Airline Deregulation Essay - 1046 Words

On October 24, 1978, President Carter signed into law the Airline Deregulation Act. The purpose of the law was to effectively get the federal government out of the airline business. By allowing the airlines to compete for their customers travel dollars, was the thinking, that fares would drop and an increased number of routes would spring up. Expected Results The results of airline deregulation speak for themselves. Since the government got out of the airline business, not only has there been a drop in prices and an increase in routes, there has also been a remarkable increase in airline service and safety. Airline deregulation should be seen as the crowning jewel of a federal de-regulatory emphasis. Prices are down: Airline†¦show more content†¦A drop in fares has been the best result of the Airline Deregulation Act of 1978. It has been the impetus for the increase in the number of flights, which in turn has spurred a drive for greater safety in airlines. But with the current airline market, this development has given us one negative. Since ticket prices have dropped to new lows, the realities of an industry which operates on such economies of scale dictates that only a few competitors have the capacity to operate within the market. This is not the desired effect of either political side on this issue, but it is an economic nece ssity with the environment that has been created, very similar to that of public utilities and phone companies. The Best of Both Worlds The U.S. airline market admittedly operates in an oligarchal fashion. But is this not the best policy for air travel? The success of the large carriers has enabled a drop in fares, and while entry into the market is difficult, it is not impossible. Upstarts such as Southwest Airlines are able to find a market niche and exploit it into profitability. Maybe benevolent oligarchy should be the term... Turn the Market Loose! Those in the de-regulation camp see an opportunity to expand on the Deregulation Act. When the act was written, the government was taken out of the business of setting fares and routes. But various municipalities still retain ownership over airports. Given the massive improvementsShow MoreRelatedAirline Deregulation1054 Words   |  5 Pages1978, President Carter signed into law the Airline Deregulation Act. The purpose of the law was to effectively get the federal government out of the airline business. By allowing the airlines to compete for their customers travel dollars, was the thinking, that fares would drop and an increased number of routes would spring up. Expected Results The results of airline deregulation speak for themselves. Since the government got out of the airline business, not only has there been a drop inRead MoreAirline Deregulation1587 Words   |  7 Pages Airline Deregulation act of 1978 Aston A Samms Embry Riddle Aeronautical University Abstract The United States Airline Deregulation Act of 1978 was a dramatic turning point in America. It was the first systematic dismantling of a comprehensive system of government control since the Supreme Court declared the National Recovery Act unconstitutional in 1935. It was also part of a broader movement that, with varying degrees of thoroughness, transformed such industries as trucking, railroads, busesRead MoreThe Deregulation Act Of The Airlines846 Words   |  4 Pagescorroboration that the real cost has not declined after the act does not relate to airlines profit. Steven A. Morrison, the chair of the Department of Economics at Northeastern University, discusses the deregulation affects in his article. Although he evaluates deregulation to be good for the consumers, he argues that the deregulation act has been detrimental to the airlines despite the increase in load factors. Deregulation has created ever-increasing competition that even after mergers, increased efficiencyRead Mor eThe Deregulation Of The Airline Industry1037 Words   |  5 Pagesput all commercial airlines under the Railway Labor Act. Since then, there was a period of 42 years under economic regulation where the government oversaw labor relations. Since deregulation, the goals of collective bargaining have not changed much, nor have the objectives of management and labor unions. (Wensveen, 2011, p. 422) The deregulation of the airline industry may have been a win for passengers, but most likely not a win for labor groups. Prior to deregulation the airline industry was highlyRead MoreDeregulation of the Airline Industry1754 Words   |  8 PagesDeregulation of the Airline Industry The airline industry has been subject of intense price competition since it was deregulated, and the result has been a number of new carriers which specialize in regional service and no-frills operations. These carriers typically purchase older aircraft and often operate outside the industry-wide computerized reservations system. In exchange for these inconveniences, passengers receive low fares relative to the industry as a whole. This research examinesRead MoreAirline Deregulation Act Of 1978 Signed1291 Words   |  6 PagesINTRODUCTION Airline deregulation was the process of removing the government imposed regulations on the entry of new airlines as well the airline fare limiting the competition and growth of the airline industry. In the United States, airline deregulation mainly refers to the Airline Deregulation Act of 1978 signed by President Carter. President Carter signed the Act, but the act was proposed initially during Nixon’s administration, and carried through Ford administration. The airlines industry wasRead MoreAirline Deregulation Act Of 1978 Signed1398 Words   |  6 PagesINTRODUCTION Airline deregulation is the process of removing the government-imposed regulations on the entry of new airlines as well the airline fare limiting the competition and growth of the airline industry. In the United States, airline deregulation mainly refers to the Airline Deregulation Act of 1978 signed by President Carter. President Carter signed the Act, but the act was proposed initially during Nixon’s presidency, and was carried out by the Ford Administration. The airline industry wasRead MoreThe Airline Deregulation Act Of 1978842 Words   |  4 Pageschanged how we live and experience the world as a result of the airline industry - we are able to settle, travel, and conduct business in places once deemed remote and inaccessible, and our world is undoubtedly more interconnected. Traveling by air has become a commonplace service, altering our perception of distance and diminishing travel time, and the industry is continuously making efforts to improve and advance. The Airline Deregulation Act of 1978 within the United States promulgated an era ofRead MoreThe Airline Deregulation Act Of 19781435 Words   |  6 Pageschanged how we live and experience the world as a result of the airline industry - we are able to settle, travel, and conduct business in places once deemed remote and inaccessible, and our world is undoubtedly more interconnected. Traveling by air has become a commonplace service, altering our perception of distance and diminishing travel time, and the industry is continuously making efforts to improve and advance. The Airline Deregulation Act of 1978 within the United States promulgated an era ofRead MoreNational Airline Market Analysis : The Airline Deregulation Act Of 19781702 Words   |  7 PagesNational Airline Market Analysis In response to this foreign competition and domestic pressures the Airline Deregulation Act of 1978 was passed. Deregulation meant the market would be generally free from government controls and operate under free-market principles. By the early 1980s new carriers flooded the market causing an initial drop in fare prices. In this new market Airlines such as Pan American and TWA suffer financially. Many of the large legacy airlines that operated successfully under

Classroom Seating Arrangements For Adhd Students - 1759 Words

On the US Department of Education website these are some of the recommondations they have for teacher when it comes to teaching children with ADHD: Special Classroom Seating Arrangements for ADHD Students One of the most common accommodations that can be made to the physical environment of the classroom involves determining where a child with ADHD will sit. Three special seating assignments may be especially useful: Seat the child near the teacher. Assign the child a seat near your desk or the front of the room. This seating assignment provides opportunities for you to monitor and reinforce the child s on-task behavior. Seat the child near a student role model. Assign the child a seat near a student role model. This seat arrangement provides opportunity for children to work cooperatively and to learn from their peers in the class. Provide low-distraction work areas. As space permits, teachers should make available a quiet, distraction-free room or area for quiet study time and test taking. Students should be directed to this room or area privately and discreetly in order to avoid the appearance of punishment. Instructional Tools and the Physical Learning Environment Skilled teachers use special instructional tools to modify the classroom learning environment and accommodate the special needs of their students with ADHD. They also monitor the physical environment, keeping in mind the needs of these children. The following tools and techniques may be helpful:Show MoreRelatedAttention Deficit / Hyperactivity Disorder ( Adhd )1181 Words   |  5 PagesAttention Deficit/Hyperactivity Disorder (ADHD), a neurodevelopmental disorder, is becoming more and more predominant every year throughout the entire world. It is one of the most common disorders that today’s children have. According to the Centers for Disease Control and Prevention, â€Å"Rates of ADHD diagnosis increased an average of 3% per year from 1997 to 2006 and an average of approximately 5% per year from 2003 to 2011,† which illustrates that this disorder is becoming a common one to diagnoseRead MoreAttention Deficit Hyperactivity Disorder (ADHD) Essay1081 Words   |  5 Pag esAttention Deficit Hyperactivity Disorder What is ADHD? Attention Deficit Disorder (AD/HD) is mostly an organic problem, which tends to run in families. ADHD is the most commonly diagnosed behavioral disorder in childhood. An estimated 3 to 5 percent of the general population suffers from the disorder, which is characterized by agitated behavior and an inability to focus on tasks.  ¡Ã‚ § In the early 20th century, American doctors were discussing children who had problems similar to those describedRead MoreEssay On ADHD Treatment1682 Words   |  7 PagesKent Kade Parry English 1010 November 15, 2017 ADHD Treatment: Conventional or Differential Attention-deficit/hyperactivity disorder (ADHD) is a well-known and much debated neurological disorder. ADHD is the reoccurring pattern of inattention where a child wanders off task and has difficulty sustaining focus. Other signs of ADHD include hyperactivity-impulsivity where a child seems to move about constantly, and excessively fidget, tap, or talk. 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All of the students vary in academic levels and abilities, some having exceptionalities or needs have to use resources that are offered by the school. I have been able to observe stude nts with learning disabilities, physical challenges, giftsRead MoreChildren s Diagnosis Of Attention Deficit Hyperactivity Disorder Essay2080 Words   |  9 PagesIn classrooms across America, students are being forced to sit in uncomfortable and unsupportive chairs. With longer days in classrooms, children are also having a greater difficulty of focusing. There has been great growth in children’s diagnosis of Attention Deficit Hyperactivity Disorder, making the long days at school difficult. Along with a higher frequency of diagnoses, childhood obesity has grown tremendously across the country. With little time being designated for children to release energyRead MoreChildren s Diagnosis Of Attention Deficit Hyperactivity Disorder Essay2228 Words   |  9 PagesStatement of problem In classrooms across America, students are being forced to sit in uncomfortable and unsupportive chairs. With longer days in classrooms, children are also having a greater difficulty of focusing. There has been great growth in children’s diagnosis of Attention Deficit Hyperactivity Disorder, making the long days at school difficult. Along with a higher frequency of diagnoses, childhood obesity has grown tremendously across the country. With little time being designated forRead MoreThe s Behavioral Problems With Adhd1041 Words   |  5 PagesMitchell is a boy in my class who is 12 years old and in Year 7. In the first week of term 2, his parents notified the school that Mitchell has been diagnosed with ADHD. In the previous term, he had behavioral issues in classroom. As his class teacher I choose four conceptual models to work with his behavioral problems. First one the board is Biological Model where behavior is viewed in medical perspective. Mitchell is prescribed with Ritalin by his doctor. This approach helps treating the biologicalRead MoreEssay on Section 504 and The Americans with Disabilities Act951 Words   |  4 Pagesindividuals. Each eligible student who is classified as a 504 student must be offered regular or special education with the needed aids and services to meet the educational needs of said student. Under the 504 requirements, you must have appointments with the 504 coordinator and parents comply with grievance procedures, and proper staff training. Most importantly, Section 504 and ADA use a more diverse definition of disability and an alternate approach for qualifying a student and parents are requestingRead MoreChildren With Attention Deficit Hyperactivity Disorder ( Adhd )1882 Words   |  8 PagesCharacteristics of ADHD There are different types in severity, characteristics or symptoms children with Attention Deficit Hyperactivity Disorder (ADHD) exhibit. Children with ADHD have strengths, average intelligence or diverse personality characteristics that should be accounted for. Their disability is defined with Inattention, Hyperactivity and Impulsitivity and each child exhibit different forms of these behavior characteristics. Attention Deficit Hyperactivity Disorder (ADHD) is a neurological

