Advertising Media in New York City Research Paper

Advertising Media in New York City - Research Paper Example The advertising sector in New York has been dramatically influenced by the recent economic and financial crisis faced by the US. Nonetheless, prior to the downfall of the sector, it has seen a considerable decline in the old media publishing companies accompanied by rigid company marketing budgets. Notably, the impact of globalization and continuous technological advancement is clearly apparent within the sector. The advertising sector in New York City is becoming globalized at a rapid pace (Turrow & McAllister, 2009). Accordingly, the sector is viewed to be moving towards becoming technology oriented. Consequently, the technical advancements have promoted online advertising trend that has enabled an increased judgment regarding creative campaigns. Likewise, in terms of advertising mode, 3D cluster within the advertising sector is expanding rapidly. Conceptually, 3D cluster is a procedure based on which three-dimensional objects are generated through applying sequential levels of met als, thermo-plastics or any other related material (NYCEDC, 2013). The sector shares complementary relationships with another community, which is embedded in the local environment. The advertising companies are constantly engaged in merging with each other in order to further consolidate their place within the sector. This continuous consolidation has certainly placed New York at the center of the sector (Center for Economic Transformation, 2013; Harvey, 2009). Moreover, the gradual shift towards digital content, which is being followed by a considerable decline in the print readerships, has contributed to a crisis situation within the adverting sector. More and more advertising companies are incorporating new and innovative technologies in order to attain long-term sustainability.  

Bowlby's Viewpoint Assignment Example | Topics and Well Written Essays - 250 words

Bowlby's Viewpoint - Assignment Example ent studies, the author attests that healthy, happy and independent young adults and adolescents are products of stable homes in which both parents give enough time and attention to the children. He continues to put that the child’s care giver needs a lot of assistance, from the other parent, though it normally comes from the grandmother in most societies. I totally agree with Bowlby’s way of parenting, because successful parenting is a key to the mental health of the next generation. A parent-child bond is not only healthy for the childs well-being, but an essential part of what it means to be human. Attachment theory teaches three main attachment patterns; secure, avoidant and ambivalent, which are behaviors that continue into adulthood. While they explore the world, securely attached children are confident, since they used the parent as a secure base. Bowlbys work also showed that the early interactions between infant and caregiver have a significant impact on an infants social, emotional, and intellectual growth (Bowlby 1907-1990). On the other hand, an insecurely attached child is unhappy and not confident enough to explore the world. Consider a child brought up by a single mother, who is always busy and overwhelmed by activities, and has less time to spend with the child, the child obviously grows up unattached to the parents and feeling insecure at the same time. The provision of access to the parent’s body is a fundamental feature in developing secure attachment. Dependency, the child’s tie to the mother, has the effect of keeping the child in more proximity to its mother-figure. For example, attachment behavior of a child is activated mostly by pain, fatigue, fright, and the mother’s inaccessibility. Bowlby cited the description of Klaus, Trause and Kennelle (1975), on how a mother picks up and begins to stroke the baby’s face with her little finger immediately after its birth. At this time, the baby quietness and when put to her breasts, it

Policies and Politics - Patient Representing a Diagnosis Essay

Policies and Politics - Patient Representing a Diagnosis - Essay Example Having such a high annual number of new cases with young citizens is an indication that the role of educators is not achieving effective results. This paper will address the lack of effectiveness of the educators as a policy issue, identify stakeholders, highlight nursing’s political involvement and state the writer’s position on the issue. The writer chose the case of a patient representing a diagnosis because she cared for a newly diagnosed young citizen who claimed not to have been properly informed on lifestyle choices. The American Association of Diabetes Educators (AADE) provides persons with diabetes and their educators a representation at the state and federal governments, supporting activities relevant to the stakeholders and public policy relating to diabetes. However, according to the policy and advocacy goals they set up years ago, their impact is not as effective as may be desired: 1.9 million new cases in one year do not reflect success. Their goals included supporting initiatives that avoid more people developing diabetes; promoting education in diabetes and the educators’ role in healthcare; campaigning for policies that promote access to self-management training; and attaining reasonable reimbursement for educators. If the goals and the facilitating policies were well thought out, then the nation should have realized a significant drop in the number of new cases. The policies need to be updated. The process of moving a healthcare issue through policy-making, from a bill to an enactment, links health care to politics. This brings together several stakeholders who impact the decision making. They include elected officials, nurses, patients and special interest groups, all with varying perspectives of the situation, which are further diversified by the interests of the political parties.

