Profit and Corporate Hurdle Rate free essay sample

Currently, Teletech Corp. is using a single corporate hurdle rate to evaluate its investment decisions in its products and systems segment as well as its telecommunications segment. We will write a custom essay sample on Profit and Corporate Hurdle Rate or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Using only one hurdle rate doesn’t take into account the risk that the company faces within each segment. Investors demand higher returns for riskier investments. Victor Yossarian is concerned about the low returns for the high risk in the products and systems segment, this is why he wants to abandon this segment. Using two hurdle rates adjusts for the risk in each industry allows the company to adequately value each segment. Our analysis will show that by using two hurdle rates it will lower the cost of equity and WACC for the less risky telecommunications segment, while raising the cost of equity and WACC for the more risky products and systems segment. Lastly, our calculation of the economic profitability for each industry using the segmented hurdle rates will show that Teletech may be overvaluing its products and systems segment while undervaluing its telecommunications segment. This implies that Teletech should reallocate its capital in order to increase economic profitability . Introduction We will conduct an industry comparison analysis to show how the the company’s cost of borrowing and beta compares to its competitors. Next, we will explain why it is more beneficial for the company to use segmented hurdles rates rather than the corporate hurdle rate currently being used. We will then calculate a new hurdle rate and the economic profit for each division. Then, we will explain how capital restructuring can increase our profits for each segment. Lastly, we will address the concerns with the company’s recent performance and the future direction of the company. Industry Comparable Analysis Prior to any action, we will examine Teletech Corp’s market debt to capital and market debt to equity in comparison with a few selected competitors. In Exhibit One, all three comparable companies have a beta lower than 1. 05, which allows them to raise capital at a lower the cost of equity. However, when you compare market debt to equity, it is lower than the industry average showing that more equity can be issued. They also have a market debt to capital of 22%, which is below the industry average as well. The mean for this section is 28. 10%, which gives us an idea of where the ratio should be in comparison with Teletechs’ top competitors. Based off industry average, Teletech can increase their margins by becoming more levered. Now we will compare the products and systems segment using the same base of measurement with more focus towards the beta. Displayed on Exhibit One, the mean of the three companies is 1. 30, which is a substantially higher beta than Teletech corporate beta of 1. It is likely that the company can choose to raise capital from the wrong source; which shows’ when you compare its’ corporate debt to equity of 29% to an industry average of 9. 2%. This leads to the assumption that the capital structure that management has in place is inadequate in terms of risk and reward. Due to several outliers in this segment, we believe the industry average should be a little higher. Our assumption is that the the market debt to equity for the new segmented PS should be somewhere in between. This is discussed in the capital restructuring section of this analysis, where we assume a 15% weight of debt to calculate the new WACC. Telecommunication Services In order to calculate the new hurdle rate for the telecommunications segment we first had to calculate the cost of equity using the capital asset pricing model. We used the corporate risk free rate and market risk premium and the average beta for the telecommunications segment to make this calculation. As demonstrated in Exhibit Two, the cost of equity is lower than the corporate rate. Next, we calculated the WACC using the new cost of equity and the average market value of debt in the telecommunications segment. Exhibit Two shows that the WACC is lowered when using the market value of debt and new cost of equity. This means that shareholders will require a lower return on their investments and will cost the company less while raising equity, and issuing debt at a lower rate than the 9. 3% corporate rate currently being used. The segmented hurdle rates allow for lower cost of debt than the corporate hurdle rate. Lastly, we calculated the economic profitability using both the corporate hurdle rate and the segmented hurdle rate. Using the corporate hurdle rate, we calculated an economic profit that was negative, which can be shown in Exhibit Three. However, when we use the segmented hurdle rate the economic profitability is positive, which is shown in Exhibit Three. This shows that we are undervaluing the telecommunications segment when we use the corporate hurdle rate. Products and System Segment Our next objective was to determine what was the weighted average cost of capital for the products and systems segment. First, we needed to calculate the cost of equity for this segment. The risk free rate and risk premium were given to us and we calculated the beta by taking industry averages in the telecommunication equipment industry and the computer and network equipment industry. In Exhibit Four, the calculation can be shown and the result is a cost of equity for this segment of 12. 1%. The next step was to determine the overall weighted average cost of capital for this segment. We were given the after-tax cost of debt, but we had to determine a suitable weight of debt for this segment. The weight of debt was determined by calculating the average market value of debt to capital in the telecommunications equipment industry and computer and network equipment industry. We determined a suitable weight of debt of 9. 2% and a weight of equity of 90. 8% based off the average market value of debt to capital for the telecommunication equipment firms and computer and network equipment firms. This segment is riskier than the telecommunication services segment, so less debt is issued in this segment. In Exhibit Four, the calculation for the WACC is shown resulting in 11. 4% cost of capital for this segment. We decided to determine what the economic profitability of this segment was using the new segmented WACC. First, we had to calculate the capital employed in order to correctly figure out the profitability. We were given the return on capital for the segment of 11% and the net operating profit after taxes of $480 million. We calculated the capital employed and by using the newly determined capital employed, we plugged the new hurdle of 11.  4% and the given return on capital into the economic profitability formula. Exhibit Five shows the calculations for both the capital employed and the new economic profitability using the new segmented hurdle rate resulting in an economic profitability of $-17. 41 million. We wanted to do a comparison analysis using the corporate hurdle rate and the segmented hurdle rates for each segment. We used the same capital employed that we calculate d above and just plugged in the corporate hurdle rate instead of the segmented hurdle rate. Exhibit Five shows the calculation using the corporate hurdle rate resulting in economic profitability of $78. 19 million. Capital Restructuring After calculating economic profitability for both the telecommunications services segment and products and systems segment using both the newly calculated segmented hurdle rates and also using the corporate hurdle rate, we decided to do a comparison. Exhibit Six shows the economic profitability for each segment. However, the products and systems segment is still underperforming and has negative economic profitability. The segmented hurdle rate shows that the capital structure of the firm does not properly allocate the optimal capital that could result in much larger economic profits than using a single corporate hurdle rate. The telecommunications services segment has strong performance and low risk, so we determined that we could issue more debt in this segment and decided a weight of debt of 40% was suitable based on performance and comparable firms. Exhibit Seven shows the new WACC with a 40% weight of debt and 60% weight of equity resulting in a lower WACC then using the 27. 1% industry average debt weight. The products and systems segment is struggling to make economic profit, but we believe that even with the riskier characteristics of this segment that slightly raising the weight of debt above the industry average was a suitable option. The average weight of debt for the industry was 9. 2%, but this resulted in negative economic profit. So, we decided to push the weight of debt to 15% in order to just make this segment profitable without creating major debt risk. We decided to issue more debt because Teletech is a more diversified company that allows the risk to be separate out between the two segments instead of just one industry. Exhibit Seven shows the calculation for the products and systems segment using the newly determined weight of debt of 15% and weight of equity of 85% resulting in a factorial decrease in the WACC to 10. 96%. Exhibit Eight shows the new comparison analysis using the new WACC from the capital restructuring and shows that both segments are profitable. Conclusion After determining separate WACCs, we calculated economic profit for each segment discovering that products and systems was underperforming. Using comparable firms, it was evident that there was an opportunity to issue further debt. With the new debt weight, products and systems segment became profitable without significantly impacting this segment’s debt risk. The new debt structure and positive economic profitability would provide increased value for shareholders including Victor Yossarian. We believe that products and systems segment improves the horizontal diversification of Teletech and allows the debt risk to be more separate out with more segments.

