central parts of the country, they had to continue spreading westward. As they expanded farther west, they reluctantly became more dependent on the railroads.

Organizational Interventions Influencing Employee

Blackwell Publishing Ltd. Oxford, UK and Malden, USAIJTDInternational Journal of Training and Development1360-3736Blackwell Publishing Ltd. 2005March 2005 14761ArticlesOrganizational Interventions 9 International Journal of Training and Development 9:1 ISSN 1360-3736 Organizational interventions in? uencing employee career development preferred by different career success orientations Namhee Kim This study explores what Korean employees prefer as organizational interventions that in? ence their career development, according to their personal interpretation of career success. A quantitative sample survey was designed from a Korean wireless communications company using a survey instrument. The ? ndings of this study contributed to the validation of theoretical discussions on the association of individuals and organizational career development interventions, implying that organizations need to design their career mobility systems or performance incentive systems in accordance with emplo yees’ career orientations.Introduction Market changes often necessitate substantial transformation in organizations via reorganizing, restructuring or downsizing (Gutteridge et al. , 1993). The characteristics of employees have changed as well. One of the biggest issues facing organizations is the increasing diversity of the modern workforce. Determining how to manage and develop today’s workforce effectively from the perspective of career development has become a critical issue at the organizational level. Companies must ? d ways to match organizational goals and needs with those of individuals, but employees’ internal orientations are often left largely uninvestigated r Research Fellow, Korean Women’s Development Institute, 1-363 Bulkwang-dong, Eunpyong-gu, Seoul 122-707, Korea. Email: [email  protected] re. kr  © Blackwell Publishing Ltd. 2005, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main St. , Malden, MA 02148, USA. Organizational Interve ntions 47 in the design and implementation of organizational interventions.This study explores Korean employees’ perspectives on organizational interventions that in? uence their career development, according to personal de? nitions of career success. Answers to this research question will help organizations design and implement more effective employee career development policies and activities. Theories of career orientation Traditional career theories de? ned success in terms of extrinsic or objective factors with visible metrics, such as salary, promotions or status (e. g. Gattiker & Larwood, 1989; Jaskolka et al. , 1985).Therefore, hierarchical advancement, larger income and increasing recognition and respect from others typically indicated success at work. On the other hand, some researchers have investigated careers from an internal, subjective perspective. Schein examined individuals’ subjective ideas about work life and their roles within it (van Maanen & Schei n, 1977). He identi? ed the concept of a ‘career anchor’, which is an occupational self-concept or self-knowledge that ‘serves to guide, constrain, stabilize and integrate the person’s career’ (Schein, 1978: 127). Schein (1978) identi? d ? ve types of career anchors: managerial competence, autonomy, security, technical/functional competence, and entrepreneurial creativity. Later, three more types were added: service/dedication to a cause, pure challenge, and life style. Delong (1982) proposed replacing the term ‘career anchor’ with ‘career orientation’, meaning the capacity to select certain features of an occupation for investment according to one’s motives, interests and competencies. He identi? ed three new types of career orientation (identity, service, and variety), in addition to Schein’s (1978) ? e original career anchors. Driver (1979, 1980, 1982) studied business executives and staff specialists in a v ariety of companies, identifying four ‘career concepts’ (transitory, steady-state, linear, and spiral) from self-perceptions based on habits of thought, motives and decision-making styles. These career concepts become the guiding foundation for a person’s long-term career choices (Driver, 1980). Derr (1986) used the term ‘career success orientation’ to refer to how people de? ne their success at work, and argued that an individual’s meaning of career success re? cts their personal values, attitudes and motivation with regard to work and life. Career success orientation can vary considerably given the diversity of the modern workforce and its work values. To describe patterns of career success orientation, Derr (1986) developed a minimum set of useful dimensions based on his research with the US Navy, MBA students and multinational executives. Derr’s ? ve dimensions of career success orientations are: 1. Getting ahead: Traditionally, thi s type was assumed to be typical career orientation for most people who want to succeed in their career.Individuals who exhibit these characteristics pursue upward mobility in organizations. Advancement in status and increased responsibility, authority and opportunities are also attractive to this type. People in this type enjoy wealth and prestige. Getting free: Individuals in this type avoid any restrictions and pursue personal freedom at work. They often like to create their own service or product, enjoying a variety of different experiences. The desire to maintain autonomy at work is the strongest work value. Independence and being free from external interruption make the ideal work situation.Getting secure: Individuals in this type value stability, predictability or security at work. Guaranteed long-term job security is desirable. They are loyal to their organizations and commit themselves seriously to the company. Gaining secure jobs and feeling recognized by their organizatio ns are closely related to their personal meaning of career success. To this type of people, stability is more important than getting ahead. Getting high: Individuals with these characteristics pursue technical or functional expertise in one area and want to test their talents and skills. Excitement is very important to them.They long for continued growth and dedicate themselves to  © Blackwell Publishing Ltd. 2005. 2. 3. 4. 48 International Journal of Training and Development 5. self-renewing experiences, and consider success as doing what they like. Being an expert in their interest areas is an uppermost goal of their career. Getting balanced: Individuals who exhibit these characteristics pursue a balanced professional and personal life. They enjoy working in an environment that respects personal and family life. People view their career success in relation to other aspects of life, including family and personal development.To them, the meaning of career success cannot be separat ed from the value of family and personal relationships. The emergence of this career type re? ects the diversity of the workforce and work values in recent decades (Derr, 1986). Hall (1976) introduced the concept of the ‘protean career’, characterized by individuals taking the lead in career management, driven by the change of personal rather than organizational needs. He even argued that the ‘career’ no longer exists within organizations (1996). Similarly, Arthur and Rousseau (1996) described modern careers as ‘boundaryless’, defying traditional assumptions about organizational careers.Recent literature, including Hall’s work in 2002, indicates the importance of the individual career, particularly its internal aspects. Baruch (2004) summarized current measures of individual career success as ‘a multi-level set of self-development targets; gaining employability; making lateral transitions for enrichment . . . ; undertaking selfmana gement and entrepreneurship . . . ; and achieving a better and richer quality of life’ (2004: 76). A comparison of the concepts of career anchor, career orientation, career concept, and career success orientation (as well as other recent trends) allows ? e types of commonly identi? ed career orientation to be determined, as presented in Table 1. This table shows that although scholars researched career orientations at different times and used different criteria and terms, the common categories of career orientation can be identi? ed. The categories of personal de? nition of career success also tend to follow a similar framework. Since career orientation is likely to determine (or at least in? uence) an individual’s occupational decisions, it has been hypothesized that this orientation can in? uence their willingness to participate in speci? career development activities (Watts, 1989). However, little literature has empirically explored the relationship between career s uccess orientation and career development intervention. In this study, the career orientations of Korean employees are ? rst explored in terms of Derr’s (1986) framework of career success orientation. Organizational interventions in? uencing employee career development (ECD) The term ‘organizational interventions in? uencing ECD’ is de? ned as organizationinitiated policies or activities that could affect ECD, directly or indirectly. According to Wils et al. 1993), there are three types of career development activities currently conducted in organizations. Speci? cally, 14 activities are identi? ed with three different foci: 1. 2. 