Basic Accounting Equation

The basic accounting equation upon which the final accounts are prepare encompasses the following: Assets minus Liabilities = Ownership Interest The Balance Sheet is the key financial report that portrays the accounting equation, which will be utilized to compute the accounting equation for the companies at hand.Accounting Equation in McDonald’s Annual Report (2007) Assets: Property, plant and equipment $20,984. 70 million Current Assets $ 3,581. 90 million Other Assets $ 4,825. 10 million Total Assets $29,391. 70 million Liabilities: Non-Current Liabilities (note 1) $ 9,613.40 million Current Liabilities $ 4,498. 50 million Total Liabilities $14,111. 90 million Ownership Interest $15,279. 80 million Note: ownership interest is represented by total shareholders’ equity in the Balance Sheet. Note 1 – Computation of Non-Current Liabilities: Long-Term Debt $7,310. 0 million Other Long-Term Liabilities $1,342. 5 million Deferred Taxation $ 960. 9 million Non-Current Liabilities $9,613. 4 million Accounting Equation in Triarc Companies Incorporation (2007) Assets: Non-Current Assets $1,284,313,000 Current Assets $ 170,254,000Total Assets $1,454,567,000 Liabilities: Non-Current Liabilities (see note 2) $ 798,530,000 Current Liabilities $ 207,163,000 Total Liabilities $1,005,693,000 Ownership Interest $448,874,000 Note: ownership interest is represented by total stockholders’ equity in the Balance Sheet. Note 2 – Computation of Non-Current Liabilities Long-Term Debt $711,531,000 Deferred Income $ 10,861,000 Minority interest in consolidated subsidiaries $ 958,000 Other Liabilities $ 75,180,000 Non-Current Liabilities $798,530,000Under both organisations the same accounting equation is utilised and the same components taken. This uniformity is important in accounting in order to ensure comparability. In addition with the aid of such accounting equation a uniform structure is given to the Balance Sheet, which is an important medium for pertinent stakeholders to assess the financial position and stability of the organization. As one can note the assets section is classified between current and non-current assets, while the liabilities are divided between current and non-current liabilities.The subtraction between the two will results in the ownership interest. This basically comprises the equity capital of the company together with capital and revenue/capital reserves. Such features are present both for McDonald’s Corporation and Triarc Companies Incorporation. In addition such features will also be present in the majority of limited liability companies set across the globe. The Balance Sheet is the main medium that one can utilize to identify the assets, liabilities and ownership interest of the companies.The additional notes in the financial statements serve as detail specification on certain assets and liability elements. However, the accounting equation being generic in its nature does not necessitate t hat one enters into such details. In this respect the Balance Sheet was the main medium utilised to put in practice the accounting equation for McDonald’s Corporation and Triarc Companies Incorporation. Reference: Weetman P. (2003). Financial and Management Accounting. Third Edition. New York: Prentice Hall.

Ethics Simulation Essay

Ethical dilemmas are a constant in the business world. In order for an individual to be adaptive to the ever changing rolls of their jobs it is in their best interest to research their company’s standard operating procedures as well as being informed on new company policies that are being implemented. In doing this research however, the individual will notice that specific problems are not always documented or covered in these manuals. In the area of ethics, people who are given authority must use various lenses to ensure that the company is meeting the expectations of its employees to guarantee their rights and fair treatment. Developing these virtuous attributes is geared at developing cohesion amongst employees, efficiency, and developing a positive reputation. Although there are many ways to resolve an intercompany dispute, the most ethically sound decision comes from people in positions of power being informed of the issue and setting their sights on ensuring fairness and ruling in favor of the option that creates the greatest overall good. This paper will examine the two Ethics Game examples and follow the worksheet format for answering questions. The issue presented in dilemma number one arises from an employee named Aaron Webb who posted sensitive company information. His posting was not derogatory in nature however the information is considered private. Many companies guard their information and keeping their core competencies sacred in order to remain competitive. Another employee named Jamal Moore sent an anonymous message revealing through hacking into Webb’s computer that Webb has many of these sensitive files loaded on his personal computer. The issue arises of how to respect the personal views of employees outside of the workplace. The primary stakeholders for this issue are the shareholders, the General Counselor, the Director of IT, the VP of HR, Jamal Moore, and Aaron Webb. Some of the duties that the company makes clear are allowing the employee the right to voice their opinion, as guaranteed by the first amendment to the constitution. However, an employer may legally limit this right if the information is considered private and proprietary. Management has the duty to make sure that its information isn’t leaked for the sake of all other stakeholders. There is a duty to address concerns about the company. By allowing this type of communication, problems are clarified and avoided. Employees should be happy when their rights to privacy are protected, their concerns are heard, and important information is guarded. In this dilemma, shareholders have a medium impact. How the company is viewed and evaluated by the public may decrease shareholder confidence and decrease its value. The CLO has a medium impact because his or her judgment may be called into play and reflect their decision making abilities. The VP of HR and the Director of Safety and Security have low impact when it comes to this problem as long as they have both fulfilled their obligations with informing the ultimate decision makers of the problem. Jamal Moore and Aaron Webb have high impact on this decision because this dilemma could potentially end their employment abilities or lead to punishment. My core values of the situation are embodied by recognizing loyalty. Although these employees may be misguided, more information given to them on the issue at hand could serve to make them better employees and avoid litigation. All members of the company must come to a deeper understanding that sensitive materials should be handled with care. As long as the integrity of the department is secured, the company can still benefit. In the second dilemma, there is a need for a security policy that provides for the safety of employees and also accommodates special needs, such as for Aisha Mullah, who is muslim and religiously not allowed to uncover her face in the work environment. The stakeholders in this situation are the company shareholders, the VP of HR, the Associate Director of Operations, other employees, the Training Manager, and Aisha Mullah. As an employee, you should be guaranteed that processes be followed. The right to be informed about security policies and exceptions should also be guaranteed. Arguably the most important, the right to express one’s opinion about policies and their impact should be guaranteed as well. The option that best suits this situation is to implement a photo I. D.  security system and to make accomodations for individuals with special needs. This will have a positive effect on the stakeholders, demonstrating the company’s ability to adapt to the needs of various individuals and be progressive in a diverse world. This decision reflects my core values by not excluding anyone on the basis of religion. Managing diversity means providing the climate for a productive workplace and seeking out qualified employees who should not be the subject of judgment or overlooked due to their race, creed, disability, sex, or place of origin. Other employees see this fairness and view it as attractive. A harsh, less understanding work environment drives employees away. By giving timely feedback to Aisha, treating her fairly, and upholding the company values, the company is strengthened. As a person of power, self development is a continual process and allows an individual to prepare for difficult decisions such as these. On the first simulation, a score of 1 out of 5 was achieved which demonstrates a relatively low risk. On the second simulation a score of 0 out of 5 was achieved which shows virtually no risk. Overall points earned were 25,600 out of 29,000. Important rights to remember for this project are the first amendment to the Constitution, and Title VII of the Civil Rights Act. People of the United States are guaranteed the right to freedom of speech, and expression. People of the United States are also guaranteed that employers will not discriminate on the basis of religious beliefs. By using the ethical lenses which were demonstrated through this simulation, future leaders of America can be more informed on how to best handle intercompany issues while providing for the best option to all the stakeholders involved. We must be aware of the four lenses and know how to identify the key factors. By being informed and choosing the most virtuous choice available, companies will poise themselves to achieve high praises from their communities, their shareholders, and the stakeholders, down to the individual whose liberties and rights were defended.

The media provide political information as may also affect political Essay

The media provide political information as may also affect political values by offering popular culture. Do you feel your politi - Essay Example Wide range of communication started with telegraph until after around half century developments in the communication continues and the use of radio were experienced followed by newspapers, magazines, and televisions. Over the last past few years, the modernization in the media was introduced in the form of DVD and internet. Media Influence The growth in the media industry has also contributed and influenced to the development in the urbanization, industrialization, and modernization. However, the content that has been created in the mass media is not designed in the purpose of challenging or to modify the political and social value of a nation but instead, mass media connects the world to individuals and eventually forms public opinion. At the present, all the people live in a society that relies and depends on information and communication to be able to move forward with the daily activities such as work, health care, education, traveling, and even in dealing with personal lives. A common individual, upon waking up is usually access the monitoring in the television or newspaper about the condition of the society before going to work. What the people should be aware is that decisions, values, and beliefs are all depend on facts, assumptions, and beliefs which are based on the experiences and studies.