Market Strategy and Plan Bean Coffee

Question: Discuss about theMarket Strategy and Plan for Bean Coffee. Answer: Introduction: In the year 1971, three entrepreneurs in Seattle came together with the idea of selling whole bean coffee from one store and it gained such an enormous popularity that by 1982 the coffee beans were getting sold from five stores (www.starbucks.au, 2016). The whole plan of the Starbucks owners was to inform people about fine coffee and introduce them to dark roasted smell of coffee. Howard Schultz selected as the retail and marketing manager tried to inject new ideas in the minds of the owners on ways to improve Starbucks operations, but got rejected. He later went on to acquire Starbucks from its initial owners for $4 millions. Schultz wanted to lay a solid base for Starbucks to operate smoothly. Though it experienced losses in the initial years under Schultz for reasons related to expansion costs, he was quick to turn around the tide and increase the amount of sales by a whopping 84%. By 1991 the company was free from any sort of outstanding debts. Market Segmentation Approaches A company can segment their market in the following 4 parts: Demographic segmentation Psychographic segmentation Demographic Segmentation Behavioral Segmentation Demographic Segmentation A consumer market gets segregated into different groups based on income, profession, gender, age and family size. One of the most accepted methods of segmenting the consumer group which takes into account the demographic variables depending upon the needs, wants and customary rates of consumers (Cross, Belich Rudelius, 2015). Adding to that is the easiness with which demographic factors can be measured as compared to other variables. A very common factor used by companies to slice up the market. Many companies offer a varied range of products for different age groups to go along with diversified marketing schemes. Young adults within the age group of 18-24, account for 40% of Starbucks sales. People falling in the 25-40 age categories are the biggest contributors to the ever increasing sales figure of the Starbucks which stands at 49%. Starbucks targeted every age group in order to expand their market. A market survey has highlighted the fact that around 13% American adults visit St arbucks for just a cup of coffee. Psychographic Segmentation: This audience segmentation approach segregates the market into consumer groups in accordance to their lifestyle. It takes into account the expectations of the consumers along with other factors such as the purchasing behavior and attitudes of different consumers (Schlegelmilch, 2016). These attributes if identified properly can lead to successful marketing campaigns modified to customer enthusiasm. Customer behavior and their standard of living pattern changes at every phase of life as change is the only constant thing that prevails in this world. Starbucks generally appeals to the upscale market where probably every customer of it has a college degree with excellent income and a liking towards the sociable atmosphere. Starbucks main focus area is the gastronome section of coffee drinkers and its every strategy is being focused in keeping that division attracted. Geographic and Behavior Segmentation: Howard Schultz, the man behind Starbucks success stated that in 2011 and 2012 the company has seen the biggest sales in the history of the Starbucks. The late 90s saw Starbucks using the GIS technology and data which did have a positive effect on the figures of Starbucks. Customer has always been stated as the king and it is on their part to decide on a given brand based on the brands image, functionality and the level of extent to which the customer can connect with the particular brand (Johnson, Ringham Jurd, 2013). Customers do have different criteria in selecting a brand based on their social category and persona (Hassan Craft, 2012). As mentioned earlier in the report, Starbucks have always targeted the upper pricing level and are blessed with loyal customers who do not hesitate to pay premium price for the same. Starbucks have been successful in keeping people attracted towards its product through a brand image that signifies status symbol. The company is into campaigns where they present their customers with new products or sample pastries, which has been tipped to be a popular customer behavior theory that expects consumers to come out of their normal buying habits and try something new. Advantages and Disadvantages of Market Segmentation: Segmentation Base Advantages Disadvantages Geographic For a large company like Starbucks Corporation it is important to consider geographic segmentation which would permit them to judge cultural differences. It is based on the assumption that all the customers need of a particular geographical area is similar in nature which may not be the case. Demographic Through this approach a company centers its attention on people who are its potential customers. It helps the company in knowing its target area and not losing out key moments on people who are not interested in its products (Ascarza, 2016). Starbucks has been for the up-level market, people who can afford to have a cup of its coffee because it is expensive. Marketing based on demographic data is more on assumptions. Guarantee of being successful is missing. It helps the company in kickstarting its business through proper marketing strategies. Age, gender are certain important factors and Starbucks have made full use of it. Starbucks has never been gender specific, its for all. Population is not a constant element. Collecting information constantly consumes a lot of time and shells out a lot of money too. Behavior Companies can understand their customers very well. It is important for a company to know what a customer wants out of its product. Retaning old ones and creating new are important aspects. A tag expensive and reuires a lot of research work and time. It helps in anticiapating the wants of the customers. Based on this companies strategise. Starbucks idea of a third place is one such strategy that is ripping benefits for the company. A major challenge faced by companies is educating client about the products. Starbucks have been lucky because all its customers are educated professionals and college goers. Psychographic It breaks down the customer into groups which facilitates the company in recognizing which product for which group. Starbucks have different products for different age groups like teenagers, children. It defines class and Starbucks Coffee is one such company which signifies the upper level class of the society. Target Market for Starbucks Corporation: The target market depends on the organizations idea to serve a particular customer group after it is done in defining its market segments (Chen Lee, 2015). The whole idea of target marketing is to assess the different segments and chose one or more segments to enter and operate. A good company will always target segments which will present it with enough opportunities to grow, create customer value and earn desired profits. Starbucks is no different and it has always worked on maintaining a strong relationship with its customers. The general notion for companies is to select and enter a single segment in the initial stages and then expand to other segments as and when necessary. Starbucks followed the same path and came up with the concept of targeting the parents of younger children which became a huge hit. This was followed by adding up of more segments like the teenager group which allowed it to develop its product range too. The primary target market for Starbucks is the urban professionals ageing between 25-40. Starbucks has been highly successful in attracting this age group which is evident from the fact that this group makes up around 49% of the coffee chains consumers. Starbucks has never been gender specific and it has been liked by both men and women of that group. The category of secondary target market saw Starbucks focusing on the college going students and individuals involved in post-graduate studies living in the urban areas. These two make up the largest segment of gourmet coffee drinkers. Market survey has shown that education is directly linked with coffee. Education seeking people consumes more coffee than the job holders. Positioning: A marketing perception that defines what a business must do to promote its product or service to its clientele. According to Castellucci Podolny, (2016), the marketing department has the responsibility of creating a brand image for the product it proposes to sell to its consumers. Positioning is mainly produced through product, price, place and promotion. It is an effort on the companys part to inject positivity about their products in the minds of the consumer and persuade them in buying the same. The more a particular product remains in the mind of the consumer, the more beneficial it is for the company (Urde Koch, 2014). Starbucks Market Position Starbucks has been successful in creating an unique market position for its products. A product if offers the same range of utilities as its competitors, will find no buyers (Martens, Matthyssens Vandenbempt, 2012). Starbucks position in the market is that of a company with high reputation and a brand that defines social class. Starbucks marketing position has been such that it creates a window of opportunity for them to lead the market among other available players of the same sector. Starbucks strategies are the reason of its competitive advantage over other coffee selling organizations. The statement of Starbucks which says, one person, one cup, and one neighbourhood at a time, defines a lot of logic behind the strategies it puts into the market (starbucks.com.au, 2016). Starbucks has been a champion when it comes to customer satisfaction and employee motivation. Starbucks customer based strategies have provided them with competitive advantage in the market through furnitures, m usic and layouts. They have involved their employees in decision making regarding business matters and have provided them the job security in transforming them into partners. Starbucks Chairman Schults once famously said that the company is striving hard and putting forward its best steps in becoming peoples third place. He added that the third place will be a position where people generally would like to hang out separately from being in the first place (home) and the second place (work). One will find Starbucks everywhere, ranging from bars, restaurants to bookstores- the places where people like hanging out and relaxing apart from their homes and workplaces. Starbucks believes in being unique and that is what it has been doing over the years. Its uniqueness is not limited to the environment it generates for the customers or the experience it provides them with, but with everything that comes along with it. People feel at home in Starbucks, a place where one can relax, chat with friends or being all by himself. $10 billion revenues that Starbucks generates (www.starbucks.com.au, 2016), every year is a proof of this third place idea going down pretty well with people. It is more like a home away from home. Its focus was not only on the population that drank coffee, but also on that substantial part that represented the non-coffee drinkers. It has extended its product line to include this segment as well. As per Tu, Wang Chang, (2012), it is necessary for Sarbucks to hold on to the brand recognition of its primary products and boost awareness for new ones too. Starbucks idea has always been to be a company that is different from its competitors. Its heart remains at market growth through customer satisfaction. Conclusion This report presents a general overview of Starbucks company and how it has positioned itself in the market. Starbucks has been highly successful with its differentiation strategy to capture the imagination of coffee drinkers. Successful adoption of the STP process which signifies Segementation, Targeting and Positioning strategy of the company has been the major factor of it being a market leader. Reference: About Us | Starbucks Coffee Company. (2016).Starbucks Coffee Company. Retrieved 25 September 2016, from https://www.starbucks.au/about-us Ascarza, E. (2016). Retention futility: Targeting high risk customers might be ineffective.Available at SSRN. Castellucci, F., Podolny, J. M. (2016). The dynamics of position, capability, and market competition.Industrial and Corporate Change, dtw016. Chen, M. F., Lee, C. L. (2015). The impacts of green claims on coffee consumers purchase intention.British Food Journal,117(1), 195-209. Cross, J. C., Belich, T. J., Rudelius, W. (2015). How marketing managers use market segmentation: an exploratory study. InProceedings of the 1990 Academy of Marketing Science (AMS) Annual Conference(pp. 531-536). Springer International Publishing. Hassan, S. S., Craft, S. (2012). Examining world market segmentation and brand positioning strategies.Journal of Consumer marketing,29(5), 344-356. Johnson, L. W., Ringham, L., Jurd, K. (2013). Behavioural segmentation in the Australian wine market using conjoint choice analysis.International Journal of Wine Marketing. Kolk, A. (2013). Mainstreaming sustainable coffee.Sustainable Development,21(5), 324-337. Martens, R., Matthyssens, P., Vandenbempt, K. (2012). Market strategy renewal as a dynamic incremental process.Journal of Business Research,65(6), 720-728. Schlegelmilch, B. B. (2016). Segmenting Targeting and Positioning in Global Markets. InGlobal Marketing Strategy(pp. 63-82). Springer International Publishing. Simons, R. (2014). Choosing the Right Customer.Harvard Business Review,92(3), 48-55. The Starbucks Story | Starbucks Coffee Australia. (2016).Starbucks Coffee Australia. Retrieved 25 September 2016, from https://www.starbucks.com.au/The-Starbucks-Story.php Tu, Y. T., Wang, C. M., Chang, H. C. (2012). Corporate brand image and customer satisfaction on loyalty: An empirical study of Starbucks coffee in Taiwan.Journal of Social and Development Sciences,3(1), 24-32. Urde, M., Koch, C. (2014). Market and brand-oriented schools of positioning.Journal of Product Brand Management,23(7), 478-490.