Italics or Quote Marks (Formatting Titles)

Italics or Quote Marks (Formatting Titles) Formatting Titles If you need advice about formatting headings in your work, try this post. But if you want to know about formatting titles of other works in your writing (e.g., books or journal articles), you’re in the right place! Read on to find out when to use italics and quote marks for titles in your work. Formatting Titles First, let’s give an example of what we mean. Take the following sentence: Here, â€Å"Game of Thrones† refers to a popular TV show. If we didn’t know this, we might guess from the capitalization, but most style guides also recommend using distinct formatting for titles. This usually means italicizing the title or placing it in quote marks. But when does each apply? Longer Works (Italics) Titles of longer works, such as books or TV shows, are usually italicized: We use italics for Game of Thrones because it refers to an entire TV series. Works that require italics for titles in this manner include: Books and book-length poems Journals, newspapers, magazines, and other periodicals Entire websites and blogs Movies, radio programs, and TV shows Plays, musicals, and other stage shows Paintings, statues, and other works of art Music albums and other long recordings Importantly, all of these are standalone works (i.e., published by themselves rather than as part of a larger whole). So, for example, you would italicize the name of a blog (e.g., Jenny’s Cooking Blog), but not the name of a post taken from that blog (e.g., â€Å"How to Make Beef Stroganoff†). Were 90% sure this is beef stroganoff and not dog food. Shorter Works (Quote Marks) With shorter works that are part of a larger whole, titles should be given in quotation marks. An episode of Game of Thrones, for instance, would be written as follows: Here, the formatting lets us instantly distinguish between an episode title and the show title. Quotation marks are also used when referring to titles of: Chapters from books or edited volumes Articles from newspapers, magazines, journals and other periodicals Particular pages from a website or posts from a blog Individual poems, short stories, and other short literary works Single episodes from a TV series Songs and other short recordings Unpublished writing (regardless of length) With most of these, the key is that they’re published as part of a longer work or series. The only exception to this is unpublished writing (e.g., a PhD dissertation or an unpublished manuscript). Beware Exceptions! As with most rules in writing, there are exceptions to these guidelines about formatting titles. For example, APA has different rules depending on whether a title appears in the main text or the reference list. It is therefore always worth checking your style guide to see if it has specific requirements.

Gypsies in the Holocaust - Forgotten Victims

Gypsies in the Holocaust - Forgotten Victims The Gypsies of Europe were registered, sterilized, ghettoized, and then deported to concentration and death camps by the Nazis before and during World War II. Approximately 250,000 to 500,000 Gypsies were murdered during the Holocaust- an event they call the Porajmos (the Devouring.) A Short History Approximately a thousand years ago, several groups of people migrated from northern India, dispersing throughout Europe over the next several centuries. Though these people were part of several tribes (the largest of which are the Sinti and Roma), the settled peoples called them by a collective name, Gypsies- which stems from the one-time belief that they had come from Egypt. Nomadic, dark-skinned, non-Christian, speaking a foreign language (Romani), not tied to the land- Gypsies were very different from the settled peoples of Europe. Misunderstandings of Gypsy culture created suspicions and fears, which in turn led to rampant speculation, stereotypes, and biased stories. Many of these stereotypes and stories are still readily believed. Throughout the following centuries, non-Gypsies (Gaje) continually tried to either assimilate Gypsies or kill them. Attempts to assimilate Gypsies involved stealing their children and placing them with other families; giving them cattle and feed, expecting them to become farmers; outlawing their customs, language, and clothing as well as forcing them to attend school and church. Decrees, laws, and mandates often allowed the killing of Gypsies. In 1725 King Frederick William I of Prussia ordered all Gypsies over 18 years old to be hanged. A practice of Gypsy hunting was common- a game hunt similar to fox hunting. Even as late as 1835, a Gypsy hunt in Jutland (Denmark) brought in a bag of over 260 men, women, and children, write Donald Kenrick and Grattan Puxon. Though Gypsies had undergone centuries of such persecution, it remained relatively random and sporadic until the 20th century when the negative stereotypes became intrinsically molded into a racial identity, and the Gypsies were systematically slaughtered. Under the Third Reich The persecution of Gypsies started at the very beginning of the Third Reich. Gypsies were arrested and interned in concentration camps as well as sterilized under the July 1933 Law for the Prevention of Hereditarily Diseased Offspring. In the beginning, Gypsies were not specifically named as a group that threatened the Aryan, German people. This was because, under Nazi racial ideology, Gypsies were Aryans. The Nazis had a problem: How could they persecute a group enveloped in negative stereotypes but supposedly part of the Aryan super race? Nazi racial researchers eventually came upon a so-called scientific reason to persecute most of the Gypsies. They found their answer in Professor Hans F. K. Gà ¼nthers book Rassenkunde Europas (Anthropology of Europe) where he wrote: The Gypsies have indeed retained some elements from their Nordic home, but they are descended from the lowest classes of the population in that region. In the course of their migrations, they have absorbed the blood of the surrounding peoples, and have thus become an Oriental, western-Asiatic racial mixture, with an addition of Indian, mid-Asiatic, and European strains. Their nomadic mode of living is a result of this mixture. The Gypsies will generally affect Europe as aliens. With this belief, the Nazis needed to determine who was pure Gypsy and who was mixed. Thus, in 1936, the Nazis established the Racial Hygiene and Population Biology Research Unit, with Dr. Robert Ritter at its head, to study the Gypsy problem and to make recommendations for Nazi policy. As with the Jews, the Nazis needed to determine who was to be considered a Gypsy. Dr. Ritter decided that someone could be considered a Gypsy if they had one or two Gypsies among his grandparents or if two or more of his grandparents are part-Gypsies. Kenrick and Puxon blame Dr. Ritter for the additional 18,000 German Gypsies who were killed because of this more inclusive designation, rather than if the same rules had been followed as were applied to Jews, who had have three or four Jewish grandparents to be considered Jews. To study Gypsies, Dr. Ritter, his assistant Eva Justin, and his research team visited the Gypsy concentration camps (Zigeunerlagers) and examined thousands of Gypsies- documenting, registering, interviewing, photographing, and finally categorizing them. It was from this research that Dr. Ritter formulated that 90% of Gypsies were of mixed blood, thus dangerous. Having established a scientific reason to persecute 90% of the Gypsies, the Nazis needed to decide what to do with the other 10%- the ones who were nomadic and appeared to have the least number of Aryan qualities. At times Interior Minister Heinrich  Himmler discussed letting the pure Gypsies roam relatively freely and also suggested a special reservation for them. Assumably as part of one of these possibilities, nine Gypsy representatives were selected in October 1942 and told to create lists of Sinti and Lalleri to be saved. There must have been confusion within the Nazi leadership. Many wanted all Gypsies killed, with no exceptions. On December 3, 1942,  Martin Bormann  wrote in a letter to Himmler: ... special treatment would mean a fundamental deviation from the simultaneous measures for fighting the Gypsy menace and would not be understood at all by the population and lower leaders of the party. Also the Fà ¼hrer would not agree to giving one section of the Gypsies their old freedom. Though the Nazis did not discover a scientific reason to kill the 10% of Gypsies categorized as pure, no distinctions made when Gypsies were ordered to  Auschwitz  or deported to the other death camps. By the end of the war, an estimated 250,000 to 500,000 Gypsies were murdered in the Porajmos- killing approximately three-fourths of the German Gypsies and half of the Austrian Gypsies. For an overview of all that happened to the Gypsies during the Third Reich, there is a  timeline  to help outline the process from Aryan to annihilation. Sources Friedman, Philip. The Extermination of the Gypsies: Nazi Genocide of an Aryan People.  Roads to Extinction: Essays on the Holocaust, Ed. Ada June Friedman. Jewish Publication Society of America, 1980, New York.ï » ¿Kenrick, Donald and Puxon, Grattan.  The Destiny of Europes Gypsies. Basic Books, 1972, New York.

