Sustainability Assessment Research Paper Example | Topics and Well Written Essays - 250 words

Sustainability Assessment - Research Paper Example Marriott’s operations have to meet the standards and specifications set for the hotel and tourism sector in environmental conservation. The organization accomplishes this by taking several initiatives that include; educating guests and associates on ways to conserve the environment and managing water and energy consumption through limiting the energy and water consumed per room in the hotels and efficient waste management, such as water treatment. Additionally, Marriott has developed innovative initiatives for water conservation and protection of rain forests. Another initiative includes encouraging the supply of organic natural foods from local farmers, and training farmers on increasing on their harvests as well as conserving the environment (Sheldon & Yoxon, 2002). Over the recent years, Marriott has expanded to more regions such as Asia. The expansion of Marriott is welcome in most regions because it plays large roles in creating employment, increasing the countries’ income, enhancing tourism and encouraging international travel and

Infection Control Essay Example | Topics and Well Written Essays - 1000 words

Infection Control - Essay Example We shall now talk about an infection that takes place during the course of medical treatment itself. Aids, the global scare made many medical professionals to use sterilized needles during their process of treatment. The single-puncture syringe that cannot puncture the skin once it is used is the best form of administering equipment for anesthetic and other medications. The profession is to go miles before attaining complete protective treatment. One of the most dreads that now posed by the ultrasound treatment is the use of gels. When an object or human body part is exposed to ultrasonic waves, density differences inside the object or the body parts cause some waves to reflect at the point of interface. This reflection is built into an image of the internal part of the body and its structure on the monitor screen. A gel or jelly is normally used to transmit the acoustic waves through the transducers—a device that contains a crystal, which converts alternating electric current s into vibrations—to the object or the internal part of the body.Experiments show that a high-energy ultra sound emitter inserted through an angioplasty catheter can effectively break up the blocks and restore normal blood circulation. In many patients, bacteremia is a result of an intravascular focus, such as a contaminated catheter or prosthetic device.Contamination of the gel at the manufacturing facility and improper use of the gel at clinical settings are the sources of many cases of bacteremia and septicemia.aemia. Non-sterile gels meant for external use, when used for invasive procedures like biopsies, put most of the patients under the risk of infection. Some precautionary measures can be followed to reduce the risk of infection. Separate individual procedures for sterile and non-sterile gels are postulated by Canadian Health Authorities. They are: - Sterile gels: - 1. Sterile gels must be used for all invasive procedures especially on babies in neonatal I C U. 2. Bacteriostatic gels should be considered for intact mucous membrane operations like oesophagal, rectal and vaginal areas. 3. Sterile packages must be used for one time use only. Non-sterile gels: - 1. Single use containers are the best for non-sterile gels. 2. In the situations of the use of reusable containers, the containers must invariably be cleaned thoroughly by using hospital-grade disinfectants. The very

Educational Implications of Socioeconomic Status Matrix Essay

Educational Implications of Socioeconomic Status Matrix - Essay Example If someone with unemployed or working class parents enters the school system at an academic level behind those of other students (through no fault of their own or their parents), they will find it difficult to move up a track in the current system. This is not only because teachers will have lower expectations of this individual due to their socioeconomic class, but because the curriculum currently focuses predominantly on those in the upper echelons of society without providing insight into movement between classes or the importance of the working class throughout history. All of these factors combined will ensure that most students in the lower classes will remain unmotivated and unenthused by the education system and find it difficult to engage their intellectual capacity (Gollnick & Chinn, 2005, p71). Conversely, the upper-middle and upper classes flourish under the current education system. Not only does their economic status allow students from these backgrounds to attend expen sive private schools which generally have better equipment (and better paid staff who may be more enthusiastic due to this benefit), but their social status encourages these students to attain the best academic achievements. High teacher (and parental) expectations will push students into the higher academic tracks, allowing them to attain results that will push them towards the jobs held by their parents – teachers, lawyers, doctors, academics and high-powered businessmen (Gollnick & Chinn, 2005, p64). This seems unfair when compared with the fate of the lower classes as discussed above, who may have the same intellectual capacity and perhaps even outperform some of their upper-middle or upper class schoolmates, but suffer from an educational inequality. Race also plays a part in educational equality (Gollnick & Chinn, 2005, p67) Those who are members of oppressed groups are found in higher numbers in the unemployed, homeless or working class groups. Combined with the factor s mentioned above, these groups are often underrepresented in class materials, again meaning that these groups will engage less with the curriculum. White able-bodied males, who occupy a higher proportion of the upper-middle and upper classes, are overrepresented in class materials and thus may feel encouraged to perform. There has not been much discussion of gender in the text, but it can be assumed that often classroom materials focus on the history and experiences of the male gender and this is an inequality that also needs to be addressed. References Gollnick, D. M., & Chinn, P. C. (2005). Multicultural Education in a Pluralistic Society & Exploring Diversity Package (7th ed.). Prentice