Management article review Keeping Employees Happy in a Post

Suitability of the article This is an excellent article, since the author has clearly identified his target audience and tailored his message in line with their areas of expertise. While this article is addressed to managers, the message is relevant to different categories of persons in the society.Advertising We will write a custom article sample on Management article review: Keeping Employees Happy in a Post-Recession World specifically for you for only $16.05 $11/page Learn More Proprietors of small-scale enterprises and other ventures may find this article beneficial in their daily undertakings. Employees perched at different hierarchical levels in the organization may also use it to their benefit. The paper is well written in clear-cut English with coherent ideas, making it easy to understand. Author’s view point The author lays emphasis on the importance of retaining employees. He argues that this move provides continuity hence ensures effic iency in the firm. Managers are urged to embrace and deploy strategies that will ensure they retain most of the employees. He contends that managers should be flexible, taking up all possible options which create a favorable environment for their employees. Summarily, managers are challenged to leave their comfort zones and engage with their employees from a different perspective (Ryan). Impact on management as a profession Employing principles proposed in this article will create responsive managers. The author quotes a survey, which revealed that a majority of employees are comfortable if the management cares about their affairs (Ryan). This will result in a low-employee turnover, hence relative security and stability. These constitute crucial aspects of company growth, which is necessary after the recent economic downturn. The move is also beneficial, since companies will minimize the budgetary allocations reserved for the recruitment and selection process. Time spent on orientat ion and assimilation will also be minimized substantially. It should be noted that retaining the core of a company’s workforce implies familiarity among the workmates. This translates to a commendable team spirit and synergy, which is essential in realizing the established organizational goals. According to the writer, ignoring these proposals may prove detrimental to the firm, with grave ramifications on the future of the said business venture. This is true, because unresponsive managers ignore the importance of feedback (Ryan). This implies the existence of severed connections with their workforce, due to the difference in perception; hence methodology of achieving established goals. He also argues that rigid managers are content with the status quo. This may be damaging to company prospects in case managers utilize unsuitable management techniques. I concur with this argument, and the proposal that managers should take up coaching in order to improve on their areas of weak ness (Ryan).Advertising Looking for article on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Opinion on the contents of the article Primarily, the article proposes changes in the way managerial responsibilities are discharged. Given his credentials and work experience, the author is better placed to offer advice on this topic. The timing for the release was also blameless, because most firms are recovering from the economic melt down. This was a period characterized by loss of jobs hence reduced spending power. As a result, management strategies should be altered, due to the changed situation of employees. Most of them are mentally disturbed as a result of the unstable market. I agree with the concepts the author is advancing, since they strive to introduce humanity into management practices. This implies that managers will consider their subordinates before decisions are arrived at. Subsequently, realistic targets will be set for clients and administrators operating at a lower cadre than the policy makers. Impact on future career This article has contributed immensely in changing my perspective towards management. Consequently, I have been inspired to adopt a dynamic approach when handling employees and other work related responsibilities. Most importantly, I appreciate the fact that constant evaluation is an integral ingredient in the advancement of organizational ambitions (Ryan). This should be done across the board, beginning with the management before employees are taken through the process. The article has also enlightened me on the importance of appreciating the efforts displayed by employees. This way team spirit and collective responsibility will be encouraged in the process of realizing organizational goals. Work Cited Ryan, John. Keeping Employees Happy in a Post-Recession World. Bloomberg Business week. 2010. Web. This article on Management article review: Keeping Employees Happy in a Post-Recession World was written and submitted by user MotherAskani to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

AnInconvenient TruthWorksheetAnswers Essay

AnInconvenient TruthWorksheetAnswers Essay AnInconvenient TruthWorksheetAnswers Essay An Inconvenient Truth Name: __________________________________________________ Date: __________ Based on the videoÍ ¾ please answer the questions below in thoughtful and complete sentences. 1. What image started the modern day environmental movement? An image of the earth. 2. What is considered the most vulnerable part of the earth system? The atmosphere. 3. Relatively speaking, compared to the earth, how thick is the atmosphere? As thin as the varnish that covers or protects a globe. 4. How can trapping infrared radiation by the earth’s atmosphere be a GOOD thing? It makes the earth warm and livable. 5. How can trapping infrared radiation by the earth’s atmosphere be a BAD thing? If too much infrared energy is trapped it makes the earth too warm and thus unlivable. 6. Sketch the general trend of the â€Å"CO2 Level† versus time graph below: 7. What percentage of people depend on glacial melt for their drinking water? 40% 8. Why is studying ice cores important? It gives us a 650,000 year record of climatic change. 9. What is the relationship between carbon dioxide (CO2) and atmospheric temperature? As CO2 levels increase temperatures increase. 10. Over what time period have the hottest 10 years on earth occurred? The last 14 years. 11. As the water temperature under a hurricane increases, what happens to the wind velocity of the storm? As water temperature increases wind velocity and precipitation increases. 12. What has happened to Lake Chad over the years? It virtually dried up. 13. How much

Learn the History of the Swastika

Learn the History of the Swastika The swastika is an extremely powerful symbol. The Nazis used it to murder millions of people during the Holocaust, but for centuries it had positive meanings. What is the history of the swastika? Does it now represent good or evil? The Oldest Known Symbol The swastika is an ancient symbol that has been used for over 3,000 years. (That even predates the ancient Egyptian symbol, the Ankh!) Artifacts such as pottery and coins from ancient Troy show that the swastika was a commonly used symbol as far back as 1000 BCE. Nigel Hicks / Getty Images During the following thousand years, the image of the swastika was used by many cultures around the world, including in China, Japan, India, and southern Europe. By the Middle Ages, the swastika was a well known, if not commonly used, symbol, but was called by many different names: China - wanEngland - fylfotGermany - HakenkreuzGreece - tetraskelion and gammadionIndia - swastika Though it is not known for exactly how long, Native Americans also have long used the symbol of the swastika. The Original Meaning The word swastika comes from the Sanskrit svastika: su meaning good, asti meaning to be, and ka as a suffix. Until the Nazis used this symbol, the swastika was used by many cultures throughout the past 3,000 years to represent life, sun, power, strength, and good luck. Even in the early twentieth century, the swastika was still a symbol with positive connotations. For instance, the swastika was a common decoration that often adorned cigarette cases, postcards, coins, and buildings. During World War I, the swastika could even be found on the shoulder patches of the American 45th Division and on the Finnish air force until after World War II. A Change in Meaning In the 1800s, countries around Germany were growing much larger, forming empires; yet Germany was not a unified country until 1871. To counter the feeling of vulnerability and the stigma of youth, German nationalists in the mid-nineteenth century began to use the swastika, because it had ancient Aryan/Indian origins, to represent a long Germanic/Aryan history. By the end of the nineteenth century, the swastika could be found on nationalist German volkisch periodicals and was the official emblem of the German Gymnasts League. In the beginning of the twentieth century, the swastika was a common symbol of German nationalism and could be found in a multitude of places such as the emblem for the Wandervogel, a German youth movement; on Joerg Lanz von Liebenfels antisemitic periodical Ostara; on various Freikorps units; and as an emblem of the Thule Society. Hitler and the Nazis Heinrich Hoffmann / Getty Images In 1920, Adolf Hitler decided that the Nazi Party needed its own insignia and flag. For Hitler, the new flag had to be a symbol of our own struggle as well as highly effective as a poster. (Mein Kampf, pg. 495) On August 7, 1920, at the Salzburg Congress, the red flag with a white circle and black swastika became the official emblem of the Nazi Party. Hulton Archive / Getty Images In Mein Kampf, Hitler described the Nazis new flag: In red we see the social idea of the movement, in white the nationalistic idea, in the swastika the mission of the struggle for the victory of the Aryan man, and, by the same token, the victory of the idea of creative work, which as such always has been and always will be anti-Semitic. (pg. 496-497) Because of the Nazis flag, the swastika soon became a symbol of hate, antisemitism, violence, death, and murder. What Does the Swastika Mean Now? There is a great debate as to what the swastika means now. For 3,000 years, the swastika meant life and good luck. But because of the Nazis, it has also taken on a meaning of death and hate. These conflicting meanings are causing problems in todays society. For Buddhists and Hindus, the swastika is a very religious symbol that is commonly used. Chirag Badlani shares a story about one time when he went to make some photocopies of some Hindu Gods for his temple. While standing in line to pay for the photocopies, some people behind him in line noticed that one of the pictures had a swastika. They called him a Nazi. Unfortunately, the Nazis were so effective at their use of the swastika emblem, that many do not even know any other meaning for the swastika. Can there be two completely opposite meanings for one symbol? Does the Direction of the Swastika Matter? In ancient times, the direction of the swastika was interchangeable, as can be seen on an ancient Chinese silk drawing. Glenn Waters in Japan / Getty Images Some cultures in the past had differentiated between the clockwise swastika and the counter-clockwise sauvastika. In these cultures, the swastika symbolized health and life while the sauvastika took on a mystical meaning of bad-luck or misfortune. Italian summer camp forming group backwards swastika. Â  De Agostini / Foto Studio Leoni / Getty Images But since the Nazis use of the swastika, some people are trying to differentiate the two meanings of the swastika by varying its direction- trying to make the clockwise, Nazi version of the swastika mean hate and death, while the counter-clockwise version would hold the ancient meaning of the symbol, life, and good luck.

