The Effects Of Aggression On The Human Brain - 1084 Words

Aggression in animals has been studied using electrophysiology and behavioral tests. has been traditionally stimulated on the surface of the mouse brain, but this process is Recently, optigenetic techniques have given us a deeper understanding of the genetics which underlies the aggression. now aided by a more genetic understanding of cell receptor Esr1’s role. The mouse hypothalamus has been identified as a key player in aggression, and a receptor Esr1(WRITE OUT IN FULL) acts as a switch to control aggression. In this paper, Here we review these new developments and their impact on the study of aggression in the mouse brain. In addition, we discuss their potential applications to the human brain. Introduction Violence is one of humanity’s oldest problems, but the neural pathways that underlie violence are not well understood. Aggression stems from evolutionary roots, ranging from simplistic behaviors such as defending offspring to potentially more complicated human mental disorders. The study of aggression should improve not only our understanding of the properly-functioning mind, but also characterize poorly-understood mental disorders.1 Laboratory experiments have been run on mice to identify cells that mediate aggression, but these areas were difficult to find due to their small size.1 After discovering these areas, researchers are beginning to study the underlying genetic pathway of aggression. Increasingly genetic approaches combined with refined traditionalShow MoreRelatedExplain The Biological And Social Factors Of Human Aggression1079 Words   |  5 PagesThe Biological and Social Factors of Human Aggression A Brief Overview of Human Aggression Human aggression is different for everyone. Some are slow to wrath, but others have a fiery temper. Does this aggressive nature come from our genes or are we molded by our surroundings? 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Lack of Skills among Accounting

Question: Discuss about theLack of Skills among Accounting. Answer: Introduction Skills role and situation in the accounting graduate programmes of Australia have been examined by several researches with a focus on the importance of skills in education and whether students possess the necessary skills considered to be good enough to make them adequately competitive in employment situations as expected by employers for an accounting career (Jackling and De Lange, 2009; Lowden et al., 2011; Lim et al. 2016; Stoner and Milner, 2010). A gap in the skills possessed by graduating students has been identified pointing to graduates lacking generic skills including problem solving and communication skills, among others required by the employer for professional bookkeepers with reference to several research studies on both accounting professionals and accounting graduates. Concomitantly, accounting studies have focussed on the importance of skills and the current situation by reviewing both accounting education and practice (Stanton and Stanton, 2002; Tan, Fowler and Hawkes, 2004; Tempone and Martin, 2003). A study by Tourna et al., (2016), considered the preparation process of students for a career in accounting profession in terms of both the skills and technical knowledge. The study reports that generally, students are underdeveloped in universities for skills considered to be essential for a successful career in accounting. This result has raised a debate concerning the quality of accounting education and the development of skills in graduate programmes. Recker (2006) considered reviews to additional professional appraisals of syllabi and strategies for training allowing the profession to continuously develop or reinvent itself. Resulting from these research studies, the accounting profession has suggested that skills be developed during the underg raduate degree programme with the aim of improving undergraduates generic prowess (Hassall et al, 2005). Studies have not focused on the comments and opinions of scholastics that deliver accounting education, as they have done with the employers and graduates opinions. It is therefore necessary to initiate an agenda to enhance the study of skills in accounting academics. The agenda should be able to identify various approaches for managing the skills gap reported by other studies and debates. Enhancing the debate and research findings requires that the view points and opinions of academic providers are examined. Therefore, this paper reviews findings of a research question that investigated the opinions of various studies on accounting education in Australia. Nonetheless, the interests of the accounting research and that of the profession have implicitly set a motion for debate on skills without the view point of the accounting academics which may be rather inadequate. Even though Kavanagh and Drennan (2008) investigated the agenda on skills in Australia, no other study seems to have fo cussed on the viewpoints and opinion of scholastics in Australia. Participants in the research study suggested approaches to the development of skills that they thought were important. Evidently, the support and role of scholastics is unique on accounting education literatures. This paper reviews the contemporary