Spare Parts Inventory Essay Example For Students

Spare Parts Inventory Essay The company manufactures systems that perform most of the primary steps in the chip fabrication process. The main customers of the company are semiconductor wafer manufacturers and nonconductor integrated circuit manufacturers, which either use the chips they manufacture in their own products or sell them to other companies downstream, The company owns research, development and manufacturing toxicities in the United States, Europe and Far East and distributes its systems across the globe to worlds leading semiconductor companies. The company is at the top tot the supply chain for most personal computers and other high technology products. Semiconductor systems are very expensive investments and are very critical to operations of many high technology companies, Unused semiconductor manufacturing capacity due to equipment failures is very costly. In order to provide spare parts and service to customers for equipment failures and scheduled maintenances, the company has an extensive spare parts network, The network consists of more than 70 locations across the globe, that consists of company owned distribution centers and depots. We will write a custom essay on Spare Parts Inventory specifically for you for only $16.38 $13.9/page Order now In addition, the company also has agreements with its leading customers where it manages the stock rooms (for all or a group Of spare parts) in customer facilities (some Of these are consignments). 3 continental distribution centers: one in North America, one in Asia and one in Europe I CHAPTER 1. INTRODUCTION constitute the backbone of the network and are primarily responsible for procuring and distributing spare parts to depots and customer locations. The depot locations are such that they can provide a our service to customers (those who do not have stock rooms operated by the company) for equipment failures (down orders. However, the continental distribution centers may also be used as a primary source for Devon orders for certain customers. In addition, the continental distribution center provides a second level of support for down orders that cannot be satisfied from the local depots. The customers also demand spare parts to be used in their scheduled maintenance activities (lead time order

securities and exchanges commission essays

securities and exchanges commission essays To: Securities and Exchange Commission From: Bryan Economic Analysis, Inc. Re: Report on Stock Prices of Internet Companies In Response to the SEC memorandum regarding the adoption of the policy of capping the stock prices of internet-related companies at 90% of their current value, Bryan Economic Analysis, Inc. has come to the following conclusions. Bryan Economic Analysis, Inc. agrees that if something is not done regarding the price of stock of internet-related companies, a drastic drop in the price of these stocks will eventually occur. This drop in the price of these stocks will have an incredibly adverse effect on the state of the US economy and the world stock market in general. The problem of this venture would be that capping of stock prices will result in temporary inefficiencies and a shortage in the market for stocks. However, the capping of stock prices is highly necessary to the future of the US economy. If the prices of these stocks continue to rise without check, the inevitable drop would cause the US to enter into an era of deep recession. The fate of the US economy depends on the capping of the stock prices of internet-related companies. If something were not done, the US economy and the worlds financial markets would experience devastating consequences. This report intends to show why it is necessary to put a cap on the price of stock of internet-related companies for the continuation of a prosperous economy, even though short-term inefficiencies will occur. If the SEC were to put a cap on the price of stock of internet-related companies, several things would occur. First of all, the price would be lowered by 10%, causing an increase in the quantity of stock demanded, because buyers are more willing to buy at the lower price. The demand cur ...

Managerial Accounting 2014 Assignment Essay Example | Topics and Well Written Essays - 2500 words

Managerial Accounting 2014 Assignment - Essay Example long with the most ancillary objectives of storage and transportation of oil, gas, coal and related consumable and disposable fuel products (Bhattacharyya, 2007). They also include those companies which offer various oil and gas products, consultancy and related services. Thus, to fulfill the objectives of this report in the most suitable order, the company selected for the analysis is Chevron. Chevron Corporation  is among one of the huge Multi-National Companies of the world operating in an energy, oil and gas sector, having it’s headquarter in San Ramon, California. Chevron is currently active and operating among more than 180 countries on a global basis. The wide variety of its dynamic operation in the ever emerging fields of energy and oil sector makes the company highlighted in recent news and developments related to energy industry. In particular, Chevron is basically engaged in every aspects and activities related to oil,  gas, fuel and geothermal  energy framework of industries, which also includes, in depth scale of exploration  and  production activities coupled with oil refining features, storage, marketing, transportation; production and sales of various chemicals and  finally the power generation facets (Chevron Policy, 2014). As of 2013, the company is ranked third in position in the  Fortune Global 500 list among worlds humongous compan ies in energy, gas and oil sector (Fortune, 2014). The latest environmental report of Chevron disclosing the comprehensive and detailed version of its Greenhouse Gas (GHG) Emissions during the year 2013, included under the broader framework of Corporate Social Responsibility (CSR) covers the period up to December 31, 2013. From the point of view of major shareholders and a prospective shareholders of a company, it is very essential aspect to know about the company responsibility towards the environment and how it confronts those responsibilities on an active and transparent basis, in which the investment of