Alexander the Great Essay Example | Topics and Well Written Essays - 1250 words

Alexander the Great - Essay Example Alexander the great became King of the Macedon after the death of a father, Philip II at the age of 20. Alexander engaged in a journey of the conquest of around 11 years and fought more than 70 battles. Alexander the great had able to conquer the half of the world from India to Egypt in 32 years. Alexander created an empire which was so vast that it covered two million square miles and it stretched across the three continents. The integration of dream and great achievement distinguished Alexander as one of the greatest leaders of all-time. During the 12 years of the campaign, Alexander had defeated armies that were five times of own army, leading own armies of Macedonians in freezing weather and across deserts. Alexander faced tremendous hardships to unite and bring together the known world under a one single common unified vision. The main success of Alexander the great as a leader was the ability and passion for inspiring and encouraging all the men to think great things to think big and later achieve them with great commitment, passion, and enthusiasm. Alexander’s main motive and the dream was to unite Asia and Europe. Alexander called unity of Europe and Asia as â€Å"The Brotherhood of Man†. According to Alexander, brotherhood would help to unite and bring together the different culture of different societies into one unit which would be governed by the spread of Hellenism. Alexander’s dream of brotherhood was attained at different aspects (Fox 82). Even after the empire of Alexander the great Greek was a common language. ... Alexander called unite of Europe and Asia as â€Å"The Brotherhood of Man†. According to Alexander, brotherhood would help to unite and bring together different culture of different societies in to one unit which would be governed by spread of Hellenism. Alexander’s dream of brotherhood was attained at different aspects (Fox 82). Even after the empire of Alexander the great Greek was a common language. Due to the fact gospels were written in Greek it helped to reach large audience as it helped them to understand. The Alexander the great and the visionary leadership style is the classic combination of leaderships which is taught nowadays in military and business schools. Research done on the visionary leadership style of Alexander and it clearly shows that leadership style used by Alexander helps to communicate extensively with the people and resonate with their feelings and hearts. The strong case on business for the visionary style of leadership can be done by noticing at the pride in organization, retention of employees and shared sense of purpose and goals. Ronald Reagan’s speech of â€Å"Berlin Wall† and Martin Luther King’s speech on â€Å"I Have a Dream† are various examples of visionary leadership style which is same as Alexander the great. Visionary leaders used to have a clear picture on their minds and are able to go inside into the dreams and hopes of the people and would help to create destination. Creating destination among the people not only helps people to inspire but also would help them to challenge to be better (Martin and Blackwell 186). The effective visionary leadership strategy used by Alexander would help to stretch people’s gullibility just at the right moment of time. Felling the

Managing Activities to Achieve Results Assignment - 1

Managing Activities to Achieve Results - Assignment Example To get such skills the company has to employ people with various skills across different cultural backgrounds and thus it has contributed to the current structure of the company. It has committed itself towards empowering the staff it has employed and thus utilized the innovative style of organizational structure. The structure specifically used by Syngenta is the matrix structure also referred to as the project team structure. If Syngenta has to use process management in the mapping out their processes in order to get its goals and objectives, there are several things it must consider if it has to succeed. Use of a process management occurs when the management situation is dynamic rather than static. Dynamic can be caused by: (a) external factors – the activity begins as a project but eventually deviates and becomes a process because the external parties have introduced their own definitions of problems and solutions and thus interfere with the process (Bruijn, Heuvelhof and Veld 2010, p15). (b) Internal factors – the activity begins as a project and eventually becomes a process because the project owner has realized that during the course of the project, the problem has become different from what he had anticipated. The decision making process in this case has to be based on the hierarchy system and all the decision making processes are linear and structured and they proceed towards a solution thorough different phases. An actor who is superior in hierarchy initiates the decision making process. The other involved in the decision making have to behave cooperatively and this is partly due to the subordination to the one in control of the decision making process (Bruijn, Heuvelhof and Veld 2010, p16).The company has to take into consideration the two factors when mapping out their processes in order to get their goals and objectives. The processes can be evaluated by the results it achieves such as a number of actions, a number

Ethical considerations Essay Example for Free

Ethical considerations Essay Deception; the participants were not aware that they were taking part in a psychological study about memory until after the study had taken place in order to reduce the risk of bias in the experiment. Afterwards they were informed and were given the opportunity to withdraw their responses without prejudice. They were told that no names would be recorded and that confidentiality was assured of their result. Another risk would be if people then realised the experiment tested memory they could think it was to do with intelligence and worry that they would be judged as stupid if they did not remember many words. This could cause psychological distress to that person and might confirm personal fears of insecurity causing further damage. This could be controlled by warning the participant what the study was going to be about before they did it so if they felt embarrassed or worried about their result they could make a more informed decision not to take part. Results This table shows how many words were recalled by each participant. It shows that the mean average number of words recalled in Condition A was 15.08; 1.59 less than condition B at 16.67. It also allows us to see that 2/3 of the participants recalled more words with classical music playing than they did in silence.  Summary table to show the number of words recalled by each participant in condition A and. Condition B This bar chart shows condition A results in red and condition B in green. From this we can see that both the highest and lowest numbers of words recalled were in condition B. This bar chart clearly demonstrates the difference between condition A and B to vary greatly throughout the experiment.  This pie chart shows the difference between the average scores to be quite insignificant as there is only a 5 % difference which means that although most of the numbers of words recalled did increase from condition a to condition b there was not a big difference when taking into account what their scores actually were and working out the average. I also deduced the range to be 12 for condition A, the lowest/ highest values being 8 and 20, and 17 for condition B, the lowest/ highest values being 7 and 24. The median, however, for both was the same at 16.5. This means there was a wider spread list of values for condition B therefore more variation in how many words people remembered than in condition A.  However the descriptive statistics used above only describe what has been found. In order to suggest the probability of achieving the scores that we did, an inferential sign test was used. A sign test was used as the experimental design was a repeated measures design and the data collected was nominal. When we applied our raw data to the sign test analysis a sign value of 4 was achieved. As this exceeds the critical value of 2, for 12 participants, we can suggest that the raw data achieved is more than 5% due to chance factors and less than 95% due to the manipulation of the independent variable which means our original hypothesis is only partially supported. Discussion From the results obtained in this experiment, we can suggest that our one tailed experimental hypothesis of playing classical music during a memory test will increase the number of words remembered, is only partially supported, in that only 2/3 (66.67%) of participants recall improved when tested with classical music. This was not found to achieve a significant level of probability 0.05, which means that recall was not 95% or more due to the manipulation of the independent variable i.e. whether or not classical music was playing in the background. Therefore on this occasion we must accept our null hypothesis of there will be no significant relationship between whether or not music is played in the background and how many words the participants remember as there was not a high enough probability to suggest that the variation in number of words recalled was a direct effect of the manipulation of the independent variable. In our experiment we found that classical music did improve performance of memory as 2/3 of the participants recall improved. This disagrees with the findings of Cohen whose study suggested that participants who were exposed to background noise were cognitively impaired. Our experiment was similar to Cohens in that it tested the effect of environmental stimulants on recall ability. Cohen, however, tested the participants under exposure to aircraft noise which is much louder and more distracting than a relaxing piece of music such as Mozart. Our findings, therefore, may be more appropriately compared to the findings of Dr. George Lozanov. Lozanov designed a way to teach foreign languages to children in a fraction of the learning time. He did this by teaching whilst using certain 60 beats per minute Baroque music and found that his students had a retention rate of 92% and an accuracy of 85- 100% after only thirty days. The findings of which reflect our own in that he used classical music, with the typical 60 beat per minute pattern, to improve performance of memory in the recollection of vocabulary in foreign languages. However, the percentage of improvement in his experiment was 92%, whereas ours was only 66.67% and therefore shows that his experiment was more accurate than our own However, as our participants were young adults and not children, as in the above, direct and reliable comparisons may not be fully appropriate. This could be due to wider social influences upon adults in relation to children for example a young adult would understand the instructions better and therefore might feel under more pressure to perform than a child. This could have adverse effects and make their performance worse or make them try harder than a child would. Due to this ignorance on the childs behalf, an experiment involving children is often more natural. Also, differences in procedure and experimental design may have led to the difference in findings. For example Lozanov choose to teach foreign languages to children and it has been proven that children have a higher capacity than adults for learning language, as they are not as set in speaking their own language as an adult is. The differences found may have related to this factor and so had an effect upon the data that we achieved. If my experiment had been carried out on children instead I think I would have gotten more positive results due to the above reasons. Other limitations include our choice of method; an experiment is not a natural setting as participants would feel pressurised by the fact that their results were being analysed and might have not been able to concentrate on recalling the words. An improvement could have been a test administered by a normal teacher in a classroom environment, where students would be more used to getting a test and might be more relaxed. This would be unethical, however as it is deceptive. The repeated measures design used meant that the list of words in the second experiment had to be changed because the same participants had seen it in the first experiment and therefore might recall more words after looking at it for a second time. This would have meant the results were inaccurate therefore another list of words was devised. This could however have caused even more problems because, although care was taken not to use more confusing or longer words from one list to another, the experiment was not standardised and therefore direct comparisons could not be made. A matched pairs design would have allowed comparisons to be made between the lists, but not as accurately between the participants, as every participant will be different. The opportunity based sample that I used meant that there werent an equal number of males and females, therefore it wasnt representative. A better sampling technique would be to use stratified sampling, in which equal numbers of the same sex can be selected. If the target population was larger, the sample would have been more representative but we needed to use similarly aged participants, as there would have been difference in recall ability between, for example, a four and an eighteen year old. Using people from our own class could have interfered with the result because the participants knew who they were doing the experiment for and could be biased to the experimenter. Also, I think that using younger participants would have given a more natural element to the experiment, as they would not ask too many questions, worry about the results or interfere as much with the experiment by not trying their best. The participants did not seem to be confused by the standardised instructions but they might not have been clear on why they were doing the experiment, which could have had an effect on their performance. The participants were also talked through the experiment as we carried it out and everything was plainly stated to them. A better way of presentation of the words however, might have been to present them on an over head projector, so that timing could be controlled better; in our experiment, participants were in control of turning over the sheet of paper with the list on and therefore could have turned it over before the test started. The paper was only one sheet thick as well so participants might have been able to see the words even when the sheet was face down. To expand the experiment further, there are many different variables and different aspects of memory which I could test. The serial position effect, mentioned in my introduction, would be an interesting aspect of memory to test as I noticed in the lists of words there were a significant number of words from the start and the end of the actual list, included in the words the participants remembered. We could test this by setting a quota at, say, the first five and last five words and seeing what percentage of the recalled words were within one of these quotas. We could have used a recording of background noise to repeat Cohens experiment or used music with words to test the participants. A really interesting experiment would be to use children against adults in a memory test with the classical music, as I believe children would give a more positive result in relation to my hypothesis. I dont believe that there would be a significant difference between males and females, if any, but it would be worth considering. We could have tested different amounts of words see if there is a difference in capacity of recall between a list of one hundred words and thirty words; would the participants be put off by the amount of words and not remember as many for the long list as the short? There are clearly many different experiments relating to memory that could be tested.