History Essay Example | Topics and Well Written Essays - 1000 words - 16

History - Essay Example The blue dragon is pictured moving in up and down waves like a fancy kite dragon I once saw flying in the air. It is a good luck sign in most Asian countries and is a very happy creature as compared with western dragons. It is in the classic ginger Jar shape. This kind of porcelain was really popular and expensive, since the cobalt blue dye had to be imported from India through China, so it was only used for dragons. These made their way west on the Silk Road, along with the rare and coveted silk to western European courts all the way to Great Britain even during the most isolationist times. The motif and some of the shape and technique was copied in the UK, as I have seen these before outside of the museum, even in boot sales. (Dragon Jar 2009) Things like this, spices and silk made the trade with the east very profitable, and controlling the Mediterranean was the key to domination. Mostly the trade was dominated by the Mughal Empire, China or the Portuguese. The next artifact I noticed in this collection was another lovely round teapot with a bird on it. Since it also originated in Korea during the same time period, I have to assume the bird is the Phoenix, the alter-ego of the Dragon even though it is very small, because the painting is done with Cobalt Blue. The teapot is in lovely condition and sports a ropy handle and a lid. It could also have been used to serve wine. Clear bottles were likely very rare in Asia as they were using more porcelain and clay, so this would not have been an unusual way to use a teapot. In the Chinese artifacts there were many beautiful dishes in porcelain from China, even one with the same kind of dragon on it, also pictured moving like a flying snake with six legs. This plate was very colorful in red, blue and green. It was even decorated on the underside, and must have been some household head’s prized

Latin American Politics Essay Example | Topics and Well Written Essays - 750 words

Latin American Politics - Essay Example Trade unions developed under government control in Mexico or Brazil, were managed at the price of ntially increased labour costs which had led employers to adopt capital-intensive, production methods. (Ward, 2006). Specifically for Mexico, Argentina and Peru, the earning capability of the urban poor was held down by their limited talents and work skills, by the limited opportunities for higher paid formal sector work, and by competition from rural immigrants. The self-employed were subjected to political harassment. Small-scale businesses were hampered by their suppliers, and they had to deal with tight credit. Job opportunities in industry were limited, and there was growth of employment in the service sector. Economic development had increased the demand for more service workers. The concept of injustice in Latin America had dealt with the various types of unfair, discriminatory and injurious treatment suffered by the poor in the region. This concept involves a study of the different structures, practices and relationships that involve the subordination, domination, persecution and repression of human beings through the use of violence and intimidation. The Mexican revolution was spearheaded by Lazaro Cardena. Crdenas stated emphatically in a public address that the organization of workers and the organization of peasants were indispensable for the implementation of the laws of Mexico. He regarded organized labor as a superior force which can definitely provide the resistance that had opposed the economic upliftment of the Mexican people.However, Crdenas and his chief labor lieutenant, Lombardo Toledano, had different views on whether workers should unite to form producer co-operatives. The leadership of the central labor federation was open to a mixed form of industrial administration which gave a voice to the state and the consumers. Cardenas had also presented his position at Monterrey in which his speech contained his Fourteen Points. He had advocated the principle that an industry that could only survive on low wages, sweatshop conditions, and evasion of labor laws had no right to live. He had suggested the establishment of wo rker cooperatives. Peru was managed by a special military junta led by Division General Juan Velasco Alvarado, who was then the general commander of the army and chairman of the joint military command at the time of the coup. He was named president of the republic after the Revolutionary Junta gained full control of the government. The October 3 coup was planned by generals and colonels who desired to start a "revolution" that would end the historical predominance of foreign economic interests and the local oligarchy in the political and economic life of the nation. The new regime issued a manifesto in which it sought to reverse the unjust social and economic order which puts the national wealth within the reach of the privileged few, while the majority had suffered poverty. Many Peruvian entrepreneurs had complained that the nation's most profitable businesses were owned and monopolized by the foreigners. To address this problem, the military had implemented expropriations which were aimed to limit o r remove foreign participation in agriculture, services, banking, telecommunications, and the marketing of petroleum and minerals. Thus, Latin American countries had faced a myriad

To what extent does inward Foreign Direct Investment (FDI) alleviate Essay

To what extent does inward Foreign Direct Investment (FDI) alleviate poverty in Sub Saharan Africa (SSA) - Essay Example Although SSA has relatively poor economic conditions, FDI inflows has significantly risen from $5 billion to $18 billion in the year 1995 to 2005 respectively (World Bank, 2003, p.92). The FDI inflows have played significant roles in the SSA economy because it has contributed to increased world trade, which has also contributed major changes including increases in employment opportunities and economic growth. This is relevant as they are among the key determinants for poverty alleviation in the SSA economy. Many Sub-Saharan countries including Angola, Uganda, Niger and Botswana, among others, have significantly benefited from FDI inflows - many of these countries have increased their GDP per capita performance. Although poverty is still a major problem in most of the SSA countries, many of them have highly benefited from inward FDI flows; thus reducing poverty levels. Effects of Inward Foreign Direct Investment (FDI) In SSA Economy Positive Effects FDI flow has played significant rol es of contributing to increased technology advancement, access to new technologies, the creation of new knowledge and the transfer of existing foreign technology (Asiedu, 2006, p. 65). One of the positive effects is the increased use of technology; that has enabled the developing nations improve productivity and innovative commodities, which are of high demand in the global market. It is less costly to learn to utilise existing technology than generating a new one; thus developing nations have the potential of growing at a faster rate. However, the convergence prospective is restricted on the level of human capital in the state. This is especially labour force quality, accumulated experience, knowledge and economic ability to create new ideas. Besides, progress in education system and human capital are fundamental for adaptingoverseastechnological know-how; thus generating sustainable long-run fiscalexpansion.The significant vehicle for international technology transfer is FDI; thus multinational companies undertake significant part in controlling most of the global advanced technology. For instance, when a multinational company sets up a foreign affiliate, the associates receive some amount of proprietary technology. This may constitute the parent’s firm particular advantage, which enables the company to compete favourablywith other local industries, which have superior knowledge of consumer preferences, local markets and business practices. Therefore, this contributes to geographical diffusion of technology; thus contributing to increased technology advancement. Secondly, FDI has contributed to increased domestic employment opportunities as a result of the development of new industries, which require labour to reach its maximum potential and goal. The construction of new companies in a country is believed to improve economic welfare and the living standards of people, through the creation of domestic employment opportunities.Many scholars have attempt ed to address the way FDI plays significant and key elements in the global economy. Anyanwu (2012, p.425) argues that FDI is the

Melting of the Arctic Glaciers Essay Example | Topics and Well Written Essays - 750 words

Melting of the Arctic Glaciers - Essay Example . . . . . . . . . . . . . .3 B. Adaptation Efforts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 C. Examples of Adaptation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 3. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 4. Works Cited (Bibliography) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Introduction People had previously dismissed warnings about global warming because of claims a group of scientists tasked to study its effects had fudged or manipulated their data. But today, there is no more doubt on this topic as the glaciers in the Arctic region of the world (located in the northernmost part of the Earth) are melting away fast due to the greenhouse gases caused by the burning of fossil fuels. Oil and coal are used to produce energy and electricity but they also produce by-products which are mainly carbon dioxide and methane that trap the sun heat energy. It is su pposed to be reflected back to outer space in a process called as Albedo effect. A warmer Earth has changed the ocean's surface temperatures and also its salinity with serious effects on marine life (Ehrlich 1) and caused rising sea levels. This brief paper examines all its effects on the populations of low-lying areas of the world and what can be done about it. Discussion Even the skeptics are now convinced that global warming really exists as manifested by weather that has gone haywire, as mentioned in an article by Mr. Hertsgaard like a â€Å"fiercer heat wave, harsher droughts, heavier rains and rising sea levels† (1). The top three polluters of the world are China, America and India, in this order of magnitude. â€Å"The world pumped about 564 million more tons (512 million metric tons) of carbon into the air in 2010 than it did in 2009. That's an increase of 6 percent. That amount of extra pollution eclipses the individual emissions of all but three countries - China, the United States and India, world's top producers of greenhouse gases. It is a "monster" increase that is likely unheard of, said Gregg Marland, a professor of geology who has helped calculate Department of Energy figures in the past. This extra pollution in China and the U.S. account for more than half the increase in emissions last year.† (Borenstein 1). What is even more alarming is the observation that even if all emissions are stopped or discontinued today, global temperatures will still keep rising for 25 years. There are basically two ways or approaches by which people can deal with the global warming phenomenon: first is mitigation and the second is adaptation. Mitigation pertains to a front-end approach of reducing gas emissions to slow down the warming trend and it includes using renewable and clean energy sources, such as wind power or solar power. The other end of the equation is adaptation which are actions intended to safeguard a community or country from the il l effects of global warming, such as rising sea levels that can inundate low areas. Mitigation – everybody can contribute to reducing greenhouse gases by living simple lifestyles. The idea is to reduce a person's carbon footprint by using less fuel in daily living. It entails, for example, using the car less and walking more often, or using a bicycle for moving around. There are many ways by which one can accomplish this, such as reducing the use of manufactured products or consumer items that use a lot of energy, reducing use of electricity, or by patronizing more

Eucharist Sacrament Research Paper Example | Topics and Well Written Essays - 1500 words