Effects of Violent TV Programming on Adolescent Behavior Essay Example for Free

Effects of Violent TV Programming on Adolescent Behavior Essay Violent behavior is a central theme in many kinds of media. Television and movies depict violent behaviors as acceptable ways of communicating and resolving problematic social situations (Strasburger Donnerstein, 1999). During the twentieth century, Americans were introduced to a wide variety of media technology, including televisions, digital computers, video cassette players and handheld electronic machines (Anderson Bushman, 2001). Although television is but one of the many media venues, it represents the predominant medium to which very young children are exposed. The 1972 report to the Surgeon General found that 96% of American homes have one or more television sets and the average home set is on more than six hours a day and frequent viewing usually begins at about age 3 and remains relatively high until about age 12 (1972, pp. 1-2). Kaisers study (1999) found that children spend up to 40 hours per week in front of the television. For children under the age of 7, Wright et al. (1994) found that media exposure averaged just over four hours per day. Other studies have concurred that the television has become a predominant medium of experience for the child. In a 1990 position paper, the NAEYC stated that the trend toward increased depiction of violence in the media jeopardizes the healthy development of significant numbers of our nations children (1990, p. 18). The viewing experience is highly complex, subjective, and dependent upon the childs level of cognitive and emotional understanding (Wright et al. , 1994). Social scientists and policy makers have expressed concern about the potential negative impact of exposure of violence on children (Bushman Geen, 1990). They have explored the negative impact longitudinally, both experimentally and observationally, and found that children as young as 2 and into adolescence are adversely affected by televised violence. Studies demonstrated that after viewing violent programs, the child behaved aggressively and imitated the scenes of the violent behavior in his play (Anderson Bushman 2001). This paper explores the current state of research in this area and seeks for the relationship between television watching and childhood violence. Television and Violence The most recent large-scale longitudinal study was initiated in 1994 by researchers at the Universities of California, Texas, Wisconsin, and North Carolina. The National Television Violence Study (NTVS) was deemed the largest scientific study of television violence ever undertaken (Federman, 1998). NTVS involved a three-year effort (1994-1997) to review violence in televised programming. It examined three areas of concern: televised programming context, factors that either positively or negatively alter the risk of viewing violence, and the interactions between programming and the viewers. In this study, nearly 10,000 hours of televised cross-channel programming were examined using five major groupings: broadcast networks, independent broadcast, public broadcast, basic cable, and premium cable. The authors found that 61% of programs contain violence. By the third year of the study, there was more violent interaction observed across the programs analyzed. Specific to the younger child, the study found that childrens programs, as a genre, contained the greatest share (50%) of all high-risk violent interactions, as well as the highest ratio of interactions per hour (. 75) (Federman, Vol. 3, 1998, p. 175). Child-oriented cable programs such as those on Cartoon Network, Disney, or Nickelodeon contained the most high risk violent interactions (27%), compared to general-entertainment basic cable (24%), independent broadcast (19%), and premium cable (17%) (Federman, 1998). Early morning viewing, which is primarily child-focused cartoon programming, has at least one high-risk violent presentation every hour. In one week, a child is exposed to at least 20 violent behavior depictions, and in one year over 1,000, if he watches three hours of early morning television a day (Federman, 1997-1998). The authors also found that over the course of three years there was little change in the overall number of violent programs. However, there was a significant increase (8%) in the portrayals of violent incidents per program and childrens programs continued to depict violence in animated stories (Federman, Vol. 2, 1998). In many of these violent interactions, the main character did not experience any appropriate consequences for aggressive behavior. One of the goals of the NTVS was to encourage more responsible television programming and viewing. The study emphasized the message that understanding the impact of viewed televised violence offers an opportunity to significantly reduce the risks to society that are posed by exposure to televised violence. Young Childs Experience of Violence The American media is rife with portrayals of justified violence (Federman, 1997-1998). The good guy beats up the bad guy, and laughter or expressions of glee follow hurtful acts. This conveys the message that aggression is an acceptable way to solve problems and express frustration. Children of all ages watch television and videos on a daily basis and are exposed to acts of violence that potentially shape their way of thinking and behaving (Minow Lamay, 1995, p. 36) Cartoons feature patterns that are more likely to encourage aggression in children, especially if they are under the age of seven (Boyatzis et al. , 1987). Aggressive