Physical Preparedness Of Columbus Police Essay Example for Free

Physical Preparedness Of Columbus Police Essay Describe in one page or less how you would select the Columbus Police patrol officers to be surveyed. The Research Project: Physical Preparedness of Columbus Police Officers in Citizen Encounters Involving Force. Target Panel: Respondents of this research should have the following qualifications: Must be between the age of   21 – 35 Must have 6 or more months field experience as a Patrol officer of Columbus Must be active in the police force Must be a resident of Columbus Must at least have one physical encounter with a citizen Sample Size: 1000 police patrol officers Methodology: This research will employ a qualitative and quantitative research wherein a representative sample of the target audience will be randomly selected to create a target panel. Through qualitative research by using an open-ended questionnaire, spontaneous or not pre-determined responses are solicited through a free willing method. Meanwhile, the answers from the qualitative research will be further dealt with in the quantitative research using a closed-ended questionnaire that will provide figures or raw data. Through these two types of research, the researcher will determine the cause of the lack of preparation of police officers during encounters with civilians. Construct a brief 5-item unstructured, open-ended questionnaire that will determine the patrol officers’ views as to how well they are prepared for physical encounters with citizens where lethal force is not an issue.    Open-ended questionnaire for Focus Group Discussion What are the risks involved in being a police officer in Columbus? If physical encounter with citizens is not cited, ask about the probability of experiencing physical encounters with citizens while on duty. What kind of trainings did you receive before you engaged in police field operations or patrol duty? Were these trainings able to help you prepare for physical encounters with citizens? Why? If not, why? As a police officer, what do you think are the factors that provoke physical encounters with citizens? Enumerate tactics or methods on how to conduct proper management of physical encounters with citizens? Explain each tactic/method. What are the causes of mismanagement of physical encounters with citizens? How should these be prevented? Construct an 8-item structured questionnaire using closed-end questions that involve multiple response choices that addresses the same issue in Question #2. Closed-ended questionnaire for Survey Questions Strongly Agree Agree Neutral Disagree Strongly Disagree 1. Is your job as a patrol officer worth all the risks? 2. Do you think that force is needed in enforcing the law? 3. Are you willing to employ force when you are threatened by a civilian? 4. Do civilians usually provoke physical encounters with law enforcers? 5. Do you think that the use of force is effective in promoting compliance? 6. Do you think that there is a need to have a good physical and quick-thinking build to better handle physical encounters? 7. Do you think that by having police weapons and gadgets will help you do your job better in enforcing the law? 8. Are you prepared physically, emotionally and psychologically to engage in a physical encounter with a civilian?

