CCC project Essay Example | Topics and Well Written Essays - 750 words

CCC project - Essay Example I could have written down my ideas at the same time writing down the suggestions the other group members were voicing out. This way, I could have listened efficiently to what others were saying while keeping track of my own ideas. I want to effectively confront people when they make mistakes without causing them to be offended. I would like to accomplish this with people whom I know personally and those who I don’t know well. In this way, I can point out their mistakes to help them improve in turn, I can learn from their mistakes as well. These people include those who I already know and those who I will be acquainted with in the future. I would like to perform this skill only when it is under the appropriate and necessary situations. 1. I would not always confront others immediately after they made a mistake instead I will tell others about their mistakes in the most appropriate time or situation. This will give time for me to think of the approach I will use on the person and to give time for the person to think over what he or she has done wrong. 2. In dealing with new acquaintances or other people I don’t know well, I will take time to observe them to determine their behavior and attitude before confronting them with their mistakes. Learning how they react and interact will give me an idea on how to tell them their mistakes in the most suitable way that will not offend them. 3. For people that are older than me and whom I don’t know well, I will try my best to relate and befriend these people to easily tell them about their mistakes. Befriending these people will cause them to value my opinion and not treat me as a critic nor an enemy but a friend who cares and wants them to improve. 5. I will learn how to speak to other people about their mistakes in the best way and most appropriate way in accordance to their attitude or character. This way I

Types of Volleyball Practice Essay Example for Free

Types of Volleyball Practice Essay †¢ massed practice and distributed practice †¢ whole practice and part practice †¢ blocked practice and random practice †¢ varied and constant practice †¢ drill and problem solving Massed Practice; is a training routine in which a skill is practised continuously and consistently. E.g. 50 softball pitches, 25 basketball free throws, volleyball 40 serves. A barrier to massed practice includes fatigue and motivation and is usually undesirable to beginners. Distributed Practice; consists of short, frequent practice sessions with rest intervals. This type of practice is effective for learning skills. E.g. 5 sets of 20 chest passes with 2 minute rests. Most evidence indicates that distributed practice is more effective in improving performance. Whole Practice; is the learning of the skill in its entirety. This type of practice is effective in skills that are high in complexity and low in organisation such as jump shot or skating. Part Practice; is the learning of each of the separate components of the skill. It is particularly effective when the skill being taught is complex and has clearly defined components e.g. golf swing. Both Part and Whole Practice can be used to teach the same skills e.g. breaststroke. Blocked Practice; is where learners attempt the same skill repeatedly in order to refine and improve their performance. E.g. Tennis –15 forehands,15 backhands, 15 volleys. More effective for learners in the cognitive stage. Random Practice; is when all components of the multi task skill are practiced in random order within each practice session. Constant Practice; refers to the practice of only one skill without any variation e.g. kicking a ball to a target 10 away. Varied Practice; refers to practicing a class of skills using variations within the one practice session. E.g. kicking to a target 10m away then 20m away and 30m. Drills; Learning through repetition (eg. Dig, Set, spike drill we do in class) Problem Solving; learning through investigation and discovery. (if the teacher gave you a ball and said â€Å"work out how to serve the ball with no instruction or feedback)

Psychological, Philosophical and Religious Elements of Heart of Darknes

Psychological, Philosophical and Religious Elements of Heart of Darkness      Ã‚   Heart of Darkness is a kind of little world unto itself.   The reader of Conrad’s Heart of Darkness should take the time to consider this work from a psychological point of view. There are, after all, an awful lot of heads and skulls in the book, and Conrad goes out of his way to suggest that in some sense Marlow's journey is like a dream or a return to our primitive past--an exploration of the dark recesses of the human mind. Looking at the book from a psychological viewpoint, there are apparent similarities to the psychological theories of Sigmund Freud in its suggestion that dreams are a clue to hidden areas of the mind, and that at the heart of things--which Freud called the Id--we are all primitive brutes and savages, capable of the most appalling wishes and the most horrifying impulses. Through Freud, or other systems of thought that resemble Freud's, we can make sense of â€Å"the urge Marlow feels to leave his boat and join the natives for a savage whoop and hollar† (Tessitore, 42). We might even, in this light, notice that Marlow keeps insisting that Kurtz is a voice--a voice who seems to speak to him out of the heart of the immense darkness--and so perhaps he can be thought of, in a sense, as the voice of Marlow's own deepest, psychological self. Of course, we must remember that it is doubtful Conrad had ever heard Sigmund Freud when he set out to write the book. Although a psychological v iewpoint is very useful, it does not speak to the whole of our experience of the book. Heart of Darkness is also concerned with philosophy and religion.   This concern manifests itself in the way Conrad plays with the concept of pilgrims and pilgrimag... ...f Darkness 3rd ed.   Ed. Robert Kimbrough. New York:   Norton Critical, 1988. Meyers, Jeffrey.   Joseph Conrad.   New York:   Charles Scribner's Sons, 1991. Sarvan, C. P. [Racism and the Heart of Darkness.] Heart of Darkness. By Joseph Conrad 3rd ed. Ed. Robert Kimbrough. New York: Norton Critical 1988. Tessitore, John. "Freud, Conrad, and Heart of Darkness." Modern Critical Interpretations." Ed. Harold Bloom. New York: Chelsea House Publishers, 1987. 91-103. Tripp, Rhoda Thomas.   Thesaurus of Quotations.   New York:   Thomas Y. Crowell, 1970. Kristeva, Julia. "Within the Microcosm of 'The Talking Cure.'" Interpreting Lacan. Eds. Joseph Smith and William Kerrigan. New Haven: Yale UP, 1983. Zizek, Slavoj. "The Truth Arises from Misrecognition." Lacan and the Subject of Language. Eds. Ellie Ragland-Sullivan and Mark Bracher. New York: Routledge, 1991.   

Cigarette Litigation Essay -- essays research papers fc

Cigarette Litigation In August 1970 a leading tobacco defense attorney, David R. Hardy, wrote a confidential letter warning that indiscreet comments by industry scientists, including references to biologically active components of cigarette smoke and the search for a safer cigarette, constitute a real threat to the continued success in the defense of smoking and health litigation. The actual knowledge on the part of the defendant that smoking is generally dangerous to health, that certain ingredients are dangerous to health and should be removed, or that smoking causes a particular disease. This would not only be evidence that would substantially prove a case against the defendant company for compensatory damages, but could be considered as evidence of willfulness or recklessness sufficient to support a claim for punitive damages. As the evidence about the health hazards of smoking accumulated, and especially after the 1964 surgeon general's report, liability protection. The cigarette companies continued to aim propaganda about the smoking and health controversy at the general public. The Cigarette Papers describes plans in 1969 for a public relations campaign intended to set aside in the minds of millions the false conviction that cigarette smoking causes lung cancer and other diseases. As late as 1985, R.J. Reynolds ran misleading ads suggesting that a large epidemiological study had not found evidence of a link between smoking and heart disease. The tobacco companies have always feared that one successful suit would lead to a flood of litigation, sweeping the industry away. Nowadays that fear seems more realistic than ever, given the hundreds of pending state lawsuits, secondhand smoke claims, class actions, and cases filed by individual smokers. The case started when two small-town Mississippi lawyers declared war on Tobacco Companies and skillfully pursued a daring new litigation strategy that ultimately brought the industry to the negotiating table. For forty years tobacco companies had won every lawsuit brought against them and never paid out a dime. In 1997 that all changed. The industry agreed to a historic deal to pay $368 billion in health-related damages and tear down billboard advertisements. Mississippi's Attorney General Mike Moore joined forces with his classmate attorney Dick Scruggs and sued tobacco companies on behalf of the state's t... ...ials01.htm Lawyers in Early Tobacco Suits to Get $8 Billion: http://nytimes.qpass.com/qpass-archives/fastweb?QProd=19&QIID=1998arcDOC109434&NYTID=&Srch=state_id=1+view=!view!+docid=!doc!+docdb=1998arc+dbname=!db!+TemplateName=doc.tmpl Companies' Cost Would Be Great, But So Is Their Outlook for Profit: http://nytimes.qpass.com/qpassarchives/fastweb?QProd=19&QIID=1997arcDOC47100&NYTID=&Srch=state_id=1+view=!view!+docid=!doc!+docdb=1997arc+dbname=!db!+TemplateName=doc.tmpl Philip Morris Admits Evidence Shows Smoking Causes Cancer: http://nytimes.qpass.com/qpass-archives/fastweb?QProd=19&QIID=1999arcDOC84540&NYTID=&Srch=state_id=1+view=!view!+docid=!doc!+docdb=1999arc+dbname=!db!+TemplateName=doc.tmpl Senate Approves Limiting Fees Lawyers Get in Tobacco Cases: New York Raising Tax on Cigarettes To Help Uninsured: http://nytimes.qpass.com/qpass-archives/fastweb?QProd=19&QIID=1999arcDOC104461&NYTID=&Srch=state_id=1+view=!view!+docid=!doc!+docdb=1999arc+dbname=!db!+TemplateName=doc.tmpl Inside The Tobacco Deal: http://www.pbs.org/wgbh/pages/frontline/shows/settlement/etc/synopsis.html Actual Knowledge: http://reason.com/9612/bk.jacob.shtml