Challenges Affecting International Students in Australia Essays

Challenges affecting international students in Australia 1.0 Challenges facing international students in Australia 1.1 Introduction The need for higher education has prompted many students to seek further studies in international colleges outside their countries and Australia has become an academic hub for international students who mostly come from developing nations in Asia and Africa. The students, once they secure a place in this schools, they are subjected to a new environment which comes with different challenges. International students in Australia have become an integral part of the society both social and economical. However the students face a myriad of challenges before fully adopting to the new learning culture. In this report, the focus is centered in the analysis of challenges facing the international students in Australia and strategies the institutions and students have resolved to use to address the problems. The case reviews the social as well as economic factors which affect these students in the processes of their academic pursuits. 1.2 Social Issues 1.2.1 Language Barrier: There are several social issues that affect the international students in Australia. The major social issue is basically language barrier. According to Sawir (2005), prior research indicates that many international students from Asia, studying in Australia, face serious learning difficulties and lack confidence in speaking and taking a proactive role in classrooms and surrounding environment. Language barrier creates communication barriers between the lecturers and some students especially from Asian countries and can lead to dismal academic performance while at the same time separating themselves from mainstream society. The... ...on to the students about the university and its environment, before enrolment. Offering part-time job placement and coordinating with surrounding firms to assist the students can be of great help to the society. 3.0 References Marginson, S, Deumert, A, Nyland, C, Gaby Ramia & Sawir, E, The Social and Economic Security of international students in Australia: Study of 202 student cases, Monash Institute for the Study of Global Movement, Monash University Morris, J, E, 2009, Approaches and strategies to foster a culture of academic honesty: how can we help students develop an understanding of good academic practice? Oxford, United Kingdom Higher Education Academy Sawir, E, 2005, Language difficulties of international students in Australia: The effects of prior learning experience, Australia, Education Faculty, Monash University

Graduation Speech Essay

â€Å"The heights by great man reach and kept were not attained by sudden flight, but they while their companions slept were toiling upwards through the night. †Ã‚  (Henry Wadsworth Longfellow  ) Members of the school board, principal and staff, distinguished guests in the audience and on the platform, parents, guardians, graduate, good afternoon. Our guest speaker for this afternoon is Mrs. Merlette Barrett-Fender. She was born in the parish of St. James. There, she attended the Salt Spring All Age School- later the Mt. Alvernia High School then went on to further her education at Shortwood Teachers’ College. She has worked at the Jamaica Telephone Company as an international operator. She later acquired a Bachelor’s Degree in Middle Grades Administration offered by Western Carolina University, at the Montego Bay site. Her zeal for leadership led her to access the Master of Science in Educational Leadership just two years later with the Jamaican Programme of Central Connecticut State University. She has worked at the Primary, Secondary and Tertiary levels of the education system, having the experience as class teacher, subject teacher of English Language and Literature at Cornwall College and as Principal. She presently holds the position of Academic Vice-Principal of Knox Community College. Mrs. Barrett-Fender posses a great love for her country and as a result has made the decision to remain in Jamaica. She takes great pleasure in working amongst Jamaica’s poorest, to help train and educate them and being the voice for some who are voiceless. As a member of the Upper St. James Consultative Committee, she conducts motivational talks to students and teachers. She is the lay preacher of the United Church in Jamaica and the Cayman Islands. She is dedicated to spreading the work of God for the upliftment of people. She possesses a vibrant personality, loves the outdoors, loves good company and enjoys helping others. Mrs. Barrett-Fender believes in having a sound character thus her everyday life is grounded in integrity. Her community involvement includes being a member of the Friends of the Hospital, the founder of Salt Spring All Age Past Students’ Association, past president and fund raising committee member, speaking at graduation exercises, Patron of the Knox Early Childhood Institute, motivational speaker, mentor and counselor. Ladies and gentlemen, boys and girls; please put your hands together as I introduce to some and present to the others Mrs. Barrett-Fender.

Bram Stoker Essay

Within â€Å"Dracula†, Stoker clearly presents the male characters in the book as heroes, without over emphasising this by giving them extraordinarily strong powers. They are portrayed as normal human beings with faults and weaknesses. This can be seen when Van Helsing suffers from hysteria, but despite this still plays an important role in the chase for Dracula, and brings confidence to their quest at desperate times. He describes the â€Å"Band of Brother’s† as those â€Å", who are willing to peril even our own souls for the safety of one we love-for the good of mankind, and for the honour and glory of God†. A similar comparison could be made to fictional characters/super heroes in comics such as Superman. They save the weak and bring down the villain while also leading normal lives. But despite doing this, these super heroes still posses certain vulnerabilities, in the instance of superman, he possesses a weakness to kryptonite. In the same sense, members of the brotherhood have their own weaknesses. Therefore, it is fair to say that there is some presence of a comic book nature in Stokers writings, and the characters in the book represent this. Stoker does well not to make the characteristics of his male heroes all man and butch, like our version of the male hero today. I believe Stoker’s view of the perfect hero, is one that is physically strong but in touch with his feminine side. I believe such a character to be Van Helsing. At the opening of Jonathan Harker’s journal it says, â€Å"God preserve my sanity†, and later Dr. Seward says, â€Å"What does this all mean? I am beginning to wonder if my long habit of life amongst the insane is beginning to tell upon my own brain†. Clearly within the novel, the male characters show signs of tenderness and sensitivity, which would be an imperative trait for a women of the time. Despite this, within the â€Å"Band of Brothers† each individual member have their own personal weakness, and this again parallels to that of a super hero in a comic book, (an ideal present day hero), how everyone has their own weaknesses, and often all have a universal weakness, eg. Breathing, in a comic world. In this case, the universal weakness of the â€Å"Band of the Brothers† is the shared love and protective nature over their women/partners. I believe that the men in the novel feel threatened by Dracula, who is a perfectly attractive, who is physically powerful, and more importantly targeting their women. The men may have felt that this new species may lure their women away from them, since it can be seen that his prey needs some sort of willingness or co-operation for him to act. It is not clear in the novel if Jonathan and Mina have consummated their marriage, since Jonathan was in such a bad state at the time of the wedding, yet later in the play he again shows inadequacies in the bedroom department, and can only watch Mina sucking at the chest of Dracula having been paralysed by the more dominant figure, Dracula. In the novel, personal and universal strengths and weaknesses are present in the â€Å"Band of Brothers†. Since all the characters concerned are human, there is no distinct line between the two, perhaps rather they represent individuality of characters. Due to the group’s enthusiasm, and their keenness to save their beloved from Dracula, they play directly into the hands of Dracula, and this can be seen in London. This shows that the eager and hunger of the man exploits their weakness of not thinking correctly, rushing into things and a little gullibility. Mina is left alone at the house a sitting duck for Dracula to attack, a thoughtless action showing human weakness. However the group show great dedication and understanding to the task in hand as Van Helsing says, â€Å"Our toil must be in silence, and our efforts in secret; for in this enlightened age†¦

The Future of Early Education Importance of Preschool

The Future of Early Education Importance of Preschool Did you know that  Forbes.com reports that the Department of Education has awarded almost $250 million in an effort to ensure that development of early education programs, preschool, continue to best serve children from low- and moderate-income families? This is one example of the Presidents long-standing plan to offer free, universal pre-school for these families. However, President Trumps latest budget for 2019 education appears to be reducing funding   for schools. As we know, in President Obamas 2013 State of the Union address he unveiled his plan for universal Pre-K or pre-kindergarten education for four-year-olds. His plan would guarantee kids whose household income is at or below 200% of the poverty line a free pre-K education with local schools and local partners, and their teachers would have the same training as K-12 teachers. In addition, the programs would offer many of the benefits of private school pre-kindergarten programs, including small class sizes, high adult-to-child ratios, and assessment of the programs provided. The program would also expand the number of full-day kindergarten programs available. Unease in Regards to the Future of Early Childhood Education However, despite these advancements, there is unease as a result of the new leadership of our nation coming; many people are unsure about the future of early childhood programs. Betsy DeVos has been chosen by President Donald Trump to take on the role of Education Secretary, and her position on pre-school funding is not clear; the same can be said for the President. As a result, there are some who are uncomfortable with the uncertainty, and the latest budget developments are not alieviating fears.   Why Pre-Kindergarten is So Important While many private schools offer high-quality pre-kindergarten programs and full-day kindergartens, providing enriching educational opportunities for children under age 6, many children who attend public schools, particularly children living in poverty, do not have access to these programs. According to the National Institute for Early Education Research (NIEER) in New Brunswick, New Jersey, 28% of 4-year-olds were enrolled in a pre-kindergarten program in the 2011-2012 school year, which represents an increase over the 14% of four-year-olds who did so in 2002. Yet, pre-kindergarten programs are critical to children’s long-term success, and experts at NIEER have documented that children who have been enrolled in high-quality pre-kindergarten programs enter kindergarten with better vocabularies and more advanced pre-reading and math skills than children who don’t have access to these programs. Kids enrolled in pre-k programs aren’t just learning how to recognize letters and numbers; they are also learning critical social skills and the importance of working independently in the classroom. Through high-quality pre-k programs, they develop the confidence to take on more advanced classroom work. Many children struggle with social skills and behavioral problems in kindergarten, and many children are even kicked out of kindergarten. Pre-kindergarten programs are essential in teaching kids the social skills they need for later grades, not just the academic skills. Pre-K Benefits Last a Lifetime The benefits of pre-kindergarten education last well beyond kindergarten. According to research conducted by NIEER, there are amazing long-term economic benefits from early childhood education for children in poverty. For example, life-time earnings of some children increase by hundreds of thousands of dollars, and the economics benefits of these programs outweigh the costs by a factor of up to 16 (in some programs). In addition, such programs show that participants have lower crime rates and decreased rates of welfare dependence as adults, so the benefits of early childhood education can last a lifetime. According to the White House Fact Sheet on Obama’s educational plan, children from low-income families are less likely to have access to pre-kindergarten programs, and middle-class families also struggle to afford private pre-school programs, yet these programs are critical to children’s long-term school success. Children from low-income families who are not reading at grade level by third grade are six times less likely to graduate from high school. According to the Fact Sheet from the White House, only 60% of American children have access to full-day kindergarten programs, yet these programs are also essential to teaching children skills critical skills for later academic success. Pre-kindergarten programs are a promising way to reduce adult poverty in this country and to provide the essential skills workers need as adults. Working with at-risk children in the primary or middle school years may be too late, and while private schools offer high-quality pre-school and early education programs, research studies have documented the need to expand these programs to state-funded programs across the country. Article updated by Stacy Jagodowski