behaviors, often portrayed in the genre of animation aimed at children, are confusing for the young child. The stories presented as humorous, with laughter accompanying actions that are hostile and aggressive. This may lead to a decrease in his potential fear of danger and may also foster desensitization to harmful situations (Federman, 1997-1998). Significant results revealed that televised violence is changing the behavior of children (Federman, 1997-1998). Individuals of all ages learn through observation. Three important factors affect the impact of learning through modeling. First, the more engaging and attractive the model is, the more the viewer will stay attentive; the less appealing the character is, the more likely the viewer will be distracted or ignore the experience. The second compelling factor is the repeated exposure of the modeling stimuli. As a result of repeated exposure, modeling stimuli eventually produces enduring, retrievable images (Bandura, 1977, p. 25). The third factor, the complexity of the observed experience, affects the rate of observational learning. It is based on the observers capacity to process information. However, the young child may imitate without knowing what his behavior means. Bandura suggests that immediate imitation does not require much in the way of cognitive functioning because the behavioral reproduction is externally guided by the models action (Bandura, 1977, p. 27). Banduras research throughout the 1960s and 1970s with the inflatable Bobo doll demonstrated a relationship between viewing aggressive acts of behavior and performing them. He found that children would more often choose the Bobo doll to punch after viewing a televised violent program than reading a book or choosing a quiet game. Although Banduras work on modeling has been challenged over the years, there has been strong support. Later researchers have expanded Banduras initial studies, finding that the younger the child is, the more likely he will use imitation rather than rational thinking to choose an appropriate, non-violent way of relating. Eron et al. (1972) reported a strong relationship between viewed violence at age 8 and aggressive behavior. Canton and Sparks (1984) found that preschool children have a greater fear response than older children and react accordingly to what they see. Singer et al. (1999) concluded that there was a significant association linking violent exposure with childrens self-reported violent behaviors. Boyatzis et al. s 1995 study of 52 elementary school children with a mean age 7 years, 9 months, showed how children reacted to watching an episode of The Power Rangers. They found that the childs aggressive tendency and lack of fear was immediate and markedly greater following an exposure to but a single episode of The Power Rangers. (Boyatzis et al. , 1995, p. 53). Animated programming such as The Power Rangers, Ninja Turtles characterizes the hero as attractive, strong, and powerful. These characters use violence to solve problematic situations and rescue the helpless victim. The NTVS found that a preschooler who watches an average of 2 hours a day of such content will 43 be exposed to at least 10 hazardous portrayals a week, and over 500 in a year (Federman, Vol. 3, 1998, p. 163). Other studies have documented the relationship between exposure to violence and aggressive thought and action. For example, Josephson (1987) presented two television excerpts, one violent and one non-violent, to 396 third-grade boys from 13 schools. She hypothesized that there was a relationship between viewed violence and aggressive play behavior. Significance was found in increased aggressive behavior in boys who played a game of hockey after watching a violent program. Boys who scored high on characteristic levels of aggressiveness used more aggressive behaviors in their hockey game if they were in the groups that viewed violence. Furthermore, she found that the boys who watched the violent tape and were not given verbal cues about appropriateness of the behavior played more aggressively after the tape than either the boys who watched a non-violent tape, or boys who watched a violent tape but were given verbal cues that commented on appropriateness of behavior(Josephson, 1987). Children are being presented with messages that invite aggressive ways of relating to resolve situations and handle life events (Groves 2002). Current televised shows use cartoons, as well as live actors, to display forms of aggression as a means of relating to others and solving problems. A significant shift in televised programming, though, has occurred with the portrayal of aggressive behavior through more real life characterization, as illustrated in shows like The Power Rangers. The visual experience of aggressive behavior has become more like real life to the child because instead of viewing animated characters using aggressive behavior, the child can now watch individuals similar to himself transmogrify into violent machines (Boyatzis et al. , 1995). In this mechanical state, the portrayed behavior is violent and aggressive with the childs intention of solving a problem. Witnessing these aggressive acts of behavior gives the child a script to construct his social interactions. Since young children create and store behavior that they see, viewing violence becomes a potential way of relating to an experience. Whether the televised programming is in the form of cartoons or real life, social scripts are constructed by the child and are then employed in day-to-day experiences (Groves 2002). Mitigating the Influence of Violent Television Even though there have been numerous studies documenting the impact of televised violence on the behavior of children, the television industry has been reluctant to change violent programming (Singer et al. , 1999). As a result, recent research has focused on how to mitigate the experience of what the child sees rather than waiting for the industry to change what is presented to the public. The child uses internal processes, relying on cognitive and emotional capacities, to actively understand what has been experienced. In his efforts to understand these experiences, the child will find a way to concretize the experience into either emotional or behavioral responses. Younger children need the assistance of another to understand what they experience because they are unable to adjust their viewing and comprehension activities in response to learning instructions (Field Anderson, 1985, p. 91). Collins, Sobol, and Westby (1981) studied 47 children with a mean age of 7. 