How to raise a child Essay

Amy Chua’s article â€Å"Why Chinese Mothers are Superior† appeared in the Wall Street Journal on January 8, 2011. When this article was published the controversy began. One article in argument to Amy Chua’s was James Bernard Murphy’s article â€Å"In Defense of Being a Kid† which also appeared in the Wall Street Journal on February 9, 2011. Murphy contends by stating Amy Chua’s method of how to raise a child will do nothing but turn children into neurotic, self-absorbed and unhappy adults. James Murphy, author of â€Å"In Defense of Being a Kid† and professor of government at Dartmouth College argues that children should live childhood and enjoy childhood innocence, not be pressured or forced to prepare for their adulthood and the pressure that comes with it. â€Å"Part of the point of childhood is childhood itself. ‘ (Summers 279) Childhood takes up a quarter of one’s life and it would be nice if children enjoyed it. Murphy continues to explain what the unique blessings of childhood are. First, children have a gift of moral innocence, children are unaware of what is to come in their future and the burdens, and therefore they put their trust in us fully. Children are open to new adventures and unaware of time thus cannot be wasted. We as adults forget that most of us produced our best art, asked our deepest philosophical questions, and most readily mastered new gadgets when were children. We as parents need to take a step back from teaching our children and realize how much we can learn from them. Murphy uses emotion when he states â€Å"children are people with distinctive powers and joy. † He realizes what children are capable of if they are given space to imagine and explore ideas of the world that we have forgotten. Murphy thinks like a child and is defending their youth. It is important to know when to give a child space to allow them to become an individual. In defense Murphy argues, â€Å"most of us would like Tom’s childhood followed by Mill’s adulthood. But as parents we are stuck with trying to balance the paradoxical demands of both preparing our children for adulthood and protecting them from it. † The article seems to indicate you can’t have that childhood and young adulthood. I disagree because that is exactly how I grew up. Yes we did have responsibilities on the farm, but when chores were done we did what we wanted to do. We were taught what was right and what was wrong. I believe if you are raised with good morals, respect for yourself and others you can be very successful. I feel the drive to succeed comes from a supportive family and the want to be successful at what you love to do, not what you are forced to do. Murphy uses logic with the comparison of the ancient Greek philosopher Aristotle and Jesus. Two of which did not have the same beliefs of children. I disagree with Aristotle when he said â€Å"no child is happy†, the only time a child is happy is when they have thoughts of the achievements as an adult. When a child is given space it gives them the opportunity to imagine, to think outside of the box and capable for intellectual activity. We have to encourage and embrace their uniqueness and imagination or as Jesus did praise our children. I strongly agree with Murphy’s fourth thought, â€Å"We forget that most of us produced our best art, asked our deepest philosophical questions, and most readily mastered new gadgets when we were mere children. † (Murphy 279) As children we are more carefree and have less sense of our surroundings and what people think of us. We are eager to learn and curious about adulthood but should not be rushed to become one. I believe in realizing the capacity of a child, you need to know their capabilities and their limits. Work Citied Behrens, Laurence, and Leonard J, Rosen. Writing and Reading Across the Curriculum. 12th ed. Boston: Pearson, 2013. Print

Mel Gibsons Braveheart Essays

Mel Gibsons Braveheart Essays Mel Gibsons Braveheart Paper Mel Gibsons Braveheart Paper but theres a chance they had an illegitimate daughter before her death. Wallace in fact may have had several illegitimate children as he was seen as a ladies man. He fought his enemy bravely and savagely. Some of his deeds are startling in their cruelty by todays standards, but were the norm for this time. He was a honourable man, as well, who refused to kill women and children, when to do so was acceptable war practice. The sets costumes and special effects and grimy make up all carry the veneer of realism, putting the viewer knee-deep in the mud and blood. The battle scenes rank upon the roughest ever committed to film, and earn the film and R rating. In the 13th century, the forces fought with swords, maces, chains and anything large enough to swing. The film was shot mostly in earthly tones, and the transfer maintains the films dark, wet look very well. When there is an important piece in the film when hid wife murren is killed, it darkens then sky and becomes misty in order to let the audience know something is about to happen and as Wallace returns to the village we see the fire, which symbolises his anger and rage. The battle scenes are especially vivid, and despite all the action on-screen there was no actual digital artifacting. The lighting in this film is daylight, there is only two occasions were it is dark and that is when he is marrying murren and their love scene and of course when he meets the princess and their love scene. Mel Gibson happens to be an Oscar winning director, wildly successful producer and one of the most durable of this era. He claims to be anti-intellectual, but is, in fact a well read man with a sharp mind in the 80s he delivered the double whammy Mad Max and Lethal Weapon. His directing debut Man Without A Face 1993 Braveheart has been the proud owner of ten Oscars, best picture, best director, best cinematography, best sound effects, editing and best make up. Also nominated for best screen play, written directly for the screen, best original dramatic musical score and so on. This truly shows the great effect and memory Braveheart has left on people, and gave Mel Gibson his reward. Braveheart is a great film, it would have been better had more facts been left in and the fiction left out. I still loved the film, because I liked the story it was telling. Braveheart is a rare film with entertainment, history and passion. Its fair to say its not just a movie but also a state of mind. It allows the viewer to enter the mystical and magical world of Scotland and become a rebel fighting beside the mighty Wallace. You fall in love as he does and a part of you dies when he does.

Definition and Examples of Jargon

Definition and Examples of Jargon Jargon refers to the specialized language of a professional or occupational group. While this language is often useful or necessary for those within the group, it is usually meaningless to outsiders. Some professions have so much jargon of their own that it has its own name; for example, lawyers use legalese, while academics use academese. Jargon is also sometimes known as lingo or argot. A passage of text that if full of jargon is said to be jargony. Key Takeaways: Jargon Jargon is the complex language used by experts in a certain discipline or field. This language often helps experts communicate with clarity and precision. Jargon is different from slang, which is the casual language used by a particular group of people. Critics of jargon believe such language does more to obscure than clarify; they argue that most jargon can be replaced with simple, direct language without sacrificing meaning. Supporters of jargon believe such language is necessary for navigating the intricacies of certain professions. In scientific fields, for instance, researchers explore difficult subjects that most laypeople would not be able to understand. The language the researchers use must be precise because they are dealing with complex concepts (molecular biology, for example, or nuclear physics) and simplifying the language might cause confusion or create room for error. In Taboo Language, Keith Allan and Kate Burridge argue that this is the case: Should jargon be censored?  Many people think it should.  However,  close examination of jargon shows that, although some of it is vacuous pretentiousness...its proper use is both necessary and unobjectionable. Critics of jargon, however, say such language is needlessly complicated and in some cases even deliberately designed to exclude outsiders. American poet David Lehman has described jargon as the verbal sleight of hand that makes the old hat seem newly fashionable. He says the language gives an air of novelty and specious profundity to ideas that, if stated directly, would seem superficial, stale, frivolous, or false. In his famous essay Politics and the English Language, George Orwell argues that obscure and complex language is often used to make lies sound truthful and murder respectable, and to give an appearance of solidity to pure wind. Jargon vs. Slang Jargon should not be confused with slang, which is informal, colloquial language sometimes used by a group (or groups) of people. The main difference is one of register; jargon is formal language unique to a specific discipline or field, while slang is common, informal language that is more likely to be spoken than written. A lawyer discussing an amicus curiae brief is an example of jargon. A teen talking about making dough is an example of slang. List of Jargon Words Jargon can be found in a variety of fields, from law to education to engineering. Some examples of jargon include: Due diligence: A business term, due diligence refers to the research that should be done before making an important business decision.AWOL: Short for absent without leave, AWOL is military jargon used to describe a person whose whereabouts are unknown.Hard copy: A common term in business, academia, and other fields, a hard copy is a physical printout of a document (as opposed to an electronic copy).Cache: In computing, cache refers to a place for shorts of detritivores include earthworms, sea cucumbers, and millipedes. Holistic: Another word for comprehensive or complete, holistic is often used by educational professionals in reference to curriculum that focuses on social and emotional learning in additional to traditional lessons.Magic bullet: This is a term for a simple solution that solves a complex problem. (It is usually used derisively, as in I dont think this plan youve come up with is a magic bullet.)Best practice: In business, a best practice is one that should be adopted because it has proven effectiveness.