How to Guess Strategically on SAT Math

How to Guess Strategically on SAT Math SAT / ACT Prep Online Guides and Tips The SAT gives negative penalties for guessing, so you shouldn’t even bother to guess on the SAT math section...right? Well yes and no. Guessing requires strategy for a test like the SAT, but it is possible (and indeed we recommend that you do so!) when you can do it smartly. In this guide, we’ll go through when and how to guess strategically on the SAT math section and show you examples of it in action. Refresher on SAT Math Scoring and Organization The SAT is a standardized test, which means that each SAT must look and feel like every other SAT as much as possible. The individual questions may vary, but the patterns in how the test-makers design both the questions and the answer choices will be as similar as can be. With time and practice, you can learn to not only recognize these patterns when you see them, but also use the clues in both the question and the answer choices to help you find your right answer (or at least narrow down your options!). To refresh your understanding of how the SAT math test is structured, let’s look at how it is scored. For each multiple choice question, you will get: +1 point for every correct answer, 0 points for every blank answer, and -0.25 points for every incorrect answer. For each math grid-in question, you will get: +1 point for every correct answer and 0 points for every blank OR incorrect answer. There is no negative penalty for an incorrect grid-in answer. There will be a total of 54 math questions on the test, 44 multiple choice and 10 grid-in. [Note: if you receive an extra math section on the day of the test, it will be because this is your â€Å"experimental† section. If this happens, you will have a total of 74 math questions64 multiple choice and 10 grid-in. There will never be any additional grid-in questions in the experimental section.] Developing a Target Score Because the SAT delivers a penalty for incorrect answers, your strategy for how to approach the SAT math section will depend on your target score and will change as your score goals change. First, take a practice test,and try to slow down a little more than might feel natural as you work through your test. In addition, come up with different ways to mark your questionsone mark for questions you don't know how to do, and another mark for questions you're only somewhat confident about. You may even want to create a third marker for questions that you know how to do, but will take a long time or will require multiple steps, so must be done carefully to avoid error. This way, you can save them for last (though this is optional). For now, use your best judgment on whether to skip or guess the questions you've marked, but do make sure that you can identify which problems were which later. These marks will help you when you go to analyze your answers (and your guessing strategy) in the next section. Once you're done with your practice test, check out our guide to developing your ideal target score, based on your current scores and the schools you want to get into. Don't worry if you're a little off your target right now. A little strategy and practice will soon get you much closer to where you want to be (if not right on the bull's eye!). Guessing Based on Target Score After you find your target curved score, see how that translates to your raw score. How many questions must you answer correctly to get that target score? Keep that number in your head and then plan to answer a few more questions than that target. Why? You are leaving yourself room to get a few questions wrong. For example, if your target SAT math score is 600, you’ll need a raw score of about 37. But to get a raw 37, you must answer 37 questions correctly and absolutely no questions wrong. Since this is difficult for most students, you should aim to answer somewhere in the range of 44 questions. This would allow you to miss up to 6 questions and still get a raw score of 37. How? If you answered 38 questions correctly and missed 6, you would have a score of: 38+6(−0.25) 38−1.5 36.5 The SAT rounds up any score ending in 0.5 or 0.75, so your raw score would be rounded to 37. Success! Once you’ve scored your test, look back on the questions you marked. How accurate is your guessing right now? Did you mostly get questions right or wrong that you marked as "didn't know" or "kind of knew," or did you leave most of these blank? Is there a pattern in your missed guesses? But what happens if you're currently well under your target raw score? If this is the case, then you're going to want to establish a two-tonged study approach of brushing up on the individual math topics you're struggling in right now and learning how to guess more effectively. So now that you’ve seen how you’re guessing strategies have worked so far (even if that means you haven't been guessing at all), let’s talk best guessing strategies for SAT math. The more you practice, the more refined and honed your study skills and guessing abilities will become. SAT Math Guessing Strategies The SAT math section is designed to test how well you can recognize and figure out how to apply familiar mathematical concepts to new situations. But though the scenarios may be unusual, each and every math topicon the test is one that you are likely familiar with and have studied for a number of years. This is all to say that you likely have a better understanding of the questions than you may think, even if you don’t know how to actually solve the problem. Often (though not always), a little strategy will allow you to eliminate at least one or two answer choices and make an educated guess. Note: this may seem apparent, but only use your guessing strategies when you don't know how to solve a problem or are not confident about your answer. Guessing often takes a little more time than a straight-solve, so if you know the answer, great! Move on to the next problem. Only stop and take the time to guess if you're stuck. We’ve laid out three of the most important rules of thumb that go into making an educated guess on an SAT math problem. Most of the time you will use a combination of these three techniques on any given problem, so they are less individual strategy than they are a combination of thought processes that you should go through every time you make a guess. So let’s look at all three techniques needed to best make guesses (and when to do so!) on the SAT math section. Guessing Strategy 1: Process of Elimination Being able to eliminate questions SAT is arguably a more important skill than even being able to solve questions (or at least equally as important). Most of the SAT math questions are multiple choice, which means that the correct answer is always there amongst the answer choices. This may seem obvious, but it means that you have two options to get the right answeryou can solve the problem for the correct answer, oryou can simply eliminate four wrong answers. Whatever remains must be correct. Either option you choose will each get you to the right answer in the end. For example, is it impossible that the answer to a certain problem be negative? Do you know the parabola must open upwards, even if you don't know how it's positioned horizontally? Even knowing just a tiny bit about the problem or its possible answer will often be enough to eliminate a few answer choices. But what if don't know enough about the problem toknow that four answers are wrong? Is eliminating just one or two answer choices enough? When, exactly, should you make a guess? Eliminating 0 Answer Choices So you’ve come to a question and you can’t eliminate any answer choices at allshould you guess? Definitely not! The test is designed to make random guessing (quite literally) pointless. With the -0.25 point penalty and 5 answer choices for each question, random guessing will balance out to 0 points earned over time. Why? A one-in-five chance of a right answer will get you one right answer and four wrong answers for every five questions. This gives you: 1+4(−0.25) 1−1 0 points for every five questions. Better to leave it blank and move on. Eliminating 1 Answer Choice All right, let’s say you can eliminate one answer choice, but no othersshould you guess now? Unfortunately, the answer is: it depends. If you can eliminate one answer choice, then you will have a one-in-four chance of getting the right answer. Over the course of several questions, you will earn: 1+3(−0.25) 1−0.75 0.25 points for every four questions you can answer this way. As you can see, technically, if you can eliminate one answer, then it is to your benefit to guess. But this only works over the long-term and, even then, only if you make your final selection at random. Since human beings are not random, our advice is only to guess when you can eliminate two or more answer choices. Eliminating 2 Answer Choices (Now We’re Getting Somewhere!) You’ve eliminated two answer choices that you know have to be wrong and are now down to three possibilities. This is the time to start guessing. Though eliminating one answer and making a guess might be worth it in the long-term (as in, you must do so over the course of several questions), you should really only make a guess when you can eliminate two or more answer choices. This will give you a one-in-three chance of guessing the right answer, which will earn you: 1+2(−0.25) 1−0.5 0.5 points for every three questions you can answer this way. [Note: getting 0.5 points has an extra bonus in that raw scores on the SAT are rounded up at the 0.5 mark. So if you have a raw score of 41.5, you will actually end up with a final raw score of 42!] Eliminating 3 Answer Choices If you can eliminate three answer choices, you’re in a great place! This will give you a one-in-two shot of choosing the correct answer, which, over time will get you: 1+1(−0.25) 1−0.25 0.75 points for every two questions you can answer this way. Go you! Eliminating 4 Answer Choices If you can confidently eliminate four answer options, then celebrate! No need for guessing hereyou’ve found the correct answer. But how exactly do you go about eliminating answer choices? Let’s take a look. Guessing Strategy 2: Approximating If you have even a general idea of what the right answer might be (even a ballpark figure will do), you will often be able to eliminate one or two of the most blatant outliers. Though the answer choices are most often generated based on common student errors or closely related values, there will still generally be answer choices that are way far afield. Let’s take a look at this in action. Don’t worry about actually solving the problem, just give yourself enough of a ballpark to see if you can eliminate one or two answer choices. Garcia won by a ratio of 5:3, which means that Pà ©rez must have lost, but not by a landslide. First, let’s divide the total number of votes in half. 120,0002 60,000 Pà ©rez received fewer than half the total votes, but again, not by too terribly much. At a rough estimate, let's say that Pà ©rez probably received about 40,000 votes. Again, less than 60,000 (half), but not nearly so small as 15,000. Just with this ballpark figure, we can eliminate answer choices A, D, and E. We are left with answer choices B and C. Even if you didn’t understand how to work with ratios, you would still be in a good place to guess at this point. You now have a 50-50 chance of getting the right answer between the two options just from approximating what the correct answer might be. [Note: the correct answer is C, 45,000.] You can also approximate answers on geometric figures on the test. Unless noted otherwise, all figures will be to scale, and you can make a ballpark guess as to their size and angles. Because there is no note to indicate otherwise, we know the figure must be to scale. Just by glancing at the triangle ABO, we can see that angle ABO must be larger than 15 ° and less than 90 °. We can definitively eliminate two answer choices, which leaves us with threeB, C, and D. This is enough to make a guess. But we can even go further. Considering all the angles in the triangle look about the same, we can make an educated guess between our three options. Angle ABO looks about equal to angles BAO and BOA, and we know that there are 180 ° in a triangle. Knowing this, we can make a guess that the answer is D, 60 °, without making any bit of effort to actually solve the problem. [Note: the correct answer is indeed D, 60 °.] The more you can whittle away obviously wrong answers, the better the odds will be of you grabbing thatright answer choice. Guessing Strategy 3: Avoiding Temptation The test is designed around the statistically average student, and many of the answer choices are generated based on common student errors. People have a tendency to fall into predictable thinking patterns, and the SAT is, in part, designed to lure you to fall for traps that the average student falls for again and again. Often, what makes an answer difficult is the wording and the bait answer choices, rather than the difficulty of the mathematical material being tested.So if you look at a question in the medium or difficult range that looks easy oreven worseobvious, it may just be too good to be true. If an answer choice seems immediately appealing, especially on a difficult question, it’s likely a trap. Think about how many other students would have felt the same way on trial tests. Don’t be that person and try not to let yourself fall for the booby traps. This question is near the end of a math section, which means that the test-makers consider it â€Å"medium-difficult.† Knowing this, the answer is probably NOT going to be simple or obvious. If you don’t have a clue as to how to solve the problem, you can still narrow down your answer choices. Consider that we are working with the difference of 4 people vs. 3 people, which means that it is highly unlikely that the correct answer will be x4 or x3. Those answers look too obvious and tempting to be trusted. We can probably also discard answer choice E, 7x. Not always but most of the time, if an answer doesn’t look anything like the other answer choices, there’s a very good chance it is incorrect, and you can discard it. The rest of our answers are in fractions and E is the only answer that is purely a multiple. Let us, therefore, get rid of it. By discarding both the tempting answer choices and the outlier, we are left with two options, answer choices A and D. This gives us a 50-50 chance of getting the right answer and is a good time to guess. [Note: the correct answer is A, x12.] Let's take a look at another example. This is the last question in a math section, which means it is the hardest question (or one of the hardest questions) on the test. With that in mind, the correct answer will NOT be the most obvious. There are two X-marked offices and four offices total. The X’s, therefore, make up half of the total number of offices, which is something we can see right at a glance. This means that the answer is NOT going to be E, 12that is way too obvious to be correct. Considering there are four offices total, it is also safe to guess that the answer is not D, 14 either, as that is still too obvious an answer for question 20 of 20. To solve any problem that is last on a math section, we will need to go through at least two or three math steps. We therefore know the problem will be more complex than simply using the number of offices as the denominator. Even without knowing anything about probabilities, we have narrowed down our options to A, B, or C. It is now a safe time to guess, so we can go ahead and pick an answer. [Note: the correct answer is C, 16] You did it! Now go forth and conquer. The Take-Aways Though it is very useful to know how to actually solve your SAT math problems, we’ve seen that it is not always necessary. Though you shouldn’t guess on every SAT math question, it can help your scores to do so on occasion. Just remember to always employ your guessing strategies when you are forced to make a guess, and take a deep breath. Sometimes you will be able to eliminate enough answer choices to make a final guess and sometimes you'll have to leave the question blank, and that's okay. You probably know more about the math topic in question than you think, and you probably know enough to at least eliminate an answer choice or two, even if you’re feeling overwhelmed. Don’t force yourself to answer questions you don’t feel comfortable answering, but don’t doubt your skills to eliminate possible answer choices either. Pretty soon you’ll be beating the odds and boosting your scores more than ever before. What’s Next? Still not satisfied with your SAT math scores? Improve your individual SAT math topic skills by working through ourindividual math topic guides. In each guide, we willwalk you through the definitions of each topic, the formulas you'll need, and how you'll see the questions on the SAT math section, as well as give you real SAT math problems (and answer explanations) for you to practice your skills on. Been procrastinating on your SAT prep? If you've found yourself in a procrastination rut, check out our guide on how to stop procrastinating so you can get back on that study wagon. Aiming for a perfect score? If you're looking to score a perfect 800 on your SAT math section, then look no further than our guide to getting an 800 on the SAT math, written by a perfect-scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Misevaluation Affects the Failure of Merger and Acquisition Activities Dissertation