8 years. Children who watched a program in the presence of an adult who provided ongoing commentary showed improved comprehension of the plot and the witnessed experiences. Without adult participation, the younger children remembered only the aggressive behaviors without remembering the link to either the motive or the consequence. Huesmann et al. (1983) sampled 169 first- and third-grade children over a two-year period. The focus of the study was to mitigate the relation between aggression and television violence viewing in children through an intervention that altered the childrens attitudes about aggression and violent shows (Huesmann et al. , 1983, p. 899). They found a significant change in how the child responded to violence when the experimenter commented on the violent behavior. More children responded with appropriate answers when they were directly asked, what are the bad things that could happen when a child imitates the aggressive behavior of a character? St. Peters et al. (1991) found that the role of co-viewing by the parent with the child is beneficial. This study was conducted over a two-year period and involved the participation of 271 children, ages 3 to 5 years, and their parents. Parental comments about the televised material helped the children understand what they saw. The parents comments differentiated acceptable and non-acceptable behavior for the child. Young children need this clarification and guidance because they have relatively few internal structures to guide them in their behavior (St. Peters et al. , 1991). Kubey (1996) noted that network and cable programming are unsuitable for some children, especially the young child. No amount of adult commenting will completely mitigate what a child experiences. Monitoring and limiting a childs choice of television shows to reduce the exposure to violent behaviors is similar to monitoring a childs choice of foods to ensure health and nutrition. Children are victims to the effects of exposure to violence. Parents are critically important as a resource for the child in his attempt to understand the world. Grover (2002) noted that the child who has been exposed to violence responds more favorably to a nurturing, sensitive and caring adult relationship. The more parents know about their childs changing capacities to understand the world, the better able they are to respond empathically and appropriately to the child (Garbarino, 1992). However, it is essential, as a parent is a primary resource to buffer, explain and clarify life experiences for the child that are beyond the childs capacity to understand ((Minow Lamay, 1995). The study by Singer et al. (1980) found that parents influenced their childrens perceptions of the importance of television by the type and amount of television viewing they had. Collins et al. (1981) found that parental commentary helped children understand the implicit program content. The longitudinal study by St. Peters et al. (1991) of 3- and 5-year-olds and their families viewing patterns found that parents viewing choices play a role in determining a childs exposure to television programs. Conclusion Young children often copy the violent actions that they have witnessed. Banduras work on modeling in the field of social learning has been significant in conceptualizing the relationship between viewing violence and subsequent behaviors. The solution for ameliorating the impact of televised violence focuses on change in parental attitudes as well as profound changes in the entertainment industry. Changing parental attitudes and behavior toward media violence is more feasible than changing the way the entertainment industry portrays violence. Educating parents about the childs cognitive and emotional developmental capacities has been recommended widely as one solution to lessen the potential impact of media violence. References Anderson, C, Bushman, B. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. American Psychological Society, 12, pp. 353-359. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall. Boyatzis, C. J. , Matillo, G. M. , Nesbitt, K. M. (1995). Effects of The Mighty Morphin Power Rangers on childrens aggression with peers. Child Study Journal, 25(1), pp. 45-55.

Starbucks Leadership Styles

Starbucks Leadership Styles Introduction: Starbucks started in 1971 when three friends started coffee business, and their main objective was to sell coffee beans and equipment. Howard Schultz joined the company in 1982 and turned it into becoming an international brand. Schultz’s main goal and vision as CEO was to make people realize that buying a cup of coffee in Starbucks is lifetime experience. Under Schultz leadership Starbucks has achieved number of milestones. Schultz received an International Humanitarian Award in 1996 from Care for his vision and leadership developing in an innovative partnership between Starbucks and Care to support people in coffee originating countries. Schultz view of leadership: Howard Schultz’s statement â€Å"If they had faith in me and my motives they wouldn’t need a union† reflects his powerful communication skills as a leader. He knows how to build emotional connection with the staff. The heart of leadership is trust. Without trust you cannot lead. Exemplary leaders are devoted to building relationships based on mutual respect and caring. Watson (1983). The mark of a successful leader is his ability to forecast the business trends and stay ahead of his competitors (Luthans 1998). That means leadership involves skills and