General Motors Mission, Vision, and Values

General Motors Mission, Vision, and Values Company Background Founded in 1908, General Motors Corporation (GM) is the worlds largest automaker and has been the global industry leader in sales for 76 years (General Motors, 2008a). The United States is GMs largest national market, followed by China, Canada, the United Kingdom, and Germany. Today, the company employs about 284,000 people worldwide. With its global headquarters located in Detroit, GM manufactures cars and trucks in 33 countries. In 2006, GM sold 9.1 million cars and trucks globally under the brands Buick, Cadillac, Chevrolet, GMC, GM Daewoo, Holden, Hummer, Opel, Pontiac, Saab, Saturn, and Vauxhall (General Motors, 2008a). GM has fostered partnerships with many automobile manufacturers around the world. The company is currently the majority shareholder in GM Daewoo Auto Technology Co. of South Korea (General Motors, 2008a). GM has collaborated with Suzuki Motor Corp. and Isuzu Motors Ltd. of Japan with product, powertrain, and purchasing. The company has also collaborated with DaimlerChrysler AG and BMW AG of Germany, and Toyota Motor Corp., on advanced technology and ventured in vehicle manufacturing with several automakers, including Toyota, Suzuki, Shanghai Automotive Industry Corp. of China, AVTOVAZ of Russia, and Renault SA of France. The company currently sells its genuine parts and accessories under the GM, GM Performance Parts, GM Goodwrench, and ACDelco brands through GM Service and Parts Operations, which supplies GM dealerships and distributors worldwide (General Motors, 2008a). With all of GMs success in the past, the company is facing challenges during this time of economic hardship. The companys market valuation has decreased to $5.9 billion and its stock prices are at its lowest in 50 years (Lowenstein, 2008), which is evident with a closing price of $9.69 on July 10, 2008 (Yahoo Finance, 2008a). The skyrocketing price of oil seems to be the immediate cause of GMs problems, decreasing the sale of its sport utility vehicles and trucks (Lowenstein, 2008). The automaker is potentially looking at more layoffs and speculation of a possible sale of Buick and Pontiac (Lowenstein, 2008), however GMs vice president states that Hummer is the only brand the automaker is considering selling at this time (Yahoo Finance, 2008b). Mission/Vision Statement The mission/vision of GM is to be the world leader in transportation products and related services (General Motors, 2008b). Through continuous improvements driven by integrity, teamwork, and innovation of GM people, the company has earned its customers trust and enthusiasm. With all of the competition and the advancement of hybrid and alternative fueled vehicles, GM should look to being a leader of innovation. With this in mind, the mission statement could read GM will become the world leader in quality, innovative, and cost efficient products. The mission is for GM to become the auto industry leader in sales and market share in the global market. Company Values GM has six core values in which employees are to use in conducting daily business practices (General Motors, 2008c). These core values consist of continuous improvement, customer enthusiasm, innovation, teamwork, and individual respect and responsibility. These values must portray an image to the companys consumers that it values their needs and wants. With this said GM should add customer value and thinking green to its core values. This measure would show the company is focused on achieving high levels of customer satisfaction by providing innovative products that offer customers more choices with alternative fueled vehicles. Thinking green will show the company is concerned with doing right by the environment How Mission, Vision, and Values Aid in Reaching Desired End State Mission/Vision In order for GM to achieve its vision, the company understands that many issues must be addressed in order to attain its many goals. In order to become a more sustainable company, GM recognizes the importance of integrating economic, environmental, and social objectives into its daily business objectives and future planning activities. The future success of the company partly depends on technology, innovation, and partnerships (General Motors, 2008b). With technology, GM can efficiently address climate changes and fuel efficiency through its products. By accelerating the development and deployment of new technology, the company is able to improve its existing technology. Innovation provides GM with the tools to develop new ways of doing things as a company and with others. With increased competition in the global industry, innovation is critical in the future success of the company. In order to continue being responsive to the needs and concerns of its stakeholder and creating a sustainable future, GM understands the importance of continuing to build strong partnerships with the employees, industries, governments, markets, and communities, and others in order to be responsive to the needs and concerns of our various stakeholders (General Motors, 2008b). Values GM is based on is six fundamental values.With these values, the company has adopted and endorsed principles, such as the GM Environmental Principles and the Global Sullivan Principles. These principles are consistent with the companys values and serve to inform its strategies. The company states, These strategies drive our behaviors and actions, which produce the results that matter (General Motors, 2008c). Components of the Strategic Management Process Needing to be Analyzed Effect the New Strategy will have on the Leadership and Culture of the Organization How the Outcomes will Affect Stakeholders References General Motors. (2008a). About GM: Company profile. Retrieved July 10, 2008, from http://www.gm.com General Motors. (2008b). Sustainability and GM: Vision and Strategy. Retrieved July 10, 2008, from http://www.gm.com General Motors. (2008c). 2005/06 corporate responsibility report. Retrieved July 9, 2008, from http://www.gm.com Lowenstein, R. (2008). Siphoning G.M.s future. New York Times, p. A.21. Retrieved July 10, 2008, from ProQuest database. Yahoo Finance. (2008a). General Motors Corporation (GM): Historical prices. Retrieved July 12, 2008, from http://finance.yhoo.com/ Yahoo Finance. (2008b). GM reassures dealers only Hummer brand is for sale. Reuters. Retrieved July 10, 2008, from http://biz.yahoo.com