Global supply chain analysis of P&G in the UK Essay

Global supply chain analysis of P&G in the UK - Essay Example This has been one of the fundamental mantras behind the company’s endeavour to implement the model ‘consumer is boss.’ The most circulated brand manufactured by P&G includes Pampers, Gillette, Tide, Ariel, Pantene and Head and Shoulders (P&G, 2011a). P&G has enjoyed a considerable amount of success through its extensive reach all over the world. However, the one country that stands ahead in this race is the United Kingdom. P&G’s business expansion in the UK has proven to be one of the most profitable decisions made by the management. The company has successfully established a strong supply chain network in this part of the world which has made raw materials delivery, distribution and processing very convenient for the company (Fawcett, Jones and Fawcett, 2012). The effective supply chain management strategies employed by the management has made it possible for them to reach out to the customers easily. It is with regards to this fact that the researcher has attempted to conduct a thorough analysis of the supply chain network of P&G in the UK. The study will also include an in-depth explanation of the company’s endeavours to establish a green supply chain process that is aimed towards improving environmental conditi ons. P&G, UK’s supply chain has always been a very integral part of their business. The management responsible for handling operations in the UK always believes in keeping its supply chain networks absolutely shopper centric just like every other part of their business. Serving the needs of the customers has always been amongst the top priorities of the management and they have always emphasized on establishing end to end collaboration with their retail partners in order to achieve this objective (P&G, 2011a). P&G UK has been largely successful in transforming its supply chain network through the application of agent based model. Following the transformation

Emergent Literacy and Alphabet Knowledge Essay Example | Topics and Well Written Essays - 750 words

Emergent Literacy and Alphabet Knowledge - Essay Example Blevins (22) writes that, â€Å"Children who have limited alphabet knowledge upon entering school may have trouble gaining the all-important alphabet recognition skills through the traditional â€Å"letter a week† method. Without the necessary memorization, early reading instruction becomes cumbersome and difficult.† This means that alphabet knowledge is a crucial pre-requisite of literacy development, and is not hard for the children to learn when they are already in their emergent literacy phase. A little effort from parents can do the trick. It is important to discuss how emergent literacy and alphabet knowledge may be taught in a classroom setting. Although the primary role in emergent literacy is that of the parents’, but teachers can also play their part in enhancing the preschoolers’ emergent literacy skills. One example is through games. Since the children are not yet familiar with formal reading and writing, games are very effective, which can be downloaded and installed in computer systems. Games include a wide variety of learning concepts, ranging from simple letters to words card games. Many games reinforce letter recognition and alphabet learning, using flashcards and personalized cards. Teachers can group the games according to each main literacy concept. Since teachers are the main source of inspiration for children, they should use a wide variety of new words and concepts in their language in the classroom. They should introduce descriptive words every now and then. They should read stories and poems to the children, to develop an association between them and the books. They should create sound and letter awareness through exposure to sounds through music, building blocks, puzzles, etc. a well-stocked library area... It is important to discuss how emergent literacy and alphabet knowledge may be taught in a classroom setting. Although the primary role in emergent literacy is that of the parents’, but teachers can also play their part in enhancing the preschoolers’ emergent literacy skills. One example is through games. Since the children are not yet familiar with formal reading and writing, games are very effective, which can be downloaded and installed in computer systems. Games include a wide variety of learning concepts, ranging from simple letters to words card games. Many games reinforce letter recognition and alphabet learning, using flashcards and personalized cards. Teachers can group the games according to each main literacy concept. Since teachers are the main source of inspiration for children, they should use a wide variety of new words and concepts in their language in the classroom. They should introduce descriptive words every now and then. They should read stories and poems to the children, to develop an association between them and the books. They should create sound and letter awareness through exposure to sounds through music, building blocks, puzzles, etc. a well-stocked library area should always be there for the children to go to, where they can explore alphabet knowledge on their own. They should be encouraged to draw and scribble on the black/white board. Teachers should also make reading interactive through choral repetition and pointing-at-a-picture method.

University Degree No Guarantee of Employment Essay Example for Free

University Degree No Guarantee of Employment Essay KUALA LUMPUR, Oct 24 (Bernama) Fazren, 29, has a degree in transport management but has been working as an administrative assistant at a government agency over the past four years. I have applied for many jobs, both in the civil and private sectors. When I was offered the post of an administrative assistant (at a government agency) I did not hesitate to accept even though the post is for those with SPM qualification. Getting a job is quite difficult these days, the Pahang-born clerk told this writer here. Amran obtained 7As in the 2009 Sijil Pelajaran Malaysia (SPM) examination and is now working as a nurse in a government hospital after obtaining a diploma in nursing from a government nursing college this year. When queried on why he opted for a nursing course despite having good SPM results and the opportunity to study in a university, the 22-year-old Perlis-born Amran replied, It is for economic reasons. I opted not to go to university as I believe getting a job will be difficult even after I graduated with a university degree. But with a nursing diploma, a job will be waiting for me at any government hospital or other private hospitals. It is better to start working at a young age rather than waiting for many years in order to get a job, he said. Both Amran and Fazren (not their real names) are among many Malaysian job seekers who are not particular over the choice of employment as they believe that holding a university qualification does not guarantee them a salaried job. Unemployed graduates Last May, the Deputy Human Resource Minister Datuk Maznah Mazlan told Parliament that some 76,200 graduates in the country were unemployed. She said that the Human Resource Ministry was trying to resolve the growing rate of unemployment in the country. In 2010, the number of unemployed graduates was 42,955 or 24. 62 per cent of 174,439 Malaysian graduates. There are 20 public universities (IPTA) in Malaysia including Universiti Malaya (UM), Universiti Kebangsaan Malaysia (UKM), Universiti Sains Malaysia (USM) and Universiti Teknologi Mara (UiTM). The country also has 60 private higher education institutions (IPTS) like Universiti Teknologi Petronass (UTP), Universiti Multi Media (MMU) and Universiti Tenaga Nasional (Uniten). Bachelors degree According to the Higher Education Ministry, universities, university colleges and polytechnics nationwide produced 184,581 graduates last year and 44,391 or 24 per cent of them were unemployed. Based on statistics, Arts and Social Sciences graduates have the highest number of unemployment numbers, constituting 44. 5 per cent or 19,784 from the total number of unemployed graduates. Next were graduates from technical fields where 12,321 were employed, constituting 27. 7 per cent of the total number of unemployed graduates. Science graduates came in third with 7,321 which accounted for 16. 49 per cent of the total number of unemployed graduates. The ministry said that a total of 21,248 bachelors degree holders were still unemployed whereas diploma holders have the lowest unemployment rate at 3 per cent. According to industry sources, many graduates are still unemployed because the courses they studied at university do not have a wide market. Poor communication skills Human science lecturer Amien Iskandar said that one of the reasons why graduates could not secure jobs was that their qualifications do not meet market demands and requirements, thus rendering them not marketable. Another factor is the bad command of English. A good command of the English language could help graduates secure employment, especially in the private sector. To this end, there is a need to ensure that these graduates are equipped with the necessary skills so that they could be hired for employment after graduating, he said. Amien also cited poor communication skills, wrong work attitude and unrealistic expectations as other barriers in gaining employment. If you have a good command of English but cannot communicate with others due to poor attitude, (then) you may also find difficulties in being employed, he explained. Lack of technical training According to the Federation of Malaysian Manufacturers (FMM), the lack of industrial training is also among the factors why graduates are unemployed. Meanwhile, the Higher Education Ministry Student Development and Affairs Director, Prof Dr Mohd Fauzi Ramlan was reported by the media as saying that other factors that compounded the issue are low problem-solving skills, tendency to switch jobs or job-hopping and lack of self-confidence. He called on graduates to improve their command of the English language to boost their communication skills. (Can they expect to be employed) if they fail to convince their prospective employers on their potential, (then) their chances of getting hired are very slim, he was reported as saying. Mohd Fauzi also advised graduates to drop the negative attitude of preferring to gain jobs in their home towns. http://www. mysinchew. com/node/79072.