Women in Technology Fields

Women in Technology Fields Introduction As society evolves to become more dependent on science and technology for growth and development, the occupational segregation of women in the sciences relative to men, not only in terms of absolute numbers but also in terms of visibility in the upper echelons of the professions, represents a misuse of scarce human capital and continues to alarm academics, policy makers and mainstream commentators (Hatchell Aveling, 2008).Advertising We will write a custom dissertation sample on Women in Technology Fields specifically for you for only $16.05 $11/page Learn More That’s good writing. As observed by a number of scholars (e.g., Huffman et al, 2010; Benson Yukongdi, 2005), it is indeed true that the gendered segregation of jobs and occupations in these critical sectors of the economy is a persistent characteristic in many labour markets globally, and is the proximate foundation of many forms of gender inequality. An extensive and well establ ished literature documents the destructive outcomes of gendered occupational segregation in science and technology fields (Deem, 2007), which include lower wages, expansive income disparities, fewer promotions, and less significant wage increases (Schweitzer et al, 2011). The worrying trend being replicated in nearly all economies worldwide is that although more women are being absorbed in the fields of science and technology than ever before, they persist to be considerably outnumbered by their male counterparts (Jones, 2010; Bhatia Amati, 2010). It is the purpose of the present study to perform a critical analysis of why women continue to be underrepresented in the telecommunication industry in Europe and Middle East. Very good start! Towards the realization of this broad objective, this section sets out to review and analyze extant literature on women’s occupational segregation in technology fields, with specific focus on the telecommunication sector in Europe and Middle East. The section will, among other things, analyze existing literature on women in engineering and technology fields, the dynamics of occupational segregation of women in these sectors, barriers to gendered occupation equality, and issues that need to be addressed to encourage and retain women in technology fields.Advertising Looking for dissertation on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is imperative to note that due to paucity of literature on women occupational segregation in the telecommunication sector, the analysis of critical literature will assume a broader scope to encompass segregation of women in technology fields based on the rationale that the telecommunication sector is technology-oriented. Women in Technology Fields Hersh (2000) cited in Kusk et al (2007) observed that although there have been marked increases in the number of women taking up technology-oriented occupations over the la st two decades, women still remain a minority in these fields in nearly all countries across the world. Indeed, according to Gillard et al (2008), as many Western technology-oriented organizations endeavour â€Å"†¦to recognize and validate difference through diversity policies, they in fact leave the power mechanisms of conformity unchallenged and intact, individualize the inequities, bypass tensions of coexistence, and actually reinforce and homogenize difference† (p. 266). In particular, these authors note that although the telecommunication and information communication technology (ICT) workforce forms fairly new professional sectors, women persistently occupy a minority of positions and gender segregation that has been well documented in many other occupations is being simulated in the telecommunication/ICT industries. Available literature demonstrate that women in telecommunication/ICT industries tend to be concentrated in particular occupational spheres, which are normally the lower skilled information technology (IT) jobs related to data entry, implying that women in these critical sectors of the economy comprise a marginal percentage of managerial, design, and software development personnel (Gillard et al, 2008). Yet, according to Bystydzienski (2004), as increasing numbers of women get absorbed into the telecommunication/ICT professions, not only are they faced with a slump in salaries, status, and working conditions but they also have to contend with the domain of masculinity that is well entrenched in these sectors. In other words, men still dictate access to, and advancement in, paid employment in telecommunication/ICT fields (Benson Yukongdi, 2005; Hafkin Huyer, 2007).Advertising We will write a custom dissertation sample on Women in Technology Fields specifically for you for only $16.05 $11/page Learn More Trends in various countries and regions Trends in the United States According to a report released by the U.S. Department of Labour (2005) cited in Oswald (2008), women currently make up approximately 50% of the total workforce, but they continue to be segregated in many occupations, particularly in engineering and technology-oriented occupations. This gendered occupational segregation, it seems, has its roots in the educational achievements of women. A report completed in 2007 by the National Science Foundation also cited in Oswald (2008) revealed that â€Å"†¦women earned only 29% of the bachelor’s degrees in math and computer science, 21% of the degrees in engineering, and 42% of the bachelor’s degrees in physical science† (p. 196). These disciplines form the foundation for a career trajectory in the telecommunication field. Available literature demonstrates that leading women engineers and ICT experts in the United Sates are regularly burdened with concerns about not being taken seriously, perceived non-performance, exclusionary social dynamics, relian ce on hostile workmates or seniors, and excessive pressure to imitate the male paradigm of doing science (Etzkowitz et al, 2010). Such experiences, according to these authors, not only obstruct interpersonal relationships but frustrate the women’s capacity to reach their full potential, no matter how able or talented they are. A survey conducted by the U.S. Bureau of Labour cited in Coder et al (2009) indicates that while women made up an estimated 43% of the information technology (IT) workforce in 1983, the percentage dropped to a paltry 26 % in 2008 in spite of the fact that the total IT workforce had more than doubled for the indicated period. Trends in United Kingdom Sappleton Takrui-Rick (2008) posit that â€Å"†¦despite 30 years of equality legislation, women in science, engineering and technology in the U.K. remain severely underrepresented† (p. 284). Indeed, the U.K. has one of the highest levels of gendered occupation segregation in the European Union, particularly in science, engineering and technology domains. Available statistics contained in a report by the Engineering Council UK (2004) cited in Sappleton Takrui-Rick (2008) â€Å"†¦suggest that only 8% of those employed in engineering work and 15% of those employed in information, communication, and technology (ICT) work in the U.K. are female† (p. 285).Advertising Looking for dissertation on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Current trends, however, demonstrate that organizations are increasingly realizing the intrinsic benefit of encouraging and retaining women in these fields though tangible results are yet to be achieved (Bhatia Amati, 2010). The limited success of intervention strategies aimed at achieving equal gender representation in these fields, according to Sappleton Takrui-Rick (2008), can be partially accredited to the fact that, after â€Å"getting in,† certain influences obstruct women in the U.K. from â€Å"staying on† and â€Å"getting on† in the sectors in parity with their male counterparts. In a recently concluded case study on network engineer training programs in Britain running the Cisco Certified Network Associate (CCNA) module, it was demonstrated that career openings commensurate with their skills were substantially restricted for women employees in general, but particularly so for women single parents (Gillard et al, 2008). A study conductad by Franzway(2 009), found that a large number of men are attracted to technical training programmes and courses. A study conducted by Hafkin Taggart (2001) cited in Gillard et al (2007) found that employers in the UK were reluctant to recruit women CCNA programmers and instructors ostensibly because women are poorly qualified and lack fundamental work experience. Indeed, according to Gillard et al (2008), the â€Å"†¦employers frequently maintained that not only were the supposed physical and computational demands of the job too exacting but that it was too risky to permit inexperienced personnel to tinker with the vital network infrastructure† (p. 272). Preferring to recruit men, this unconcealed stereotyped discrimination in expertise recognition has also been experienced by female telecommunication engineers and network administrators in other parts of the world, with job advertisements for telecommunication/ICT professionals frequently specifying male job applicants (Gillard et a l, 2008; Hafkin Huyer, 2007). Extant literature (e.g., Bystydzienski, 2004; Benson Yukongdi, 2005; Bhatia Amati, 2010) demonstrate that once in formal employment in these technology-oriented sectors, however, women perform as well as, if not better than, their male counterparts. Trends in Middle East Although gendered occupation segregation is far more entrenched in the Middle East and other Arab-dominated regions than in other areas, this is mainly because, the Islamic religion is the main religion in the Middle East region. The Islamic religion, believes that women should concentrate more on their household responsibilities than technical careers. Bhatia Amati (2010) note that it becomes hard to dissect the problem due to paucity of statistical data, particularly sex-segregated data on gender inequality in the Middle East. However, various rationales as to why the problem is so deeply entrenched in the Middle East have surfaced. Benson Yukongdi (2005) posit that owing to reli gious and socio-cultural barriers, many countries in the Middle East abide by a social convention in which women are widely expected to play a supporting role relative to men. According to Hafkin Huyer (2007) cultural prohibitions in many countries in the Middle East restrict women from undertaking any gainful employment outside the home. According to Benson Yukongdi (2005), men in the Middle East are traditionally placed in core occupations and departments, and this becomes the basis for gender divergences in recruitment, promotion, training, rewards and decision-making authority. Dynamics of Occupational Segregation in Technology Fields Available literature demonstrates that in spite of their talent, ability, and opportunity, women continue to be underrepresented in engineering and technology-oriented sectors of the economy (Schweitzer et al, 2011; Bhatia Amati, 2010). This notwithstanding, it is indeed true that unlike other historically male-dominated jobs that have registere d considerable gains in attaining gendered equality, many engineering and technology-oriented fields have remained noticeably unbalanced in terms of gender (Deem, 2007). Still, other studies (e.g., Kusk et al, 2007; Coder et al, 2009; Kotsilieri Marshall, 2004) have demonstrated that underrepresentation of women in engineering and technology-oriented sectors continue to widen as women engineers and technicians find themselves swimming against the tide of prejudice intrinsically reinforced by the social, cultural, psychological and economic realities of life. A study by Hatchel Aveling (2008) found that women telecommunication engineers are eight times more likely to be working part-time, while women working in ICT are six times more likely to be working part-time. This section aims to explore critical literature on the dynamics of occupational segregation in technology-oriented fields, with particular focus on telecommunication and ICT sectors. Consequently, literature on the pipe line theory, the social constructionist perspectives, meritocracy and its implications, and organizational policies and culture, will be evaluated with a view to understand why the problem of gendered occupational segregation in technology-oriented fields continue to persist despite the spirited attempts by governments and organizations across the world to curtail the inequality progression. The unsuccessful Pipeline Theory According to Schweitzer et al (2011), â€Å"†¦the pipeline theory suggests that increasing the number of women in male dominated fields should lead to more equality in the labour market†¦This presumes that women and men in the pipeline expect comparable career outcomes† (p. 422). Given institutional, organizational and countrywide efforts to get girls into engineering and technology-oriented disciplines in institutions of higher learning, it was expected that, with a large proportion of women entering the engineering and technology fields, they w ould obviously filter into the traditionally male-dominated upper levels of these critical sectors in large numbers (Hatchel Aveling, 2008; Franzway et al, 2009). Indeed, according to these authors, the metaphor of the â€Å"pipeline effect† was based on the assertion that gender imbalances noted in engineering and technology-oriented occupations would be successfully dealt with once women overcame their reluctance to enter these sectors and acquire the requisite qualifications. However, as has been demonstrated in a number of research articles concerned with assessing the reasons behind gender-based underrepresentation in the labour market, the movement of more women into the pipeline failed to correspond with the attainment of enviable trends for women careers, particularly when it comes to engineering and technology-oriented sectors of the economy (Schweitzer et al, 2011; Coder et al, 2009). Hatchel Aveling (2008) are of the opinion that the pipeline theory promised â₠¬Å"†¦false hope as the pipeline turned out to be very leaky indeed† (p. 357). This view is reinforced by a host of other scholars (e.g. Coder et al, 2009; Bhatia Amati, 2010), who suggest that women are yet to achieve comparable outcomes relative to men in these sectors even after sustained efforts from various quarters, including organizations and governments, to â€Å"feed† the women into the pipeline. Various scholars have attempted to dissect why the â€Å"pipeline effect† failed to deliver the intended outcomes, particularly in the attainment of comparable career outcomes for women in engineering and technology-oriented occupations. Hatchel Aveling (2008) maintain that the pipeline theory has several limitations that make it impossible for women to achieve comparable career outcomes. According to these authors, the theory â€Å"†¦posits a straightforward linear career progression that is quite restrictive and does not easily accommodate the more complex life-patterns of females† (p. 358). Women employees have unique needs and demands, which in most occasions act as barriers to successful gendered occupation equality not only in the science fields but also in other areas (Gillard et al, 2008). These barriers will be discussed at length in the succeeding sections of this review. Other scholars have observed that the pipeline theory fails to take into consideration the multiple layers of culture in its attempt to guarantee comparable career outcomes for women relative to men. To understand the dynamics of occupational segregation and institute a framework which will enable women to achieve comparable career outcomes, therefore, â€Å"†¦gender must always be seen in terms of its cultural context, in which the intersection of gender and culture is closely linked to the issue of power† (Hatchel Aveling, 2008 p. 358). Lastly, the pipeline theory fails to account for why women are leaving science, engineering an d technology-oriented organizations in large numbers relative to their male counterparts (Screuders et al, 2009), even after successful efforts made by various agencies to encourage more girls into science and technology at the school and even the undergraduate level (Hatchel Aveling, 2008). The Social Constructionist Viewpoints Various scholars have attempted to explain the occupation segregation of women in engineering and technology-oriented occupations using the social constructionist perspectives. Kotsilieri Marshall (2004) are of the opinion that the experiences and