3. Impersonal career, focusing on three internal staf? ng activities: job posting, promotion-from-within and lateral mobility. Organizational career, consisting of ? ve organization-oriented activities: succession planning, high potential management, data collection on employees, job matching and data collection on future jobs. Individu al career, subsuming two individual-oriented activities: career planning and career counselling.In addition to these direct interventions, some organizational policies or activities may in? uence ECD indirectly (Watts, 1989). For instance, employee compensation and bene? ts can enhance or impede ECD, affecting critical career decisions. Employee assessment is often understood as a management function, but it can and should be approached from a career development perspective as well (Baruch, 2004; Iles, 1999).  © Blackwell Publishing Ltd. 2005. Organizational Interventions 49 Table 1: Comparison of theories of career orientation 50 International Journal of Training and Development  © Blackwell Publishing Ltd. 2005.Types Description of common characteristics †¢ Advancing up the organizational hierarchy †¢ Increased responsibility, authority †¢ High status, prestige, income †¢ Recognized expertise in one area †¢ Excitement to test one’s talents and s kills †¢ Continued growth and experience †¢ Stability, predictability, security †¢ Long-term commitment, loyalty †¢ Maintenance of freedom, avoidance of restrictions †¢ Creation of own service or product †¢ A variety of different experiences †¢ A balanced life †¢ Respect for personal and family life †¢ Flexible time and job sharing †¢ Dedication to a cause, making a contribution to improve the worldSchein’s (1978) career anchor General management competence Technical/ functional competence or pure challenge Security/ stability Autonomy/ independence or entrepreneurial creativity Life style Delong’s (1982) career orientation Managerial competence/ identity Technical/ functional competence Driver’s (1980) career concept Linear Derr’s (1986) career success orientation Getting ahead Baruch’s (2004) measures of career success Self-development competencies Type 1 Type 2 Spiral Getting high Lateral transit ions; spiral movements Type 3 Type 4Security Autonomy, creativity, or variety Steady-state Transitory Getting secure Getting free Employability Self-management; entrepreneurship Type 5 Getting balanced Service Self-perceived attitudes, values and needs Frequency, time, Subjective direction of career de? nition of change success Quality of life; work-family balance Other types Criteria of typology Service/ dedication to a cause Self-perceived talents, values and motives Source: N. Kim (2004). Career success orientation of Korean women bank employees, Career Development International, 9(6), p. 98. Many organizations do not consider such activities a part of ECD (Watts, 1989). In this regard, career systems in organizations are closely linked to human resource management systems, or employee relations, and are integrated into those systems (Gutteridge et al. , 1993; Wils et al. , 1993). Recently, Baruch (2004) elaborated his six-dimension model of organizational career systems, which i ncludes involvement, sophistication & complexity, strategic orientation, developmental focus, organizational decision-making focus, and innovation.Among these, involvement, strategic orientation, developmental focus and organizational decision-making focus relate to the idea of organizational versus individualfocused dimensions (as found in Wils et al. , 1993), as well as the direct versus indirect intervention dimensions addressed by Watts (1989). Innovation and sophistication & complexity seem to be more methodological concerns; this is understandable since the model was designed to facilitate guidelines for evaluating organizational career systems.Given the de? nition and scope of organizational interventions in? uencing ECD, broad types of organization-initiated policies or activities can be categorized (Figure 1). Individual-focused activities partially or entirely allow individuals to make decisions about their participation. Accordingly, participants can take primary advantag e of the resulting bene? ts. Organizational-focused activities are operated primarily for organizational purposes, rather than individual bene? t.Further, indirect interventions can in? uence ECD, although they may not appear to be a part of ECD. This two-dimensional taxonomy of organizational interventions in? uencing ECD in Figure 1 provides a useful framework for understanding the various kinds of organizational interventions in? uencing ECD that have been identi? ed from the career literature, including personnel allocation systems, employee appraisal systems, training/development systems, career development (CD) support systems, and compensation/bene? s systems (Baruch, 2004; Derr, 1986; Noe et al. , 1996; Watts, 1989; Wils et al. , 1993). Under this taxonomy, 13 types of interventions can be summarized, as presented in Table 2. According to Table 2, succession planning, career paths, job posting/job matching, promotion/upward mobility, downward mobility, and job rotation/later al Direct ECD interventions Training/development systems Personnel allocation systems CD support systems Individualfocused Organization focused Compensation/benefits systemsEmployee appraisal systems Indirect interventions influencing ECD Figure 1: Two-dimensional taxonomy of organizational interventions in? uencing ECD.  © Blackwell Publishing Ltd. 2005. Organizational Interventions 51 Table 2: Organizational interventions in? uencing ECD Types of interventions Description Personnel allocation systems Succession planning Identifying and systematically developing high potential employees for certain key positions Career paths Structuring sequences of jobs or positions related to speci? career goals, such as managerial or technical career tracks Job posting/job Internal announcing of vacant job positions and matching matching internal individuals’ preferences with the job prior to external recruiting Promotion/upward Advancement in position with greater pay, challenges, mobi lity responsibility, and authority Downward mobility Moving to positions with a reduced level of responsibility and authority with an opportunity to develop skills and meet personal needs or interests Job rotation/lateral Systematically transferring employees laterally to another movement function or area over the course of time, not necessarily involving increased responsibilities or compensation Employee appraisal systems Assessment system Evaluating and collecting data on employees to discover their performance and potential, feedback can be given to employees Training/development systems Mentoring/coaching Assigning mentors or coaches (often supervisors or superiors) to employees to help them develop their careers Training/development Providing opportunities for career information workshops opportunities or training events that deal with career planning or transitions, self-assessment, or other career issues, or supporting individual efforts to learn and develop Career developme nt support systems Career counselling/ Providing counselling services and guides by professionals discussions (external or internal agency) or supervisors/managers to meet individual needs in employees’ careers Career information Building a system for sharing information about career system opportunities, such as various career paths or job vacancies, programmes and bene? ts offered through a variety of media Employee compensation/bene? ts systems Individual Adopting recognition systems for individual contributions compensation system to the organization (e. g. merit pay, individual incentives, stock options) Flexible bene? t plans Allowing diverse, ? exible options of bene? ts/rewards plans (e. g. , insurance or pension provisions, retirement plans, ? exible work schedule, part-time employment, child-care bene? ts, maternity and paternity leave) Note: Summarized from the literature (Baruch, 2004; Derr, 1986; Noe et al. , 1996; Watts, 1989; Wils et al. , 1993). 52 Internation al Journal of Training and Development  © Blackwell Publishing Ltd. 2005. movement fall into personnel allocation systems. Assessment systems belong to employee appraisal systems. Mentoring/coaching and training/development opportunities are examples of broad training/development systems.Counselling/ discussions and career information systems are included in career development support systems. Individual compensation systems and ? exible bene? t plans can be categorized under employee compensation/bene? t systems. It is important to note that not all organizational career-related activities have the same appeal or provide the same bene? ts to all employees (Derr, 1986; Schein, 1978). Additionally, variation must be expected in terms of employees’ acceptance of their employers’ involvement in their career development (Portwood & Granrose, 1986; Rhebergen & Wognum, 1997). Only a few studies have examined what types of interventions are most appropriate for speci? c typ es of employees.Derr (1986) examined contemporary CD programmes, matching each programme with certain types of career success orientations, as presented in Table 3. This table shows that there are different types of career development programmes appropriate for speci? c career success orientations. For example, some programmes are appropriate only for Getting ahead people. However, empirical support for this matching was not provided. Building on this work, Watts (1989) conducted empirical research to see if non-managerial female workers preferred different organizational CD activities according to their types of career success orientation; no signi? cant differences were reported. Solid empiricalTable 3: Career development programmes and appropriate career types CD Programme Getting free Assessment centres Career counselling and coaching by managers Career counselling by others Career information centres Career information systems Career pathing Computer-aided instruction and infor mation systems Educational and professional development bene? ts Fallback-position transfers Flexible scheduling and bene? ts Family-related bene? ts High-potential identi? cation programmes Individual development plans Integrated career planning Job matching Job posting Lifelong employment Mentor programmes Succession planning Workshops and training events Orientation Getting balanced Getting high Getting ahead O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O Getting secure O O O Note: Adapted from Derr’s career development programmes (1986: 255–258).  © Blackwell Publishing Ltd. 2005. Organizational Interventions 53 nowledge is not yet available for matching individual preferences with organizational interventions; further investigation is warranted. Nevertheless, different observations in relevant studies imply the following hypotheses: H1: People who have different career success orientations will show different preferen ces for career development interventions. H2: People who have the same career success orientation will show different preferences for career development interventions. Career development in Korean organizations Shifts in organizational behaviours are not culturally neutral. Although career dynamics are known to re? ect particular aspects of a culture (Derr & Laurent, 1989; Greenhaus et al. 2000), career literature has failed to account for career dynamics in diverse cultures. Very few studies have explored what the term ‘career’ means in an international context (e. g. Derr & Laurent, 1989; Hofstede, 1980; Triandis, 1989), and careerrelated perceptions and strategies have almost never been researched in third world countries (Counsell & Popova, 2000). In terms of ECD, most Korean organizations are at a very early stage (H. Kim, 2000). Employers have not yet felt the necessity to adopt ECD systems, and employees are not familiar with the meaning or implications of CD. On ly a very few large corporations have begun to introduce relevant interventions into their practice (H. Kim, 2000).Consequently, examples of ECD in Korean organizations are limited (e. g. Choi, 1994; Jung, 1991; J. S. M. Kim, 1992; K. H. Lee, 1996). Comprehensive information regarding the status of Korean organizational career development is not yet available. Korean literature based on several case studies (Choi, 1994; D. K. Lee, 1993; K. H. Lee, 1996) shows that a wide range of activities, such as promotion and advancement, job rotation and transfer, and job evaluation and performance appraisal, has been addressed. The literature reviewed indicates that organizational ECD is still viewed as a part of the human resource management function in Korea (H. Kim, 2000).Therefore, it is important that this study covers the full range of interventions, from direct ECD activities to indirect organizational interventions. Methodology A quantitative sample survey was designed to test research hypotheses on career success orientations. Data were collected from a sample of 1000 employees in a Korean wireless communications company. The sample was randomly selected from the company directory of 3003 employees, and the survey instrument was distributed and collected through the company’s intranet system. A 33. 7% response rate resulted, with 337 useable surveys returned. Table 4 shows the sample composition by demographic characteristics. The respondents’ ages were categorized into three groups: 20–29, 30–39, and 40 and above. The average age was just over 33.The range was between 22 and 56. Most respondents’ ages were between 30 and 39 (69. 4%). The respondents’ average years of work experience was 5. 42, ranging between less than 1 and 13. The largest respondent group was those who have worked for 4–6. 99 years (49%). Almost half of the respondents (48. 1%) were assistant managers, while 22. 8% were managers, 21. 7% were em ployees, and 7. 4% were senior managers. Respondents were predominantly male (89. 6%), and 78% of the respondents were married. The two major types of job were 29. 1% in marketing and 38. 6% in engineering. A majority of the respondents (63. 8%) had completed 4-year college courses, and 19. % had completed graduate school. The instrument consisted of two parts. The ? rst part identi? ed individuals’ career success orientations. A modi? ed Derr’s (1986) ‘Career success map questionnaire’ (CSMQ) was used, since this instrument was originally developed to identify ? ve types of career success orientation. The questionnaire was changed from a forced54 International Journal of Training and Development  © Blackwell Publishing Ltd. 2005. Table 4: Sample composition by demographic characteristics (n = 337) Demographic Age (M = 33. 29, sd = 5. 09) Category 20–29 years old 30–39 years old 40 years old and above Less than 4 years 4–6. 99 years* 7–9. 9 years* 10 years or more Employee Assistant manager Manager Senior manager Male Female Married Unmarried Marketing R&D IT Engineering Ad/Mgmt Internal ventures High school 2-year college 4-year college Graduate school Frequency 60 234 43 76 165 63 33 73 162 77 25 302 35 263 74 98 34 14 130 47 14 25 32 215 65 % 17. 8 69. 4 12. 8 22. 6 49. 0 18. 7 9. 8 21. 7 48. 1 22. 8 7. 4 89. 6 10. 4 78. 0 22. 0 29. 1 10. 1 4. 2 38. 6 13. 9 4. 2 7. 4 9. 5 63. 8 19. 3 Years of work experience (M = 5. 42, sd = 2. 77) Employment level Gender Marital status Type of job Education level * Months were converted to fractions of a year. choice instrument of thirty paired statements to a Likert-type instrument, in order to make it statistically possible to test its factor structures and reliability (given the lack of empirical information with regard to this instrument).The second part was developed to explore respondents’ preferred organizational interventions in? uencing employee caree r development. Thirteen types of organizational interventions (as summarized in Table 2) were used for this purpose. The instrument was translated into Korean, and a three-round cross-translation performed. The face validity and construct validity of the instrument were examined in a series of three-round pilot tests and instrument revisions. Through factor analysis, with the elimination of some items, the ? ve dimensions originally included emerged. Reliability, measured by Cronbach’s coef? cient alpha, was between 0. 56 and 0. 79: Getting high (0. 78), Getting secure (0. 72), Getting balanced (0. 9), Getting ahead (0. 59), and Getting free (0. 56). These results indicate some limitations in interpreting the data for Getting ahead and Getting free. To analyse collected data, descriptive statistics as well as inferential statistics, such as ANOVA or repeated measures analysis, were conducted. Results Two approaches were used to test the research hypotheses. First, differences in preferences between groups were examined. Second, differences in preferences within  © Blackwell Publishing Ltd. 2005. Organizational Interventions 55 each group were explored. The highest mean score among the ? ve types was deemed the dominant orientation for each individual.According to descriptive information regarding dominant career success orientations, each individual’s career success orientation was identi? ed. The sample consisted of 40% Getting free, 38% Getting balanced, 17% Getting high, 3% Getting ahead, and 2% Getting secure. Since Getting ahead and Getting secure obtained very small percentages, those two types were excluded from the analysis. Hypothesis 1: Differences in preferences between groups The Levene test of homogeneity of variances showed that several items, including succession planning, job posting/job matching, promotion and compensation systems, violated the assumption to conduct the ANOVAs. Those items were excluded from further analysis.As a result, the ANOVAs were conducted with the remaining nine items. The ANOVAs showed that the preferences for six organizational interventions differed signi? cantly according to respondents’ dominant career success orientation types, as presented in Table 5. According to post hoc comparisons using the Tukey test, most interventions were preferred more by Getting free than Getting balanced or Getting high. There were no signi? cant differences in downward mobility, assessment system, or career information system. Hypothesis 1 was partly supported. Hypothesis 2: Differences in preferences within groups Repeated measures analysis showed statistically signi? ant differences in Getting free preferences (Wilks’ Lambda = 0. 396, F = 13. 86) at the 0. 001 level across the 13 organizational interventions. According to post hoc pairwise comparisons using the Bonferroni test, succession planning, career paths, job posting/job matching, promotion, and training/development opport unities were signi? cantly more preferred than other interventions, while downward mobility and career information system were signi? cantly less preferred. Repeated measures analysis showed statistically signi? cant differences in Getting balanced preferences (Wilks’ Lambda = 0. 471, F = 9. 63) at the 0. 001 level across the 13 organizational interventions.According to post hoc pairwise comparisons using the Bonferroni test, job posting/job matching and training/development opportunities were signi? cantly more preferred than other interventions, while downward mobility and career information system were signi? cantly less preferred. Repeated measures analysis showed statistically signi? cant differences in Getting high preferences (Wilks’ Lambda = 0. 423, F = 4. 42) at the 0. 