Misevaluation Affects the Failure of Merger and Acquisition Activities - Dissertation Example The literature review chapter highlighted the ideas, views and opinions of different academicians and researchers along with discussing them at length. The literature review illustrated that mergers and acquisitions are often driven by misevaluation that leads to the failure in the long term as the market corrects the misevaluation. Moreover, mergers and acquisitions are driven by managerial optimism that leads to the failure in the long term. A detailed approach has been presented in the chapter that also covers other elements affecting the result of mergers and acquisitions in the business environment. The research methodology chapter is based on secondary research method and case study approach that covers information on the merger of Time Warner and AOL. The study highlighted the reasons of failure along with stating the role of the management and other factors. Overall, the center of discussion was restricted to the impact of misevaluation in mergers and acquisitions. The finding and analysis chapter is based on the findings of the case study along with relating them to the literature review in a logical manner. The last chapter concludes the entire research by stating its strengths, limitations, results and outcomes in a descriptive and analytical manner. Every journey starts with a single idea and enthusiasm that makes the journey an experience. The research journey stated with an idea that took desired shape with the help, support and cooperation of many people. The researcher would like to thank his professor and supervisor†¦. for guiding him in the right direction through motivation and profound knowledge. His ideas often motivated the researcher making him achieve the proposed aim and objectives of the research. His continuous guidance and feedback helped in understanding the intricacies of the research topic along with gaining a new perspective through a thorough understanding of the subject matter. The researcher would also like to thank the University for offering all kind of support in terms of access to library and free access to professors that made the research an easy task. The role

Assumptions Essay Example | Topics and Well Written Essays - 500 words

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Bilateral Trade Agreements Term Paper Example | Topics and Well Written Essays - 2000 words

Bilateral Trade Agreements - Term Paper Example Using the production possibilities frontier, Ricardo was able to prove this, achieving a significant breakthrough in the field of international economics. Practically, Ricardo believes that given the situation, both countries can still gain by having the less efficient country specialize in the production and exportation of the commodity in which its absolute disadvantage is smallest and import the product in which it has its greatest absolute disadvantage. The commodity in which one country has the least absolute disadvantage can be thought of as one in which it has a comparative advantage. The gains are realized as both countries specialize in the production of the commodity in which it has the least opportunity cost (Mankiw). In a high-income and low-income country comparison, the book, Making the International: Economic Interdependence and Political Order highlighted that in a two-commodity example of food and pills, specialization will benefit both countries as each will be producing the commodity with the least opportunity cost, simply saying that trade can help increase income even for the low-income countries (Mackintosh). In recent years, there is an observed rise in the number of bilateral trade agreements between countries. Experts say that for a powerful country like the USA, "smaller FTAs accomplish the goal of liberalization and the expansion of markets for U.S. goods" in the absence of a broader agreement like the Doha round (MacMahon). On the part of the smaller countries, bilateral trade agreements increase the local employment and provide a better climate for investors from powerful nations (MacMahon).It is generally accepted that open economies which engage with the outside world do better than economies that are inward looking.  

Study Effectiveness Of Nebulization Improving Childrens Respiratory Status Nursing Essay