Eucharist Sacrament - Research Paper Example The researcher paper "Eucharist sacrament" puts more emphasis on the Eucharist which is also regarded as Holy Communion. The holy Sacrament began the day Jesus gathered his disciples in a quite and orderly room for the last supper. This marked his major mingle with his disciples and was acting as a reminder in their lives and even the generations that were to come. He ordered for certain bread made in specific ways, for instance, it was to be unleavened, meaning it was to have no additives but be made from pure wheat. He then taught them on the importance and implication of the occasion before the actual partaking. He then blessed the bread and wine and ordered his disciples to partake in his remembrance. Jesus the broke the bread and gave to the disciples to symbolize his fleas while the wine symbolized his blood. The disciples kept on with the ritual even after their master ascended to heaven, and this has extended even to the current Christians. The sacrament was a symbol o unity, love, loyalty and commitment to the Christian faith (CCC, 1323). Catholics and other Christians from different beliefs do take the holy communion to mark the sacrificial ritual and as a meal, or rather the spiritual nourishment. The ritual involves the taking of wine and bread which symbolize the blood and body of Christ. The sacrament also draws humankind closer to God, as it purifies the soul and sparks God’s Grace in the Christian lives. The sacrament also acts as a bridge between humankind and God’s promises, according to the new covenant. ... Catholics do appreciate the fact that light and darkness can never tolerate each other, and that is the reason they purify their hearts for God’s mercy and work be manifested in their lives. Some Catholics even fast a day or two before the sacrament. This is to kill the flesh and nourish the spirit so that God may be pleased and His deeds be manifested in the Church. Christians, faith is set to grow as they take various sacraments from one stage to the next. A Christian life is meant to follow a certain order as indicated in the Catechism of the Catholic Church. One is confirmed then baptized just as it happened in Jesus’ life. The sacrament of the Eucharist is meant for a mature Christian, not in age but in faith. One is to be taught the meaning of the sacrament before the actual partaking. Eucharist sacrament is a way of fulfilling Jesus’ command to the disciples to partake the wine and bread to symbolize his body and blood as a remembrance. A Christian is mean t to attend some specific teachings to understand the influence of the ritual in Christians’ lives. Jesus had to teach his disciples the importance of the last supper before the actual breaking of bread. To follow Jesus’ example, a holy priest or teacher is meant to teach the church or remind the church on some basic principles with regard to the ritual before the actual partaking of the bread. These include but not limited to forgiving one another as Christians, repenting to God, telling God any yolk in your life and making peace with fellow human among others. The priest or teacher taking the process should provide humble time for Christians to make peace among themselves and the almighty. The priest or teacher then prays for the bread and then each Christian

Molar Mass of a Solid Essay Example for Free

Molar Mass of a Solid Essay Abstract: The purpose of this experiment is to determine the molar mass of an unknown solid. The freezing point of a solvent (Cyclohexane) was determined, and compare to the freezing point of Cyclohexane with the addition of two different concentration of unknown solid. The pure substance of Cyclohexane has defined physical properties. However, when a solute is added these properties are determined by the amount of solute added, also known as colligative properties. The temperature of the freezing point was lowered when the solid was added and it decreased as the concentration of the solid increased. The molality of the solute was determined, which was then used to calculate the molar mass of the solid for both trials. An average of the molar mass of the unknown solid was calculated to be 286.87+1.796g/mol with a %RSD of 0.626%. The purpose of the experiment was to obtain the molar mass of an unknown solid. The molar mass is determined by dissolving the unknown compound into a pure liquid with defined physical properties, in this case Cyclohexane. When dissolving a solute, it forms a homogeneous solution, in which the solvent of the solution physical properties are not longer defined, but depends on the amount of solute added. Whenever a substance is dissolved in a solvent, the vapor pressure decreases. When the vapor pressure decreases, it also lowers the boiling and freezing point of the solvent and increases the osmotic pressure. These four properties are known as the colligative properties, the magnitude of the changes depends on the amount of solute dissolve; the changes are directly proportional to each other. The higher the solute concentration, the higher the changes of vapor pressure, therefore, a lower freezing point. It is hypothesized that the freezing point temperature will decreased, if there is a higher concentration of the solid added to the soution. Vapor pressure is th e  pressure exerted by a vapor when the vapor is in a state of dynamic equilibrium with its liquid. When a nonvolatile solute is dissolves in the solvent, solute molecules occupy a part of the surface area. This allows molecules into the vapor state, lowing the vapor pressure of the solvent. When the vapor pressure lowers, the boiling point elevates, due to the presence of the solute. Solute added to the solvent affects the freezing point, the energy of the solvent lowers to increase the magnitude of the intermolecular forces for the molecules to get together to form a solid. The colligative properties are useful for determining molar masses of unknown nonvolatile solute. At low concentrations of a nonvolatile solute, the freezing–point of depression of a solvent can be determine by Tf = Kf (solvent) -Tf (solution) = Kf m. Changes in freezing point Tf are directly proportional to the molality, m, of the solute in solution (molality, m = mol solute/ kg solvent). The freezing-point constant, Kf for Cyclohexane is 20ËšC †¢ k/mol, which is used to obtain the amount of moles of solute in the solution, which is inversely proportional to the change of freezing point Tf. The molal mass obtained is essential to obtain the molar mass of the unknown solid (solute). The molal mass shows the unknown amount of moles of solute are need it per kilogram of solvent. Acquiring the number of moles of solute and analyzing it with the grams of solute measured in the laboratory obtaining the molar mass of the unknown solute.i The cooling behavior of a solution different from a pure liquid solution when a solute it’s added. Te temperature at which the solution begins to freeze is lower than the pure solvent. The freezing point also lowers when there is a higher concentration of solute added to the solution. The molar mass of unknown solid can be determined by any of the colligative properties, the freezing point is not an exception and by knowing the mass of solute and temperature of the freezing point, the molar mass can be obtained. Discussion: The freezing point depression is a colligative property of solutions, which is based only on the amount of solute added and not the defined chemical and physical properties of the substance. The freezing point of Cyclohexane observed was 4.97ËšC, from the cooling curve (Figure 1). Freezing point values of Trial 1 and Trial 2 were collected, to compared to the freezing point of Cyclohexane and determine he depression of the solute. The unknown solid yielded a freezing depression of 3.64ËšC for trial 1, and 2.84ËšC for trial 2 (Figure 2 3). These values were compared to the original mass of unknown solute added to the Cyclohexane and the approximate molar mass of  the unknown solid. The molar mass that was calculated for trial 1 was 288.14-g/mol, while trial 2 was 285.60-g/mol (Table 3). The average of the molar mass was calculated, and the molar mass of the unknown solid observed was approximately 286.87-g/mol. When calculating the standard deviation was obtain only +1.796g/mol when comparing both trials to the mean. The values are apparently close up together, making them highly precise, however, is unknown if the values are accurate, the unknown solid actual molar mass still unknown. The relative standard deviation percent, obtained was 0.626% (Table 3); this measurement expresses precision of the data, the smaller RSD the greater the precision for the average value of the data. The %RSD, is extremely low, making it the results a tremendously precise data of the mean. However, there was a possible error that could have affected the results. The error occurred during recording the cooling temperature of trial 1, the ice melted and the test tube was removed to add more ice into the beaker. Also, while recording the temperature of the Cyclohexane upon addition of unknown solid, the sample was not stir and therefore the value could have probably been invalid. Constant stirring of solution would have assured an even mix of the solute particles and a more accurate freezing point. These small errors could have affected both trials creating a higher observed molar mass value for both trials. Conclusion: The experiment allowed for the determination of freezing point of Cyclohexane based on a logger pro software with calibrated thermometers to be approximately 4.97ËšC (Table 1). Freezing point depression was observed when two trials of different concentration of the unknown solid were added to the Cyclohexane. As the concentration of the unknown solid increased, the freezing point of the solution was also lowered (Table 2). As seen on Figure 4, when placing all three graphs it is visible, when solute is added a lower freezing point is observed. Using experimental measurements, the molar mass of the unknown solid was calculated to be 286.87+1.796g/mol. Based on the relative standard deviation percent (%RSD) of 0.626%, shows a highly precise measurements of unknown solid molar mass when compared to the mean values.

A Comparative Study of the European Pharmaceutical Industry Essay Example for Free