Graduation Speech: Lift Up Your Eyes :: Graduation Speech, Commencement Address

Here, in this day’s waning light, we are gathered to commemorate the graduation of County High School’s Class of 2012; and as this evening’s setting sun descends beyond our horizon, the sun is, moreover, setting on our tenure as students at County High School. Just as day gives way to night, high school must give way to a new phase of life, one that introduces an abundance of responsibilities and brings with it enormous possibilities. Alexander Graham Bell once stated, "When one door closes another door opens; but we so often look so long and so regretfully upon the closed door that we do not see the ones which open for us." In this momentous transition from high school to college, vocational training, employment and the armed forces, dwell not on the life being left behind but look instead to future residences, friendships and accomplishments. Memories are everlasting. In these final hours, paint the pictures in your mind of everything and everyone you wish never to forget. Encapsulated in the brain, the happiest moments of your life and the faces of loved ones exist in eternal illumination unaffected by this day’s dimming light. So when this sun finally falls below the horizon, look not to the darkness left in its absence. Turn your back on the void, empty sky and look to the East, for it promises a new day. In the steadfast vigil for tomorrow’s rising sun, acknowledge the hopes and dreams you harbor deep within. In the light of the new day dawning, find the strength and courage to pursue your own destiny. As Albert Einstein said, "Few are those who see with their own eyes and feel with their own hearts." Approach tomorrow with bravery. Allow your goals to guide you. Shield yourself with unwavering determination and fight to achieve your each and every dream.

Conflicts Being a College Student

Patrice Williams November 12, 2013 Conflicts of A College Student The daily life of a college student is filled with many conflicts. To begin with, students face everyday conflicts such as having transportation, family issues, financial problems, and also lack of focus and responsibility. In college if one is without a car or a reliable source of transportation every day, it can really affect them in school. One might could have a car but it is currently broke down or someone said they were willing to provide the transportation but possibly not showing up.For example, Nicole’s car has broken down over the weekend now she’s wondering how to get to school Monday morning. Nicole calls her friend Monica to give her a ride to school and then she’ll take the metro back home. This could cause Nicole stress and causing her to take focus off of school work. Second, college students also face family issues and crisis. One could have lost a family member that is causing a l ot of stress or grief on their head while attending school. A student may have a family member or friend at home that causes them stress everyday also.For instance, Mark lives at home with Mom, brother, and sister. Conflict may be between everyone at home that causes Mark stress everyday he comes to school. Next, many students come across financial problems during their college life. Some students may lose their job or simply just don’t always have the funds to get by every single day. A student may be on a payment plan every month to pay for school or a student loan. Having everyday issues such as these can cause stress on the mind of a student that he or she doesn’t need while attending college.Take Mya for example, she’s currently in college and is on a payment plan at school to pay her tuition every month, for this current semester. Mya just lost her job and is finding it hard to come up with the money for this coming month; with her also struggling the prev ious months when she did have a job. This situation is very stressful on Mya and causing her to jeopardize school such as being late, missing assignments, and sometimes not showing up at all. Financial issues can play a huge downfall in a life of a college student.Finally, having a lack of responsibility can cause conflict while attending college. Some students start college but aren’t fully prepared. College students would sometimes start off college as if they were in high school and not strongly aware of the transition. Students hang out and party all night with school being in the morning. They slack on their work and put in high school work ethic instead of College work. Having a lack of focus can also affect students. Conflicts such as all of these can pay a huge part daily in a student’s life.

Fiscal Policy in the Philippines

The Philippines 2013 Budget is the national government’s blueprint of expenditures and sources of financing for the present year. It spells out the costs of government’s plans and operations for the entire fiscal year. More than that, however, crafted by a government that firmly believes that its sole purpose is to serve its true bosses the Filipino people this budget is the embodiment of our people’s collective hopes and desires. According to the present president Benigno Aquino III, as we move forward along the straight and righteous path, they have continuously planted and nurtured the seeds of reform with the annual Budgets enacted under this present Administration. They have prioritized the people’s most urgent needs in order to genuinely and efficiently address poverty and inequality. They proposed P2. 006-trillion National Budget for 2013 which 10. 5 percent higher than this year’s budget of P1. 816 trillion. This Budget pursues empowerment by creating more opportunities for public participation in governance. It invests significantly in the people’s capabilities by prioritizing funding for public services that provide jobs, educate our youth, ensure a healthier citizenry, and empower each Filipino to participate in economic activity. To ensure the swift fulfillment of our Social Contract, the administration has adopted policy measures to help national agencies accelerate their completion of priority program targets. They have to utilize our funds in a manner that is faster and more efficient, so that we can accomplish our critical programs and projects ahead of time. They have designated the Department of Public Works and Highways (DPWH) as the principal infrastructure agency. This means that they will take charge of the timely implementation of critical infrastructure projects, including roads and bridges, classrooms, rural health facilities, farm-to-market roads, bridges for agrarian reform communities and tourism access roads, as well as other projects identified in the master plans of departments tasked with the primary provision of these infrastructures: the Departments of Education (DepEd), Health (DoH), Agriculture (DA), Agrarian Reform (DAR) and Tourism (DoT). Our proposed Budget for 2013 deepens our performance budgeting and performance management system. Right now, our performance management system in government is unacceptably fragmented. It has caused much confusion among agencies, and has had them needlessly complying with redundant requirements. At worst, it has allowed an attitude of accountability avoidance in certain public institutions. The remedy this matter the president issued Administrative Order No. 25 â€Å"Creating an Inter-Agency Task Force on the Harmonization of National Government Performance Monitoring, Information and Reporting Systems. † This Task Force led by the DBM and the Office of the Executive Secretary will streamline and simplify all existing monitoring and reporting requirements and processes into a single Results-Based Performance Management System (RBPMS). This will entail the development of a Common Set Performance Scorecard as well as a Government Executive Information System. As to present administration, this Budget is designed as a tool we can use to instill the highest standards of integrity and accountability in government. It seeks to strengthen our efforts in rebuilding the people’s trust in public institutions through greater transparency, accountability, and citizen participation in government.