characteristics accredited to women, portrayed in academia and industry as contributing to their current occupational segregation in engineering and technology-oriented fields, are not timeless and universal but are socially, historically, psychologically, and politically located. To deduce that all women judge, think, or relate in distinctive and universal ways when making career choices, particularly in fields traditionally considered as male-dominated, inarguably denies the contextualise that frames behaviour (Benson Yukongdi, 2005). To better understand the social constructionist perspectives in general and, by extension, the contextuality that denies behaviour, it is important to explain the difference between sex and gender. Gillard et al (2008) explain that â€Å"†¦while sex reflects biological difference, gender – although often based on biological sex – is a social construction† (p. 264). This therefore implies that individuals are born and straight away categorized as female or male, but with time obtain a gendered identity, that is, what it implies to be feminine or masculine. These authors further posit that â€Å"†¦both gendered concepts are relational, that is, they are construed in relation to each other by defining what the female is not in relation to the Western masculine norm; this varies from one environment to another and shifts over tim e† (p. 264). According to Bhatia Amati (2010), one of the most elaborated features of the social constructionist perspective is the recognition that women and men are located divergently in society and that not all women or all men share similar experiences or challenges. In pursuing the social constructionist line of thought, Gillard et al (2008) observe that the gendering of work, technology and indeed many other facets of occupational life and orientation â€Å"†¦constitute individuals as different types of value-added labourers can be made visible by documenting cultural values, beliefs, and activities, which contribute toward identity formulations, roles and responsibilities, and personal aspirations and opportunities† (p. 265). Consequently, these authors underline a value preposition suggesting that the micro dimensions of our everyday existence, reinforced by community, organizational and institutional hegemonic philosophies and processes that maintains th e normalized status quo, provides the basis for gendered occupational segregation not only in technology-oriented fields but also in other areas. Meritocracy its Implications The concept of meritocracy came into the limelight in the late 1950s to denote a social system that prescribes to merit, talent and capabilities as the foundation for recruiting employees into positions and dispensing rewards (Castilla Bernard, 2010). To date, opinion still remains divided on whether meritocracy promotes gendered occupation equality or occupational segregation. As observed by these authors, â€Å"†¦advocates of meritocracy stress that in true meritocratic systems everyone has an equal chance to advance and obtain rewards based on their individual merits and efforts, regardless of their gender, race, class, or other non-merit factors† (p. 543). This implies that men and women in engineering and technology-oriented occupations have equal opportunities for advancement despite the exi stence of gendered imbalances and barriers that may act to hinder one group, particularly women, to advance in their careers. Indeed, meritocracy has been culturally accepted as a reasonable and justifiable distributive standard in many developed capitalist countries and organizations (Castilla Bernard, 2010). In her research, Deem (2007) noted that meritocracy is a universal value that is absolutely compatible with gendered occupation equality, ensuring that recruitment and promotion in the workplace is through open competition rather than through concession or networks of associates. Critics of meritocracy, however, argue that the concept has failed to deliver equal gender representation in a number of occupations, particularly in the sciences. In their research, Castilla Bernard (2010) came up with what they called the ‘paradox of meritocracy’ to refer to a situation where organizations that prescribe to meritocratic principles were found to demonstrate greater bia s in favour of men over equally competitive and performing women. Many modern technology organizations, though based on meritocracy in recruitment and promotions, are heavily bureaucratized. Gillard et al (2008) note that â€Å"†¦the bureaucratization of gender guidelines all too often tends to reinforce institutional influence and silences those whose voices rarely get aired in the development forums where decisions are made† (p. 266). Recent empirical studies as quoted in Castilla Bernard (2010) found that occupational segregation continues even with the adoption of merit-based recruitment and reward systems, affirmative action and other diversity-oriented policies and strategies. Indeed, according to these researchers, some organizational practices and procedures instituted to entrench the meritocratic paradigm in the organization have been found to negatively affect employees’ opportunities and professions, particularly those practices developed to diminish i nequalities for women and ethnic minorities. This assertion leads Bhatia Amati (2010) to conclude that some organizational policies and practices supposedly adopted to enhance meritocracy are only factored in for symbolic reasons and do not in any way achieve their stated objectives. For example, research has revealed that some organizational recruitment programs and reward practices intended to reflect the meritocratic paradigm act to increase gender and racial inequalities by virtue of the fact that they introduce bias into employee recruitment and compensation decisions (Baron Cobb-Clark, 2010). Deem (2007) noted at least two challenges with the conception of meritocracy in relation to gendered occupation inequality. First, the researcher argued that meritocracy hindered women’s recruitment and progress in key sectors of the economy due to the â€Å"†¦individualistic focus of meritocratic judgments that reward the successful and stigmatize the unsuccessful† ( p. 617). Meritocracy, it was argued, has the supremacy to transfer the responsibility for unequal recruitment and promotional results back onto the individual and consequently to stigmatize the unsuccessful applicants as unskilled or incapable. A second challenge with meritocracy, according to this particular researcher, is the insinuation that it applies culturally and value-neutral standards to the recruitment and promotion of workers. However, it is unfeasible to develop totally neutral standards or evaluations by virtue of the fact that cultural and social ideals do enter into the recruitment and promotion processes. Organizational Policies Culture Organizational policies and cultures, of different societies, act as facilitators of gender segregation. A number of studies (e.g., Gillard et al, 2008; Bhatia Amati, 2010) have attempted to offer a gender construction in which critical reflection is applied to how occupational segregation of women in science and technology fields, of which the telecommunication sector is an integral component, is woven in organizational, national and international policies, business practices and concerns, and public and private employment configurations. Many organizational policies and strategies orient themselves to the unfounded paradigm that women posses less levels of human capital relative to men (Benson Yukongdi, 2005). Some organizational perceptions practiced in many countries, particularly in the Middle East, makes it permissible for occupations to be allocated along gender lines, implying that women are left with little prospect to develop the necessary work experience that is fundamentally needed in many technology-oriented organizations. On the other hand, there was something in the news last week about men being not allowed to serve customers in women’s clothing shops. For example, men in the Middle East are traditionally placed in core occupations and departments, and this becomes the basis for gender divergences in recruitment, promotion, training, rewards and decision-making authority. In a similar fashion a broad range of organizational policies and practices serve to prevent women from entering technology-oriented occupations. Benson Yukongdi (2005) point out the challenge of statistical discrimination, where organizations not only in telecommunication/ICT sectors but also in other fields make decisions on recruitment, promotion and training â€Å"†¦based on generalized data rather than on the actual experiences of individuals† (p. 287). For instance, absenteeism data for all women in the firm would be utilized to evaluate the commitment of particular women applying for promotion while not taking into consideration other dynamics that are unique to women, such as maternity leave and family responsibilities. Such an orientation only serves to enhance gendered occupational segregation. In line with this, it is indeed true that many organizations either do not have a statistical database on women occupational segregation or fail to collect such data in a consistent and regular manner, making it almost impossible to address the challenge (Franzway et al, 2009). As underscored by Hafkin Huyer (2007), the paucity of statistical data on gendered occupational segregation in the telecommunication/ICT sectors makes it difficult, if not unfeasible, to develop a case for the inclusion of gender issues in telecommunication/ICT policies, plans, and strategies to employers and policymakers. Extant literature demonstrate that although there is a substantial increase in the number of women joining engineering and technology-oriented firms (Morganson et al, 2010), the gains are being watered down by misplaced organizational policies and governance issues, which ensure that women do not stay longer in these critical sectors of the economy (Huffman et al, 2010). As noted by Hatchel Aveling (2008), â€Å"†¦the issue is no longer one of attracting women into the sciences but rather one of keeping them there† (p. 359). Morganson et al (2010) observes that when women complete undergraduate training in technical disciplines, they persist to be underrepresented in these fields and are more likely to leave the labour force than are men. A number of researchers (e.g., Bhatia Amati, 2010; Bystydzienski, 2004; Franzway et al, 2009) have blamed the gendered dimensions of organizational culture for the high turnover of women in engineering and technology-oriented organizations, while others (e.g., Gillard et al, 2008; Hafkin Huyer, 2007) argue that structural, cultural, interactional, and identity arrangements, even though irreversibly associated, are important classifications in understanding why women’s occupational segregation in engineering and technology-oriented fields can be fundamentally attributed to the gender subtext of organizations. Barriers to Gendered Occupation Equality in Technology Fields Many studies have be en conducted over time to understand the reasons behind the current gendered occupational segregation of women in engineering and technology fields. Kusk et al (2007) is of the opinion that women’s success in engineering and technology-related fields is often contingent upon them adopting an overtly male career pattern, implying that male domination in these sectors is barrier to entry of more women. This view is consistent with Morganson et al (2010) observation that the technology environment is often typified as a chilly environment, â€Å"†¦which tends to be male-dominated, highly impersonal and individualistic† (p. 169). According to these authors, the lack of support in the traditional engineering and technology working environments may be particularly destructive to women given that a number of researchers and theorists have continuously emphasized the fundamental importance of personalized relationships and interpersonal associations to women’s psyc hological development and well-being. The education system continues to be blamed for the swelling underrepresentation of women in technology-oriented fields, such as the telecommunication sector. According to Bhatia Amati (2010), girls in institutions of higher learning observe that there are few women in science and technology fields and, consequently, make a conclusion that a career trajectory in these fields is more suitable for men than for women. Indeed. Faced with the knowledge of both the bleak and subtle obstacles that face women in the male-dominated science and technology fields, girls in colleges and universities opt out of the disciplines and orient themselves for other fields that guarantee better opportunities of educational and career success. This view has been reinforced by Benson Yukongdi (2005), who observe that â€Å"†¦education, and particularly higher levels of education, has been denied to many women as families and society place more emphasis on wome n’s role as mother and homemaker† (p. 287). As a direct consequence, few women ever make it to technology-oriented occupations because these fields traditionally require higher levels of education. Historically, the image of technology fields have been perceived under the lens of complexity, time-intensive, challenging tasks, and involving machinery, and, consequently, both women and men continue to perceive engineering and technology fields as masculine both in nature and association (Kusk et al, 2007). Gillard et al (2008) describe how employees in telecommunication/ICT fields, interacting across time and space, are constantly obliged to work long hours to accommodate divergent time zones and regularly operate in crisis mode with strict project deadlines while having to continually update the job skills in response to rapid shifts in technology. In addition to these occupational demands, â€Å"†¦the mobile nature of these types of occupations often works to wome n’s disadvantage as they experience difficulties when faced with long hours, expectations of overseas travel, and participation in informal social networks† (Gillard et al, 2008 p. 271). Benson Yukongdi (2005) observe that even in instances where women have similar levels of education to their male colleagues, childbirth and family responsibilities implies that, for many women, gaining the pertinent and equivalent work expertise needed in technology-oriented occupations is impossible. Academics and industry view the gender pay gap as a strong contributing factor toward continued gender segregation of labour in science, engineering and technology sectors. As observed by Blau Khan (2007), women telecommunication engineers continue to earn substantially less than men even when they are tasked with the same responsibilities. Many research articles (e.g., Blau Khan, 2007; Franzway et al, 2009) have digested a positive correlation between gendered pay gap on the one hand a nd prejudice and discrimination on the other. Baron Cobb-Clark (2010) suggest that the notion of prejudice and its negative ramifications are readily transferrable to women versus men, while Etzkowitz et al (2010) conceptualized discriminatory preferences of women in engineering and technology fields as arising from an active desire by engineering-oriented organizations to maintain social distance from women due to their perceived family responsibilities, which negatively affect their performance and productivity. To reinforce this view of normalized discrimination in the workplace, Hatchel Aveling (2008) observe that many technology-oriented organizations are more likely to hire males than women, not mentioning that males working for these organizations are more likely than females to be given credit for ideas, concepts or work completed. According to Etzkowitz et al (2010), women are expected to work twice as hard to prove that they are capable of becoming productive telecommuni cation engineers, systems analysts and ICT experts. There is compelling evidence that women continue to be discriminated against in science and technology-oriented occupations due to their low levels of experience relative to men (Franzway et al, 2009). As rightly pointed out by Blau Khan (2007), â€Å"†¦the qualification that has proven to be quite important is work experience because traditionally women moved in and out of the labour market based on family considerations† (p. 9). Experience and the accumulation of skills that are fundamental in science and technology fields go hand in