debate on accounting graduate skills, and gives a recommendation for setting an agenda on skills development. The Debate on Skills Accounting academics and the professionals have debated the importance and necessity of the accounting curriculum, reviewing mandates of academics and professionals in accounting education (Jackling and Keneley, 2009; Jackling and De Lange, 2009). This study has covered much on the importance of skills in accounting education and the current skills situation. Various issue of concern surrounding accounting skills have been discussed, with varying discussions fuelling and shaping the current debate in skills. The changes in financial reporting are seen as the driving force for the review of the Australian curriculum in accounting education (De Lange, Jackling and Gut, 2006; Zaid et al., 1994). As the profession looks expand, the gap between knowledge and technical abilities of graduate accountants have been noticed as being important; therefore, the accounting profession demands for skills development as well as technical know-how (Mohamed. and Lashine, 2003). In analysis of the curriculum, skills needed by accounting graduates include: communication, interpersonal, and intellectual skills, as well as skills that are more specific like effective listening and reading, and capacity to identify and resolve issues that are unstructured in unfamiliar setting (Daff, De Lange and Jackling, 2012). Initially, teaching in universities was overwhelmed by accounting approaches and identification of best practice (de Lange and Watty, 2011; Lim et al. 2016). As the programmes in the universities increasingly concentrated on accounting strategies, graduates started lacking work place abilities that require the application of knowledge and hypotheses (Hancocket al., 2009). Morgan (1997) is in support of the agenda, arguing that accounting education nowadays fails to equip graduates with comprehensive abilities to question, investigate or reason. Tempone and Martin (2003) place emphasis on the need for students developing their own creative abilities and critical analysis skills. Development of analytical skills is important as it allows students to effectively analyse data before and during the decision making process; this are critical in the applying hypotheses as the profession demands. Combining analytical skills with subject-specific topics institutes value addition in graduate education (Lim et al. 2016). Academics in higher education are challenged by the changes in what is taught and teaching approach that ensures the development of skills that will add value to their professional careers (Kavanagh and Drennan, 2008). In consideration of the accounting curriculum, research studies have examined skills perceived by the employers to be of necessity for a successful career in accounting (Jackling and De Lange, 2009). This details a gap with regard to employers expectations on the necessary skills and those considered by accounting graduates to be of necessity for a successful career. Tan et al. (2004) interviewed CIMA employers who reviewed a list of skills for an accountant whos qualified, possessing the skill or level of skill shown by Australian graduates and newly certified accountants. Verbal communication skills were ranked as the most important. But when ranking the skills that graduates possess, verbal communication was twelfth out of a possible twenty two showing a skill gap in employers expectation and students skills profile. Zaid et al. (1994) investigated the skills of communication possessed by accounting academics and accounting practitioners that are considered to be of importance. The different categories were ranked in order of importance. Zaid and her colleagues investigated the ability levels possessed by accounting graduates in the various categories. Tan et al. (2004) also conducted a survey on employers concerning issues in curriculum and their views on particular skills of interest. Stress management and communication skills emerged as the most essential and of highly important in career growth. Furthermore, the employers asserted that institutions of higher learning should be more concerned with development of skills as part of the accounting curriculum. Stoner and Milner (2010) and Lowden et al., 2011 reported findings similar to those reported by Tempone and Martin (2003) who investigated the employer demands and the Australian accounting curriculum. Hassall et al. (2005) reported a quantitative skills gap that develops during undergraduate accounting studies, with reference to the quantitative skills that were expected by employers in the entry level careers. The research urged undergraduates to diversify their skills. A second employer study surveyed students views and those of newly certified management accountants on curriculum and skills issues. Even though employers and students generally agreed on essential skills, they failed to agree on how they should appear in ranking. According to the company employers, communication skills was ranked the most important, while time management was ranked by the students as being the most important. More, employers indicated their rankings on skill levels shown by both the newly certified accountants and the