About the Writer Willy Russell :: Willy Russell Playwright biographies Essays

About the Writer Willy Russell William Russell was born in Whiston - just outside Liverpool, in 1947. At primary school he enjoyed reading, football and gardening, these were the only subjects he likes, but at secondary school he was consigned to the factory fodder D stream. It was in this surprising environment that he conceived the idea of being a writer. His only experience of factory work caused him to fail to obtain a printing apprenticeship, so his mother suggested he trained to be a women's hairdresser. He trained and worked as a women's hairdresser for five years, eventually running his own salon. After this he was seeking a career that would give him a greater opportunity and understanding of being a writer. He decided to become a student, having now passed O level English at night classes. No local education authority would give him a bursary, so he spent some time girder cleaning at Fords in order to fund his college O & A level studies. He only did this long enough so that he could afford the course; he spent no time extra doing this job as climbing up on dirty, oily girders was a very dangerous job which many of his colleagues were injured on. You can see in the play that Russell is commenting on society as Russell is almost like Rita, she lives near Liverpool with little education and works in a hairdresser, trying to get the opportunity to have choice by getting an education. During the play, Russell shows that the class system is a part of modern society and Rita wants to change classes, from working to middle, but has little education. She wants Equal opportunities in that the way that women are expected to have babies and stay at home all day, but in his play Rita breaks away from everyone else and gets an education and he shows in the play, how hard it really is to get an education and all the troubles that someone of a lower class has to go through to achieve there goals. I think that Russell wrote this play because he had a hard time in his own life, and he wanted to express to other people that you need to have a choice or you will begin to experience a feeling of being trapped in society. I think that Russell used humour in his play because it would make the audience watching the play understand the issues brought up. I think the play runs better as a comedy, with the humour aspects of the play rather than a more serious drama.