abilities that are useful whether one is in the executive position or frontline. However union signifies group of a workforce in certain businesses who form a link between an employer and unionized employees in which terms and condition of employment are determined. It also helps to improve the conditions at workplace and negotiate with employers on issues of wages, medical reimbursement or sickness. When employees and employers are not able to come to one decision then trade union negotiate with employer to reach to an agreement and the union members must follow that (Booth, 1995). In February 2007 Schultz says in one of letter to Starbucks employees â€Å"My focus is on you ‘the partners who have made Starbucks such a trusted presence around the world. And my focus is on preserving the trust that we have built with our customers and each other over the years. I want you to know that you can be proud of the company we all work for and that you can continue to trust the foundation it’s built upon† Schultz had trust in his employees as he had build up strong relationship with them in Starbucks by understand their desires. Schultz leadership has developed a good teamwork and integration of the individual and groups and goal. Schultzs leadership approach makes staff feel like partners. That is why frontline staff in the stores are so welcoming and passionate. He gave his employees protection, dignity, empowerment and a good working environment. That is why Schultz says that Starbucks doesn’t need a union because he is doing everything for the employees what usually a union does. Approaches to Leadership: There are many ways of looking at leadership and many interpretations of its meaning. Leadership might be based on function of personality or, it can be seen as a behavioura3 category (Vecchio, 2000) . It may also be viewed in terms of the role of the leaders and their ability to achieve effective performance from others. The relationship between leaders and management is that management is more usually viewed as getting work done though other people to achieve organizational objectives (Worsfold, 1989), where as leaders are more concerned with the attention to communicating with motivating, encouraging and involving people (Hunt, 1986). There are so many theories and models of leadership like Traits approach, the functional approach, Leadership as behavioral category, Style approach, Contingency models, and Transformational Leadership. Here I would like to discuss Transformational leadership with regard to leadership approach and style in Starbucks. In recent years increasing business competitiveness and the need for the most effective use of human resources are needed. The transformational leadership’s view focuses on idealized influence, inspirational motivation, intellectual stimulation and individual consideration (Bass, 1985). According to Bass transformational leaders motivates followers to do more than what they are expected and the extent of transformation is measured in terms of leader’s effects on followers. It emphasizes on generating a vision for the organization, creating a feeling of justice, loyalty and trust. Idealized Influence: symbolizes the capability of building confidence in the leader and values the leader by his followers. As Starbucks is an employee-focused company, Schultz has taken a great care in recruiting partners and promotes the existing partners. Schultz made himself as example for the employees to follow him. Inspirational Motivation: is the behaviour of the leader, respect and admiration of followers. Leadership in Starbucks has ensured that high wages, benefits, stock plans and positive working environment are one of the reasons to maintain motivation among the staff. Intellectual Stimulation: leaders who solicit new and novel approaches for performance to work, creative problem solutions. Schultz invested in training and development of the employees. Starbucks appreciated feedback from the employees and they felt empowered and encouraged. Starbucks’ one of the most thriving innovations came from the employees â€Å"Frappuccino† a popular cold coffee. Individual Consideration: true leaders are those who listen to their followers and give special consideration to their needs and wants. Starbucks leadership provided parent group day care for their children, health insurance and work life balance. Leadership Styles: In order to get the best results from the employees, leaders need to encourage and be co-operative to the employees (Bonnington,1988) .According to Adair (2003) Leadership style is the way in which the functions of leadership are carried out . Three main classification of leadership style are autocratic style, democratic style and laissez-faire (genuine )style (Belbin,1993). Here I would like to discuss democratic style of leadership with regard to leadership style in Starbucks. In democratic style, the functions of leadership are shared with the members of the group. The group members have a greater say in decision making (Useem, 2001). Starbucks leadership team is among the best when it comes to global market. Schultz looked for employees who are team player and have passion to work for Starbucks. Schultz took care of employees and treated them with respect. He has created a unique culture in Starbucks in which entrepreneurship and empowerment, quality and service define values of leadership. Schultz gave more power to employees in decision making and also flexibility to choose their own working hours. He honoured the feedback from the employees in Starbucks therefore I can say that Schultz had democratic style of leadership in Starbucks Conclusion: I would summarize by saying that Starbucks is the most flourishing coffee shop in the world and with Schultz leadership and vision Starbucks still continue expand. Starbucks take great care in recruitment and selection and trains them intensively. Schultz believes that it is important for Starbucks respect all the employees and motives them. Starbucks enjoys the democratic style of leadership. References: Adair, J (2003). The Inspirational Leader : How to Motivate, Encourage and Achieve Success, Kogan Bass, B.M. (1985) , B.M. Leadership and Performance Beyond Expectations, Free Press . Belbin, R.M (1993). Team Roles at Work, Butterworth Heinemann. Bonnington C, (1988) ‘Leading to the Top: The Successful Management of People’, Office and Information Management International, pp8-9. Booth, A.L (1995). The Economics of The Trade Union, Cambridge University Press. Druker, P.F (1998) .The Practice of Management, Heinemann Professional Fullan,M (2001). Leading in a Culture of Change, Jossey-Bass Hunt J W, Managing People at Work, Second edition, McGraw-Hill. Luthans.F. (1998) Organizational Behavior, Boston, MA. McGraw-Hill Useem, M. ‘How to Groom Leaders of the Future’ in Pickford, J.