001 level across the 13 organizational interventions. According to post hoc pairwise comparisons using the Bonferroni test, succession planning, career paths, and promotion were signi? cantly mo re preferred than other interventions, while downward mobility was signi? cantly less preferred.Overall, hypothesis 2 was supported. Discussion of ? ndings Different types of work, pay/bene? ts, promotion systems, and types of recognition motivate individuals who have different needs (Derr, 1986; Schein, 1990). The ? ndings of this study mostly support this assertion. That is, Korean employees’ career success orientations seem to impact their preferences for organizational interventions in? uencing employee career development. Even within each speci? c career orientation group, some interventions were preferred over others. The ? ndings regarding preferences for the 13 organizational interventions in? uencing employee career development are discussed in detail below.Though the differences in preferences for succession planning among three groups (Getting free, Getting balanced, and Getting high) could not be compared due to violations of homogeneity of variance assumptions fo r ANOVA, within-group 56 International Journal of Training and Development  © Blackwell Publishing Ltd. 2005.  © Blackwell Publishing Ltd. 2005. Table 5: Preferences for organizational interventions in? uencing ECD by career success orientation Organizational interventions in? uencing ECD Getting free (n = 121) Mean 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Succession planning Career paths Job posting/job matching Promotion Downward mobility Job rotation Assessment system Mentoring/coaching Training/development Career counselling Career information system Compensation system Flexible bene? t plans 5. 65 5. 58 5. 43 5. 62 3. 98 5. 7 5. 25 5. 27 5. 55 5. 38 5. 05 5. 40 5. 50 sd 1. 06 0. 96 1. 03 0. 90 1. 49 1. 09 0. 97 1. 03 0. 95 0. 96 1. 06 1. 05 1. 04 Getting balanced (n = 115) Mean 5. 21 5. 25 5. 31 5. 29 4. 24 4. 93 4. 98 4. 95 5. 31 5. 00 4. 89 5. 09 5. 31 sd 1. 07 1. 02 0. 93 1. 01 1. 35 1. 18 0. 95 1. 06 1. 05 1. 07 1. 08 1. 05 1. 05 Getting high (n = 51) Mean 5. 24 5. 29 5. 10 5. 22 4. 04 4. 43 4. 90 4. 73 5. 06 4. 76 4. 73 5. 00 5. 06 sd 0. 79 0. 81 0. 83 0. 73 1. 30 1. 17 0. 90 1. 02 0. 90 0. 89 0. 85 0. 75 0. 93 – F = 3. 76* – – F = 1. 07 F = 5. 66** F = 3. 38* F = 5. 80** F = 4. 84** F = 8. 27** F = 1. 89 – F = 3. 51* *p < 0. 05 **p < 0. 01 ***p < 0. 01 Between group comparison Organizational Interventions 57 Within group comparison Wilk’s Lambda = 0. 396 F = 13. 86*** Wilk’s Lambda = 0. 471 F = 9. 63*** Wilk’s Lambda = 0. 423 F = 4. 42*** comparison indicated that both Getting free and Getting high groups signi? cantly preferred this intervention over other options, such as job rotation, assessment system, mentoring/coaching or career information system. Derr’s (1986) assertion that succession planning would be appropriate only for the Getting ahead orientation was not con? rmed; this intervention seems to be favourably accepted by both Getting free and Getting high orientations. It was r anked ? st by Getting free, and second by Getting high in rank orders. Career paths were preferred signi? cantly more by the Getting free than the Getting balanced group. Since career paths provide individuals with the opportunity to follow their own career goals, it is understandable that people who want freedom would be in favour of this intervention, while the Getting balanced orientation maintains a need for ? exibility (Derr, 1986; Schein, 1978). Interestingly, there was no signi? cant difference in preferences for career paths between Getting high and Getting balanced. However, Getting high preferred career paths over the other intervention options.Derr (1986) suggested that career paths would be appropriate for Getting free and Getting high; this was partially con? rmed by the study. Group differences in job posting/job matching and promotions could not be explored due to violations of the assumptions for ANOVA. However, Getting free and Getting balanced, respectively, signi? cantly preferred job posting/job matching over job rotation. It is assumed that the Getting free orientation seeks a position with more autonomy, while Getting balanced seeks a position that accommodates personal values in family and relationships through announced open job opportunities (Derr, 1986). Getting free and Getting high signi? antly preferred promotion over job rotation, assessment system, mentoring/coaching, career counselling, and career information system. It seems that the Getting free and Getting high orientations desire some level of status that allows them to make decisions based on personal interests. There was no signi? cant difference in preferences for downward mobility, assessment system, and career information system among the groups. However, downward mobility was consistently the least preferred intervention among the 13 options. Although people tend to pursue what they want, they naturally do not want to give up their current levels of income and responsi bility. Derr (1986) claimed that career information system may be appropriate for Getting free and Getting high, but o difference was found between the groups studied. Moreover, this intervention was not particularly preferred within any of the groups. Getting free ranked it 12th, Getting balanced ranked it 10th, and Getting free ranked it 9th in rank order. Considering that the concept and necessity of career development are still relatively new in Korea (H. Kim, 2000), respondents may not be familiar with such ideas or aware of some systems’ potential bene? ts for individual career goals, which may be manifested in low preference results. Job rotation was signi? cantly less preferred by the Getting high orientation than by Getting free or Getting balanced.Since it is very important for Getting high individuals to keep jobs which they can truly enjoy (Derr, 1986), these people are likely to be reluctant to move to a new function or area. Mentoring/coaching and career counsel ling were preferred signi? cantly more by Getting free than by Getting high or Getting balanced. Although Derr (1986) assumed that career counselling and mentoring programmes would be appropriate for Getting balanced, this was not con? rmed in this study. These interventions did not seem to be attractive to the Getting balanced group; they are in the middle rank. It seems that Getting free individuals may maintain positive attitudes toward sharing career issues, and want to be guided by someone who can help them. Getting balanced individuals may not have speci? career aspirations that can be shared with others at work, since they view careers in relation to other dimensions of their lives. Training/development opportunities and ? exible bene? t plans were preferred signi? cantly more by Getting free than by Getting high. Although Derr (1986) and Watts (1989) viewed training/development as appropriate for all three (Getting free, Getting high, and Getting balanced) groups, our study showed that Getting free particularly 58 International Journal of Training and Development  © Blackwell Publishing Ltd. 2005. preferred this intervention. Getting balanced, as a group, preferred training/ development opportunities over assessment system, mentoring/coaching, and career counselling.This result supports the characteristics of the Getting balanced orientation, which pursues self-development in order to remain competent at work (Derr, 1986). According to descriptive statistics, ? exible bene? t plans were also one of the most preferred interventions by Getting balanced, consistent with the arguments of S. Y. Kim (1995), Igbaria et al. (1991), and McGovern & Hart (1992). Individual compensation system could not be compared between the groups. A comparison of preferences for this option within groups showed that respondents signi? cantly preferred compensation system only over downward mobility and career information system.The lower popularity of this option in all grou ps may be due to characteristics of Korean society and organizations (Bae & Chung, 1997). Although Korean society has been changing, teamwork and family spirit are still deeply rooted in its culture (Koch et al. , 1995), which may have led respondents to be reluctant to place value on this option. Limitations of the study This study was limited to one large Korean company; it may be dif? cult to generalize the ? ndings of this study to other organizations in different cultures. Second, there may be limitations to the instrument, since it was originally developed in the context of western cultures.The instrument may contain culturally sensitive items that were not detected in the researcher’s efforts to validate the instrument, conduct pilot tests, and obtain feedback. Finally, at least two of the scales had lower-thandesired reliability. Implications of the study There were some theoretical efforts to link individual career orientations with preferences for career development interventions, though empirical evidence is lacking. The ? ndings of this study can contribute to the validation of theoretical discussions on the association of individuals and organizational career development interventions. From a practical perspective, at the organizational level, the ? dings of this study imply that organizations may want to design their career mobility systems or performance incentive systems in accordance with employees’ career orientations. At the individual level, the study points out workers’ responsibility to know their personal needs, biases and motives. Knowledge of one’s own values and beliefs can serve as a basis for future career decisions, and for the development of appropriate career strategies (Aryee et al. , 1994). Recommendations for further research Organizational perspectives on the career orientations of employees deserve examination. 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Circumlocution