Essay on Japans Geisha

Essay on Japans Geisha Essay on Japans Geisha Essay on Japans GeishaOne of the most popular professions in Japan is Geisha. To be a geisha is not as easy as it may seem. It is not only a beautiful woman, who should entertain a man. She must have many skills, such as dancing, playing a classical music, she must to be a woman of art to attract a client’s attention.Geisha is a hereditary profession; it means that to get this work, you have to be a geisha’s daughter. The process of becoming geisha has several steps. First off all, the training must be started in childhood. Then, student starts the training as a â€Å"minarai†. It means that, girl learn all details only by watching â€Å"okiya’s† (teacher’s) work. Also â€Å"minarai† should have an older sister or an older geisha, in Japan it is onee-san. Her main function is to bring â€Å"minarai† to traditional Japanese place, teahouse, for example, where student has a possibility to observe â€Å"onee – san’sà ¢â‚¬  work. It is the main condition to find a potential client. Onee-san also must teach all the techniques such as conversation, gaming and serve of tea. This period runs for about a month.The next step starts when student moves from the status of â€Å"minarai† to the status of â€Å"maiko†. Maiko is a woman, who has already mastered the art of dance. This period runs for years. Maiko learn from her senior geisha mentor and follow to all her engagements. And the last, final step, when maiko becomes a professional geisha.Training is a very expensive process, so, then â€Å"maiko† after becoming a professional geisha should to pay back all her debts to the okiya, because she provides all necessary opportunities, such as food, kimonos etc., during maiko’s studing. It may happen, when geisha move out to live and work independently.