students. Nonetheless, Information Technology skills were ranked highest for both groups by the employers. Jackling and De Lange (2009) investigated management accounting topics and the student skills that were considered to be necessary in the pursuit of success in the management accounting career by both students and practitioners. However, some differences were noted regarding the essence of the topics between the practitioners and the students. Their opinions on the usefulness of the modern and conventional topics were found to influence the differences in opinion. The study reports that bot the management accountants and the academics considered problem solving, thinking, quantitative skills and effective listening to be of great importance and were in agreement that the accounting curriculum should consider emphasizing them more. Stanton and Stanton (2002) investigated the significant stakeholders, past employers, wanting to know the best judge for the skills required by accounting graduates in their profession. Meta-skills, that is, to be highly flexible and adaptable and with a vivid imagination was crucial to stakeholders including problem solving and communication skills. Within contemporary literatures the debate seems to have an agreement on the important skills for a successful career in accounting. Moreover, accounting academia are faced by the challenge of providing a potential solution to the gap in skills. Investigating academic opinions on how to approach the challenge might influence the discussion further, towards finding a proper solution. Recommendation On the basis of the outcomes of this extensive review of literatures, it is necessary to further the debate in order to satisfactorily resolve the gap discussed. The recommended agenda should have both attributes of the academia and their relative institution. The agenda for further study should establish the skills in the higher education context and their relation to the dissemination of knowledge through an interdisciplinary approach. Determining relevant literatures for the definitive meaning of skills shall go a long way to assist accounting academics relate more to the term. Conclusion This study determines opinions of employers and accounting academics across Australia through a series of literature reviews focused on the issues considered to be of importance in the in the current debate on the skills of graduating accountants. In the end three interview questions are given. The objective of the study is to make contribution to the ongoing discussion through an agendum that will help make highlighted concerns more prominent and hopefully investigated and debated in totality. Hancocket al. (2009) interviewed scholastics regarding their view on education, accounting, and environmental issues. Stanton and Stanton (2002) interviewed scholastics on their career stories and development. The study included the opinions of scholastics in examining skills. The study would use a series of three semi-structured interviews in is question is to engage academics in Australia regarding the debate on skills: What motives underlay the provision of skills? This question is formulated to determine whether the provision of skills is an issue for accounting academics as well as the motives underlying the provision that need to be established; including the approach to provision of skills and the attitudes of academics toward the provision. Exploring the motives is expected to provide the academic with an opportunity to make comments about their stand regarding the university, business school, or department decisions on the provision and why. This interview question is expected to detail the opinions between employers and graduates regarding the necessary skills for professional accountants. Maybe there are differences in opinion as to why the skills should be provided in accounting g education. Tourna et al. (2016) would suggest the call for skills to be considered as part of training. What skills are provided within the degree programme? This should include institutions of higher learning across Australia and New Zealand and the variation in provision of accounting education. Establishing whether provision of the accounting education is an issue by academics is important to the study as it will interview academics from both the new and older institutions providing accounting studies. It is expected that the student numbers will vary in diverse provisions. It is the intention of the recommended study to examine whether varying provisions might affect the responses. The interviews will be conducted without prejudice since information will not be gathered before the interview is conducted. What is the current state of skills provided in accounting undergraduate programmes and are there more comments concerning the role and situation of skills in accounting education? The first questions give academics the chance to indicate what they consider to be important skills in studying accounting and to describe issues of importance in a broader perspective. Asking in normative way what the provisions ought to be allows the research to determine the position of academics in supporting management skills for decision making and policy development or whether the