Study Effectiveness Of Nebulization Improving Childrens Respiratory Status Nursing Essay Data analysis is the systematic organization and synthesis of research data and testing of research hypothesis using those data. Interpretation is the process of making sense of the result and examining their implication (Polit, 2004). Analysis is the method of rendering qualitative data meaningful and providing intelligible information, so that the research problem can be studied and tested, including the relationship between the variables. The study was conducted among children with wheezing to compare the effectiveness of nebulization with oxygen and without oxygen in improving their respiratory status. The data was collected, assembled, analyzed and tested and the findings based on the analysis are presented in this chapter. 4.1 Demographic Variables of Children with Wheezing: The age of the children with wheezing ranged between one month to five years. Out of this, 8 (16%) children were between the age group of one month to one year, 17 (34%) were between 1-3 years and 25 (50%) were between the age group of 3-5 years. Majority of the children were males (62%) and female children were 38%. 34 (68%) children belonged to nuclear family whereas 16 (32%) children belonged to joint family. LPG was used as the cooking fuel in all (100%) the houses (Table 4.1). 4.2 Family History of Smoking Habits: In nebulization with oxygen group, 5(20%) children had the family history of smoking habit. For majority (4) of children, grandfather was the person who smokes and for one child father was the smoking person. In nebulization without oxygen group, fathers of 3(12%) children smoke in the family (Table 4.2). 4.3 Family History of Respiratory Diseases: 5 (20%) children in the nebulization with oxygen group had a family history of asthma, out of which one person is on regular treatment. In nebulization without oxygen group, 5(20%) children had a family history of asthma and 3(12%) had a family history of COPD, out of which one person is on regular treatment (Table4.3). 4.4 History of Respiratory Diseases in Children: With regard to previous history of respiratory diseases, majority (64%) of children had wheeze associated lower respiratory infection (WALRI) in nebulization with oxygen group whereas in nebulization without oxygen group, 15 (60%) children had WALRI, .6 (24%) children had hyper reactive airway disease (HRAD) and 3 (12%) children had asthma in nebulization with oxygen group , whereas in nebulization without oxygen group,7 (28%) children had asthma and 3 (12%) had HRAD (Table.4.4). About the onset of respiratory diseases, 14 (56%) children developed respiratory diseases before 1year of age and 5 (20%) children developed between the age group of 1-2 years in nebulization with oxygen group whereas in nebulization without oxygen group, 10 (40%) children developed before 1year of age and 7 (28%) children developed between 1-2 years of age (Table.4.4). Regarding the duration of the disease, 14 (56%) children had the duration of disease less than a year and 6 (24%) had the duration between1-2 years in nebulization with oxygen group whereas in nebulization without oxygen group, 11 (44%) children had duration of less than 1 year and 8 (32%) had the duration between 1-2 years (Table.4.4). With regard to the regularity of the treatment, 3(12%) children in the nebulization with oxygen group and 6 (24%) children in the nebulization without oxygen group were on regular treatment. All these children were using inhalers. Majority of the children (66.66%) were using a combination of salbutamol -fluticosone inhaler in both groups and the rest (33.33%) were using asthalin alone (Table.4.4). 4.5 Immunization History: All the children (100%) in both groups were completely immunized. 4.6 Pre assessment of Respiratory Parameters in Nebulization with Oxygen Group: The initial assessment of respiratory rate of children in nebulization with oxygen group showed that 6 (24%) children were in mild distress, 6 (24%) children were in moderate distress and 13 (52%) children were in severe distress. In the assessment of oxygen saturation, 20 (80%) children had mild desaturation (95-97% in room air) and 5 (20%) children had moderate desaturation (90-94%in room air).In the initial assessment of wheezing, 12 (48%) children were having wheezing on terminal expiration and 13 (52%) children were having wheezing on entire expiration.The assessment of retraction showed that 16 (64%) children were normal, 8(32%) children had intercostal retractions and 1 (4%) child had intercostal and substernal retractions..In the initial dyspnoea assessment, 5 (20%) children were having mild dyspnoea and 20 (80%) children were normal (Table 4.5). 4.7 Pre assessment of Respiratory Parameters in Nebulization without Oxygen Group: The initial respiratory rate assessment of children in nebulization without oxygen group showed that 10 (40%) children were in mild distress, 8 (32%) children were in moderate distress and 7 (28%) children were in severe distress. In the assessment of oxygen saturation, 22 (88%) children had mild desaturation (95-97% in room air) and 3 (12%) children had moderate desaturation (90-94%in room air). In the initial assessment of wheezing, 17 (68%) children were having wheezing on terminal expiration and 8 (32%) children were having wheezing on entire expiration. Initial retraction assessment showed that 18 (72%) children had intercostal retractions and 7 (28%) children had intercostal and substernal retractions. In the assessment of dyspnoea, 5 (20%) children were having mild dyspnoea and 20 (80%) children were normal (Table 4.6). 4.8 Implementation of Therapies among Children with Wheezing: 4.8.1 Administration of nebulization with oxygen: Nebulization with oxygen was provided to 25 children with wheezing who were prescribed for Combimist nebulization in the OPD. Nebulization was provided by the staff nurse for a period of 15-20 minutes. Children who were on treatment prior to the nebulization were not included in the study. Assessment was done before and after nebulization with oxygen. 4.8.2 Administration of nebulization without oxygen: Nebulization without oxygen was provided by the staff nurse to 25 children with wheezing who were prescribed with Combimist (Salbutamol+ Ipravent) nebulization in the OPD. Nebulization was provided for a period of 15-20 minutes. Children who were on treatment prior to the nebulization were not included in the study. Assessment was done before and after nebulization with oxygen. 4.9: Post assessment of Respiratory Parameters in Nebulization with Oxygen Group: 4.9.1 Post Assessment at 5 Minutes: In the post 5 minutes assessment of respiratory rate of children in nebulization with oxygen group,1 (4%) child reached normal ,7 (28%) children were in mild distress,5 (20%) children were in moderate distress and 12 (48%) were in severe distress. In the assessment of oxygen saturation, 4 (16%) children reached normal saturation, 17 (68%) children had mild desaturation (95-97% in room air) and 4 (16%) children had moderate desaturation (90-94%in room air). Wheeze assessment showed that 1 (4%) child became normal, 13 (52%) children were having wheezing on terminal expiration and 11 (44%) children were having wheezing on entire expiration. In the assessment of retraction, 16 (64%) children were normal, 8 (32%) children had intercostal retractions and 1 (4%) child had intercostal and substernal retractions.In the dyspnoea assessment, 5 (20%) children were having mild dyspnoea and 20 (80%) children were normal (Table 4.5). 4.9.2 Post Assessment at 10 Minutes: In the post 10 minutes assessment of respiratory rate of children,1 (4%) child reached normal ,8 (32%) children were in mild distress,7 (28%) children were in moderate distress and 9 (36%) were in severe distress. Assessment of oxygen saturation revealed that 13 (52%) children were having normal saturation, 11 (44%) children had mild desaturation (95-97% in room air) and 1 (4%) child had moderate desaturation (90-94%in room air). In the assessment of wheezing, 10 (40%) children were relieved from wheezing, 11 (44%) children were having wheezing on terminal expiration and 4 (16%) children were having wheezing on entire expiration. Assessment of retractions showed that 21 (84%) children became normal, 4 (16%) children had intercostal retractions.In the dyspnoea assessment, 22 (88%) children were having no dyspnoea and 3 (12%) children were having mild dyspnoea (Table 4.5). 4.9.3 Post Assessment at 15 Minutes: Post 15 minutes assessment of respiratory rate showed that 5 (20%) child reached normal ,5 (20%) children were in mild distress,9 (36%) children were in moderate distress and 6 (24%) were in severe distress. In the assessment of oxygen saturation, 17 (68%) children reached normal saturation, 8 (32%) children had mild desaturation (95-97% in room air). In the assessment of wheezing, 12 (48%) children were relieved from wheezing, 12 (48%) children were having wheezing on terminal expiration and 1(4%) child was having wheezing on entire expiration. The assessment of retractions revealed that 23 (92%) children became normal, 2 (8%) children had intercostal retractions.Dyspnoea assessment showed that 23 (92%) children became normal and 2 (8%) children were having mild dyspnoea (Table 4.5). 4.9.4 Post Assessment at 30 Minutes: Post 30 assessment of respiratory rate showed that 11 (44%) child reached normal, 7 (28%) children were in mild distress, and 4 (16%) children were in moderate distress and 3 (12%) were in severe distress. In the assessment of oxygen saturation, 19 (76%) children reached normal saturation, 5 (20%) children had mild desaturation (95-97% in room air) and 1 (4%) child had moderate desaturation. In the assessment of wheezing, 14 (56%) children were relieved from wheezing, 11 (44%) children were having wheezing on terminal expiration. The assessment of retractions showed that 24 (96%) children became normal, 1 (4%) children had intercostal retractions. Dyspnoea assessment revealed that 23 (92%) children reached normal and 2 (8%) children were having mild dyspnoea (Table 4.5). 4.10 Post assessment of Respiratory Parameters in Nebulization without Oxygen Group: 4.10.1 Post Assessment at 5 Minutes: Post assessment of respiratory rate showed that 11 (44%) children were in mild distress, 8 (32%) children were in moderate distress and 6 (24%) were in severe distress. In the assessment of oxygen saturation, 1 (4%) child reached normal, 21 (84%) children had mild desaturation (95-97% in room air) and 3 (12%) children had moderate desaturation (90-94%in room air).Assessment of wheezing showed that 2 (8%) children became normal, 15 (60%) children were having wheezing on terminal expiration and 8 (32%) children were having wheezing on entire expiration. In the assessment of retraction, 19 (76%) children had intercostal retractions and 6 (24%) children had intercostal and substernal retractions. Dyspnoea assessment showed that 5 (20%) children were having mild dyspnoea and 20 (80%) children were normal (Table 4.6). 4.10.2 Post Assessment at 10 Minutes: Post 10 minutes assessment of respiratory rate revealed that 4 (16%) children reached normal rate, 10 (40%) children were in mild distress,7 (28%) children were in moderate distress and 4 (16%) were in severe distress. In the assessment of oxygen saturation, 7 (28%) children reached normal, 15 (60%) children had mild desaturation (95-97% in room air) and 3 (12%) children had moderate desaturation (90-94%in room air). Assessment of wheezing showed that 16 (64%) children became normal, 4 (16%) children were having wheezing on terminal expiration and 5 (20%) children were having wheezing on entire expiration. In the assessment of retraction, 22 (88%) children became normal and 3 (12%) children had intercostal retractions. Dyspnoea assessment revealed that, 3 (12%) children were having mild dyspnoea and 22 (88%) children became normal (Table 4.6). 4.10.3 Post Assessment at 15 Minutes: In the post assessment of respiratory rate,9 (36%) children reached to normal rate, 7 (28%) children were in mild distress, 5 (20%) children were in moderate distress and 4 (16%) were in severe distress. The post assessment of oxygen saturation showed that 10 (40%) children reached normal, 13 (52%) children had mild desaturation (95-97% in room air) and 2 (8%) children had moderate desaturation (90-94%in room air). Wheeze assessment at 15 minutes showed that 19 (76%) children became normal, 6 (24%) children were having wheezing on terminal expiration. In the assessment of retraction, 24 (96%) children became normal, 1 (4%) children had intercostal retractions. Evaluation of dyspnoea revealed that 2 (8%) children were having mild dyspnoea and 23 (92%) children were normal (Table 4.6). 4.10.4 Post Assessment at 30 Minutes: Post assessment of respiratory rate showed that 13 (52%) children reached normal rate, 7 (28%) children were in mild distress, 2 (8%) children were in moderate distress and 3 (12%) were in severe distress. In the assessment of oxygen saturation, 10 (40%) child reached normal, 13 (52%) children had mild desaturation (95-97% in room air) and 2 (8%) children had moderate desaturation (90-94%in room air). In the assessment of wheezing, 19 (76%) children became normal, 6 (24%) children were having wheezing on terminal expiration. Assessment of retraction revealed that 24 (96%) children had no retractions, 1 (4%) children had intercostal retractions.Dyspnoea assessment showed that1 (4%) child was having mild dyspnoea and 24 (96%) children became normal (Table 4.6). 4.11 Comparison of Mean Difference of Pre and Post Assessment of Respiratory Parameters in Nebulization with Oxygen Group and Nebulization without Oxygen Group: 4.11.1 Mean Difference of Respiratory Rate in Nebulization with Oxygen Group and Nebulization without Oxygen Group: In nebulization with oxygen group, the pre mean values of respiratory rate was 41.68 and post mean value at 5 minutes was 40.4.Post mean values at 10 minutes was 37.76, at 15 minutes was 35.6 and at 30 minutes was 32.8. The mean difference between pre and post respiratory rate at 30 minutes was 8.88. This shows a significant reduction in respiratory rate after nebulization with oxygen. The pre mean value of respiratory rate in nebulization without oxygen group was 36.64 .The post mean value of respiratory rate at 5 minute was 36, at 10 minutes was 34.32, at 15 minutes was 32.48 and at 30 minutes was 30.96. The mean difference between pre and post respiratory rate at 30 minutes was 5.68. This shows a reduction in respiratory rate after nebulization without oxygen. Therefore, it can be inferred that the mean difference was high in nebulization with oxygen group comparing to nebulization without oxygen group. This showed that nebulization with oxygen is effective in reducing tachypnea among children with wheezing (Table 4.7). 4.11.2 Mean Difference of Oxygen Saturation in Nebulization with Oxygen Group and Nebulization without Oxygen Group: Oxygen saturation above 98% in room air is considered as the normal saturation level. The pre mean value of oxygen saturation in nebulization with oxygen group was 95.24. The post mean value of oxygen saturation at 5 minute was 96, at 10 minutes was 97.24, at 15 minutes was 98.08 and at 30 minutes was 98.32. The mean difference between pre and post oxygen saturation at 30 minutes was 3.08. This shows an improvement in oxygen saturation after nebulization with oxygen. The pre mean value of oxygen saturation in nebulization without oxygen group was 95.72 .The post mean value of oxygen saturation at 5 minute was 95.88, at 10 minutes was 96.68 at, 15 minutes was 97.36 and at 30 minutes was 97.08. The mean difference between pre and post respiratory rate at 30 minutes was 1.36. Therefore, it can be inferred that the mean difference was high in nebulization with oxygen group comparing to nebulization without oxygen group. This showed that nebulization with oxygen is effective in improving the oxygen saturation among children with wheezing (Table 4.7). 4.11.3 Mean Difference of Wheeze Score in Nebulization with Oxygen Group and Nebulization without Oxygen Group: Auscultation of normal vesicular breath sounds is considered as normal. The pre mean value of wheeze score in nebulization with oxygen group was 1.52. The post mean value of wheeze score at 5 minute was 1.4, at 10 minutes was 0.72, at 15 minutes was 0.56 and at 30 minutes was 0.44. The mean difference between pre and post wheeze score at 30 minutes was1.08. This showed an improvement in wheeze score after nebulization with oxygen. The pre mean value of wheeze score in nebulization without oxygen group was 1.32. The post mean value of wheeze score at 5 minute was 1.12, at 10 minutes was 0.56, at 15 minutes was 0.24 and at 30 minutes was 0.24. The mean difference between pre and post wheeze score at 30 minutes was 1.08. This showed that there was no mean difference in wheeze score in nebulization with oxygen group and nebulization without oxygen group. Hence, nebulization with oxygen and nebulization without oxygen has similar effect in reducing wheeze score among children with wheezing (Table 4.7). 4.11.4 Mean Difference of Retraction Score in Nebulization with Oxygen Group and Nebulization without Oxygen Group: Observation of normal chest movements is considered as normal. In nebulization with oxygen group, the pre mean value of retraction score was 0.4. The post mean value of retraction score at 5 minute were 0.4, at 10 minutes was 0.16, at 15 minutes was 0.08 and at 30 minutes was 0.04. The mean difference between pre and post wheeze score at 30 minutes was 0.36. This showed an improvement retraction score in nebulization with oxygen group. The pre mean value of retraction score in nebulization without oxygen group was 0.28. The post mean value of retraction score at 5 minute was 024, at 10 minutes was 0.12, at 15 minutes was 0.04 and at 30 minutes was 0.04. The mean difference between pre and post retraction score at 30 minutes was 0.24. This showed that there was no mean difference in retraction score in nebulization with oxygen group and nebulization without oxygen group. Hence, nebulization with oxygen and nebulization without oxygen has similar effect in reducing retraction score among children with wheezing (Table 4.7). 4.11.5 Mean Difference of Dyspnoea Grade in Nebulization with Oxygen Group and Nebulization without Oxygen Group: Grade 0 is regarded as absence of dyspnoea. In nebulization with oxygen group, the pre mean value of dyspnoea grade was 0.2. The post mean values of dyspnoea grade at 5 minute were 0.2, at 10 minutes was 0.12, at 15 minutes was 0.08 and at 30 minutes was 0.08. The mean difference between pre and post dyspnoea grade at 30 minutes was 0.12. This showed an improvement in dyspnoea grade in nebulization with oxygen group. The pre mean value of dyspnoea grade in nebulization without oxygen group was 0.2. The post mean values of dyspnoea grade at 5 minute was 0.2, at 10 minutes was 0.12 ,at 15 minutes was 0..08 and at 30 minutes was 0..04. The mean difference between pre and post dyspnoea grade at 30 minutes was 0.16. Hence the result highlighted that the mean difference was slightly higher in nebulization without oxygen comparing to nebulization with oxygen. This showed that nebulization with oxygen had similar effect in reducing dyspnoea grade among children with wheezing (Table 4.7). 4.12. Effectiveness of Nebulization with Oxygen in Improving the Respiratory Parameters among Children with Wheezing through Pairedt test Analysis: Paired t test was used to assess the differences in pre and post assessments of respiratory parameters among nebulization with oxygen group. (Table 4.8). 4.12.1 Comparison of Pre and Post 5 Minutes, 10 Minutes, 15 Minutes and 30 Minutes Assessment of Respiratory Rate in Nebulization with Oxygen Group: Hypothesis: There will be a significant difference in pre and post assessment of respiratory rate in nebulization with oxygen group. t = t5min = =2.67 t10min = =5 t15min = =7.89 t30min= =12.94 The calculated values of t at 5,10,15 and 30 minutes are 2.67, 5, 7.89 and 12.94 respectively which are greater than the tabulated value at p