Motivation Essay

INTRODUCTION Motivation is the process of initiating and directing behaviour based on the persistence of effort to satisfy an individual goal or need (Petri, 1991; Robbins et al, 2000 and Robbins et al, 2001). There are two approaches to understanding motivation, each of which has theories expanding to support the nature of motivation. Content theories focuses on what motivates an individual. In contrast to process theories of motivation which focus on how individual behaviour is motivated. This essay will focus on motivation in an educational context and the importance to provide opportunities and motivation for students.The purpose of this essay is to present a theoretical overview of the key differences between content theories and process theories of motivation. Then a programme developed from a theory to be applied to an undergraduate business course at Monash University. The motivational programme will focus on improving the assessment technique used by lecturers and tutors (â €Å"teachers†) that will motivate and improve undergraduate students learning ability. The aim will be to encourage students to gain a better understanding of the core concepts of business.Assessment in universities needs to be reshaped in order to motivate students. CONTENT THEORIES OF MOTIVATION Content theories are also referred to, as need theories. That is, motivational theories that look at what individual needs motivate and direct behaviour to respond to specific goals. Many early theories from the 1950? s, include Maslow’s hierarchy of needs, McGregor’s Theory X and Theory Y and Herzberg’s motivation-hygiene theory, established core concepts which have helped explain motivation especially in an organisational setting.McClelland’s three needs theory is a more contemporary view on the content theory approach to motivation that focuses on three important needs in work situations. Each theory identifies individual needs in order to understand b ehaviour. The main factors that underlie this approach is the need to understand that individuals have different needs, and what can be offered in response to these different needs as well as the importance on the external working environment to give individuals the opportunity to satisfy their needs (Robbins et al, 2000, p558).An example of a content theory of motivation is Douglas McGregor theory of the A? A ±A? A µeconomic manA? A ±A? A ¶. He proposed 2 contrasting views of human nature. McGregor’s Theory X and Theory Y suggested one negative (Theory X) and one positive (Theory Y) view on human beings. He â€Å"concluded that a manager’s view of the nature of human beings is based on a certain grouping of assumptions and that he or she tends to mould his or her behaviour towards employees according to these assumptions† (Robbins et al, 2001, p199).The negative assumptions were labeled â€Å"Theory X†, which held four dominant assumptions of wor kers. Workers dislike work and go to great strengths to avoid it. Based on this it is believed that workers need to be punished with tight control systems in order for them to achieve goals. In addition, workers lack responsibility, thus need formal directions from superiors to perform. Such Theory X workers are predominately motivated by lower-order needs according to Maslow’s hierarchy for example they need security.In contrast, â€Å"Theory Y† assumes higher order needs dominate individuals. Thus, Theory Y workers enjoy responsibility where they can exhibit self-direction and self-control. Therefore, in order to motivate workers, mangers need to provide a working environment that provides challenging jobs and minimal formalisation. Applying this to an educational context, it can be assumed that teachers can either have a Theory X or a Theory Y view of students. That is, teachers can view students as A? A ±A?A ·lazy or un-cooperative† (Theory X) OR as †Å"being clever and work hard† (Theory Y). Teachers that adapt a Theory Y approach, are more likely to be attuned to students’ needs, actively participate with students to increase student skill-development and learning (OECD, 2000). It is important for teachers to become more student-centered. Therefore assessment must â€Å"focus more on student learning outcomes and students’ attitudes about what they are learning and their role in the teaching and learning process† (Carey, Wallace and Carey, 2001).This can be better understood by considering process theories of motivation. Process theories of motivation set out to explain how people choose a course of action they will pursue, not solely on individual needs like content theories. PROCESS THEORIES OF MOTIVATION Despite the fact that content theories of motivation have helped many organisations understand employee motivation, many of their concepts alone do not provide a comprehensive understanding of moti vation. Therefore, the introduction of another approach to understanding motivation was brought about.Process theories of motivation attempt to explain the process of arousing behaviour, sustaining and regulating the pattern of behaviour (Ames and Ames, 1989). Theories include goal setting, reinforcement, equity and expectancy theory. â€Å"These theories attempt to explain why people choose to behave in a certain way and the reasons they react as they do† (Robbins et al, 2000, p558). In contrast to content theories of motivation, which looked at what initiates behaviour to satisfy a need, this approach broadens the perspective of motivation. It looks at the underlying reasoning that influence individuals to behave and respond in a certain way.Therefore, motivating students by either punishing them to perform or encouraging self-direction, the goal setting theory, identifies underlying factors that achieve a given behaviour, which is the key to understanding the process appro ach to motivation. Goal setting theory states that â€Å"specific and difficult goals, with goal feedback, lead to higher performance† (Robbins et al, 2001, p770). That is, work motivation can be increased with goal specific directed behaviour. It also proposes that difficult goals, provided that the individual has accepted them, lead to higher performance than general goals.However, feedback is essential in the achievement of specific and difficult goals â€Å"because feedback helps identify discrepancies between what they have done and what they want to do† (Robbins et al, 2000, p559). In order to gain the performance benefits of specific goals, feedback helps shape the individuals behaviour. Better still, self-generated feedback is a greater motivator as it allows the individual to monitor their progress. Robbins et al (2000) suggested that goal setting theory is best suited to cultures were there is a moderate power distance, low in uncertainty avoidance and high i n quantity of life like Australia and New Zealand.These ensure a reasonable level of independence amongst individuals and those individuals