support or delivery skills was for personal gain. This question should illuminate and highlight the political aspect of skills as well as the impact of the schemes to enhance accounting education and exercises on review of research. References Daff, L., De Lange, P. and Jackling, B., 2012. A comparison of generic skills and emotional intelligence in accounting education. Issues in Accounting Education, 27(3), pp.627-645. de Lange, P. and Watty, K., 2011. Accounting education at a crossroad in 2010 and challenges facing accounting education in Australia. Accounting Education, 20(6), pp.625-630. De Lange, P., Jackling, B. and Gut, A.M., 2006. Accounting graduates perceptions of skills emphasis in undergraduate courses: an investigation from two Victorian universities. Accounting Finance, 46(3), pp.365-386. Hancock, P., Howieson, B., Kavanagh, M., Kent, J., Tempone, I., Segal, N. and Freeman, M., 2009. The roles of some key stakeholders in the future of accounting education in Australia. Australian Accounting Review, 19(3), pp.249-260. Hassall, T., Joyce, J., Montao, J.L.A. and Anes, J.A.D., 2005, December. Priorities for the development of vocational skills in management accountants: A European perspective. In Accounting Forum (Vol. 29, No. 4, pp. 379-394). Elsevier. Jackling, B. and De Lange, P., 2009. Do accounting graduates skills meet the expectations of employers? A matter of convergence or divergence. Accounting Education: an international journal, 18(4-5), pp.369-385. Jackling, B. and De Lange, P., 2009. Do accounting graduates skills meet the expectations of employers? A matter of convergence or divergence. Accounting Education: an international journal, 18(4-5), pp.369-385. Jackling, B. and Keneley, M., 2009. Influences on the supply of accounting graduates in Australia: a focus on international students. Accounting Finance, 49(1), pp.141-159. Kavanagh, M.H. and Drennan, L., 2008. What skills and attributes does an accounting graduate need? Evidence from student perceptions and employer expectations. Accounting Finance, 48(2), pp.279-300. Lim, Y.M., Lee, T.H., Yap, C.S. and Ling, C.C., 2016. Employability skills, personal qualities, and early employment problems of entry-level auditors: Perspectives from employers, lecturers, auditors, and students. Journal of Education for Business, 91(4), pp.185-192. Lowden, K., Hall, S., Elliot, D. and Lewin, J., 2011. Employers perceptions of the employability skills of new graduates. London: Edge Foundation. Mohamed, E.K. and Lashine, S.H., 2003. Accounting knowledge and skills and the challenges of a global business environment. Managerial Finance, 29(7), pp.3-16. Morgan, G.J., 1997. Communication skills required by accounting graduates: practitioner and academic perceptions. Accounting Education, 6(2), pp.93-107. Reckers, P.M., 2006. Perspectives on the proposal for a generally accepted accounting curriculum: a wake-up call for academics. Issues in Accounting Education, 21(1), pp.31-43. Stanton, P. and Stanton, J., 2002. Corporate annual reports: research perspectives used. Accounting, Auditing Accountability Journal, 15(4), pp.478-500. Stoner, G. and Milner, M., 2010. Embedding generic employability skills in an accounting degree: development and impediments. Accounting Education: an international journal, 19(1-2), pp.123-138. Tan, L.M., Fowler, M.B. and Hawkes, L., 2004. Management accounting curricula: striking a balance between the views of educators and practitioners. Accounting Education, 13(1), pp.51-67. Tempone, I. and Martin, E., 2003. Iteration between theory and practice as a pathway to developing generic skills in accounting. Accounting Education, 12(3), pp.227-244. Tourna, E., Hassall, T. and Joyce, J., 2006. The professional development of European accounting academics: A proposed theoretical framework for future research. Accounting Education: an international journal, 15(3), pp.275-286. Zaid, O.A., Abraham, A. and Abraham, A., 1994. Communication skills in accounting education: perceptions of academics, employers and graduate accountants. Accounting Education, 3(3), pp.205-221.

Research Paper on Tornadoes Essay Example

Research Paper on Tornadoes Essay Tornado is an atmospheric phenomenon that is manifested in the form of rapid vortex funnel with height of 1.5 km, extracted from the cumulonimbus cloud to the water surface or ground. Inside the tornado funnel air rises, creating a vacuum of 0.4 atm. When the funnel reaches the ground, its width is 50-500 meters. Air velocity in the middle of tornado reaches 200 m / s with a strong upward component. Tornado sweeps over the surface at a speed of 30-60 km / h and needs about 30 km distance for losing its destructive power. After that, the funnel separates from land or water and disappears into the clouds. The strongest tornadoes can reach wind speeds of over 480 km / h, be stretched for more than 3 km across, and be active over 100 km distance. There are cases where tornadoes maintained their activity for seven hours and crossed 500 km during that time. The cause of tornadoes is associated with a local inhomogeneity of the atmosphere, the collision of the air masses with different humidity and temperature, warm (bottom) and cold (top) layer of air and strong crosswinds during storm weather. We