hand. Consequently, available studies (e.g., Blau Khan, 2007; Franzway et al, 2009; Deem, 2007) have demonstrated that women may particularly avoid career trajectories obliging large investments in skills that are distinctive to a particular endeavour mainly because of the fact that the returns to such investments are reaped only as long as the employee remains with that employer. Indee d, many employers may exhibit reinforced reluctance to hire women for such occupations because the organization bears some of the costs of such sector-specific training, not mentioning that their fear is further compounded by the fact that they may not get a full return on that investment due to higher turnover of women telecommunication engineers (Jones, 2010; Bhatia Amati, 2010). The lack of benefits perceived to be unique to women has worked to the disadvantage of women in technology-oriented fields. Indeed, Gillard et al (2008) posit that the majority of newly created technology and telecommunication occupations in developed as well as developing countries are predominantly found in the private sector, but the absence â€Å"†¦of benefits available means that women are unlikely to pursue these types of employment, instead having to opt for public sector work that is more likely to offer childcare provision, flexible hours, and maternity leave† (p. 272). As some gover nments formulate policies aimed at passing legislation for these benefits, which are perceived to encourage more women into technology and telecommunication occupations, the full responsibility for availing them often falls into the hands of private sector employers who are then inclined to discriminate against offering job positions to women in a bid to circumvent the financial cost of affording these services and benefits (Gillard et al, 2008; Baron Cobb-Clark, 2010; Franzway et al, 2009; Deem, 2007). Benson Yukongdi (2005) note that some organizations avail little in the way of family friendly policies or child care that would assist women professionals to deal with the role conflict arising from engagement with family related responsibilities as they perform organizational roles. According to Kusk et al (2007), â€Å"†¦explicit admittance of a belief in gender differences serve as a mechanism to sustain the status quo of the gender order by affirming current inequalities and prejudices as a natural difference† (p. 111). Women traditionally are perceived to be more oriented toward undertaking family responsibilities than engaging in paid labour. Where women engage in paid work, they nevertheless undertake major domestic responsibilities in addition to their organizational responsibilities. In many instances, as noted by Benson Yukongdi (2005), the gender-based division of family responsibilities and domestic work leaves women with few choices but to downsize their professional ambitions to fit with their family demands. In addition, some growth mind-sets have been found to influence girls into believing that they are not as good as boys in science and technology-oriented fields, and that men are more appropriate to venture into scientific careers than are women (Jones, 2010). Consequently, when girls and women take a stand that they only have a fixed amount of knowledge that is undesirable in scientific careers, they are more likely to believ e in the stereotype, lose confidence and self-belief, and eventually disengage from science, engineering and technology-oriented disciplines. This implies that women career trajectories in the mentioned disciplines become misplaced early in life due to the stereotype (Gillard et al, 2008; Schreuders et al, 2009). Inflexible and unfavourable organizational environment, reinforced by strategies and policies that are unfavourable to the progression of women in engineering and technology fields, have been blamed by leading scholars and practitioners as one of the foremost barriers to gendered occupational equality in these fields (Franzway et al, 2009). Indeed, Kusk et al (2007) observe that some of the best women telecommunication engineers are opting to retire early and set up their own businesses because they can create the type of environment that is free of unfavourable organizational policies and working environment. Encouraging Retaining Women in Technology Fields While it is cl ear that some of the issues and challenges contributing to gendered occupational segregation in technology-oriented firms represent the unique situation in a particular country, various studies have concluded that, in most cases, the problems and challenges are more universal in nature and scope (Benson Yukongdi, 2005). This implies that the solutions to the gender inequalities can also assume universal dimensions. Upon undertaking a comprehensive review of extant literature on continued occupational segregation of women in engineering and technology fields, Kusk et al (2007) noted that â€Å"†¦encouragement from family, friends, teachers and advisors is pivotal both in choosing and succeeding in engineering education† (p. 111). Blattel-Mink (2002) cited in Kusk et al (2007) posited that â€Å"†¦true gender equality requires both that those individual women in scientific subjects should have strong career orientation and that structural, institutional and cultural environs should become more welcoming towards women† (p. 111). Benson Yukongdi (2005) posit that increased access to educational opportunities for women, particularly in tertiary-level course, could deal a major blow to gendered occupational segregation in technology-oriented fields. Organizations and countries need to pass legislation that will minimize gendered occupational segregation in technology-oriented field as â€Å"†¦legislative reform constitutes an important component of any strategy to achieve equality in employment† (p. 289). According to these authors, legislation can be instrumental in setting up a community standard, not mentioning that it can serve to demonstrate acceptable behaviour. However, legislation cannot avail a swift remedy to the embedded gender equality segregation in technology-oriented fields, and can lead to manifold informal strategies to outwit the intent of such legislation. Countries also need to pass legislation that would all ow the girl child to have access to technology in elementary schools with a view to downgrade or diminish the gendered stereotype that a career in technology is only meant for men. According to Hafkin Huyer (2007), â€Å"†¦ICTs impact men and women differentially, and in almost all cases, women have many disadvantages that result in their having less access to technology and therefore less use of it† (p. 26). Etzkowitz et al (2010) observe that the access to technology in many countries across the world has allowed women to enhance their economic conditions, progress politically and widen participation in science and technology-oriented occupations for future generations. Benson Yukongdi (2005) are of the opinion that increased marketization of childcare and domestic work could assist women to achieve equal employment opportunities in technology-related sectors by neutralizing the division of domestic labour and the role expectations placed on women. Increasing the ran ge of governmental and organizational support mechanisms through marketization of these services will go a long way to assist women institute a more focused and equitable balance between work roles and family responsibilities. This notwithstanding, the role conflict experienced by women as they attempt to balance their domestic responsibilities and organizational roles will only be assuaged when more substantial social, cultural and attitudinal change transpires within society (Benson Yukongdi, 2005; Deem, 2007; Schreuders et al, 2009). Coping skills and strategies should be taught in institutions of higher learning to make girls understand the barriers and limitations that women in engineering and technology-oriented curricula face and the coping strategies known to be effective in these environments (Morganson et al 2010). These researchers posit that â€Å"†¦coping is a transportable skill that can continue to assist girls and women in overcoming barriers as they move forw ard in their careers† (p. 170). It is important to note that men and women cope in different ways; while men tend to cope by attempting to either alter the stressor (problem-focused coping) or ignore it totally (avoidant coping), women, in contrast, engage in social support coping. Consequently, women must rely on others in the work environment not only for emotional support but as a way to deal with work or family related challenges and seek assistance from others to overcome the stressors (Morganson et al, 2010; Schreuders et al, 2009). Lack of adequate social support coping mechanisms in technology-oriented organizations, therefore, may translate into recruitment of fewer women and higher turnover of women. Conclusion From the analysis it is clear that despite spirited attempts by governments and organizations to achieve equal gender representation in engineering and technology-oriented fields, the problem is far from over. In countries which have achieved tangible outcomes in narrowing down the gap, â€Å"†¦the steady increase in participation of women in science is marred by the tendency of fields to lower in status as women achieve equality of representation, and by continued resistance to women reaching positions of authority† (Etzkowitz et al, 2010 p. 83). Consequently, these negative progressions must be reversed if women are to enjoy the economic and social gains that are attached to the highly prestigious fields of science, engineering and technology. Collecting and analyzing data on why women fail to, make a tangible impact in these fields is a necessary prerequisite to achieving more gendered occupation equality in the industry. As noted in a report by the United Nations Development Programme cited in Hafkin Huyer (2007), â€Å"†¦without data, there is no visibility; without visibility, there is no priority† (p. 26). It is this understanding that provides the impetus for the next section, which aims to collect data t o analyze why there are few women employees in the telecommunications sector in Europe and Middle East. Summary of Conceptual Frame Work From the analysis and statistics, carried out in various regions globally, it is evident that careers which comprise of; technology, engineering, computer science, mathematics, physics, telecommunication and ICT, have little or no women in them. This is because of the gender disparity that is exorbitant in diverse societies globally (Baron 2010, p.203). Whereby, the believes in these societies, define different careers in terms of being feminine or masculine. This has affected women in making career choices, where most of the women find it odd to choose careers that are more masculine in the society than they are feminine. Moreover, even when women take technical occupations, the job market prejudices them because it prefers men to do masculine occupations. Organisational policies that do not encourage women on technical careers have watered down e fforts to eliminate gender segregation in occupations (Schreuders 2009, p103). Meritocracy, which is a strategy developed to eliminate occupational gender segregation, has also failed due to this same prejudice in the job market. The pipeline theory, established to maximize and increase the number of women in masculine occupation, also failed since women who acted in reaction to this theory, did not take masculine and technological occupations (schreuders 2009, p110) On the other hand, unusually many societies globally have painted technical courses masculine. However, despite this, most men have shown a lot of unfading interest in these courses. This has raised a real, crucial question why it is so. Various sociological researchers have answered this critical intriguing question. First, the greatest fear of a man is to become a failure, and for man to overcome this fear he has to find something that is sufficient so as to overcome this fear. Hence or otherwise, most men go for tech nical courses because they are more prestigious in the society and moreover because the job market is remarkably open and diverse for technical course (Franzway 2009, p96). In addition to that, there’s an enormous guarantee that technical courses offer jobs to men. All in all, men have majorly many family responsibilities in life, and so it is necessary for a man to take a course that will guarantee the security of his family sufficiently. However, this is not enough reason for occupational gender segregation in technical courses. Lastly, occupational gender segregation can be eliminated with time if the systems of various organisations and associations globally can be changed to be more feminine friendly in relation to technical careers (Franzway 2009, p103) References Baron, J.D., Cobb-Clark, D.A (2010). Occupational Segregation and the Gender Wage Gap in Private- and Public-Sector Employment: A Distributional Analysis. Economic Record, 86 (273), pp. 227-246. Benson, J., Yukongdi, V (2005). Asian Women Managers: Participation, Barriers and Future Prospects. Asian Pacific Business Review, 11 (2), pp. 283-291. Bhatia, S., Amati, J (2010). ‘If these Women can do it, I can do it, Too’: Building Women Engineering Leaders through Graduate Peer Mentoring. Leadership Management in Engineering, 10 (4), pp. 174-184. Blau, F.D., Kahn, L.M (2007). The Gender Pay Gap: Have Women gone as Far as they Can? Academy of Management Perspectives, 11 (2), pp. 283-291. Bystydzienski, J.M (2004). (Re)Gendering Science Fields: Transforming Academic Science and Engineering. NWSA Journal, 16 (1), pp. 8-12. Castilla, E.J., Bernard, S (2010). The Paradox of Meritocracy in Organizations. Administrative Science Quarterly, 55 (4), pp. 543-576. Coder, L., Rosenbloom, J.L., Ash, R.A., DuPont, B.R (2009). Economic and Business Dimensions: Increasing Gender Diversity in the IT Workforce. Communications of the ACM, 52 (5), pp. 25-27. Deem, R (2007). Managing a Meritoc racy or an Equitable Organization? Senior Managers’ and Employees’ Views about Equal Opportunities Policies in UK Universities. Journal of Education Policy, 22 (6), pp. 615-636. Etzkowitz, H., Gupta, N., Kamelgor, C (2010). The Gender Revolution in Science and Technology. Journal of International Affairs, 64 (1), pp. 83-100. Franzway, S., Sharp, R., Mills, J.E., Gill, J (2009). Engineering Ignorance. Frontiers: A Journal of Women Studies, 30 (1), pp. 89-106. Gillard, H., Howcroft, D., Mitev, N., Richardson, H (2008). â€Å"Missing Women†: Gender, ICTs, and the Shaping of the Global Economy. Information Technology for Development, 14 (4), pp. 262-279. Hafkin, N.J., Huyer, S (2007). Women and Gender in ICT Statistics and Indicators for Development. Information Technologies International Development, 4 (2), pp. 25-41. Hatchell, H., Aveling, N (2008). Those same Old Prejudices? Gendered Experiences in the Science Workplace. Journal of Workplace Rights, 13 (4), pp. 355-375. Huffman, M.L., Cohen, P.N., Pearlman, J (2010). Engendering Change: Organizational Dynamics and Workplace Gender Desegregation, 1975-2005. Administrative Science Quarterly, 55 (2), pp. 255-277. Jones, J (2010). Closing the Gender Gap. Civil Engineering, 80 (7), pp. 60-63. Kotsilieri, F., Marshall, J (2004). Hellenic Women Managers in the Telecommunications Sector: Living in Transition. New Technology, Work Employment, 19 (3), pp. 177-191. Kusk, F., Ozbilgin, M., Ozkale, L (2007). Against the Tide: Gendered Prejudice and Disadvantage in Engineering. Gender, Work Organization, 14 (2), pp. 109-129. Morganson, V.J., Jones, M.P., Major, D.A (2010). Understanding Women’s Underrepresentation in Science, Technology, Engineering, and Mathematics: The Role of Social Coping. Career Development Quarterly, 59 (2), pp. 169-179. Oswald, D.L (2008). Gender Stereotypes and Women’s Reports of Liking and Ability in Traditionally Masculine and Feminine Occupations. Psy chology of Women Quarterly, 32 (2), pp. 196-203. Sappleton, N., Takrui-Rick, H (2008). The Gender Subtext of Science, Engineering, and Technology (SET) Organizations: A Review and Critique. Women’s Studies, 37 (3), 284-316. Schreuders, P. D., Mannon, S.E., Rutherford, B (2009). Pipeline or Personal Preference: Women in Engineering. European Journal of Engineering Education, 34 (1), pp. 97-112. Schweitzer, L., Ng, E., Lyons, S., Kuron, L (2011). Exploring the Career Pipeline: Gender Differences in Pre-Career Expectations. Industrial Relations, 66 (3), pp. 422-444.