A Comparative Study of the European Pharmaceutical Industry Essay Having healthy citizens is vital to the development of a country. Introducing effective and new methods of using drugs is the key to the improvement of an individual’s quality of life, which could minimize the amount of confinement and medical intervention (House of Commons 2005: 3). In the economy of Great Britain, the pharmaceutical industry is the third most viable income generator next to tourism and finance. Although the United States is still the leader as far as the pharmaceuticals industry is concerned, the United Kingdom remains as the vanguard of the industry in Europe. It constitutes 10% of pharmaceutical research development costs in the world. According to estimates, the United Kingdom funds 65% of all health-related research development (House of Commons 2005: 3). The State of European Pharmaceutical Industry Since the 19th century, the pharmaceuticals industry has been the vanguard of the European industry, providing the biggest contribution to the European trade balance in the field of high technology and research development. However, when compared to the United States, the pharmaceutical industry would find itself in the losing end (Gambardella.  Orsenigo and Pammolli 2000: 1). During the last twenty years, the industry has been marked with vital changes in its structure as a result of technological and institutional shocks that had a great impact on its value chain. Consequently, this paved the way for changes in the firms’ composition as well as in the structure of the market in both regional and global perspective (Gambardella. Orsenigo and Pammolli 2000: 1). At the onset of the 1990s, the American and European market were on equal footing dominating about one-third of the pharmaceutical market in the world. However, the United States has steadily increased to 50% with the European industry lagging behind at 21%. Aside from that, many drug manufacturers based in Europe have transferred their research development facility to the United States. According to Mark McCllelan, Commissioner of the Food and Drug Administration (FDA), the United States constitute 50% of global pharmaceutical industry (Silverthorne 2003). Trends on the Pharmaceutical Industry In 1998, the industry size for pharmaceutical products was pegged at $310 billion and increased to $335 billion a year later. There are two kinds of pharmaceutical products being sold in the market; namely, prescription-based and over-the-counter medicines. Approximately 60% of global pharmaceutical sales accounts are devoted on the former, with the remaining 40% devoted on the latter (Harris n. d. ). Most of the global sales generated by the industry came from U. S. -based pharmaceutical companies. In 1999, the industry had a projected income of $140 billion wherein 65% of sales come from domestic operations and the remaining 35% from foreign clients. In the United States, pharmaceutical expenditures as part of overall cost of health care have increased from 4. % to 7. 2% since 1985 (Harris n. d. ). The United States comprises 40% of global pharmaceutical sales, followed by Europe and Japan at 32% and 24%, respectively. Other countries comprise 4% of worldwide sales as the industry is expected to pick up in developing countries (Harris n. d. ). A series of studies have found that Europe is way behind the United States in the pharmaceutical industry. For instance, in 2000, Alfonso Gambardella, Luigi Orsenigo, and Fabio Pammolli conducted a study focusing on the competitiveness of Europe’s pharmaceutical sector (cited in Kobelt 2006: 3). For this study, the authors used several indicators such as â€Å"patent application, approved new molecular entities (NMEs), research expenditure, science provided by universities, and marker share† (Gambardella, Orsenigo, and Pammolli 2000 cited in Kobelt 2006: 3). It was revealed that when it comes to exports and consumption, the United States has already surpassed Europe. This is the key to the implementation of the G-10 review process (Gambardella, Orsenigo, and Pammolli 2000 cited in Kobelt 2006: 3). In addition, a study conducted by Oliver Schoffski (2002) discovered two points that favor the American pharmaceutical industry in the aspect of marketing and research investment (cited in Kobelt 2006: 3). According to Schoffski (2002), there is a huge difference between the dynamics of the market of the various European Union countries with that of the United States on the aspect of introducing a new drug to the market (cited in Kobelt 2006: 3). The study concludes that these structural differences are the reason for the pronounced market dynamics of the American pharmaceutical industry when compared with Europe. According to the study, the US pharmaceutical industry is more attractive than the European market because of its advanced â€Å"scientific and entrepreneurial culture† and the availability of its talent pool, specifically in the Boston area (Schoffski 2002 cited in Kobelt 2006: 3). Some Light in the Tunnel However, not everything is gloomy as far as the European Union’s pharmaceutical industry is concerned. When it comes to profitability, which is a strong indicator of competitiveness, European pharmaceutical firms rank among the most profitable in the world. In 2005, GlaxoSmithKline ranked next to Johnson Johnson’s $10. 4 billion dollars in terms of profitability (Kobelt 2006: 4). Novartis, Roche, and AstraZeneca, with net incomes of $6. 1 billion, $5. 4 billion, and $4. 7 billion respectively, followed American pharmaceutical firm Pfizer. The year 2005 was a banner year for European firms in terms of turnover and income (Kobelt 2006: 4). After a period of underperformance, the European pharmaceutical industry picked up ground and increased by 30%. In contrast, American stocks looked less impressive and underperformed by 9 percent. Employment opportunities in the industry went up by 17% from 1990 to 2004. From 2000 to 2004 alone, almost 50,000 jobs were created, most of which were newly established (Kobelt 2006: 4). IMS Health likewise revealed that the European pharmaceutical industry experienced rapid growth compared to their North American counterparts on the aspect of competitiveness and innovation. For some experts, European pharmaceutical firms can be comparable with American firms on the aspect of innovation and competitiveness (Kobelt 2006: 4). The Structure of the Pharmaceutical Industry The European pharmaceutical industry works as a system or network. Innovation, production, and commercialization of drugs depends on a wide range of players such as various kinds of firms, research organizations and facilities, financial institutions, regulating agencies, to name just a few. Each player is connected together through a network of varying relationships, which may involve market transaction, â€Å"command and control† administrative rules, and various intermediate forms (Gambardella, Orsenigo, and Pammolli 2000: 2). Thus, in order to assess the competitiveness of the industry, one would likewise have to consider a wide range of institutions, infrastructures, and policies that have an impact on the action of firms. The situation is aggravated by the fact that there is a proliferation of various kinds of firms. In fact, multinational companies comprise 40 to 60% of most national markets in the developed countries (Gambardella, Orsenigo, and Pammolli 2000: 2). While the pharmaceutical industry is organized globally, part of the environment in which it thrives in is country-specific. Each nation has its own health care system with separate rules and regulations depending on the industrial policy of that country. Majority of the European countries adopt one of two basic health system model; first, the comprehensive social insurance system which is followed by Germany, Belgium, the Netherlands, Switzerland, and France; and second, national health service model with public funding, which is adopted by the United Kingdom, Italy, and Sweden (Hutton et al 1994: 100). The European pharmaceutical industry is known for being innovative and competitive. The most notable names in the sector are involved in research and development. They are responsible for generating income, investments, and job opportunities (Kobelt 2006: 1). Aside from its economic worth, the pharmaceutical industry has a vital role in ensuring and further advancing public health and creating medicines that the community needs to cure diseases, decrease health obstacles and guarantee that the people are assured of sustainable healthcare for existing and coming generations (Kobelt 2006: 1). There are two kinds of firms that thrive on the pharmaceutical industry. The first one consists of the smaller companies specializing in the selling of non-R D intensive drugs. The job of these firms is to implement manufacturing and commercialization activities and does not put money in research development. Usually, they are national companies that completely function in their own market (Gambardella, Orsenigo, and Pammolli 2000: 2). During the last two decades, a new set of companies have proliferated in the industry. They have conducted an intensive research which has resulted from fresh opportunities brought by the field of life science. They are known as new biotechnology firms. Their specialty is on developing new biotechnology and their activities may involve discovering and developing new drug compounds to the introduction of new drug screening or research tools and technologies in sectors like genomics, bioinformatics, etc. (Gambardella, Orsenigo, and Pammolli 2000: 2). Regulating the Industry The European pharmaceutical market is a regulated industry. There are two factors that are affected by regulatory measures, namely, the supply and demand. The former can be used separately from the pharmaceutical firm in order to have an impact on those who are in charge of marketing products. Registration is considered as a technical and scientific in most states, but it is the most powerful way to control the economy because it can segregate the product from the market. However, there is still a need to determine whether a product registration system can be cost-effective (Hutton et al 1994: 102). The most common way of regulation in the European pharmaceutical industry is price-based regulation. In countries like France, Italy, Sweden, Belgium, and Switzerland, the cost of reimbursement must be agreed upon prior to marketing the registered product. In majority of European Union member countries, the government has control of price increases throughout the marketing life of a product (Hutton et al 1994: 103). Long ago, pharmaceutical firms were permitted to pass any increase in the cost, but recently however, governments have implemented strict rules when it comes to freezing the price of existing products, as in the case of Switzerland and Italy in 1992 and 1993, respectively (Hutton et al 1994: 103). With the exception of the United Kingdom and Spain, which utilize company profitability as the criteria for control, all other countries use price-based regulation. In the UK and Spain, pharmaceutical companies have the freedom to set their own prices in order to obtain the total rate of profit (Hutton et al 1994: 103). On the other hand, the aim of regulating the demand is to influence the behaviour of the entities responsible for demand generation for drugs such as pharmacists, doctors, and patients. Presently, reimbursement limitations and fixed budgets for drugs are now being utilized. One would usually find positive or negative listings. In France, Denmark, Belgium, Italy, Greece, and Spain, the positive listing is used while in the United Kingdom, the Netherlands, and Germany, the negative list-drugs are being followed (Hutton et al 1994: 103). The Future of the Pharmaceutical Industry in Europe The European Union has clearly pointed out that in order to maintain a competitive atmosphere and be in touch with globalization where countries like China and India can pose a challenge, they need to focus on innovation by investing in cutting-edge technologies and make sure that it retains its position as an attractive venue for foreign direct investment (Kobelt 2006: 2). The European Union, through its Lisbon Agenda has braced itself to become the â€Å"most competitive and dynamic knowledge-based economy by 2010† (Kobelt 2006: 2). Taking the lead is Brussels, which has initiated several policies, among them â€Å"better regulation† to reduce the current and future EU legislations on businesses (Kobelt 2006: 2). The pharmaceutical industry is one of the primary focuses in Europe’s attempts to make the region competitive (Kobelt 2006: 2). In June 2002, the G-10 was established and in its final report made 14 recommendations on how they can improve the competitiveness of the European pharmaceutical industry. Some of these recommended policy changes have already been implemented and embedded in the EU strategy (Kobelt 2006: 2). In the aspect of pharmaceutical, the EU will likewise implement the â€Å"High Level Pharmaceutical Forum† involving representatives of member states and industry stakeholders (Kobelt 2006: 2). The delegates have promised to work on the following areas: 1) sharing of information; 2) determining the effectiveness of treatment; and 3) costing reimbursement in order to foster innovation and competitiveness (Kobelt 2006: 2). One of the most glaring trends in the field of pharmaceuticals is high growth rate, and as numerous factors suggest, this trend will most likely continue. Advancements in science and technology, particularly in the area of health care, have led to an increase in life expectancy especially in the industrialized countries (Davidson and Greblov 2005: 5). According to the results of various studies, a huge portion of the elderly is deprived of proper health care. In the United States, for example, only 1/3 of the elderly population needing medical treatment for high cholesterol is actually being given sufficient treatment. New health care programs and benefits will increase the accessibility of prescription drugs to senior citizens, which will consequently lead to increased pharmaceutical sales (Davidson and Greblov 2005: 5). Biotechnology provides another promising aspect for the future of the pharmaceutical industry in Europe. Biotech drugs constitute 10 to 15% of the present pharmaceutical industry, and the sector is surpassing the performance of the whole market in the aspect of growth. However, the industry must address critical issues first (Wood 2008). The main problem with biotechnology is that it is a complicated process which can make it quite challenging for drug manufacturers to convince physicians to prescribe and use them. In European countries like France, chemical generics prescription is quite unpopular so it would be a difficult task for governments to advance this method (Wood 2008). Conclusion Since the 19th century, the pharmaceuticals industry has been the vanguard of the European industry, providing the biggest contribution to the European trade balance in the field of high technology and research development. However, when compared to the United States, the pharmaceutical industry would find itself in the losing end. During the last twenty years, the industry has been marked with vital changes in its structure as a result of technological and institutional shocks that had a great impact on its value chain. Consequently, this paved the way for changes in the firms’ composition as well as in the structure of the market in both regional and global perspective. A series of studies have found that Europe is way behind the United States in the pharmaceutical industry. In a 2000 report focusing on the competitiveness of Europe’s pharmaceutical sector, when it comes to exports and consumption, it was revealed that the United States has already surpassed Europe. The European Union, through its Lisbon Agenda has braced itself to become the â€Å"most competitive and dynamic knowledge-based economy by 2010†. Taking the lead is Brussels, which has initiated several policies, among them â€Å"better regulation† to reduce the current and future EU legislations on businesses. The pharmaceutical industry is one of the primary focuses in Europe’s attempts to make the region competitive. According to the results of various studies, a huge portion of the elderly is deprived of proper health care. In the United States, for example, only 1/3 of the elderly population needing medical treatment for high cholesterol is actually being given sufficient treatment. New health care programs and benefits will increase the accessibility of prescription drugs to senior citizens, which will consequently led to increased pharmaceutical sales. Biotechnology provides another promising aspect for the future of the pharmaceutical industry in Europe. Biotech drugs constitute 10 to 15% of the present pharmaceutical industry and the sector is surpassing the performance of the whole market in the aspect of growth. However, the industry must address critical issues first. The main problem with biotechnology is that it is a complicated process which can make it quite challenging for drug manufacturers to convince physicians to prescribe and use them. In European countries like France, chemical generics prescription is quite unpopular so it would be a difficult task for governments to advance this method.