Circumlocution Circumlocution Circumlocution By Maeve Maddox The noun locution comes from a Latin verb meaning â€Å"to speak.† As an English noun it means â€Å"a form of expression.† The prefix circum- is also from Latin and means â€Å"around.† Circumlocution, therefore, means â€Å"expressing oneself in a round about way.† Circumlocution has its uses. Alexander Pope uses it to comic effect in his mock epic, The Rape of the Lock, as when he refers to a little pair of scissors as â€Å"a two-edged weapon† and a â€Å"little engine.† Politicians, educators, and other people who want to manipulate our perceptions of reality find circumlocution an effective means of obscuring meaning or making something ordinary seem special or profound. For example, collateral damage ethnic cleansing economical with the truth mistakes were made text-to-text connections (comparison of two books) extended constructed response (essay) brief constructed response (paragraph) selected response (multiple choice) As can be seen from the examples, euphemism is a type of circumlocution, as are many clichà ©s. Euphemism: referring to something unpleasant by more pleasant words, for example, passed away for died. Clichà ©: a stereotyped or commonplace expression, for example, It was raining cats and dogs. Here are some examples of circumlocution from the web; italics mine: The Committee must afford an opportunity for public comment at each of its meetings. –Illinois General Assembly statutes. At this point in time, we do not have evidence of consumers postponing expenditure plans, which is something one would observe in a deflationary environment,† Draghi told a symposium organized by the Bundesbank. –European Central Bank President Mario Draghi. Why does the University have a requirement for health insurance as condition of enrollment? According to Brandimonte this was due to the fact that the subtraction task was easier The department may peremptorily suspend the driving privilege of the person until such time as the licensee shall have submitted to re-examination. The examples could be rewritten to avoid circumlocution: â€Å"The Committee must permit public comment† â€Å"At this time, we do not have evidence† â€Å"Why does the University require health insurance† â€Å"According to Brandimonte this was because† Here, with suggested translations, are some prepositional phrases that often contribute to circumlocution: in light of the fact (because) in reference to (about) with the exception of (except) in the event of (if) in a timely fashion (quickly) notwithstanding the fact that (although) on the grounds that (because) in view of the fact that (because) Circumlocution for stylistic effect can be useful to create a humorous effect or to create a pompous or deceitful fictional character. In writing intended to convey information in a straightforward manner, however, circumlocution is a major stylistic defect. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Program vs. Programme25 Russian Words Used in English (and 25 More That Should Be)10 Terms for the Common People