International Business Management UNIT4DB Essay Example | Topics and Well Written Essays - 500 words

International Business Management UNIT4DB - Essay Example If companies like Boeing and Volkswagen would go along with China's terms it brings benefits for both China and international companies. Globalization of trade opens new opportunities for MNEs to compete on the global market. In this case, the international organization must be responsive to change through people employed by it and new environment it operates. Without cooperation and information interchange, many foreign companies will fail to perform successfully in China. On the other hand, International Business Studies and International Human Resource Management are the main fields of research which make information available for a wide target audience. Contemporary developments in the field of IHRM suggest that if Chinese companies learn modern management skills from non-Chinese companies and acquire technology it create great opportunities for both parties and help them to overcome national differences and cultural diversity. The main problem is that modern management skills is truly international and used by many companies around the world. On the one hand, contemporary developments in the field of IHRM "incor porate the broader contextual reality" (Schuler et al 2002:.43).

Explaining the relevance and importance of mentoring and counselling Essay

Explaining the relevance and importance of mentoring and counselling roles in the workplace - Essay Example It is a way in which an affirmative change in the employees are brought about and thereby transfer of valuable knowledge takes place from the mentor or the guide to the particular employee. Both Companies and their management find that this method is extremely favourable for the employees in terms of career growth (Robbins, 2003, p.56). Thus every organisation tries to implement this process in their day to day operations. In every workplace, the management feels that it is necessary for the employees to boost their potential and enhance their skills so that they can deliver better performance and can in turn increase the productivity of the company. It often happens that the employees have a lot of hidden potential. It is just that they need to be upgraded with certain skills. Often they have to be groomed according to the organisation culture and several issues relating to performance needs to be solved by the management. If the management feels that a particular employee requires this kind of grooming or training his areas have to be assessed and the company would recommend him for mentoring programme. The mentors would generally be someone from the managers or the supervisors of any team who would have prior experience about the work and how it should be done. Each department may also have a special coach delegated for that department. Differences between Coaching and Mentoring Applications of Coaching and mentoring are varied over different areas of business. Though the goals of both coaching and mentoring are the same that is to maximise the potentials of the employees for the benefit of the organisation, yet there is a subtle difference between the two. The chief aim of coaching is to improve the performance of the employees. The final performance is of utmost importance. On the other hand, mentoring is more inclined to grooming of an individual in a personalised way and it is more inclined towards personality development of the individual. The person wh o coaches a team has a definite agenda in his mind while undertaking the process (Bachkirova, Jackson and Clutterbuck, 2011, p.187). The mentor on the other hand would behave like a facilitator who would mould the individual in the way he wants to but there is no specific agenda that the person will remain confined to. Coaching in a workplace is related more to productivity at work and the career growth of the employees. Mentoring on the other hand stresses more on self reflection of the individual employees. Hence the bonding with the mentor is even better defined. The duty of coaching is generally assigned by the organisation to someone who holds much a higher position like a manager. The mentor is someone who would be able to influence the mentee in a deeper way and the person who is being mentored has to treat the person as a guide and have to have a personal acceptance in the matter. Coaching is provided to the employees so that enhances in individual performance would help in the growth and the development of the organisation. The mentor often looks forward for feedback from the employees which may contribute to the development of the employee as well. Hence the mentor has a scope of getting personal returns as well. There is a prospect of mutual knowledge exchange in this context. The system of coaching is mainly applicable to a team development in an office and a handful of people may come under the