Teenage pregnancy in Lagos Island

Teenage pregnancy in Lagos Island Although, teenage pregnancy could be unplanned as well as accidental. It usually occurs within the context of early marriage and also as a result of societal change of which the value system and virginity at marriage are no longer upheld. Certain problems are associated with teenage pregnancy such as economic, psychological, socio-cultural and others. It is no longer a diplomatic statement that young people in the last decade, especially within the age group of 10-18 years, are living beyond the yard sticks of adventures compared to the youths of the 90s. A blend of unpredictable, news breaking activities and issues of topmost concern has risen in the last few years. One of the most striking facts is the rising number of teenage pregnancy. Teenage pregnancy is a result of sexual intercourse between young girls and boys who are in their growing years, exploring the changes happening in their bodies by having unsafe sex with each other. Health organizations across the world are still in the frontlines of reducing maternal deaths due to complications and diseases. But even now, however, they have more to do with the increasing number of teenage pregnancy. (Femi A. A. Sofia Krauss, 2009) Bearing a child while still in childhood themselves, these young mothers under the age of 20 are prone to birth injuries and maternal death. It also affects their emotional well being: Teenage mothers are 3 times more likely to suffer from post-natal depression and experience poor mental health for up to 3 years after the birth. Children born to teenage mothers have 60% higher rates of infant mortality and are at increased risk of low birth-weight which impacts on the childs long-term health. Further more, they are at increased risk to be brought up in poverty. (Femi A. A. Sofia Krauss, 2009) Teenage pregnancy is defined as a teenaged or underaged girl (usually within the ages of 13-19) becoming pregnant. The term in everyday speech usually refers to women who have not reached legal adulthood, which varies across the world, who become pregnant. Pregnant teenagers face many of the same obstetrics issues as women in their 20s and 30s. However, there are additional medical concerns for younger mothers, particularly those under 15 and those living in developing countries.( Mayor S 2004) For mothers between 15 and 19, age in itself is not a risk factor, but additional risks may be associated with socioeconomic factors.( Makinson C. 1985) Data supporting teenage pregnancy as a social issue in developed countries include lower educational levels, higher rates of poverty, and other poorer life outcomes in children of teenage mothers. Teenage pregnancy in developed countries is usually outside of marriage, and carries a social stigma in many communities and cultures. For these reasons, there have been many studies and campaigns which attempt to uncover the causes and limit the numbers of teenage pregnancies.(The National Campaign to Prevent Teen Pregnancy 2002). In other countries and cultures, particularly in the developing world, teenage pregnancy is usually within marriage and does not involve a social stigma. (Population Council 2006) 1.1 STATEMENT OF THE PROBLEM It is very rampant in our society where there is an increase in the reported cases of teenager pregnancy. This ugly incident has created huge concern for the society especially to determine if the concern would have good future as well as their children. Again, the health implications of these children is another issue of worry. Causes of Teenage Pregnancy In the developed world, the causes of teenage pregnancy is different in the sense that it is mostly outside marriage and carries lots of social stigma. Thus, adolescent sexual behaviour is one of the causes of teenage pregnancy. In our world today, having sex before 20yrs is the in thing, it is even the normal all over the world and this brought about high levels of adolescent pregnancy which creates sexual relationship among teenagers without the provision of comprehensive information about sex. (Chinwe Chibuzo, P. 2007) The in-take of drugs, alcohol etc contributes a lot to teenage pregnancy meanwhile as a teenager you may not be ready for sexual intercourse at that moment but being intoxicated with drugs and alcohol makes you to be involved in unintended sexual activity just because sex at that time is less emotionally painful and embarrassing. To avoid this, eradicate anything alcohol or drugs. Furthermore, sexual abuse is also one of the causes of teenage pregnancy. Rape as a sexual abuse has more effect in the life of our teenage girls causing unwanted sex and teenage pregnancy. Age discrepancies also causes teenage pregnancy in the sense that a teenage girl with a partner much older than herself is more likely to get pregnant more often than a girl that have a partner of a close age, as she prefers having the children than abortion since she is not educated enough to use contraceptives. (Chinwe Chibuzo, P. 2007) Childhood environment Women exposed to abuse, domestic violence, and family strife in childhood are more likely to become pregnant as teenagers, and the risk of becoming pregnant as a teenager increases with the number of adverse childhood experiences. According to a 2004 study, one-third of teenage pregnancies could be prevented by eliminating exposure to abuse, violence, and family strife. The researchers note that family dysfunction has enduring and unfavorable health consequences for women during the adolescent years, the childbearing years, and beyond. When the family environment does not include adverse childhood experiences, becoming pregnant as an adolescent does not appear to raise the likelihood of long-term, negative psychosocial consequences.( Tamkins, T. 2004) Effect of Teenage Pregnancy on Educational Teenage pregnancies have become a public health issue because of their observed negative effects on perinatal outcomes and long-term morbidity. The association of young maternal age and long-term morbidity is usually confounded, however, by the high prevalence of poverty, low level of education, and single marital status among teenage mothers. Assessing the independent effect of teenage pregnancy on educational disabilities and educational problems in a total population of children who entered kindergarten in Florida in 1992-1994 and investigate how controlling for potentially confounding factors affects the relation between teenage pregnancies and poor outcome. When no other factors are taken into account, children of teenage mothers have significantly higher odds of placement in certain special education classes and significantly higher occurrence of milder education problems, but when maternal education, marital status, poverty level, and race are controlled, the detrimental effec ts disappear and even some protective effects are observed. Hence, the increased risk for educational problems and disabilities among children of teenage mothers is attributed not to the effect of young age but to the confounding influences of associated socio-demographic factors. In contrast to teen age, older maternal age has an adverse effect on a childs educational outcome regardless of whether other factors are controlled for or not. (Ralitza V. Gueorguieva 2001) Preventing Teen Pregnancy It has been found that teens who have a good relationship with their parents are less likely to experience a pregnancy. Good communication between parents and their children is the key to ensuring children make the right decisions when it comes to their sexual activity. (Pregnancy info 2009) Evidence from areas with the largest reductions has identified a range of factors that need to be in place to successfully reduce teenage pregnancy rates. These factors include a well-publicised contraceptive and sexual health advice service which is centred on young people. The service needs to have a strong remit to undertake health promotion work, as well as delivering reactive services. It is key to prioritize sexual and reproductive health education at schools, supported from the local authority to develop comprehensive programmes of sex and relationships education (SRE) in all schools. (Femi A. A. Sofia Krauss, 2009) Education is also vitally important in helping youth know about their options when it comes to sex. Teaching teens about using contraception each and every time they have sex is imperative to healthy sexual relationships. Abstinence should also be taught along with contraception so that youth understand they have the right to choose. Teaching teens that it is okay to say no to sex until they are ready will help to curb the numbers of teen pregnancies. (Pregnancy info 2009) The Challenges of Early Motherhood Facing an unplanned teen pregnancy can be hard. The effects of teenage pregnancy are not limited to having to decide whether or not to keep the baby, how to cope with motherhood or whether to make an adoption plan. One of the most immediate effects of teen pregnancy is how the growing baby changes a teenagers body as well as their lifestyle. Because a teens body immediately begins the process of carrying a child and preparing for childbirth, a teenager needs to consider the effect that her physical activities may have on her developing baby. A variety of activities common to teens may have a negative effect on a developing baby: Drinking alcoholic beverages, Smoking cigarettes or marijuana, Lack of sleep and Unhealthy eating patterns. (Pregnancy center.orgOther physical changes that take place as her uterus expands may impact things as simple as clothing choices or her ability to safely participate in sports. This means that an average teenage girl will need to speak with her doctor about what activities need to be limited during her pregnancy as well as what changes she might need to make to her diet. Emotional Effects of Teen Pregnancy (Pregnancy center.org) Dealing with an unplanned pregnancy can be scary and confusing. Some of the emotions that teen may encounter when facing an unplanned pregnancy are: Initial excitement, Confusion, Fear, Resentment and Frustration. Its a natural response for you to think about and want to protect the baby that is growing inside you. It is also natural for you to be scared and confused about how to deal with this unplanned pregnancy. (Pregnancy center.org) Teenage mothers in industrialized countries mostly lack a proper social network consisting of family, friends and elder women which is usually present in developing countries. Besides, there are many social pressures on them. The main pressure on young pregnant women is, of course, to come to a decision about the unborn child, considering the options of keeping the child, adoption and abortion. Other pressures are education and money. For one, young