Prepetit Week 4 Paper

Prepetit Week 4 Paper Prepetit Week 4 Paper Performance Management Plan xxxxxxxxxxxxxxxxxxxxx HRM/531 xxxxxxxx xxxxxxxxx, 2015 Performance Management Plan Landslide Limousine Vision To be the top provider of stellar customer service in transportation within Austin, Texas. Landslide Limousine Mission To provide safe, reliable, and courteous transportation to the public, while seeing each ride through the passenger's eyes. Landslide Limousines is a new transportation company in the region of Austin, Texas; with the potential to make a significant impact on the market. Given the proper organizational business strategy and performance management framework, Atwood and Allen Consulting are confident in the ability to meet and surpass the organization's goals for annual revenue; while minimizing employee turnover. This goal will be accomplished by implementing the subsequent performance management plan. This plan is rooted in the formation and belief in the company's vision and mission statement. Building a place in the transportation industry is dependent on the creation and implementation of strategic goals with regard to employee performance. An in depth job analysis will determine performance indicators and targets, to lead the organization to success. While success will not be immediate, Atwood and Allen is confident that the recommended system for employee appraisals and continuous feedback will fost er professional growth. As employees grow professionally, the will be more capable of meeting the organization's strategic goals and thus; supporting the vision and mission of Landslide Limousines. Business Strategy whereas Landslide Limousines is dedicated to providing vehicles at no cost to the chauffeurs. The end goal is to take part-time employees and encourage them to turn a "job" into a "career." The performance management framework is directly aligned with the business strategy as it supports the implementation of the organization's goals and ongoing training for employee's, in order to help sustain professional growth. This too, will support the goal discussed in recent communication, of maintaining a maximum employee turnover rate of 10%. While Atwood and Allen is not in the business of micromanaging employees, we certainly account for "what types of training seem to yield positive outcomes for organizations and trainees (i.e. what works); how to identify if training is needed and, if so, what type of training best fits the needs