(ed) Financial Times Mastering Management, p.297 Vecchio, R. P. Organizational Behavior: Core Concepts, Fourth edition, Dryden Press. Watson C M, ‘ Leadership (1983), Management and the Seven Keys’, Business. Whitehead, M (2002). ‘ Everyone’s a Leader Now’, Supply Mnangement Worsfold, P. (1989). Leadership in the Hospitality Industry’ in Cassee E and Reuland (eds), International Journal of Hospitality Zaleznik, A (1977). Managers and leaders: Are they Different? Harvard Business Review Horizons. http://www.docstoc.com http://www.businessweek.com Q4. ‘Motivated and committed human resources were the key to successes. What strategies has Starbucks used in order to gain the motivation and commitment of its employees? With reference to appropriate theories and models, provide a reasoned discussion of how the company can ensure the levels of motivation and commitment that it needs to succeed in the future? Starbucks has more than 3,300 locations all over the world and serves coffee to its coffee lovers every day. It has the history of tremendous growth and success. In addition to the sales of coffee and coffee beans, the company enjoys the remarkable repute as a progressive employer. Starbucks is known for its friendly policies and motivational programs. The employees who are constantly in contact with the customers are the frontline staff. Hence Starbucks motivates, trains and rewards employees turning them into a committed and motivated workforce. The foundation of the company’s mission statement are five guiding principals and one of these principal is to provide great work and treat each other with respect and dignity. Strategies of motivation: According to the case study, motivated and committed human resources are the key to success in Starbucks. Howard Shultz believes that success of Starbucks is not coffee but employees and feels honoured about the value about the Starbucks employees. That is why it is essential to have intensive training policy for the better performance in the company (Michelli,2006). Starbucks offers an interactive structure that encourages employees to commit themselves into their job so they can motivate partners to satisfy themselves and also achieve a new level of performance. Starbucks use strategies to motivate employees and in order to gain the commitment. Starbuck’s motivational strategies programs for its employees are: Selecting the right people Investment in training and development Work life balance Employee ownership Feedback system Non capitalization job tittles Flexibility Mission review program Parameters of success in Starbucks: Due to Starbucks motivational strategies Starbucks continues to expand geographically. Starbucks has more than 15,000 stores all over the world (www.starbucks.com). Starbucks employees are highly trained and have good customer service skills. Starbucks is ranked as the 16th â€Å"Best company to work for† in America by Fortune magazine. Starbucks has low turnover of employees as their need were taken care of and they are motive and committed towards work. Starbucks has changed a concept of coffee into ‘Starbucks Experience’ It has resulted the customers to come back approximately 18 times a month. Theoretical Framework: There are several motivation theories that have helped organizations to figure out how employees can be motivated. Motivation is â€Å"the internal process that activates, guide and maintain behaviour† (Baron, 1991). Robertson and Smith (1985) agree that ‘motivation is psychological concept related to the strength and direction of human behaviour. According to research, motivations theories can offer guidance to anyone with an interest in motivational issues. These do not give a definite answer to all the motivation questions but it provides a framework. There are many variables such as moods, financial circumstances etc that work together to create a situation and a person concerned to fully understand why variables result in particular behaviours Gorman (2003). Vroom expectancy theory: The expectancy theory of Victor Vroom deals with motivation and management. Vroom’s theory is based on idea that employee effort will lead to performance and performance will lead to rewards. Rewards may be either positive or negative. Employees will be highly motivated if the reward is positive and negative rewards lead to less motivated employees (Vroom, 1964). According to research motivation develops commitment among employees. Developing a stronger commitment and the motivation allows you to be well recognizing in the market and gain market share. According to Starbucks case study Starbucks hire right people by having right people. Starbucks implement intensive training program for each employee before starting their job. Starbucks recognizes the efforts made by the employees in order to get high performance. To gain high performance rewards are offered by Starbucks to their employees in open forum such as Warm Regards, the Mug Award and the â€Å"Spirit of Starbucks Award†. Other benefits like training and development, flexible timings partner connection, equality etc are offered in order to motivate and gain commitment. Rewards develop motivation and Starbucks offers rewards and benefits to motivate their employees. Sustaining