will write a custom essay sample on Research Paper on Tornadoes specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Research Paper on Tornadoes specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Research Paper on Tornadoes specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Reduced pressure inside tornadoes creates a â€Å"pump effect,† i.e., it absorbs the air, water, dust, objects, people, and animals inside the vortex. The same effect leads to tearing roofs and destruction of buildings that fall into the middle of a tornado. Tornadoes often cause loss of infrastructure in urban settlements (it can move even large items, such as cars). The word â€Å"tornado† is of Spanish origin, where it means to turn. A large tornado funnel with a diameter of several tens of meters is called â€Å"tromb† (from French tromb – trumpet). In the place, where the tornado funnel base contacts the ground or water may occur a cascade, which is a cloud or pillar of dust, debris and items raised from the ground, or water spray. In the tornado formation, an observer can see how the funnel falls from the sky towards the cascade that rises from the ground, which then clasps the lower part of the funnel. Causes of tornadoes are not fully understood yet. We can specify only some general information, which is most characteristic for typical tornadoes. Tornadoes goes through three main stages. At the initial stage, the funnel appears from the storm cloud that hangs over the earth. Cold layers of air that are located directly under the cloud rush down to replace the heat, which in turn rises up. (This is usually unstable system is formed by the collision of two weather fronts – warm and cold). The potential energy of the system goes into kinetic energy of rotational motion of air. The speed of this movement is growing, and tornado acquires its classic look. Rotating speed increases with time, while in the center of a tornado air begins to rapidly climb up. This happens at the second stage of the tornado evolving – the stage of formation of the maximum power vortex. Tornado is fully formed and moving in different directions. The final phase is the destruction of the vortex. The tornado power weakens, funnel narrows, and goes up off from the ground, gradually rising back into the parent cloud. The lifetime of each stage varies and ranges from several minutes to several hours (in exceptional cases). The speed of tornadoes promotion also varies, on average – 40 – 60 km / h (in very rare cases it can reach 210 km / h). Use free sample research paper topics to write a good research proposal on different Tornadoes topics. At EssayLib.com writing service you can order a custom research paper on Tornado topics. Your research paper will be written from scratch. We hire top-rated Ph.D. and Master’s writers only to provide students with professional research paper or essay writing assistance at affordable rates. Each customer will get a non-plagiarized paper with timely delivery. Just visit our website and fill in the order form with all research paper details: Enjoy our professional research paper writing service!

A Portfolio of Atlantis Casino Resort The WritePass Journal

A Portfolio of Atlantis Casino Resort Abstract A Portfolio of Atlantis Casino Resort ); and (2) lack of sufficient knowledge and skills of existing employees for new areas of development, i.e. the aquarium park that features exhibition shows inside the aquarium, which require skillful staff (Robinson, Luck, and Smith, 2013). The Atlantis addresses the first problem by conducting a financial feasibility study, which can situate the new development within measurable and realisable goals without incurring costs that exceed the returns.   For the second problem, this is tackled by providing training to staff to match the requirements of the new developments (e.g. Zainai, Radzi, Hashim et al., 2012). The management is challenged by the presence of various hotel resorts within the same area where it is located, which offer similar activities to visitors. It is therefore faced with the task of differentiating its range of product offering and activities, but is further delimited by the nature of the business, where the Porter’s value chain principle is not applicable (e.g. Murphy, 2008). This is addressed by conducting an effective marketing strategy that features the resort’s uniqueness and leverage. The Atlantis is also challenged by the need to identify excellent programmes and product schemes for the lowest price possible (Murphy, 2008). This will be addressed by doing a financial study to ensure revenue despite the lower cost offering. Conclusion This brief provides a discussion of the facility mix offered by Atlantis Casino Resort; how it responded to the utilisation of sustainable transport alternatives; how it might be a focus of destination development; and development problems and management challenges thus identified. The Atlantis is a complex facility mixing hotel and casino, with a reputation for luxury and customer service. These aspects have contributed to its USP. The resort has responded to the use of sustainable transport alternatives by partnering with environmentally friendly transport companies. The Miossec model is used to explain how the Atlantis might be a focus of destination development. This model states that there is a parallel development occurring in the resort, the transportation, and the number of customers. Development problems include a potential lack of balance/leverage between financial costs and revenue; and lack of sufficient knowledge and skills of existing employees for the new development. The Atlantis is also challenged by the presence of casino resorts within its area that offer similar services, as well as the identification of excellent programmes and product schemes for the lowest price possible.    