teenage women in industrialized countries are generally expected to get educated and find work. This becomes almost impossible when having a baby without a strong social network. Then, there often are financial pressures, since the lack of education often leads to unemployment or the dependency on low paid jobs or welfare. (Martin Bohn 2009); Risks for Teenage Mothers and their Child As a result, teenage pregnancy may lead to various problems for both the mother and the child. According to a student fact sheet of the Australian organization Womens Health Queensland Wide, teenage mothers and their children may face some of the following risks: There are significantly higher complication rates both during pregnancy and delivery for teenage mothers and their babies, such as an increased risk of miscarriage, premature birth, having a baby of low birth weight, birth defects and other complications. Children born to teenage mothers are statistically more vulnerable to neglect and abuse. This is due to a range of factors including poverty, parenting inexperience and being in an unhealthy relationship (for example when there is a situation of domestic violence). Teenage Pregnancies and the Disintegration of Families (Martin Bohn (2009); Teenage pregnancies contribute to the disintegration of the family as a social institution. Most teen mothers are single mums. This is either because the child was conceived outside of a relationship or because the pregnancy places a great deal of strain on young relationships which are usually not as stable and enduring as adult relationships. Consequently, 60% of young Australian mothers do not have a male partner when their baby is born, as mentioned in a student fact sheet on teenage pregnancy by the Australian based Womens Health Queensland Wide Inc. A crucial question relates to whether the adverse outcomes experienced by (some) mothers and children of teenage pregnancies are causally related to the age of the mother, or whether there are other factors which lead to the adverse outcomes experienced by teenage mothers and their children. Several studies have found that teenage pregnancy is associated with adverse outcomes for both mother and baby. These include low birthweight, prematurity, increased perinatal and infant mortality and poorer long-term cognitive development and educational achievement for both mother and child. (Fraser AM, Brockert JE and Fergusson DM, 1995) However, studies which have aimed to address the underlying causes of these adverse outcomes-by controlling for additional factors-have produced conflicting results. Some suggest that adverse outcomes remain even after controlling for maternal socioeconomic position and other confounding factors, (Fraser AM, Brockert JE 1995) some find that age has no effect, (Gueorguieva RV, Lee MC 2001) whereas other studies report that once maternal socioeconomic position and smoking are taken into account young age is actually associated with better outcomes. (Reichman NE and Geronimus AT 1997) These contradictory findings probably reflect the small size of some studies, residual confounding, and the difficulty of separating effects that may be related to maternal age from effects that are appropriately regarded as confounding. For example, poor parenting skills may reflect the ignorance of young age but may also occur at any age among women who have restricted access to information and education. Larger studies and those employing methods specifically designed to adequately control for confounding factors (for example using sibling comparisons) (Geronimus AT 1992) suggest that young age is not an important determinant of pregnancy outcome or of the future health of the mother. (Gueorguieva RV, Scholl TO 2001) A recent systematic review of the medical consequences of teenage pregnancy concluded that Critical appraisal suggested that increased risks of these outcomes (anaemia, pregnancy-induced hypertension, low birthweight, prematurity, intra-uterine growth retardation and neonatal mortality) were predominantly caused by the social, economic, and behavioural factors that predispose some young women to pregnancy.'(Cunnington A. 2001) Moreover, Cunnington asserts from this review that most teenage pregnancies are low risk-a point which is omitted from much research and from policy documents and statements Teenage Mothers and Education Teenage mothers are often unwilling or unable to complete their education. This lack of education can result in long term unemployment or low paid, insecure jobs. Being dependent on welfare or on a poorly paid job can place teenage mothers under greater financial pressure, even more so when they are single mums and have no supporting network of family and friends. Finally, teenage mothers are often alienated from their peers and family because their new life is either disapproved of or cannot be related to by family and friends. In developing country like Nigeria teenage mothers are sometimes married and have a broad support system. However, malnutrition, poor health care and complications of childbirth significantly increase the mortality rate of these young women. Lagos State Government Intervention The Lagos State has also set up youth friendly centers to provide adolescents accurate and confidential counseling on sex related matters. These include youth development programmes to educate youths both male and female on the danger involve in premarital sexual and early sexual intercourse (VOA News). In addition, efforts is from the youth counselor of the Lagos State Ministry of Health, Christiana Ladapo, who leads candid after-school discussions about sex, peer pressure, abstinence and contraceptives. She says teenage pregnancy has been on the rise because society has ignored the problem. However, Pinkdove in collaboration with the Lagos State Ministry of Education recently organized an enlightenment campaign with the theme The Effects of Early Sex, Teen Pregnancy for Senior Secondary School Female Students in Lagos state HISTORY OF LAGOS Lagos State is an administrative region of Nigeria, located in the southwestern part of the country. The smallest of Nigerias states, Lagos State is the second most populous state after Kano State, (wikipedia) and arguably the most economically important state of the country,(Answer dictionary) containing Lagos, the nations largest urban area. Lagos State was created on May 27, 1967 by virtue of State (Creation and Transitional Provisions) Decree No. 14 of 1967, which restructured Nigerias Federation into 12 states. Prior to this, Lagos Municipality had been administered by the Federal Government through the Federal Ministry of Lagos Affairs as the regional authority, while the Lagos City Council (LCC) governed the City of Lagos. Equally, the metropolitan areas (Colony Province) of Ikeja, Agege, Mushin, Ikorodu, Epe and Badagry were administered by the Western Region. The State took off as an administrative entity on April 11, 1968 with Lagos Island serving the dual role of being the State and Federal Capital. However, with the creation of the Federal Capital Territory of Abuja in 1976, Lagos ceased to be the capital of the State which was moved to Ikeja. Equally, with the formal relocation of the seat of the Federal Government to Abuja on 12 December 1991, Lagos Island ceased to be Nigerias political capital. Nevertheless , Lagos remains the center of commerce for the country. HISTORY OF LAGOS ISLAND LOCAL GOVERNMENT Lagos Island is the principal and central local government area of the Metropolitan Lagos in Nigeria. It is part of the Lagos Division. As of the preliminary 2006 Nigerian census, the LGA had a population of 209,437 in an area of 8.7 km ². The LGA only covers the western half of Lagos Island; the eastern half is under the jurisdiction of the LGA of Eti-Osa. Lying in Lagos Lagoon, a large protected harbour on the coast of Africa, the island was home to the Yoruba fishing village of Eko, which grew into the modern city of Lagos. The city has now spread out to cover the neighbouring islands as well as the adjoining mainland. Lagos Island is connected to the mainland by three large bridges which cross Lagos Lagoon to the district of Ebute Metta. It is also linked to the neighbouring island of Ikoyi and to Victoria Island. The Lagos harbour district of Apapa faces the western side of the island. Forming the main commercial district of Lagos, Lagos Island plays host to the main government buildings, shops and offices. The Catholic and Anglican Cathedrals as well as the Central Mosque are located here. Historically, Lagos Island (Isaleko) was home to the Brazilian Quarter of Lagos where the majority of the slave trade returnees from Brazil settled. Many families lived on Broad Street in the Marina. It also revealed that majority (83.8%) and (70%) of the respondents were staying with their parents and there parents were staying together. This is in contradiction (Ellis, Bruce J. et al) Studies that girls whose fathers left the family early in their lives had the highest rates of early sexual activity and adolescent pregnancy From the study it was also revealed that many of the respondents parents who were working are in the low class status about (25%) were unemployed. This is in accordance with a study by (Besharov, Douglas J. Gardiner) Poverty is associated with increased rates of teenage pregnancy. It was obvious from the study that majority were not aware of any form of contraceptives, but this was in disagreement with the study made in the United States in 2002 by National Surveys of Family Growth, sexually active adolescent women wishing to avoid pregnancy were less likely than those of other ages to use contraceptives. Revelation from this research shows that (35.7%) were impregnated by boy friends while (13.3%) were raped. This flows with some studies that between 11 and 20 percent of pregnancies in teenagers are a direct result of rape, while about 60 percent of teenage mothers had unwanted sexual experiences preceding their pregnancy. One in five teenage fathers admitted to forcing girls to have sex with them Majority of the respondents had their sex experience before the age of 15. This supports Guttmacher Institute findings that 60 percent of girls who had sex before age 15 were coerced by males who on average were six years their senior. CONCLUSION It is quite glaring that teenage pregnancy have many consequences on the society. Teenage pregnancies have become a public health issue because of their observed negative effects on perinatal outcomes and long-term morbidity. The association of young maternal age and long-term morbidity is usually confounded, however, by the high prevalence of poverty, low level of education, and single marital status among teenage mothers the impact on youth development in our society is negative