12 Angry Men Analysis 2

In the first part of the film when the stage of forming, as it is claimed by the Tuckman’s Team Model, occurs, we notice the main characteristics of this group(David A. Buchanan Andrej Huczynski, 2010). The group consists of 12 male middle aged white men probably coming from the middle class. Even from this first impression, admiring the effort of the film to achieve diversity, signs of prejudice appear. Specifically, the fact that all of them are men and moreover white men represents main biases of that period. Additionally, as it is mentioned to Sheldon’s Theory about the biases, the somatotype of each person declares in a certain way its character and this can be noticed by the selection of the characters and their match with the roles (Big guy is the tough one, smaller and thinner is the most innocuous, the handsome is the sensible and sensitive one etc. ) (David A. Buchanan Andrej Huczynski, 2010). Despite the fact that the movie is trying to accuse such biases (which will be underlined later) certain ways of projection of that period could not be avoided. This is one of the reasons why in the remake of the film in 1997 black actors participated as well and later there even women were introduced in the team for certain theatrical versions. (Eirini Flouri Yiannis Fitsakis 2007). The existence of a â€Å"one-off† situation like this in the movie leaves space for less inhibition for conflicts. Moreover, specific factors like the size, the external-internal environment and the definition of the process play a crucial role in the structure of the group. Obviously, the size of this group is 12, but the question is: why so many? The reason is that by having a greater number of juries the system of justice achieves higher levels of democracy with less possibilities of getting unfair decisions combining the memory, the knowledge and the experience of each member and eliminates any prejudiced behaviors. On the other hand as Social Impact Theory mentions the more members there are, the less responsibility they feel (Latane and Nida, 1980). In the external environment we could enclose the time of the procedure, which is unlimited at first but with a deadline coming up afterwards, and the conditions of the place of action, which is characterized by the humidity and the high summer temperatures, the broken air-conditioning, the unavailability of space. Such details could become the cause of stress, aggressiveness and as it was shown desire for fast result (just finish the procedure). In the internal environment issues like experience of previous similar situations, cultures, personalities, knowledge, mood, health, personal schedule and specialization could affect the result. Ending, a matter of significant importance is the definition of the procedure. In this case, we observe that after the release of the 2 alternatives there are 12 juries left. The juries have to decide if the boy is guilty or not guilty but there must be a full agreement (12 to 0) in each case; A democratic method which proves the importance of the situation. Alternatively, if they cannot reach an agreement they can decide a hung jury and then another trial will take place with different juries this time. The role of the foreman is usually for the most experienced person in this field or the first jury or for anyone who claims the desire and gets accepted by all. In the movie, juror1 supports this role setting the basic norms of the procedure. It is worth mentioning that nowadays, in the selection of the juries there is a specific procedure that is called â€Å"Voir Dire† procedure that clarifies the capability of the juries (Michael T. Nietzelt and Ronald C. Dillehayt 1982). Undoubtedly, the conviction of the biases of any kind is one of the main objects of this film. Primarily, in the first scheme, the judge seems really ninterested about the outcome and he seems to be sure about the result. The Halo Effect is â€Å"a judgment based on a single striking characteristic† and is being remarked in many cases during the film (Edward Thorndike, 1920). Moving to the main part of the film and the central procedure we can emphasize on the juror3 and juror10 who are the main rep resentatives of such prejudiced behaviors. Both of them were trying to fill the gaps of their knowledge using selective attention in certain facts and their personal experience (â€Å"Principle of closure† by Max Wertheimer 1880-1943). Everyone has his stereotypes and if we imagine stereotypes as pictures in our head, jurors 3 and 10 have the image of a dangerous criminal for the defendant, raised to act in certain ways (Lippmann, 1922). More specifically, juror3 expresses, from his first lines in the film, his perception against the young boy (â€Å"I ‘d slap those kids before†¦Ã¢â‚¬ ). But as the movie goes on, he expresses again and again his personal beliefs connecting them with his personal disappointment from his own son (â€Å" it’s these kids they are these day†, â€Å"I used to call my father Sir†). Even more he presents his cultural stereotype against the elderly (â€Å"How could he be positive about anything? †) Eventually, juror3 stands alone with his perceptions, believing in the boy’s guiltiness and through a psychological outburst admits that all his statements were based on biases. Similarly, juror10 uses his own belief to create his racial prejudice against the defendant (â€Å"I‘ve expected that†, â€Å"You know what we are dealing with†¦Ã¢â‚¬ ) as well as his past experiences (â€Å"I’ve lived with them†¦ they are born liars†). Adding to this, juror10 weights the value of the young boy less than the cost of a trial. Finally, his â€Å"explosion† made the apocalypse of his real personality and the group’s mechanism accused his behavior through a visual isolation and oral prohibition. The existence of biases in each group can create an unpleasant internal environment for each member and be the reason of conflicts. The productivity or the effectiveness of the group is in danger if such behaviors are being tolerated. Apart from the complexity which is created there is also a matter of fairness of the group’s function. As the movie flows, the influence of the group to each individual separately is obvious but a vice versa phenomenon is noticed as well. In this part, the different roles of the jurors and their influence on each other through the communication style of all-channel are being presented, as well as with some strategies followed by the leader-juror8. One thing that is common for most of the jurors is that they have common BATNA(Best Alternative to a Negotiated Agreement) and this is the hung jury. However, this is not the case for jury8 claims that his only purpose is the delivery of the justice (Fisher and Uri, 1981). Starting with juror1 we can notice signs of leadership in the early beginning but he ends up being more like a manager, organizing the procedure. Excluding the moment he reaches his breaking point and suggests if anyone would like to take his place, juror1is the one who sets up the norms, accepts propositions, guides the conversation and the voting procedure, avoids conflicts and respects privileges keeping a democratic way of thinking. Being the foreman can be characterized as the â€Å"co-ordinator† (Beldin’s Team Role Theory 1996, 2007). Many of the jurors (2, 5, 6, 7, 11, and 12) seem to have low self-esteem not only because of their character but also because of the number of the team that forces them to get lost in the crowd or just finish the procedure and leave (â€Å"I just think he is guilty†, â€Å"Can I pass? †, etc) This is obvious from the first vote where only 5 of the 11 votes come directly and the rest are raised slowly just to avoid being pointed out. They are becoming followers(2, 5, 6 and 11) or entertainers (7) or just dreamers (12). Of course most of them are open to hear more and accept different opinions (2, 5, and 7). The rest just do not care so much about the result and these â€Å"free riders†, as Frohlich and Oppenheimer called them in 1970, are the proof that social loafing (or Ringelmann Effect) is a common phenomenon in big teams. The role of juror9 has a vital meaning for the outcome because he takes part in all the breaking points of the process. Firstly, he is the first supporter of juror8, secondly it is him who explains the old witness’s psychology (â€Å"Attention†) and lastly he is the fire starter for the fall of the woman’s testimony. The main opponents to the boy’s exoneration are jurors 3, 4 and 10. As was mentioned previously jurors 3 and 10 are mostly based on biases and stereotypes for children from slums. They are all concentrated on general facts and obvious details. The extensive use of loud voice is frequently the main argument of jurors 3 and 10, which could never strengthen their position. Alternatively, juror4 is using his logic and cleverness to support his facts and admits his fault proving his maturity, once he is convinced. Focusing on juror8 we can claim that he owns the position of the leader as his bargaining power is unique. Max Weber (1947) claimed that â€Å"bargaining power is the ability someone has to achieve his goals no matter of the resistance he faces†. Juror8 follows a series of strategies in order to be flexible and adapt to the needs of each occasion. In the beginning, as it is shown from Jo-Hari’s Window, everyone has a bigger unknown-black side, so juror8 wants to get information as an input. Eventually, he adopts the strategy of a listener in order to get knowledge from the others without revealing himself. Afterwards, in the first vote he stays neutral mentioning his points aiming to make some of the rest see the facts from a different angle avoiding any conflict. The brainstorming procedure just began. In order to wake up their consciousness he uses specific words like â€Å"maybe†, â€Å"supposing†, â€Å"possible† and â€Å"assume†. In the main part he listens carefully and argues with all the elements one by one. There is also an extensive use of rhetorical questions and irony just to make his point clear. The first action scheme is when he places the similar knife on the table. The leader breaks the law in order to prove his point. He becomes more active for the first time and gets the whole team upset. Eventually, he creates the first doubts. At this specific time he calls for a new vote. Apparently, the timing is not