References Airport Shuttles (2014) Concierge Tower at Atlantis Casino Resort Spa. Retrieved on April 23, 2014 from airportshuttles.com/reno/concierge-tower-at-atlantis-casino-resort-spa.html Atlas Choice (2014) Reno Atlantis Casino Hotel. Retrieved on April 25, 2014 from atlaschoice.us/cheap-car-hire/nevada/reno/reno_atlantis_casino_resort/address/41910/3800-s-virginia-street-reno-nv-89502-usa-nevada Dallas, J. (2006) Casino Shrine. FL: Kai Dee Marketing. Davidson, R. and Rogers, T. (2007) Marketing Destinations and Venues for Conferences, Conventions and Business Events. UK: Butterworth-Heinemann. Glass Door (2014) Atlantis Casino Resort Spa. Retrieved on May 5, 2014 from glassdoor.com/Reviews/Atlantis-Casino-Resort-Spa-Reviews-E348105.htm Gunn, C. A. (2014) Vacationscape: Developing Tourist Areas. London: Routledge. King, B. (1997) Creating Island Resorts. London: Routledge. King, C., Kerr, A., Jefferies, M., and Brombley, D. (2005) Travel and Tourism. Oxford: Heinemann Educational Publishers. Krakover, S.   and Gradus, Y. (2002) Tourism in Frontier Areas. England: Lexington Books. Kraus, N. P.   (Ed.) (2007) Frommer’s USA. NJ: Wiley Publishing. Latkova, P. (2008) An Examination of Factors Predicting Residents; Support For Tourism Development. Ann Arbor: ProQuest LLC. Murphy, P. (2008) The Business of Resort Management. London: Elsevier Ltd. Robinson, P., Luck, M., and Smith, S. (2013) Tourism. Oxfordshire: CABI International. Vogel, H. L. (2012) Travel Industry Economics: A Guide for Financial Analysis. NY: Cambridge University Press. Zainai, A., Radzi, R., Hashim, R., Chik, C. T., and Abu, R. (2012) Current Issues in Hospitality and Tourism: Research and Innovations. UK: Taylor Francis Group.

A grade AS English Language Commentary example

I wrote a speech directed at college students persuading them to think about the importance of being healthy. I was inspired by the use of rhetorical questions used in Tim Ryan’s ‘Draft’. For example in the first paragraph I say ‘so is that all? Is that the definition of health? This causes the listener to think about what I’m saying which links to my target audience as young people can often lose interest during long spoken dialogue. By doing this I am keeping their attention. I used a large amount of pronouns similar to Barack Obama’s 2012 Victory Speech. Examples of this are ‘our, ‘we’ve and ‘ourselves’. The possessive personal plural pronouns create the impression that I am in the same situation and share points the view of the listener. This is effective because young people don’t like to be segregated or talked down to. By including myself in the points made I make the speech more relatable. Syntactic parallelism is a feature in Tim Ryans ‘Draft’ that I have taken inspiration from. This is shown in my speech in the opening paragraph, ‘This is not a lecture. This is not a five point analysis with acronyms and flashy PowerPoints ’ . By repeating the words ‘this is not’ at the start of each sentence, rules out negative possibilities based on their previous experiences. Similar to in Alexander Stephens ‘Succession is Height of Madness’ imagery is used in my speech. For example, ‘†¦ anorexic teenagers but have we not been fed piles and piles of information†¦Ã¢â‚¬â„¢ the adjective ‘anorexic’ contrasts with the verb phrase ‘been fed’ and the metaphorical use of ‘fed piles of information’ which link back to the concept of health. This relates to my target audience as they like to use their imagination to make things more interesting and engaging. I have used pragmatics in my speech to gain support in my argument. For example, I used ‘ping’, BB’ and the phrase ‘Google it’ a noun which has been changed by young people into a verb. This is effective in emphasising that my speech relates to my target audience. Phonologically, I put stress on the modal auxiliary ‘will’ to add dynamic to the tone and create a sense of urgency to persuade my target audience that it is a problem that needs to be solved. Repetition, a dominant feature in persuasive speeches, appears in all my style models including Franklin Roosevelt’s Inaugural Speech. I repeated the abstract noun ‘health’. For example, ‘our health’ and ‘definition of health’ allow me to address that health is the central topic in my speech. Repetition is effective in my speech as it’s a popular way of learning and creating habits. I changed some words during the editing process of my speech because feedback from my teacher showed that some of my lexis was inappropriate like ‘obtuse’ which I change to ‘unattainable’ and ‘mankind’ which changed to ‘people’. This is better for college students as it’s lexis that is used and understood by them.