Psychometric study of academic self efficacy scale

Psychometric study of academic self efficacy scale The development of Malaysia industries, infrastructures and ensuring the general well being of the country by Malaysian engineers cannot be underestimated. A new of engineering education model have been introduced to develop the interpersonal skills deal with public effectively as well as the technically competent ( Johari, 2002). In order to develop the interpersonal skills among Malaysia future engineers, a research in psychology well being have to be done. A psychometric analysis is most important part to get a valid and reliable psychology research for predicting the interpersonal skills among students. Standardized testing procedures are essential to valid testing. An invalid and misleading of the test result may alter by using of nonstandard procedures (Gregory, 2007). The psychological test is an effective tool in measuring the attitude and mental ability. It assesses their efficiency in acquiring knowledge relevant to the job and putting what they learn to practice. The test measures emotional stability, and skills such as analytical and problem-solving skills, human communication and leadership skills. The standard procedure for measuring beliefs of personal efficacy includes number of safeguards to minimize any potential motivational effects of self-assessment. These safeguards are built into the instructions and the mode of administration. Self-efficacy judgments are recorded privately without personal identification to reduce social evaluative concerns. The assessments of perceived efficacy and behavior are conducted in different settings and by different assessors to remove any possible carryover of social influence from assessment to the performance setting (Bandura, 1984). For example, in this case, The College Academic Self efficacy scale (Owen Froman, 1988) indicates that students perceptions of their abilities to perform tasks, greatly influences their success. The importance of validity and reliable measure of the sources of self-efficacy is needed. First, self-efficacy beliefs play a critical role in the academic and career choices of students (Hackett, 1995). It is important for educators or a counselors to be well known of the factors that help create and nurture the self-efficacy beliefs of their students. This information is invaluable in helping educators tailor their instructional strategies and counseling practices in ways most supportive both of their students self-efficacy and also of their achievement. Educators and counselors can also make use of such assessments as they evaluate the manner in which academic programs and intervention strategies may influence the self-efficacy beliefs of the adolescents in their care. All professional educators would readily agree that identifying the ways in which students unrealistically low self-efficacy beliefs can be challenged and altered is an essential and critical enterprise. Another important reason why a psychometrically sound assessment of the sources of self-efficacy is required is that the tenets of Banduras (1986) social cognitive theory regarding the workings of self-efficacy cannot effectively be tested without such assessment. Researchers who wish to understand the formation of academic self-efficacy must obtain that understanding using valid and reliable measures that faithfully reflect the sources hypothesized and their role within the broader structure of social cognitive theory. This is especially important in the field of academic motivation where the sources of self-efficacy have often been operationalized and measured in a manner that bears little resemblance to how they were hypothesized by Bandura (1986, 1997). This study will be able to craft items to assess each source by matching them carefully to each source as it that has been described by Bandura (1997). The researcher next sought to establish a psychometrically fit model to measure the sources of self-efficacy and to test whether the model is invariant across demographic factors and the correlation with social support. This study will be also examined evidence for convergent and factor analysis by assessing the relationship between the sources, self-efficacy, and other constructs typically included in studies of academic motivation. College Students self-efficacy beliefs have been found to play an important role in motivating them to learn (Pajares Schunk, 2001). Self-efficacy refers to beliefs about ones capability to learn or perform effectively, such as to solve a particular type of math problem. Self-efficacy differs operationally from other self-related constructs in that self-efficacy items are phrased in terms of what students can do rather than what they will do or usually do in a particular domain (Bandura, 2006). An important type of self-efficacy focuses on students beliefs about their capability to self-regulate learning (SRL), which refers to such processes as goal setting, self-monitoring, strategy use, self-evaluation, and self-reactions (Zimmerman, 2007). Research has indicated that self efficacy correlates with achievement outcomes (Bandura, 1997; Pajares, 1996; Schunk, 1995). Students with high self efficacy often display greater performance comparatively to those with low efficacy. Self efficacy is also equated with self competence, hence significant authorities such as parents and teachers who exert great influences should play their role efficiently in enhancing this self competence and eventually self efficacy for it has great bearings in achievement, be it in the English language or any other subjects ( Mahyuddin.R, 2006). 