random. Probably he recognizes some voices like his and decides that it is time to set up a coalition strategy. He needs just one vote which will strengthen amazingly his arguments and he gets it. The fact that he uses his emotional intelligence to point out his views, while he realizes that some other jurors are playing, proves once again his leading abilities. The next step is to create personal relations with some of the jurors. So, he finds the weakest of the group who are about to change side and ask for their opinions. It is not by accident that these jurors were mainly followers until this time. Having established these connections, he uses logic and science as well as the experience and the knowledge of the group in order to persuade the others. As soon as he realizes that one of his main opponents (juror3) loses his self-control, juror8 becomes aggressive and pushes him to the limits using the technique of the irony to apocalypse the existence of his personal prejudice against the defendant. After completing his task, he shows his sympathetic character and supports the worried opponent. Based on Moscovici (1976) and his 5 Aspects juror8 is loyal to his beliefs(Consistency), responsible for his acts(Autonomy), flexible whenever it is appropriate(Rigidity), risky in the first secret vote(Investment) and willing to bring justice(Fairness). The impact of this movie in our modern times is initially proved by the fact that after so many years it is still being taught in courses not only in Law schools but also in Business and Psychology schools. Definitions like brainstorming, social loafing, diversity, team-working, biases and preconceptions, attribution, personality, leader’s abilities, democratic voting and many others are part of any organization nowadays. This movie is the omen for the evolutionary development of a team structure, a team-worker’s behavior and a leader’s characteristics. References Atkinson G. 1990 â€Å"Negotiate the best deal† Director Books, Cambridge Barkan, Steven E. , Steven Cohn, 1994, ‘‘Racial Prejudice and Support for the Death Penalty by Whites’’ in â€Å"Journal of Research in Crime and Delinquency† pp. 202–209 Buchanan A. David Huczynski A. Andrej, 2010, â€Å"Organizational Behaviour†, seventh edition, Pearson Ed ucation Limited, Harlow Cialdini R. B. , 1993 â€Å"The psychology of persuasion†, Quill William Morrow, New York Ellsworth C. Phoebe, 1989, â€Å"Are Twelve Heads Better Than One? † in â€Å"Law and Contemporary Problems†, Duke University School of Law Fisher R. Ury W. 1981 â€Å"Getting to yes: Negotiating agreement without gining in† Penguin, New York Flouri Eirini Fitsakis Yiannis, Oct 2007, â€Å"Minority Matters: 12 Angry Men as a Case study of a successful Negotiation against the odds† in â€Å"Negotitation Journal† pp. 449-461 Hackley Susan, 2007 â€Å"One Reasonable and Inquiring Man:12 Angry Men as a Negotiation-Teaching Tool† in â€Å"Negotiation Journal† pp. 463-468 Hall M. Eisenstein (Eds. ), 1980, â€Å"Voir Dire and jury selection†, Clark. B. M. , in â€Å"Criminal Defense Techniques†, New York: Mathew Bender Hay B. L. 2007 â€Å"Fiftieth anniversary 12 Angry Men† Kent-Law Review 82(3) Chi cago Heuer L. Penrodt St. , Sep. 1988, â€Å"Increasing Jurors’ Participation in Trials A Field Experiment with Jury Notetaking and Question Asking† in â€Å"Law and Human Behaviour† Vol. 12 No. 3 Janis I. , 1972 â€Å"Victims of groupthink† MA: Houghton Mifflin, Oxford Kaplan M. , Jones Christopher S. , 2003 â€Å"The Effects of Racially Stereotypical Crimes on Juror Decision-Making and Information –Processing Strategies† in â€Å"Basic and Applied Social Psychology† pp. 1-13 Kew J. Stredwick J. , 2010, â€Å"Human Resource Management in a business context†, CIPD, London Martin R. , 1992 â€Å"Bargaining Power† Clarendon Press, Oxford Moscovici S. , 1976 â€Å"Social influence and social change† Academic, London Nietzelt T. Michael Dillehayt C. Ronald, 1982, â€Å"The Effects of Variations in Voir Dire Procedures in Capital Murder Trials†, in â€Å"Law and Human Behaviour† Vol. 6 No. 1 Rojot J. , 1991 â€Å"Negotiatation: From theory to practice† Macmillan, London Scheepers, Daan, et al, 2006, ‘‘Diversity in In-Group Bias: Structural Factors, Situational Features, and Social Functions,’’ in â€Å"Journal of Personality and Social Psychology† pp. 944–960 Weber M. , 1947 The theory of social and economic organization† Oxford University Press, New York 12 Angry Men Analysis 2 In the first part of the film when the stage of forming, as it is claimed by the Tuckman’s Team Model, occurs, we notice the main characteristics of this group(David A. Buchanan Andrej Huczynski, 2010). The group consists of 12 male middle aged white men probably coming from the middle class. Even from this first impression, admiring the effort of the film to achieve diversity, signs of prejudice appear. Specifically, the fact that all of them are men and moreover white men represents main biases of that period. Additionally, as it is mentioned to Sheldon’s Theory about the biases, the somatotype of each person declares in a certain way its character and this can be noticed by the selection of the characters and their match with the roles (Big guy is the tough one, smaller and thinner is the most innocuous, the handsome is the sensible and sensitive one etc. ) (David A. Buchanan Andrej Huczynski, 2010). Despite the fact that the movie is trying to accuse such biases (which will be underlined later) certain ways of projection of that period could not be avoided. This is one of the reasons why in the remake of the film in 1997 black actors participated as well and later there even women were introduced in the team for certain theatrical versions. (Eirini Flouri Yiannis Fitsakis 2007). The existence of a â€Å"one-off† situation like this in the movie leaves space for less inhibition for conflicts. Moreover, specific factors like the size, the external-internal environment and the definition of the process play a crucial role in the structure of the group. Obviously, the size of this group is 12, but the question is: why so many? The reason is that by having a greater number of juries the system of justice achieves higher levels of democracy with less possibilities of getting unfair decisions combining the memory, the knowledge and the experience of each member and eliminates any prejudiced behaviors. On the other hand as Social Impact Theory mentions the more members there are, the less responsibility they feel (Latane and Nida, 1980). In the external environment we could enclose the time of the procedure, which is unlimited at first but with a deadline coming up afterwards, and the conditions of the place of action, which is characterized by the humidity and the high summer temperatures, the broken air-conditioning, the unavailability of space. Such details could become the cause of stress, aggressiveness and as it was shown desire for fast result (just finish the procedure). In the internal environment issues like experience of previous similar situations, cultures, personalities, knowledge, mood, health, personal schedule and specialization could affect the result. Ending, a matter of significant importance is the definition of the procedure. In this case, we observe that after the release of the 2 alternatives there are 12 juries left. The juries have to decide if the boy is guilty or not guilty but there must be a full agreement (12 to 0) in each case; A democratic method which proves the importance of the situation. Alternatively, if they cannot reach an agreement they can decide a hung jury and then another trial will take place with different juries this time. The role of the foreman is usually for the most experienced person in this field or the first jury or for anyone who claims the desire and gets accepted by all. In the movie, juror1 supports this role setting the basic norms of the procedure. It is worth mentioning that nowadays, in the selection of the juries there is a specific procedure that is called â€Å"Voir Dire† procedure that clarifies the capability of the juries (Michael T. Nietzelt and Ronald C. Dillehayt 1982). Undoubtedly, the conviction of the biases of any kind is one of the main objects of this film. Primarily, in the first scheme, the judge seems really ninterested about the outcome and he seems to be sure about the result. The Halo Effect is â€Å"a judgment based on a single striking characteristic† and is being remarked in many cases during the film (Edward Thorndike, 1920). Moving to the main part of the film and the central procedure we can emphasize on the juror3 and juror10 who are the main rep resentatives of such prejudiced behaviors. Both of them were trying to fill the gaps of their knowledge using selective attention in certain facts and their personal experience (â€Å"Principle of closure† by Max Wertheimer 1880-1943). Everyone has his stereotypes and if we imagine stereotypes as pictures in our head, jurors 3 and 10 have the image of a dangerous criminal for the defendant, raised to act in certain ways (Lippmann, 1922). More specifically, juror3 expresses, from his first lines in the film, his perception against the young boy (â€Å"I ‘d slap those kids before†¦Ã¢â‚¬ ). But as the movie goes on, he expresses again and again his personal beliefs connecting them with his personal disappointment from his own son (â€Å" it’s these kids they are these day†, â€Å"I used to call my father Sir†). Even more he presents his cultural stereotype against the elderly (â€Å"How could he be positive about anything? †) Eventually, juror3 stands alone with his perceptions, believing in the boy’s guiltiness and through a psychological outburst admits that all his statements were based on biases. Similarly, juror10 uses his own belief to create his racial prejudice against the defendant (â€Å"I‘ve expected that†, â€Å"You know what we are dealing with†¦Ã¢â‚¬ ) as well as his past experiences (â€Å"I’ve lived with them†¦ they are born liars†). Adding to this, juror10 weights the value of the young boy less than the cost of a trial. Finally, his â€Å"explosion† made the apocalypse of his real personality and the group’s mechanism accused his behavior through a visual isolation and oral prohibition. The existence of biases in each group can create an unpleasant internal environment for each member and be the reason of conflicts. The productivity or the effectiveness of the