Research proposal on the impact of marketing strategies and loyalty Dissertation

Research proposal on the impact of marketing strategies and loyalty scheme of TESCO - Dissertation Example The methodology to be adopted in conducting the research proposal consists of both primary research and secondary research aimed at the management and consumer base of Tesco. The data obtained from the research consist of qualitative data, through interview and observation and quantitative data, with the help of questionnaires. These quantitative and qualitative data were analysed based on the answers of the interviewee and also with the help of graphs and charts obtained from questionnaires. Description Background to Research Literature Review Marketing Strategies Ranchhod and Gurau (2012:1) reflect that the strategies framed by a business corporation reflecting on key changes in the external environment while working effectively based on its resource base to gain enhanced position in the existing market place constitutes the marketing strategies of the firm. The external environment of a business corporation is susceptible to large amount of changes owing to alterations in the dema nd pattern of the existing consumer base owing to alterations in the socio-economic profile of the people. Further the external environment of a business corporation is also subjected to legislative and policy changes where again new technologies are also introduced in the business unit. Depending on such changes the strategies of the company focusing on the market trends also tend to change accordingly. Marketing Strategies in Retail Retail companies operating in the global sphere also tend to act based on different marketing strategies to compete effectively in the different markets. Lamb, Hair and McDaniel (2011:241-245) state that the marketing strategies of retail corporations are created and made effective to fulfil certain key objectives like gaining an enhancement of consumer traffic in the different stores, enhancing the sale of its products and services and also in gaining an enhanced consumer awareness in the densely populated retail market. The first strategic initiative that needs to be taken by the retail companies is to focus on gaining the target market through effective segmentation based on demographic, psychographic and geographic profile of the total consumer base. Further the retail market being an integral part of the service marketing companies tend to work based on the seven Ps to formulate the total marketing mix strategy. Firstly retail companies’ work on enhancing the assortment depth of the products thereby helping consumers to choose from a plethora of different options in regards to a specific product category. Secondly in close conformity to the type of consumers in the target market based on social and economic conditions the retail companies are required to set the price for its products. The retail companies can also go for a price mix where certain categories of products can be priced in a premium fashion, while others in a discounted or low price fashion depending

Developmental Psychology Case Study Example | Topics and Well Written Essays - 1750 words

Developmental Psychology - Case Study Example These issues will be tied to the Freudian theories addressing repression, defense mechanisms, and division of the mind. Since this project is of a scholarly nature, only academic-quality resources were used in putting it together. The works were from academic scholars and were located utilizing an online search engine. The idea was to first develop the questionnaire, interview the mother of the child at the topic of discussion, and then to relate what was learned in the survey to the academic literature, which reflected the works of Freud and his ideas. The first of Freud's theories that was analyzed was that of repression. According to Stevenson (1996, pg. 1), "Freud's conception of the mind is characterized by primarily by dynamism, seen in the distribution of psychic energy, the interplay between the different levels of consciousness, and the interaction between the various functions of the mind. The single function of the mind which brings together these various aspects is repression, the maintenance of what is and what isn't appropriately retained in the conscious mind." It is believed that the child of this discussion is experiencing the strong symptoms of repression, most likely due to the childhood loss of her little sister. Stevenson (1996, pg. ... fundamental, usually unconscious function of the ego, maintains equilibrium in the individual by repressing inappropriate, unfeasible, or guilt-causing urges, memories and wishes (all usually of the id) to the level of the unconscious, where they will be out of sight, if not out of mind. The ability to repress dangerous or unsettling thoughts turns out to be vital to the individual's ability to negotiate his way through life." Of course, a healthy level of repression is to be expected of a child. A child who cannot repress guilty urges is doomed to a life of crime and punishment. However, if a child is overly repressed, it can seriously interfere with his or her life. One way in which it can manifest itself is in the form of anxiety, and it can be seen on the questionnaire that the child in question is experiencing anxiety and panic attacks. It can also show up in the form of repressed anger, where the child holds a grudge against someone and then suddenly explodes or is irritable, and it can be seen on the questionnaire that the child in question is having issues regarding anger and irritability (Breger, 2000; Gay, 1996; and Petocz, 1999). The next level of Freudian theory that was examined was that of defense mechanisms. According to Stevenson (1996, pg. 1), "As a part of the never-ending interplay between the id, ego, and superego, the mind (in particular the ego) must constantly repress anxiety-causing impulses or memories. This repression, though, is often tenuous and difficult to maintain. In order to sustain this repression and fend off anxiety, often in the face of constant reminders of the repressed item, the ego additionally employs several defense mechanisms. These mechanisms help to maintain the stability and sanity of the individual, though they sap