What Is Information? :: Science Research Essays

What Is Information? ABSTRACT: There is a striking paradox in contemporary brain and cognitive science. Their purported fundamental category of information either is not defined or is used in a Shannonesque sense, which is unable to account for the processes of regulation and control when content, not the quantity of information, is concerned. I try to provide a more adequate formula which is applicable to a wide range of systems commonly counted as informational systems. Representative examples would include a single biological cell, animals, persons, and computers. In fact, I consider information-defined here as any detectable difference of physical states-to be the determining principle of all animate systems, one in which determines both their achitecture and their operation. I claim that the concept of information is a realist category and that information itself is, in ontological terms, an irreal entity unable to act on its own. Three hierarchically ordered forms of information are distinguished a nd a number of applications of the proposed definition are discussed. In the books and papers on brain science, cognitive science, etc., one of the most frequently used terms is information. We are told that brains and their various subunits — down to the level of a single neuron — process information, store it, retrieve it, transmit it, etc. They do, indeed. The point, however, is that we are not told what information is. Perhaps information is meant to be understood in the sense first given by C. Shannon? If so, it would be a huge misunderstanding for at least two reasons. First, his approach is entirely content-neutral. It concerns only technical/economical, quantitative problems of data transmission and communication. Brain activity, on the other hand, is concerned with regulation and control, where the content of information matters a lot. Furthermore, since according to Shannon's approach information is what reduces uncertainty, the whole idea presupposes such things as knowledge of a priori probabilities — a requirement which can hardly be attributed to, say, frogs and butterflies. It can serve well the purposes of mathematicians and engineers dealing with well-specified communication problems, but it is useless with regard to the systems which must cope with varieties of environmental stimuli. I suppose that what is taken for granted here is a commonsense, mentalistic connotation: information is thought to be a piece of knowledge. If this is the assumption being made, we must either flatly reject it because of its strong anthropocentric bias, or we must treat it figuratively, as a conventional term of art with no objective counterpart in reality.

The Changing Nature of Crime and Law Enforcement Essay example -- essa

  Ã‚  Ã‚  Ã‚  Ã‚  Law enforcement agencies nationwide must constantly adapt to the changing nature of crime and the ways criminals must be prosecuted. New dangers like terrorism, as well as old ones, such as public corruption, threaten the public and force police agencies to acclimate themselves to this new environment. President Clinton explained the need for the development of the federal and local law enforcement agencies. â€Å"We have begun to find a way to reduce crime, forming community partnerships with local police forces to catch criminals and prevent crime. This strategy, called community policing, is clearly working. But we still have a long way to go before our streets are safe and our people are free from fear. Our next step in the fight against crime is to take on gangs the way we once took on the mob. I'm directing the FBI and other investigative agencies to target gangs that involve juveniles in violent crime, and to seek authority to prosecute as adults, teenagers who maim and kill like adults. More police and punishment are important, but they're not enough. We have got to keep more of our young people out of trouble, with prevention strategies not dictated by Washington, but developed in communities†(Clinton). Federal agencies within the United States must handle cases on the home front while at the same time dealing with international issues relating to crime. The problem with international crimes and criminals is that the issue of jurisdiction b...