motivation and commitment: To sustain the level of motivation and commitment in future, Starbucks treats its employees well. Starbucks offers opportunity to all full and part time employees to receive stock option, healthcare benefits, sick pay and bean stock etc. Starbucks continues with building programmes that address to personal life and needs of its partner. Starbucks carries out regular surveys of its partners to measure their needs and take action with suitable work life solution. Starbucks transforms the behaviours and opinion of overall coffee consumer. Starbucks is not only of the fastest growing company but it is also an excellent business model with high profit performance and low turnover. According to the case study, it is obvious that motivation is the key factor of Starbucks’ strategy. A good relationship between Starbucks’ employees maintains a high quality performance. Starbucks have great responsibility towards their staff. Their decisions affects directly or indirectly on employees desire and interests and overall ability to love what they do for living. Employees would have many reasons to stay with Starbucks if the staff are motivated. To ensure the levels of motivation and commitment that Starbucks needs to succeed in the future, the company should introduce more benefits and training programs to motivate employees. Long term service recognition awards should be offered which would increase performance and commitment. Variations i n benefits to employees can give opportunity to Starbucks employees to stay motivated and committed such as giving them an opportunity to win a holiday if one has been employee of the month for 3 months. References: Baron R.A. (1991) ‘Motivation in work settings: reflections on the core of organizational research ‘. Motivation and Emotion. Vol.15, No.1.pp1-8 Gorman P. (2003). Motivation and Emotion, Rutledge, New York. Kanfer R. (1998) ‘Motivation’. In Nicholson N. (ed.) Encyclopaedic Dictionary of Organizational Behaviour. Oxford, Blackwell Publishers Ltd. Kanfer R. (1990) ‘Motivation theory and industrial and organizational psychology’. In Dunnette M.D. AND Hough L.M. (EDS) Handbook of Industrial and Organisational Psychology. Palo Alto, Ca, Consulting Psychologists. Michelli, J (2006) the Starbucks experience McGraw-Hill Smith, K.L (1990). The future of leaders in Extension. Journal of Extension. Vroom, V.H. (1964). Work and motivation. New York: Wiley. Weiner B. (1992) Human Motivation. Metaphors, theories and research. California, Sage Publications. http://brandautopsy.typepad.com

Determination of Diastereoselectivity Experiment

Determination of Diastereoselectivity Experiment Jackson Nguyen Determination of Diastereoselectivity using Thermodynamic vs. Kinetic Controlled Reduction Procedures: A Reduction of 4-tert-butylcyclohexanone Introduction: The goal in this experiment was to oxidize 4-t-butylcyclohexanol to 4-t-butylcyclohexanone and reduce back to the original compound. Additionally, the goal was to analyze the ratio of the diastereomers and dictate the reasoning behind the ratios. Theory: In this experiment, three reactions total were performed. One of which was oxidation, and the other two were reduction. The overall result in this experiment was that 4-t-butylcyclohexanol was oxidized and reduced back to an alcohol through two different reactions that gave the same products. In order to oxidize 4-t-butylcyclohexanol, sodium hypochlorite was used, along with acetic acid. Acetic acid was used to protonate the hypochlorite which would then protonate the alcohol group of the reactant. As a result, the hydroxyl group with the extra hydrogen became a great leaving group, allowing hypochlorite, a nucleophile, to attack. This allowed a base, such as water, to deprotonate a hydrogen and create a double bond with the oxygen bond, which allowed the chlorine to leave. Overall, this reaction produced 4-t-butylcyclohexanone as the product. After the oxidized product was created, two different types of reduction were used to reduce the product created from oxidation. Two reagents used in each reduction reaction were sodium borohydride and aluminum isopropoxide. Both reagents would create similar products; however, the ratios of diastereomers were different. For sodium borohydride, the hydrogen would attack the carbonyl of 4-t-butylcyclohexonone and create a negative oxygen. Ethanol would act as a proton source in the solution and protonate the oxygen, which created a hydroxyl group. On the other hand, the reduction reaction that involved aluminum isopropoxide had a different mechanism. The carbonyl group of the 4-t-butylcyclohexonone would attack the partial positive aluminum due to the electronegativity of the oxygen. A hydrogen would attack the double bond of the carbonyl group and carry electrons over and allow the oxygen to have two pairs of electrons. As a result, the bulky group of the reactant would leave by an addition of hydrogen to the molecule, which created 4-t-butylcyclohexanol. Overall, both different reagents provided the same results. However, the ratio of diastereomers was determined by the structure of the reagents. In order convert the carbonyl group into an alcohol, a bond must be formed at 107Â ° angle. By looking at the structure of the hexane ring, the molecule can be attacked at two different sides. On one side, there were hydrogen that can provide steric hindrance; whereas, the other side would be free. Aluminum isopropoxide was a bulky group that will not likely to attack the 4-t-butylcyclohexanone at the side that has hydrogen. Hence, it would attack the side that had greater room. As a result, there was a higher ratio of an axial attack, compared to an equatorial attack of hydrogen. On the other hand, sodium borohydride was not a bulky group; thus, the ratio of axial and equatorial attacks would be more equal. Mechanism: Results: Part A: Part B: Part C: Discussion: The three reactions completed during the experiment were successful. By doing a TLC test every several minutes helped indicate