An Overview of Gentrification

An Overview of Gentrification Gentrification is defined as the process by which wealthier (mostly middle-income) people move into, renovate, and restore housing and sometimes businesses in inner cities or other deteriorated areas formerly home to poorer people. As such, gentrification affects an areas demographics because this increase in middle-income individuals and families often results in an overall decline in racial minorities. Additionally, household size decreases because low-income families are replaced by young single people and couples desiring to be closer to their jobs and activities in the urban core. The real estate market also changes when gentrification occurs because increases in rents and home prices increase evictions. Once this happens rental units are often switched to condominiums or luxury housing available for purchase. As real estate changes, land use is also altered. Prior to gentrification these areas usually consist of low-income housing and sometimes light industry. After, there is still housing but it is usually high end, along with offices, retail, restaurants, and other forms of entertainment. Finally, because of these changes, gentrification significantly affects an area’s culture and character, making gentrification a controversial process. History and Causes of Gentrification Since Glass came up with the term, there have been numerous attempts to explain why gentrification occurs. Some of the earliest attempts to explain it are through the production- and consumption-side theories. Production-side theory is associated with a geographer, Neil Smith, who explains gentrification based on the relationship between money and production. Smith said that low rents in suburban areas after World War II led to a movement of capital into those areas as opposed to inner cities. As a result, urban areas were abandoned and land value there decreased while land value in the suburbs increased. Smith then came up with his rent-gap theory and used it to explain the process of gentrification. The rent-gap theory itself describes the inequality between the price of land at its current use and the potential price a piece of land could attain under a â€Å"higher and better use.† Using his theory, Smith argued that when the rent-gap was large enough, developers would see the potential profit in redeveloping inner-city areas. The profit attained by redevelopment in these areas closes the rent-gap, leading to higher rents, leases, and mortgages. Thus, the increase in profits associated with Smith’s theory leads to gentrification. The consumption-side theory, professed by geographer David Ley, looks at the characteristics of people performing gentrification and what they consume as opposed to the market to explain gentrification. It is said that these people perform advanced services (for example they are doctors and/or lawyers), enjoy arts and leisure, and demand amenities and are concerned with aesthetics in their cities. Gentrification allows such changes to occur and caters to this population. The Process of Gentrification Over time, these urban pioneers help to redevelop and â€Å"fix-up† run down areas. After doing so, prices go up and the lower income people present there are priced out and replaced with middle and upper-income people. These people then demand greater amenities and housing stock and businesses change to cater to them, again raising prices. These rising prices then force out the remaining population of lower income people and more middle and upper-income people are attracted, perpetuating the cycle of gentrification. Costs and Benefits of Gentrification The largest criticism of gentrification though is its displacement of the redeveloped area’s original inhabitants. Since gentrified areas are often in the run-down urban core, lower-income residents are eventually priced out and are sometimes left with no place to go. In addition, retail chains, services, and social networks are also priced out and replaced with higher-end retail and services. It is this aspect of gentrification that causes the most tension between residents and developers. Despite these criticisms though, there are several benefits to gentrification. Because it often leads to people owning their homes instead of renting, it can sometimes lead to more stability for the local area. It also creates an increased demand for housing so there is less vacant property. Finally, supporters of gentrification say that because of the increased presence of residents in the downtown, businesses there benefit because there are more people spending in the area. Whether it is viewed as positive or negative, however, there is no doubt that gentrified areas are becoming important parts of the fabric of cities worldwide.

Medical physist Essay Example | Topics and Well Written Essays - 1750 words

Medical physist - Essay Example There are cases where one becomes lucky and gets multiple job offers to choose from in his field of study. This is not luck but another hurdle to overcome, some people have found themselves in job environments that they never thought would be that way. This is just because they did not make proper decisions before considering the kind of offer that best suits them both in the short and long term. A good job is not just about having the best salary; there are several other things that guide job consideration in a case where one has landed multiple job offers. Proper decision making about job offers is an important process, which needs to be given due seriousness. Most graduates will simply want to close their eyes, line up the offers in front of them and pick on a particular job only to regret later (Ahmed, Hasnain and Venkatesan, 2012). Remember, when you make the decision to choose on a job and later realize that it is not the one you dreamt of, the ones that you had to foregone will not be waiting for your reverse decision. In this age where students graduating have surpassed job offers available means that the door is always opened for the next candidate once you decline an offer from one of your probable employers. As a graduate medical physicist, there may be more that one job offer that may come knocking. Making the right decision about the kind of job to take will be vital since it will be key to deciding your career path. A good career should give the job candidate a good chance for advancement (Mayrhofer, et al, 2005), this means that a lot of decisions have to be given due considerations before the final decision is arrived at. One of the important things to do before signing up any of those job offer forms is to make an assessment about the industry and specific company before joining it. A good assessment can always

Environmental Science Essay Example | Topics and Well Written Essays - 2500 words - 1

Environmental Science - Essay Example 1. The first step is identifying that there is no water supply. The next step is to see the possible causes – leakage/block in pipeline connected to this faucet; damage/clog in the main pipeline supplying water to the house; check for reports in press and media about possible maintenance work by water supply department or break down in power supply, contamination at the source of water supply, higher incidence of water borne diseases being reported. The hypothesis can be physically verified. 2. Principle of Repeatability: Water samples can be collected from a variety of households and tested for the presence of pathogens, their population levels and toxicity. If similar results emerge from a majority of the water samples collected and analysed for the same parameters then the hypothesis may be accepted. 3. A self-centred, consumerist, ‘what’s in it for me’ attitude person, would not want to, or, even be able to understand environmental issues and concerns. The decision to exploit or use a natural resource, not just trees, must definitely, be based on a detailed risk analysis and must also take into consideration the views of the people who are directly dependent and benefit from the resource. 2. Temperature, pH, dissolved oxygen, turbidity & suspended sediments, specific conductivity, hardness. Testing water quality for these parameters gives a general indication of the commercial activities prevalent in the area and is a good indicator of the environmental health of the region. 3. The process of converting atmospheric nitrogen into ammonia is called nitrogen fixation. The fixed nitrogen is then used by plants to convert them into amino acids, proteins, nucleic acids etc. Animals use these to build proteins and other molecules 4. The primary producers and top consumers have not changed. The difference now though, is the unbalanced structure of the food chain and food web