Discusstion 8 Essay Example | Topics and Well Written Essays - 500 words

Discusstion 8 - Essay Example ential risk for an Autism Spectrum Disorder and the public measures that could assist in the identification of the people at risk, plan health programs and implement preventative measures. Essentially, evaluating environmental factors in concern to risks of autism requires a depth analysis of human and animal aspects, exposures, medical procedures and alimentary influences (Autism Response Team, 2014). Many of the studies base on exploring the relations between disclosures and body encumbrance approximations and autistic consequences; however, neurological progress of humans and animals is also a considerable factor. Largely, exposure to environmental chemicals is a common risk for a number of autism spectrum disorders that have adverse effects that cause variations in the growth of the neurological system and other parts of the human body and normal function. Many learning and development incapacities in humans result from environmental agents and chemicals such as pesticides, solvents, mercury, ethers among others; moreover, they have a straight effect on the evolving nerves of the human system leading to autism and other related disorders. All the same, these agents do not solely cause the autism spectrum disorders but combine with other environmental factors; though, these factors have minimal impact. Furthermore, research shows that even while combined, the chemicals alone do not cause the related effects. Genes also act as a major determinant for the environmental chemicals’ effects especially because of their variations; typically, some of the people exposed to these chemicals have an increased risk to autism than others (Rodriguez 2014). Triggers to autism vary with the state of an environment and individual factors such as the genes hence creating ample challenges on utterly establishing the core causes. Identification, reduction and prevention of a risk are usually the basis of almost every medical risk factor research. Assertively, implementation

Engineering Materials Coursework Example | Topics and Well Written Essays - 750 words

Engineering Materials - Coursework Example In addition, glass is very similar to a slowly moving liquid so that old pieces of glass seem thicker at the bottom than at the top. In order to increase the tensile strength of the glass, the molecules must keep very strong hold with one another. Surface finishing and ion-exchange are two chemical processes that are applied to strengthen glass materials (Chemically strengthened glass, 2011). Q3. The Giffith’s theory reflects the relationship between crack length at fracture and applied nominal stress. It is a comprehensive equation that can be effectively employed for engineering purposes. Giffith’s theory says that steel is a safer engineering material than glass. It is experimentally proved that the stress required to fracture a glass is nearly 100 MPa. It indicates that comparatively a smaller stress is enough to fracture a glass and therefore, this material is not advisable for engineering purposes. In contrast, since a higher stress is required to fracture a steel material, it can strengthen buildings and other engineering constructions (Simple Stress). In short, steel is a very stronger material as compared to glass substances. Civil engineers would suggest stronger and durable components for their projects since they are built for a long time.Q4. A metal or any other structural material will undergo a change in its shape when a sufficient load is applied to it and this change in shape is called deformation. Elastic deformation is a process by which a temporary shape change. takes place and the material comes to its original shape when the applied force is removed. Plastic deformation will be uniform between the elastic limit and ultimate tensile strength (UTS). It means uniform plastic deformation is applicable only between certain limits and it will be non-uniform once the UTS is exceeded. It is assumed that the interface between a larger hole and a smaller hole has a direct impact on local plastic deformation. The interconnection between the â€Å"array angle of larger holes and the development of the shear band† can greatly influence local plastic deformation (SAO/ NASA ADS physics abstract service). Q5. â€Å"Rubber elasticity involves flexible molecular chains which need to be interconnected to prevent gliding.† (Francois, Pineau, and Zaoui, 1998, p.67). Rubber elasticity necessitates a high temperature in order to ensure the adequate mobility of the molecular chains. Rubber elasticity’s entropic nature can be attributed to the large number of possible configurations for the molecular chains. As discussed earlier, rubber elasticity requires high temperature and it promotes mobility of molecular chains. This feature is one the main causes for rubber elasticity to low swiftness and high tension. Q6. The combination of thermosetting resin and glass fibers produces composite materials which are tough even though both the primary elements are brittle. It is necessary to note that transfer of stre ss between reinforcing fibers and acting as a glue to hold the fibers together are

Ozone Depletion Regime Essay Example | Topics and Well Written Essays - 3500 words

Ozone Depletion Regime - Essay Example According to them, when the compound Chlorofluorocarbon (CFC) reaches the atmosphere, it can be broken down by ultraviolet radiation which in turn would result to a release of chlorine atoms. The chlorine atoms would then destroy large amounts of ozone molecules (O3), aggregately called as the ozone layer. Molina and Rowland further contended that since ozone layer absorbs most of the ultraviolet-B (UV-B) radiation from the sun, the depletion of the ozone layer would have dangerous health, environmental and economical implications. The study, which was published on the journal Nature on June 28, 1974, paved way to further studies of the subject and in 1976, the National Academy of Sciences finally confirmed the Rowland- Molina hypothesis. By early 1980's some countries, including the United States and Canada are already exerting their efforts to mitigate the use of the CFC including imposing ban on the non- essential uses of the compound. National efforts however are not enough in that the utilization of ozone depleting chemicals is on a global scale, and it entails a global effort to reduce the use of the ozone depleting substances. To attain this objective, an agreed international effort became necessary. In 1981, The United Nations Environment Programme (UNEP), acted on behalf of a proposal to conduct a global convention on the issue. There was a long deadlock as to the international negotiations to phase out ozone-depleting substances because of such issues as the lack of understanding about the extent of the threat and the presumed unavailability of a technological capacity to respond to the challenge (The Montreal Protocol: History 2001). Finally in March 1985, the Vienna Convention on the Protection of the Ozone Layer was signed. The Vienna Convention on the Protection of the Ozone Layer, though reflects international agreements to address the ozone depletion issue, does not contain legally binding control to reduce production and consumption of ozone depleting substances. A need for stronger measures is deemed necessary especially with the advent of reports of an ozone hole over Antarctica and a generated public fear of a possible ozone effected global disaster. Thus resulted th e Montreal Protocol on Substances that Deplete the Ozone Layer, "the first concrete international measure to control ozone-depleting chemicals" (Parson 2001). The Objectives of the Regime The Vienna Convention for the Protection of the Ozone Layer has a generally broad objective in that it merely requires its parties to "take appropriate measures" to protect "human health and the environment from ozone depletion". The Montreal Protocol on Substances that Deplete the Ozone Layer moved on further from these general goals by imposing stricter measures and by specifying concrete objectives of limiting and regulating the use of the ozone depleting substances. The initial objectives of the Montreal Prot

Engineering Materials Coursework Example | Topics and Well Written Essays - 750 words

Engineering Materials - Coursework Example In addition, glass is very similar to a slowly moving liquid so that old pieces of glass seem thicker at the bottom than at the top. In order to increase the tensile strength of the glass, the molecules must keep very strong hold with one another. Surface finishing and ion-exchange are two chemical processes that are applied to strengthen glass materials (Chemically strengthened glass, 2011). Q3. The Giffith’s theory reflects the relationship between crack length at fracture and applied nominal stress. It is a comprehensive equation that can be effectively employed for engineering purposes. Giffith’s theory says that steel is a safer engineering material than glass. It is experimentally proved that the stress required to fracture a glass is nearly 100 MPa. It indicates that comparatively a smaller stress is enough to fracture a glass and therefore, this material is not advisable for engineering purposes. In contrast, since a higher stress is required to fracture a steel material, it can strengthen buildings and other engineering constructions (Simple Stress). In short, steel is a very stronger material as compared to glass substances. Civil engineers would suggest stronger and durable components for their projects since they are built for a long time.Q4. A metal or any other structural material will undergo a change in its shape when a sufficient load is applied to it and this change in shape is called deformation. Elastic deformation is a process by which a temporary shape change. takes place and the material comes to its original shape when the applied force is removed. Plastic deformation will be uniform between the elastic limit and ultimate tensile strength (UTS). It means uniform plastic deformation is applicable only between certain limits and it will be non-uniform once the UTS is exceeded. It is assumed that the interface between a larger hole and a smaller hole has a direct impact on local plastic deformation. The interconnection between the â€Å"array angle of larger holes and the development of the shear band† can greatly influence local plastic deformation (SAO/ NASA ADS physics abstract service). Q5. â€Å"Rubber elasticity involves flexible molecular chains which need to be interconnected to prevent gliding.† (Francois, Pineau, and Zaoui, 1998, p.67). Rubber elasticity necessitates a high temperature in order to ensure the adequate mobility of the molecular chains. Rubber elasticity’s entropic nature can be attributed to the large number of possible configurations for the molecular chains. As discussed earlier, rubber elasticity requires high temperature and it promotes mobility of molecular chains. This feature is one the main causes for rubber elasticity to low swiftness and high tension. Q6. The combination of thermosetting resin and glass fibers produces composite materials which are tough even though both the primary elements are brittle. It is necessary to note that transfer of stre ss between reinforcing fibers and acting as a glue to hold the fibers together are

Psycology in Education Essay Example | Topics and Well Written Essays - 3500 words

Psycology in Education - Essay Example I remember how one of the science teachers in my elementary school used classical conditioning to develop a positive learning environment. When teachers scold young learners despite the fact that they may be having psychological problems, anxiety shows whenever teacher enters the classroom. By using the effective tool of classical conditioning, as a teacher I will try eliminating the link between my students’ bad past learning experiences and anxiety. For this, I will first assess the general outlook and mood of every young learner for applying myriad psychological techniques later in order to remove the weaknesses I might notice in them. Then, I will subtly pair the stimulus of test with encouraging words so that the anxiety my students might feel upon being asked a question could get replaced with positive conditioned response of confidence. That is how I deem classical conditioning to act as a benefit for me because I think it will help me remove negative stimuli to develop positive behavior. Now, instrumental conditioning is another development theory and the probability of how long this tool could last when applied to education could depend on the severity of reward or punishment. Instrumental conditioning can be used to both strengthen and repress a certain good or bad behavior by way of encouragement or reprimand, respectively. I find it to be relevant in my instructional setting because from my own past learning experience I have learned that teachers can play a huge role in either repressing or strengthening a certain behavior in the classroom. Some of my students might have an annoying habit of talking incessantly in the classroom and showing aggression when reprimanded... This paper approves that authoritarian teaching style proves to be toxic for the diverse learners as challenges are not handled appropriately and objectives fail to be met. That is why I intend to develop a learning activity for my instructional setting that would adhere to the learner-centered approach. I will use the learner-centered instruction strategy of problem-based thinking to serve as the backbone of my learning activity devised for the 9th graders in custody. Problem-based learning challenges the students to work in team so that everyone develops the ability to relate with people and social anxiety could be reduced. A learning activity in which puzzling questions are directed at the learners in the hope that they collaborate with one another energetically to solve different dilemmas would suit my instructional setting the most. This paper makes a conclusion that In response to this type of learning activity, my students will learn to enjoy the benefits of increased cooperation and find answers to certain problems they might come across during the learning process by themselves. There will be heightened curiosity to find answers, increased mental stimulation, and strengthened academic interest to participate. All these features form highly important elements of problem-based learning. Students feel more engaged in the classroom and remain more interested during the lectures when presented with some effective problem-based learning questions which should be preferably puzzling in nature.