group is in danger if such behaviors are being tolerated. Apart from the complexity which is created there is also a matter of fairness of the group’s function. As the movie flows, the influence of the group to each individual separately is obvious but a vice versa phenomenon is noticed as well. In this part, the different roles of the jurors and their influence on each other through the communication style of all-channel are being presented, as well as with some strategies followed by the leader-juror8. One thing that is common for most of the jurors is that they have common BATNA(Best Alternative to a Negotiated Agreement) and this is the hung jury. However, this is not the case for jury8 claims that his only purpose is the delivery of the justice (Fisher and Uri, 1981). Starting with juror1 we can notice signs of leadership in the early beginning but he ends up being more like a manager, organizing the procedure. Excluding the moment he reaches his breaking point and suggests if anyone would like to take his place, juror1is the one who sets up the norms, accepts propositions, guides the conversation and the voting procedure, avoids conflicts and respects privileges keeping a democratic way of thinking. Being the foreman can be characterized as the â€Å"co-ordinator† (Beldin’s Team Role Theory 1996, 2007). Many of the jurors (2, 5, 6, 7, 11, and 12) seem to have low self-esteem not only because of their character but also because of the number of the team that forces them to get lost in the crowd or just finish the procedure and leave (â€Å"I just think he is guilty†, â€Å"Can I pass? †, etc) This is obvious from the first vote where only 5 of the 11 votes come directly and the rest are raised slowly just to avoid being pointed out. They are becoming followers(2, 5, 6 and 11) or entertainers (7) or just dreamers (12). Of course most of them are open to hear more and accept different opinions (2, 5, and 7). The rest just do not care so much about the result and these â€Å"free riders†, as Frohlich and Oppenheimer called them in 1970, are the proof that social loafing (or Ringelmann Effect) is a common phenomenon in big teams. The role of juror9 has a vital meaning for the outcome because he takes part in all the breaking points of the process. Firstly, he is the first supporter of juror8, secondly it is him who explains the old witness’s psychology (â€Å"Attention†) and lastly he is the fire starter for the fall of the woman’s testimony. The main opponents to the boy’s exoneration are jurors 3, 4 and 10. As was mentioned previously jurors 3 and 10 are mostly based on biases and stereotypes for children from slums. They are all concentrated on general facts and obvious details. The extensive use of loud voice is frequently the main argument of jurors 3 and 10, which could never strengthen their position. Alternatively, juror4 is using his logic and cleverness to support his facts and admits his fault proving his maturity, once he is convinced. Focusing on juror8 we can claim that he owns the position of the leader as his bargaining power is unique. Max Weber (1947) claimed that â€Å"bargaining power is the ability someone has to achieve his goals no matter of the resistance he faces†. Juror8 follows a series of strategies in order to be flexible and adapt to the needs of each occasion. In the beginning, as it is shown from Jo-Hari’s Window, everyone has a bigger unknown-black side, so juror8 wants to get information as an input. Eventually, he adopts the strategy of a listener in order to get knowledge from the others without revealing himself. Afterwards, in the first vote he stays neutral mentioning his points aiming to make some of the rest see the facts from a different angle avoiding any conflict. The brainstorming procedure just began. In order to wake up their consciousness he uses specific words like â€Å"maybe†, â€Å"supposing†, â€Å"possible† and â€Å"assume†. In the main part he listens carefully and argues with all the elements one by one. There is also an extensive use of rhetorical questions and irony just to make his point clear. The first action scheme is when he places the similar knife on the table. The leader breaks the law in order to prove his point. He becomes more active for the first time and gets the whole team upset. Eventually, he creates the first doubts. At this specific time he calls for a new vote. Apparently, the timing is not random. Probably he recognizes some voices like his and decides that it is time to set up a coalition strategy. He needs just one vote which will strengthen amazingly his arguments and he gets it. The fact that he uses his emotional intelligence to point out his views, while he realizes that some other jurors are playing, proves once again his leading abilities. The next step is to create personal relations with some of the jurors. So, he finds the weakest of the group who are about to change side and ask for their opinions. It is not by accident that these jurors were mainly followers until this time. Having established these connections, he uses logic and science as well as the experience and the knowledge of the group in order to persuade the others. As soon as he realizes that one of his main opponents (juror3) loses his self-control, juror8 becomes aggressive and pushes him to the limits using the technique of the irony to apocalypse the existence of his personal prejudice against the defendant. After completing his task, he shows his sympathetic character and supports the worried opponent. Based on Moscovici (1976) and his 5 Aspects juror8 is loyal to his beliefs(Consistency), responsible for his acts(Autonomy), flexible whenever it is appropriate(Rigidity), risky in the first secret vote(Investment) and willing to bring justice(Fairness). The impact of this movie in our modern times is initially proved by the fact that after so many years it is still being taught in courses not only in Law schools but also in Business and Psychology schools. Definitions like brainstorming, social loafing, diversity, team-working, biases and preconceptions, attribution, personality, leader’s abilities, democratic voting and many others are part of any organization nowadays. This movie is the omen for the evolutionary development of a team structure, a team-worker’s behavior and a leader’s characteristics. References Atkinson G. 1990 â€Å"Negotiate the best deal† Director Books, Cambridge Barkan, Steven E. , Steven Cohn, 1994, ‘‘Racial Prejudice and Support for the Death Penalty by Whites’’ in â€Å"Journal of Research in Crime and Delinquency† pp. 202–209 Buchanan A. David Huczynski A. Andrej, 2010, â€Å"Organizational Behaviour†, seventh edition, Pearson Ed ucation Limited, Harlow Cialdini R. B. , 1993 â€Å"The psychology of persuasion†, Quill William Morrow, New York Ellsworth C. Phoebe, 1989, â€Å"Are Twelve Heads Better Than One? † in â€Å"Law and Contemporary Problems†, Duke University School of Law Fisher R. Ury W. 1981 â€Å"Getting to yes: Negotiating agreement without gining in† Penguin, New York Flouri Eirini Fitsakis Yiannis, Oct 2007, â€Å"Minority Matters: 12 Angry Men as a Case study of a successful Negotiation against the odds† in â€Å"Negotitation Journal† pp. 449-461 Hackley Susan, 2007 â€Å"One Reasonable and Inquiring Man:12 Angry Men as a Negotiation-Teaching Tool† in â€Å"Negotiation Journal† pp. 463-468 Hall M. Eisenstein (Eds. ), 1980, â€Å"Voir Dire and jury selection†, Clark. B. M. , in â€Å"Criminal Defense Techniques†, New York: Mathew Bender Hay B. L. 2007 â€Å"Fiftieth anniversary 12 Angry Men† Kent-Law Review 82(3) Chi cago Heuer L. Penrodt St. , Sep. 1988, â€Å"Increasing Jurors’ Participation in Trials A Field Experiment with Jury Notetaking and Question Asking† in â€Å"Law and Human Behaviour† Vol. 12 No. 3 Janis I. , 1972 â€Å"Victims of groupthink† MA: Houghton Mifflin, Oxford Kaplan M. , Jones Christopher S. , 2003 â€Å"The Effects of Racially Stereotypical Crimes on Juror Decision-Making and Information –Processing Strategies† in â€Å"Basic and Applied Social Psychology† pp. 1-13 Kew J. Stredwick J. , 2010, â€Å"Human Resource Management in a business context†, CIPD, London Martin R. , 1992 â€Å"Bargaining Power† Clarendon Press, Oxford Moscovici S. , 1976 â€Å"Social influence and social change† Academic, London Nietzelt T. Michael Dillehayt C. Ronald, 1982, â€Å"The Effects of Variations in Voir Dire Procedures in Capital Murder Trials†, in â€Å"Law and Human Behaviour† Vol. 6 No. 1 Rojot J. , 1991 â€Å"Negotiatation: From theory to practice† Macmillan, London Scheepers, Daan, et al, 2006, ‘‘Diversity in In-Group Bias: Structural Factors, Situational Features, and Social Functions,’’ in â€Å"Journal of Personality and Social Psychology† pp. 944–960 Weber M. , 1947 The theory of social and economic organization† Oxford University Press, New York

Colorado Department of Education Website Search and Critique Research Paper - 1

Colorado Department of Education Website Search and Critique - Research Paper Example All questions concerning the organization’s aims, mission, activities, structure are answered in this section. All contact information can be easily accessed. Any visitor can read about the history of organization and even view schedule of every meeting held. In fact, the page contains thorough information about all offices of the organization. There is no doubt in organization’s transparency. There is nothing to be changed in this section because it provides thorough information which can be easily accessed. As far as the second page â€Å"SchoolVIEW† is concerned it is necessary to note that it is a bit confusing and it needs to be improved. The major problem with this page is that it is too informative. There are too many data which are not easy to comprehend. It is necessary to take one’s time to understand what all those data mean. It is a good idea to include section â€Å"learning center† which instructs how to comprehend the data. However, t his section should be in the first place, so that the website viewer step by step learned to use data available and then looked through information presented. It is also a good idea to include â€Å"community connections† section: the organization gets the necessary feedback and can improve the website. The next page â€Å"For Educators† is designed for those who teach and even only thinks about starting their teaching careers. The page is not so easy to navigate.