Case study Essay Example | Topics and Well Written Essays - 1250 words - 22

Case study - Essay Example The company decided to retain all its employees. Moreover, it opted to continue with its production techniques which were quality-oriented. Philippines is an Island country which was a Spanish colony. All local people are Christians and use Filipino as an official language although English is widely used especially by the elite. The country gained independence in 1946. Democracy in the country gained ground in 1992 after Fidel Ramos took over power. The president opened up the economy to external investors with the aim of creating employment for the local population. The decision by AmeriTech to relocate to Philippines was aimed at enabling the firm to gain a competitive advantage with the lower labor costs in the country and easy access to emerging markets in Asia. The only employee who was transferred to Philippines was William Bill Dawson. Although he was intelligent, he never attended college. However, he was able to move to positions and secure the topmost position in Ameritech. The transition was easy but, some changes in the production process were needed. During the startup period, the company offered the unused employees their normal salaries. Many employees were happy with the working conditions under their new employer. Bill was assigned Miguel in order to help him with cultural difficulties that might face him in the new country. Miguel was not trusted by the employees because of his background. Unlike Bill, he was not close to the employees. In addition, he was not happy with the fact that he was living far away from his family. After acquisition, production levels remained low. Bill discovered that the employees wasted a lot of time by having extended breaks and endless chats. In addition, the employees would engage in activities that were not related to their work, eg birthday parties for some employees. However, Miguel informed bill that this was part of Filipino

Apple Incorporation Research Paper Example | Topics and Well Written Essays - 1250 words

Apple Incorporation - Research Paper Example However, under the leadership of Steve Jobs- its founder and CEO, Apple has now emerged as an organization with strong capability to continuously roll out new and innovative products which are readily acceptable by the market. There are many products under offer by the Apple including Apple IPod, Apple Mac, Apple Mac Book, Apple IPhone and its most recent sensation Apple IPad- a tablet computer. Such diversified range of products therefore indicates that the overall competition of the firm is diverse in nature and it does not compete in just one market but against many players in different markets. What makes Apple a success story is one of the most important questions of how a firm can turnaround itself with such success. This paper will briefly discuss the history of Apple and will introduce summarize the major products of Apple along with a brief discussion on how the firm has been able to achieve such enormous success. Apple started its journey as Apple Computers on 1st April, 1976 with Steve Jobs and Steven Wozniak as two of its owners and employees. What started on a very small scale turned out to be one of the leading ventures of the world? Steven Wozniak before partnering with Steve Jobs worked at HP and had an experience in designing computers whereas Steve Jobs experience was with Atari. It is important to note that Apple manufactured its first computer, Apple-1 in its initial year of operations however; it was not commercialized by the firm till 1977. Apple rolled out its first commercial product with the name of Apple-II during 1977 whereas next brand of computers i.e. Apple III was rolled out in 1980 and Apple was in position to hire other employees to assist the original founders in the management process. What is also important to note that after the successful roll out of its initial brands of computers, Apple started to invest heavily into its research and development efforts. R&D at Apple was the

Benefits that are associated with good growth Essay

Benefits that are associated with good growth - Essay Example This essay discusses that once the living standards decline or stagnate, there is little or no progress at all in most societies toward any of the aforementioned goals, this leads to retrogression in many instances. The importance of good economic growth cannot therefore be overlooked as it ensures standards of living are improved as well as the well being of the economy itself. The impacts of economic growth should not necessary be negative towards the environment. It has been argued by some economist that economic growth can ultimately lead to environmental improvement, notwithstanding the increase in environmental degradation in the past associated with economic growth. As Robert Reich puts it, economic growth does not necessarily mean production of a lot of stuff, but rather, it is all about the nation’s ability to produce everything that the inhabitants of that nation want and need, which include improvement of public health, schools, as well as effective management of en vironment. This statement is validated by the argument advanced by Friedman to states that even though there is a wide belief that a bigger GDP ( availability of more services and goods) show the way to more satisfied and happier citizens, the proposition is more complicated than it seem. According to him, most individuals do judge their well being through weighing themselves against other people. For this reason, in the event that the average income of a given country increases the expectations of the people also go up. Consequently, the levels of GDP taken alone per individual in a particular nation, does not essentially give a clear reflection of the level of happiness among the citizens. The absence of a direct connection between the levels of GDP per individual in a given country and individual satisfaction seems to challenge the purely economic point of view in support of growth. This raises the question as to the veracity of people having to go through all the turmoil of econ omic restructuring as well as technological change while, the availability of bigger homes and more gadgets are not going to make people happier It has been the contention of other economist economic growth is good and important as people get to see their own earning increasing, and they do not have to worry about comparing themselves with others. Eventually, that state generates a more conducive environment for both social and political advancement in a given country. As pointed out earlier, economic growth does not necessarily have to go hand in hand with environmental degradation; as a matter of fact growth can be a very vital tool in controlling and managing environmental degradation as pointed out by Robert Reich. According to Dinda (2005), contrary to most people beliefs, continues economic growth can be the best means through which environmental degradation can be addressed. This can only be done by developing a mechanism that defines the relationship between income generated and environmental degradation. As Dinda (2005) puts it, when a particular country attains a satisfactorily high living standard, the citizens of such countries attach more importance to environmental facilities around them. To put it more simply, the more people become wealthier, the more time they will have to consider other things as opposed to the poor people who only think about basic survival. The wealthy on the other hand, will have more time to think about being more richer and environmental conditions. Since they do have significant influence, they are capable of influencing the local and national government to look into the issue of environmental improvement. Study shows that, even though during the early stages of economic growth there