Importance of Water Essay Example for Free

Importance of Water Essay In order to fulfill his desires, man exploits the environmental factors to a greater extent, by which the environment loses its natural capacity for self-stabilization. The impact of mans various activities that are detrimental to the environment are: * Increase in population density. * Rapid urbanization * Massive industrial growth * Inadequate food and * Depletion of resources. To meet the increasing demands of time, human beings deliberately exploit the natural environment to improve their quality of life. Unknowingly, different environmental activities such as construction of roads dams, airports, buildings, irrigation projects, power plants and industries have some negative repercussions on the environment in which man lives. Thus, the developmental activities are unsustainable for global ecosystem. But we cannot stop these activities. For the development of the nation, these activities are essential. Industrial growth is directly related to nations economy. Construction of major and minor irrigation projects and development of new power plants must not be frozen. Hence at the present context, when man has reached at twenty first century, no body would want for technological stagnation. On the other hand, excessive exploitation of the environment through these technological implications leads to disaster. Hence, there is the problem of one word pollution. So what is needed is the environmental management and sustainable development. Sustainable development is implied to regulate the demands of man in such a manner that the ability of the same environment to sustain his development will remain un-repaired,. — is the version of Bindu N. Lohani. Hence much emphasis is given on environmental management and sustainable development. It is as a discipline by itself is growing rapidly and no way it proposes to halt economic growth and to stop technical development; rather it aims at achieving that sustainable rate of economic growth which is necessary to meet mans material needs whilst conserving scarce natural resources and protecting both the external and the internal environments, says Dr.  Uma Shankar, senior faculty member of Management Development Institute, New Delhi. Hence, sustainable development and environmental management are essential for improvement both the quality of the environment and the quality of human life. For that source areas are identified to give utmost priorities.

Rationale For Leadership Development

Rationale For Leadership Development This assignment will be assessed through the students own reflection towards leadership developments in future. This assessment helps student evaluate their current leadership abilities and create their own leadership development plan. 1. Develop a Personal Leadership Development Plan (LDP). 10 marks You are expected to develop a plan for improving your leadership ability. This plan could set two goals for your personal leadership development in future. It should also help you take more responsibility for your own future and life. The two samples of LDP layout are as following Ldp 1 (5 marks) Identify opportunities you have for leadership development (SHORT TERM) [1 mark] In reality, there are many opportunities to develop your leadership skills, both within your organization and externally. You just need to know where to look. Opportunities also exist outside the workplace. If you belong to a computer science or IT association, offer to serve on a committee. Or volunteer with a non profit organization, where you can develop your leadership abilities with a group that would welcome your assistance. Quality leaders are always in demand at IT organizations. You already have the advantage of experience within and knowledge about your firm, so by improving your leadership skills, youll make yourself even more qualified for advancement. Your rationale for leadership development [1 mark] Successful management requires more than just assigning tasks to the team. It calls for a leader who can inspire team members to achieve their full potential. People want to be guided by a person they respect, someone who has a clear sense of direction. To be that person, there are certain things that you must BE, KNOW and DO. And thats what developing leadership skills is all about. This could be a real eye opener, and the key to making changes to your leadership style. Employ a 360 degree approach wherein you receive feedback from your team members and peers. Let your team in on the objective behind the survey. A relaxed and open environment will help draw out their honest opinion. Take complete responsibility for how you are heard. Always rephrase your message to make it sound positive. Effective communication is a fine art. An integral part of developing leadership skills is to learn to respect your teams capabilities. Let the te am members take decisions on certain issues. Your team must believe in your integrity, and that you really mean what you say. Distribute tasks among group members depending on the situation and individual strengths. You become a better leader by involving more people in the leadership process. Your prime responsibility is to ensure success and development of the team. Focus on building their skills as this will enhance motivation and team performance. Describe your strategies for leadership development [1 mark] Tailor personal and 360-degree assessments to the business strategy. The first place to start is the assessments you use in any LD program, as these are the front end of leadership development work. For instance, maybe change is an important implication of your business strategy. Identify parts of existing assessments that can be emphasized and relate. Select development goals related to the business strategy. When people identify goals, have them describe in their plan how the goal ties back to the business strategy. This activity gets people thinking about how goals relate to the business and why they should tackle a particular development goal. Tie training to the business strategy. In general, you have a choice of training topics and the design of the training. With the topic choice made, you can design the training to be based on the business strategy. He or she can describe exactly how the training relates to the current business strategy. Select Action Learning projects directly related to the business strategy. Many organizations use Action Learning as part of their LD efforts. This allows participants to practice their development goals. The key decision is selecting the projects. Select those that best fit and push forward the business strategy. Create a hybrid LD strategy. The prior four strategies are independent. That gives you the opportunity to string them together. Depending on your particular situation, you may be able to combine all four strategies and take action in each area. Or maybe it is just tackling two of them. Timeframe required to accomplish your development(s) [0.5 marks] Bill Gates had an early interest in software and began programming computers at the age of thirteen. In 1973, Bill Gates became a student at Harvard University, where he meet Steve Ballmer (now Microsofts chief executive officer). While still a Harvard undergraduate, Bill Gates wrote a version of the programming language. Bill Gates company Microsoft became famous for their computer operating systems and killer business deals. For example, Bill Gates talked IBM into letting Microsoft retain the licensing rights to MS-DOS an operating system, that IBM needed for their new personal computer. Gates proceeded to make a fortune from the licensing of MS-DOS. Bill Gates company Microsoft became famous for their computer operating systems and killer business deals. For example, Bill Gates talked IBM into letting Microsoft retain the licensing rights to MS-DOS an operating system, that IBM needed for their new personal computer. Gates proceeded to make a fortune from the licensing of MS-DOS. Evaluation (How will you measure what you have accomplished?) [1 mark] In contrast, evaluation for program improvement reflects an approach we refer to as real-time evaluation or RTE. At the Packard Foundation, real-time means balancing monitoring and evaluation to effectively support learning and continuous improvement as our grant making strategies are implemented. In practice, this approach extends beyond evaluation, and represents our overall strategy to develop an appropriate monitoring, evaluation, and learning system for each subprogram. We integrate real-time monitoring and evaluation to regularly facilitate opportunities for learning and bring timely evaluation data-in accessible formats-to the table for reflection and use in decision making. Rather than focus solely on evaluation, we have been encouraging a culture that thinks evaluative throughout the grant making lifecycle of planning, implementation, monitoring, assessment, and course correction Resourcing required [0.5 marks] Ldp 2 (5 marks) Identify opportunities you have for leadership development (LONG TERM) [1 mark] By making the Leadership Development Institute available at your organizations site, you have the opportunity to positively affect the organization. Any of our open-registration programs can be tailored to fit your organizations requirements, or we will create a program that mixes the elements your organization needs. Our goal is to provide you and your organization with long-term foundation to create productive, results-oriented workplace relationships. Education and training efforts are best when considered as ongoing at all levels of the organization. Your rationale for leadership development [1 mark] It is almost impossible to find good feedback,green bay packers jersey5, which you can trust,green bay packers jersey8, but there are a few golden rules which will aid you to work your way through either good or bad criticism Lets touch on the heavier,green bay packers jersey2, more important and life changing decisions that we can make but dontstressed-by-wulfpst files,green bay packers jersey8, make sure you close the Outlook,green bay packers jersey3, as the files will not be copied What are you worried anymore? The sound that Razor e100 makes? You really don? have to worry about that; this Razor e100 is not going to make the noise when your child rides on it If these heavy structures are checked on a regular basis then it would help avoid any major technical defect in the futureOnce upon time,93552, garages were for cars Apart from being a personal chef,green bay packers jersey2, he also writes for different national culinary pub lications, hosts a TV show called Culinary Adventures,green bay packers jersey4, and can be heard on many radio stations in the upper Midwest as he talks about the fine art of barbecuing and grilling Moreover, there is no credit check process So Randy intended to go FSU on a full football scholarship He had been living with his grandmother,green bay packers jersey9, and it was said he was unhappy about this,green bay packers jersey9, wanting to live with his mother Qubilah in Texas While facilities have been put in place to allow soldiers on break to call their families and friends,green bay packers jersey9, these do not seem to make up for the lost timecom An MMA fighter must maintain his strength,green bay packers jersey8, power and endurance at an even level during the matchmy-ownPeople with fibromyalgia also may benefit from a combination of physical and occupational therapy,green bay packers jersey0, by learning pain management and coping techniques,green bay packers jersey9, and by properly balancing rest and activity Describe your strategies for leadership development [1 mark] . The definition of business strategy is a long term plan of action designed to achieve a particular goal or set of goals or objectives. Strategy is managements game plan for strengthening the performance of the enterprise. It states how business should be conduct to achieve the desired goals. Without a strategy management has no roadmap to guide them. Creating a business strategy is a core management function.It must be said that having a good strategy and executing the strategy well, does not guarantee success. Organisations can face unforeseen circumstances and adverse conditions through no fault of their own. Timeframe required to accomplish your development(s) [0.5 marks] . Having a professional development plan is an important part of career development. A development plan will lay out your career objectives and the path you will take towards achieving them. It will also set up clear expectations between you and your manager.sit down by yourself and identify your career goals and objectives within your organization. Clearly write out your one-year and five-year career goals and what you need to do in order to achieve them. If you need additional support from your management and peers to achieve those goals, identify the people who will be keys in your career development. Evaluation (How will you measure what you have accomplished?) [1 mark] Resourcing required [0.5 marks]