will not be threatened to take on difficult goals. Also the importance of performance is shared by all. In goal setting theory, â€Å"the characteristics of a goal and attitudes towards it are thought to be influenced by incentives, self-perceptions and the manner in which the goals are set† (Brotherton, 1999, p36). Therefore, in an educational context the teacher and student need to work together to determine behavioural strategies that will lead to performance.End-of course evaluations conducted by Monash University A? A ±A? A ·elicit students’ attitudes about instructors and the role that they play in the teaching/learning process† (Carey, Wallace and Carey, 2001). Such instruments assess students’ motivation for learning and allow for continuous course and program improvement. MOTIVATIONAL PROGRAMME Feedback fr om end-of course evaluations â€Å"usually prompts an ongoing adaptation of a course to the emerging learning needs of its students† (Panasuk and Leabaron, 1999).It was found that â€Å"students consistently expressed views that new assessment motivated them to work in different ways† (Sambell and McDowell, 1998). The aim in developing motivational programme for undergraduate students will focus on assessment reform applying the goal setting theory. This proposition will encourage students to target specific goals, in hope that it will result in higher performance. The programme will involve students in their evaluation process in order to motivate them to actively participate in their skill-development and improve learning. Every act of assessment gives a message to students about what they should be learning and how they should go about it† (Sambell and McDowell, 1998). The programme will suggest that goals based evaluation criteria will improve studentsâ€℠¢ motivation in turn achieving a greater level of performance. The programme will focus on behaviour related to undergraduate business students at Monash University. It will include a check mark grading system that will be designed around behavioural objectives. The check-mark systems sets a specific standard for document quality, and instructors give a paper a â€Å"check mark† when it meets the standard† (Sorenson, Savage and Hartman, 1993). Students are required to set their own achievement goals, in terms of grades based on their overall subject result. That way they can evaluate their progress toward their goals on their own with each assignment mark. â€Å"This necessitates defining goals for oneself, using self-directed strategies to accomplish these goals, and assessing progress† (Larsen and Thisted, 1999).The programme will involve behavioural objective questionnaires that will identify what the students want to achieve at Monash. This will include long- term goals (degree completion) as well as short-term goals (average subject result e. g. distinction, right down to improving structure of writing). â€Å"Defining tasks in terms of short-term goals can help students to associate effort with success, but of course long-term goals are also needed if students are to become lifelong â€Å"learners† (OECD, 2000, p. 31). It will also involve social objectives (develop a good rapport with teachers). Using behavioural objectives may help students organize and structure† their learning and â€Å"may produce positive attitudes toward learning† (Sorenson, Savage and Hartman, 1993). Also, they outline behavioural objectives of each student, which are associated with goal difficulty. In addition, a student performance evaluation form is to be handed in with each assignment, outlining specific goals that the essay is to achieve. For example, good use of relevant and current references, each paragraph systematically links one to the other etc.Also the overall mark the student expects on the assignment based on their effort. From this teachers are to use the check mark system and self-evaluation system to grade the work. It is very important to give feedback, especially in relation to student evaluation forms outlining their objectives. Limited feedback such as â€Å"meaning well done or â€Å"meaning re-consider, needs to be more specific. Effective feedback should provide shorthand comments, throughout the paper and on the marking sheet, clearly clarifying any issues. Such feedback is called evaluative feedback. Evaluative feedback helps the individual understand the performance information by comparing it to standards or to the individual’s own past performance† (Larsen and Thisted, 1999). In addition, it is important to direct them where possible to achieve a higher mark, therefore feedback needs to be constructive. â€Å"Constructive feedback is task-specific and focuses attention on the task† (Larsen and Thisted, 1999). By focusing on the task and â€Å"providing target objectives results in the achievement of more objectives† (Sambell and McDowell, 1998).When students use the check-mark system, they can identify what they must do to achieve higher marks. Obviously, the goal difficulty set by students varies among the constraints of his/her ability. In this programme, it is important to provide specific feedback and include student participation in selecting objectives. In light of this, between the behavioural objectives system, grading method and student outcomes, students should actually be motivated to increase performance under these systems. CONCLUSIONThe theoretical issues proposed in motivational theories such as the economic man developed by McGregor and the benefits of setting specific and difficult goals are important. The distinction on how they motivate an individual is a major influence on behaviour. Applying motivational theory to a n educational context we draw our attention toward skill development, satisfaction and achievement. In developing a motivational programme, the focus was on assessment reform focusing on undergraduate business students at Monash University. Teachers and students need to work together in assessing ones performance.It is believed that â€Å"individuals are mutually motivated to learn when they do not have to fear failure, when they perceive what they are learning as being personally meaningful and relevant and when they are in respectful and supportive relationships with teachers† (OECD, 2000, p29). Therefore, by using a goal setting approach to motivate students, student participation in selection of objectives in as â€Å"research on the motivational value of goals, both the check-mark and behavioural/performance objective systems seem to motivate students to improve performance† (Sorenson, Savage and Hartman, 1993).However, with today’s rapid change and emergen ce of new knowledge and theory, universities will have more concepts on which to build and develop on â€Å"motivating the school’s participants so as to obtain the best possible educational results† (Panasuk and Lebaron, 1999). http://www. writing-expert. com/blog/sample-essays/essay-on-motivation. html