the completion of the reactions and ensured that no reactant were present. The first two parts that required TLC testing showed the comparison between the starting material and the reaction mixture. Since TLC was based on polarity and the distance traveled, the completion of the reaction were focused on the distance of the spots and whether the initial spot disappeared after the reaction took place. The two main compounds were 4-t-butylcyclohexanol and 4-t-butylcyclohexanone. In order to analyze these two compounds, the polarity between them was different. The former compound had an alcohol group that was able to form hydrogen bonds; whereas, the latter compound cannot. Therefore, the former compound was more polar than the latter. In the case of the TLC testing, 4-t-butylcyclohexanone that was created from oxidation in part A, would travel farthe r on the TLC plate. Indicated in the data obtained, no reactant was left after the reaction, which indicated the completion of oxidation. On the other hand, the TLC test in Part B showed the same result. The product, 4-t-butylcyclohexanol was expected to travel less due to its polarity. Also, the final result showed that no reactant was present, indicated by the absence of the spot compared to the spot of the starting material. On another note, isopropyl alcohol was used to eliminate the excess of hypochlorite in Part A. By reacting hypochlorite and isopropyl alcohol, acetone and water were produced. Hence, hypochlorite was used to oxidize isopropyl alcohol in order to create acetone, which was a solvent that would interfere with the reaction; thus, it provided no harm and affect the results. The percent yield was decent for part A and was low for Part B and C. Possible reasoning for this could be that the products were lost during the extraction. It was not likely that the issue resided in the reaction itself because TLC testing indicated that all the reactants were used up. Hence, it was more likely that the extraction process may account for the loss of products. On another note, the ratio of trans/cis of the commercially obtained alcohol mixture seemed to be 1:3. Additionally, the standard ratios of the stereoisomers were almost the same compared to the HNMR spectrums obtained from the experiment. Since the ratio was 1:3, the method most likely used to synthesize the 4-t-butylcyclohexanol was the Meerwein-Pondorff-Verley Reduction. Sources of Errors: No major errors occurred during the experiment. One possible error that may account for the low recover of product would be the extraction. The extraction process went too fast, which may cause some products to be lost in the aqueous layer. However, the aqueous layer was extracted once more, which can minimize the loss of products. This was a possibility. Conclusion and Future Experiments: The results from the experiment concluded that Meerwein-Pondorff-Verley Reduction was the method used to synthesize the commercially obtained 4-t-butylcyclohexanol. Additionally, the products from reactions were successfully obtained from the completed reactions. Future experiments would include multiple attempts of the reactions in order to obtain a higher yield. Although, the results concluded the exact method used, more HNMR spectrums from additional experiments would provide credibility.

Luis Gutierrez :: essays research papers

Luis Gutierrez The Fourth District of Chicago is rather new to the Chicago land made up largely of Hispanics and Latinos. This District like many others face major problems of crime, health care and education. Democratic representative Luis V. Gutierrez represents the answer to these and other problems. Who is Luis Gutierrez? Is this man making a difference? What are his issues? Is Luis doing his job? What is his impact on the system? These are question that need answering. These problems need solving is Luis Gutierrez really the answer? Gutierrez was born December 10 1954, in Chicago Illinois. He received a Bachelors degree from Northeastern Illinois University, in 1975. His professional experience is as follows: teacher in Puerto Rico from, 1977 to 1978; social worker for Chicago's Department of children and family Services, from 1979 to 1983; An advisor to Chicago mayor Harold Washington, from 1984 to 1987; Chicago city Alderman from 1986 to 1992; President of the Pro. Tem, from 1989 to 1992. Luis V. Gutierrez was elected to represent Illinois district four in 1992. The congressional committees he serves on include Banking and Financial Services; General Overnight and Investigations; Housing and Community opportunity; Veteran Affairs and Hospital and Health Care. Mr. Gutierrez's addresses in Washington and in Chicago are: 408 Longworth House office Building, Washington Dc 20515; 3181 North Elston Avenue, Chicago 60618; 1715 west 47th street, Chicago 60609; 3659 Halsted Chicago 60609; and 2132 West 21st street Chicago 60608. Luis Gutierrez start the road to politics by being a strong supporter on our former late mayor Harold Washington. With the backing of Washington, Gutierrez won the race for Alderman in 1986. After the death of Washington, Gutierrez soon supported Richard Daley for mayor and was appointed to chairman of the housing committee. Gutierrez was now able to instate his "New Homes for Chicago plan". This plan called for the city to sell empty spaces of land to housing contractors to construct homes for as little as one dollar. In 1992, Gutierrez ran for representative of the fourth district election, Gutierrez opponent was Juan Soliz. During the campaign Gutierrez focused more on crime, while Soliz focused on many issues such as: trade and health care. Gutierrez soon showed to be the candidate for his people of all ethnic groups. He became known in the area for the following passage, "If you work hard, sweat and toil and play by the rules, you will be rewarded...with clean street, safer and better schools, the opportunity to send your kids to college." He won sixty percent to forty percent and sixty-four percent to thirty-four percent in the primary.