Team Dynamics for Managers

|[pic] |Course Design Guide | | |College of Social Sciences | | |PSY/430 Version 5 | | |Team Dynamics for Managers |Copyright  © 2010, 2009, 2008, 2005, 2004, 2003, 2001 by University of Phoenix. All rights reserved. Course Description This course provides an exploration into how managers and employees work in groups for the completion of organizational objectives. Emphasis is placed on the growing dependency on self-directed work teams in the workplace. This course equips student with the ability to manage work teams, work in teams successfully, and to obtain results via team dynamics. In addition, impacts upon customer satisfaction are explored. PoliciesFaculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: †¢ University policies: You must be logged into the student website to view this document. †¢ Instructor policies: This document is posted in the Course Materials forum. U niversity policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Engleberg, I. N. Wynn, D. R. (2010). Working in groups. (5th ed. ). [University of Phoenix Custom Edition e-text] Boston, MA: Pearson/Allyn & Bacon. Retrieved from University of Phoenix, PSY/430—Team Dynamics for Managers Course website.. All electronic materials are available on the student website. |Week One: Effective Communication in Diverse Groups | | |Details |Due |Points | |Objectives |Explain the relationship between group member diversity and communication style. | | | |Determine effective use of verbal and nonverbal interaction in groups. | | | | |Describe the importance of listening and effective listening techniques. | | | | |Determine appropriate methods of group facilitation. | | | |Readings |Read Ch. 1 of Working in Groups. | | | |Readings |Read Ch. of Working in Groups. | | | |Readings |Read Ch. 3 of Working in Groups. | | | |Readings |Read Ch. 4 of Working in Groups. | | | |Readings |Read Ch. 7 of Working in Groups. | | | |Readings |Read Ch. 8 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | |Selection of Teammates |By Thursday, please let me know in your Individual forum if you could work with people |By Thursday of | | | |outside your time-zone. |Week One | | | | | | | | |On Friday, I will post a note in the Main forum with the names of the people in each team. | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of the |2 | | | |first week. | | |Article Review |Complete and Submit article review to thread in Main forum for it. |By Sunday of the |3 | | | |first week. | | |Search through the Electronic Resourc e Reading list consisting of articles from UOPX’s Online| | | | |Library. | | | | | | | | | |Share with your teammates which article you plan to review so that each member reviews a | | | | |different article. | | | | | | | | |Coordinate with teammates so that everyone in your team summarizes a different article. | | | | | | | | | |Submit two aragraphs and a quotation to the Main forum in reply to the post I will be | | | | |posting. | | | | |In the first paragraph, provide a short summary of the article. (100 to 150 words) Add an APA| | | | |citation. | | | |In the second paragraph, relate the information to your work, social, and/or home life. (100 | | | | |to 150 words) | | | | |For the quotation from the article, explain why you think it is an important quote. 50 to 75| | | | |words) Add an APA citation. | | | | |Provide an APA formatted reference. | | | |Individual |Review the Working in Groups videos located on your student website. Choose three of the four|By Monday, the |8 | |Group Communication Video |videos to watch. last day of the | | |Cases | |first week, | | | | | | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | | | | | |Write a 200- to 300-word response to each video clip by answering the following questions. | | | | | | | | |Choose one video that you will use to discuss the relationship between group member diversity| | | | |and communication style. What diversity existed in the group? How did this affect the group | | | | |members' communication styles?Was diversity a hindrance to communication? Determine two | | | | |communication methods that could have been used to better facilitate the group. | | | | | | | | | |Choose another video and describe the verbal and nonverbal interaction among the members of | | | | |the group.What were these interactions communicating? Were they helping or hindering the | | | | |group process? Come up with two c ommunication methods that could have been used to better | | | | |facilitate the group. | | | | | | | | | |Watch the third video and determine the listening techniques used by members of the group. | | | |Describe the importance of listening in group communication and relate it to this scenario. | | | | |Were the listening techniques used in this situation effective? If not, which effective | | | | |techniques should have been used to better facilitate the group process? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, levels with subheadings, citations, and references. | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week One Individual Participation (2)Discussion Questions (2) Article Review (3) Group Communication Video Cases (8) Individual Total: 15 |Week Two: Cohesion and Decision-Making | | |Details |Due |Points | |Objectives | | | | | |Evaluate individual strengths that apply to the group process. | | | |Apply conflict management techniques to group conflicts. | | | | |Identify problem-solving techniques that facilitate group decision-making. | | | |Readings |Read Ch. 9 of Working in Groups. | | | |Readings |Read Ch. 10 of Working in Groups. | | | |Readings |Read Ch. 1 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of the |2 | | | |second week | | |Individual |See description in Week One. By Friday of the |3 | |Article Review | |second week | | |Individual |This two -part assignment enables you to reflect on your individual strengths and | | | |Rough Draft |problem-solving skills as they apply to the group process and decision-making. |5 | | | | | | |Individual Strengths and |Review the grading form and use the sample paper provided for this assignment in the Course | | | |Problem-Solving Techniques |Materials forum. | | |paper | | | | | |Prepare a 1,050- to 1,750-word paper formatted according to APA guidelines.The paper must be| | | | |organized according to the following categories: | | | | | | | | | | | | | | |Part 1: Individual Strengths and the Group Process | | | | | | | | | |Describe a group setting or scenario in which you have worked or of which you are | | | | |currently a part. | | | | | | | | | |What are the strengths and skills that you have brought to this group setting? How have they | | | | |benefited the group? | | | | | | | | |Are there any drawbacks your strengths and skills have brought to the group? Describe how | | | | |t hey have affected the group. | | | | | | | | | |How have other group members’ strengths and skills affected the group process? | | | | | | | | |What are some skills you could improve to foster a more effective group environment? How can | | | | |you improve these skills? | | | | | | | | | |Part 2: Problem Solving Techniques and Group Decision Making | | | | | | | | | |What problem solving techniques do you know or use regularly? | | | | | | | | |How do your techniques influence group decisions? | | | | | | | | | |What other problem solving techniques could you use when making group decisions? | | | | | | | | | |What can you do to develop or improve your problem solving techniques? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |On the last day of the second week, submit a working draft of the Job Redesign and Workplace | | | | |Rewards Assessment to the three reviewing services in the Center for Writing Excellence (CWE)| | | | |for evaluation: (1) Write Point, (2) Tutor Review, and (3) Plagiarism Checker. | | | | | | | | |On the last day of the second week, provide proof of your submission by taking a Screen-Shot | | | | |of the My Papers page showing the submission to three reviewing services. | | | | | | | | | |Submit the Screen-Shot to your Individual forum. | | | | | | | | | |In the subject line, type the words, â€Å"Screen-Shot. | | | | | | | | | | | | | | |On the third day of the third week (Thursday), download all three reviews. | | | | | | | | | |Write Point and Plagiarism Checker take 15 minutes to an hour to complete. | | | | | | | | | |Tutor Review takes two to three days to complete. | | | | |By the last day of| | | |Write Point and Tutor Review are Word documents that are easily saved. |the second week | | | | | | | | |The Turnitin report is saved by clicking on the icon, which looks like a piece of paper with | | | | |a downward arrow. It is on the far right of the page. | | | | |By the last day of| | | |Submit them to your Individual forum. |the second week | | | | | | | | |In the subject line, type the words, â€Å"Copies of the Results of the Three Reviewing Services† |By the third day | | | | |of the third week. | |Learning Team |For the Charter, in the first section, complete with the necessary information from each of |By Saturday of the|5 | |Charter and Timeline |the members. In the remaining sections ((1) Team Ground Rules and Guidelines, (2) |second week | | | |Expectations for Time Management and Involvemen t, (3) Ensuring Fair and Even Contribution and| | | | |Collaboration, and (4) Special Considerations. ) complete each as a collaborative effort | | | | |rather than simply submissions from each member. | | | | | | | | |Do not say member A thinks one of the Ground Rules and Guidelines should be that everyone | | | | |posts every day in the learning team forum. Then, member B thinks everyone should post every | | | | |other day, while, member C thinks every three days is fine. In other words, collaborate as a | | | | |team to make one list for each of the following sections: In this way, I will know that | | | | |everyone agrees with each other. Additionally, be sure to answer all  questions in relation to| | | | |each section. | | | | | | | | |For the timeline, use the one in the Course Materials forum. Be sure to  include what each | | | | |member is to do each week to satisfy the successful completion of the project and how the | | | | |team will know that it has been completed . Include dates as to when each step is to be | | | | |finished. | | | | | | | | |Collaboratively complete both the charter and timeline. | | | | |Submit to Assignment Section. | | | Week Two Individual Participation (2) Discussion Questions (2) Article Review (3) Rough Draft: Individual Strengths and Problem-Solving Techniques Paper (5) Learning Team Charter and Timeline (5) Individual Total: 12 Learning Team Total: 5 Week Three: Group Member Roles and Responsibilities | | |Details |Due |Points | |Objectives | | | | | |Identify group member roles and responsibilities. | | | | | | | | | |Identify the qualities of an effective group leader. | | | | | | | | |Explain methods of managing difficult group members. | | | |Readings |Read Ch. 5 of Working in Groups. | | | |Readings |Read Ch. 12 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discu ssion questions. By Friday of |2 | | | |the third week | | |Individual |See the details in the first week. |By Friday of |3 | |Article Review | |the third week | | |Individual |Use the results of the three reviewing services to correct any grammar, punctuation, and APA |By the last day|14 | |Final Draft |mechanical errors. |of the third | | | | |week | | |Individual Strengths and |Submit to the Assignments Section. | | |Problem-Solving Techniques | | | | |Paper | | | | |Learning Team |Each team member identifies a conflict that he or she has recently encountered while working |By the last day|10 | |Conflict Resolution |in a group. |of the third | | | | |week | | | |These groups could be work groups or school learning teams. | | | | | | | | |As a team, discuss the conflicts and choose one to focus for the team assignment. | | | | | | | | | | | | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | | | | | |Prepare a 700- to 1,050-word paper in which the team describes the group conflict scenario | | | | |and propose a possible solution. | | | | | | | | | |The focus of the paper should not be on the conflict and possible solution, but on the | | | | |process, the group followed in coming to a solution.In the paper, be sure to address the | | | | |following questions: | | | | | | | | | |Describe the past situation of the conflict, the reasons for the conflict, and the proposed | | | | |solution. | | | | | | | | | |How did individuals in the group use their personal strengths to devise a solution to the | | | | |conflict? | | | | | | | | |What conflict management techniques were used to solve the problem? | | | | | | | | | |How did the group arrive at a decision? | | | | | | | | | |What other conflict management techniques could the group have applied to solve the problem? | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week Three Individual Participation (2) Discussion Questions (2) Article Review (3) Final Draft: Individual Strengths and Problem-Solving Techniques Paper (14) Learning Team Conflict Resolution (10) Individual Total: 21 Learning Team Total: 10 Week Four: Implementing Group Motivation Strategies and Rewards | | |Details |Due |Points | |Objectives | | | | | |Determine appropriate group incentives for reaching goals. | | | | | | | | | |Design rewards based on effective group dynamics and desired results. | | |Readings |R ead Ch. 6 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of |2 | | | |the fourth week| | |Individual |See the details in the first week. By Friday of |3 | |Article Review | |the fourth week| | |Individual |Complete the â€Å"Group Motivation Inventory† at the end of Ch. 6 of the textbook. Determine your|By the last day|10 | |Group Motivation Inventory |score and post it to your Individual forum and your Learning Team forum. |of the fourth | | |Paper | |week | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | |Then write a 1,400- to 1,800-word paper, formatted consistent with APA guidelines, that | | | | |includes the following information: | | | | | | | | | | | | | | |Scoring and Interpretation of Group Motiva tion Inventory | | | | | | | | | |Were the group expectations unclear or unreasonable? What did you like about the | | | | |expectations, and what did you dislike? | | | | | | | | |Did some members make it difficult for others to participate? Why was working with them | | | | |difficult? | | | | | | | | | |Are some members doing most of the interesting work, while others do routine assignments? In | | | | |the future, what can you do to make sure the interesting work is shared? | | | | | | | | |Were some members ignored? What could you have done to help people not feel this way? | | | | | | | | | |Personal Interpretations | | | | | | | | | |Describe what you learned about yourself in this exercise. | | | | | | | | |How does this knowledge affect the way you interact in groups? | | | | | | | | | |What will you do differently in future groups as a result of this exercise? | | | | | | | | | |Based on your results, what may you do to be more motivated? | | | | | | | | |What incentives w ould help you be more motivated when working in a group? | | | | | | | | | |What considerations would you have to make for incentives when group members’ motivations are| | | | |different? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource. | | | | | | | | | |Format your paper according to APA standards. | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week Four Individual Participation (2) Discussion Questions (2) Article Review (3) Group Motivation Inventory Paper (10) Individual Total: 17 Week Five: Group Presentation Tools | | |Details |Due |Points | |Objectives | | | | | |Identify advantages and disadvantages of usin g presentation aids in group presentations. | | | |Readings |Read Ch. 13 of Working in Groups. | | | |Readings |Read Ch. 14 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Article Review |See the details in the first week. |By Friday of |3 | | | the fifth week | | |Learning Team |Write a 2,150- to 2,500-word paper, formatted consistent with APA guidelines, that includes |By the last day|10 | |Group Incentives and |the following information: |of the fifth | | |Problem-Solving Techniques | |week | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | |Incentives | | | | | | | | | |Each member is to compile his or her team results from the â€Å"Group Motivation Inventory† in a | | | | |brief, informal summary. | | | | | | | | |Each member is to discuss the team incentives each team membe r identified in his or her | | | | |individual assignment. | | | | | | | | | |As a team, explain how each member’s incentives will help this team achieve desired results. | | | | | | | | | |As a team, design two incentives created specifically for this team’s dynamics. | | | | | | | | | | | | | |Problem-Solving Techniques | | | | | | | | | |Name two problem-solving techniques this team used in the last five weeks? What were the | | | | |reasons for using them? | | | | | | | | |Which problem-solving techniques were helpful, and which ones were not beneficial? | | | | | | | | | |What other problem solving techniques could this team have used during the past five weeks | | | | |when making group decisions? | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | |Submit to the Assignment Section. | | | |Learning Team |Prepare a 10- to 12-slide Microsoft ® PowerPoint presentation with speaker notes, in which the|By the last day|5 | |Presentation Tools |team identifies advantages and disadvantages of using presentation aids in group |of the fifth | | | |presentations.Address the following in your presentation: |week | | | | | | | | |Describe four different presentation aids used in group presentations. | | | | | | | | | |Identify the advantages of your selected aids when used in group presentations. | | | | | | | | |Identify the disadvantages of your selected aids when used in group presentations. | | | | | | | | | |Resources: Two Resources: (1) textbook, and (2) one other resource. | | | | |Format the presentation according to APA standards. | | | | | | | | |Include title-sheet, citations, and references. | | | | |Include an introduction and a conclusion. | | | | |Include speaker’s notes. | | | | | | | | | |Submit to the Assignment Section. | | | Week Five Individual Participation (2) Article Review (3) Learning Team Group Incentives and Problem-Solving Techniques (10) Presentation Tools (5)Individual Total: 5 Learning Team Total: 15 Individual Grand Total: 70 Learning Team Grand Total: 30 Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in a ccordance with University of Phoenix ® editorial standards and practices.