Managing stress among employees in an outpatient setting Research Paper

Managing stress among employees in an outpatient setting - Research Paper Example At the same time, the effectiveness of the changes being implemented need to be determined at regular intervals. It is identified that the negligence of evaluation phases causes the breakdown of implemented changes. This paper will discuss various strategies and techniques that can be effectively employed in evaluating the impacts of the introduced changes among employees in out-patient settings. There are three evaluation phases that are scientifically designed for program evaluation; formative evaluation, summative evaluation, and impact evaluation. The formative evaluation phase continuously acquires information regarding the introduced program in order to amplify the performance. According to Lytras, Carroll, Damiani, Tennyson, Avison, Vossen, and Pablos (2008), in summative evaluation phase, the outcomes of the project are assessed; and from those results, the project managers analyze the impact of the outcome on its actual beneficiaries; the shareholders (p.672). On the other h and, impact evaluation phase focuses on the larger group of beneficiaries over a long period of time. Here we can use formative evaluation and summative evaluation techniques for the determination of the effectiveness of the introduced organizational change in an out-patient setting. ... Similarly, it is suggestible for the project management team to assess the effectiveness of the change by considering its impacts on those employees who were affected by stress. It can be achieved by comparing the individuals’ level of performance prior to and after the implementation of the program. Their new ways of working behavior both as individuals and as team need to be evaluated for knowing whether the change takes a positive effect on them or not. This process of change management is termed as change curve which can be used for assessing the impacts of the implemented measures (Change management: Making organization change happen effectively, n.d.). It is important to evaluate the extent to which the measures being implemented are accepted by the workers and whether the measures are effective in helping employees to bring out their potential completely toward the work undertaken. It would be better to assess the rate of absenteeism before and after the execution of th e strategies. The record of employees’ medical leave would reflect the effectiveness of stress management measures, because stress- free life offers physical as well as mental stability. At the same time, the finest way is to judge how effectively employees involve in work and how well this is being reflected in their performance. It is better to evaluate the workers’ contribution towards the development of the organization as a whole. An efficient supervisor would assist the management to evaluate the individual performance frequently. The status of the organization also reflects the impacts of organizational change. To illustrate, it is essential to analyze the impact of the program on the economic interests of the shareholders. In addition, the progress of the organization and its stature

Armellini Ice Cream and Caf Chain Essay Example | Topics and Well Written Essays - 1250 words

Armellini Ice Cream and Caf Chain - Essay Example The managers, who kept to the system and ensured that it worked, were rewarded and those who failed to meet the expectations were sacked. Creativity was not encouraged during Alessio’s stewardship. After his retirement, Helen Patterson, an Australian management consultant was brought in as CEO.   Helen is following the ‘bounded rationality model’ of decision making as she firmly believes in the principle of management by objectives which need to be achieved within the given constraints through empowered managers. ‘Bounded rationality takes into consideration the real decision making constraints which confront managers’ (handbook). Effective decision making is an essential part of managerial leadership to achieve desired objectives and optimal performance outcome.   She has set targets for the expected results of the various outlets of Armellini Ice Cream and Cafà © chain. Helen has considerably empowered the managers of various outlets in the management of the outlets and creating regional boards to boost their efforts, but their human resource policy and recruitment need to be whetted by the head office. While inspections were still carried out, they became more of an exercise to look at the progress rather than a ‘checklist’ inspection. She has also broadened her objectives to include ‘franchising’ as a means of expanding the business.   Helen’s management style is very relevant in the contemporary environment because the market has become more complex and highly competitive in the contemporary environment of fast advancing technology and rapid globalization. Wilson and Gilligan (2003) have asserted, ‘marketing is increasingly being conceptualized as an organizational philosophy or ‘an approach to doing business’ (Wilson and Gilligan, 2003, p4).