1.2 Problem Statement This study concentrates on the psychometric properties and application of the Academic Self-Efficacy Scale and its relationship with social supports and students life satisfaction. Through the haze of available measurements in self efficacy, may of them offering weak or unknown psychometric properties, and unlikely that self-efficacy can penetrate clearly (Owen and Froman, 1988). Items in Self efficacy scale should accurately reflect the construct. Self efficacy is concerned with perceived capability. Self efficacy should also be distinguished from other constructs such as self esteem, locus of control, self regulation and outcome expectancies. Scientific advances are greatly accelerated by methodological development of assessment tools for key determinants of human functioning. Quality of assessment provides the basis for stringent empirical tests of theory. Self efficacy assessment tailored to domains of functioning and task demands identify patterns of strengths and limitations in perceived capability (Bandura, 1997). The academic self efficacy and self efficacy in learning have been widely investigate by western researchers and educators. For Malaysian researcher, the study of academic self efficacy is quite constrictive. There are several significance to investigate the psychometric properties of the academic self efficacy scale that will be discussed in part significance of the study. Researchers have previously investigated predictors affecting students decision to pursue higher education. Predictors include primary and secondary school preparations, family dynamics, self esteem, commitment to goals and social support systems. Yet, with all the services available to students and the research conducted to better understand factor associated with the above issues, there are some students who never successfully assimilate into and navigate through the university system (Shaw, N. E, 2008). Owen and Fromans (1988) College Academic Self-Efficacy Scale was selected for this study because it was different from most academic self-efficacy instruments. CASES was unique in that the instrument investigates feelings of academic self-efficacy as a whole as opposed to teasing out individual constructs or areas of academic self-efficacy such as English, mathematics, and reading. Owen and Froman (1988) also believed that CASES can give specific diagnostic findings that can influence holistic change to increase overall academic self-efficacy. This study is unique because one of its objectives was not to simply find a relationship between self efficacy, academic motivation and academic achievement, but to also explore how the psychometric properties is significance before the researcher conduct a test. The study attempted to focus on the mediating variable that would explain the relationship between self efficacy, academic motivation and academic achievement. 1.3 Research Question The research questions are listed as below; i) Do the ASES scores demonstrate adequate internal consistency reliability, convergent validity and factor analysis of the testing for the college students? ii) Are there significant differences in the level of academic self efficacy experienced by male and female students? iii) Are there significant differences in the level of academic self efficacy experienced by students with the level of parents education and income? iv) Is there a relationship between college academic self-efficacy and social support? v) is there a relationship between academic self efficacy and life satisfaction? 1.4 Research Objectives: i) To examine the psychometric properties of a Academic Self efficacy Scale to estimate the students self-efficacy. ii) To identify the levels of self efficacy among engineering students in tertiary education iii) To identify the relationship of self efficacy with demographic factors. iv) To identify the relationship of academic self efficacy with students social supports. v) To identify the relationship of academic self efficacy with life satisfaction. 1.5 Significance of the study Many studies in educational and psychological literature revealed that measurement of self-efficacy is important in the field of education because of its key role and relationships with many other variables, which have great influences on education. For this reason, self efficacy measurements and the development of an effective measurement tool with respect to psychometric properties have become an important issue and major concern. The educators can nurture student self-direction and personal efficacy by providing students with opportunities before, during and after instruction to exercise some control of their own learning. An emphasis on student self-direction and efficacy means that educators teach and engage students in specific strategies that offer them opportunities to make decisions and solve problems on their own without being told what to do at all times. It means, the educators can provide them with strategies designed to help them process information effectively and to be self-confident, believing that they have the abilities to succeed. And perhaps most important, we help students become more reflective about their thinking and learning processes. The perceived attractiveness of the field of engineering and the attrition of engineering students are important issues that are significantly influenced by self-efficacy beliefs. In order to address these problems, educators must gain a better understanding of how students assess their confidence in their abilities to complete the tasks that they find necessary to succeed in engineering fields with their engineering self-efficacy beliefs (Hutchison, 2007). Self-efficacy can influence peoples behavior either positively or negatively, based on their perception of their abilities concerning a particular task. It influences the choices people make, the effort they put forth, and how long they persist in the face of obstacles and failure. The efficacy beliefs of undergraduate students in science, technology, engineering, and mathematics (STEM) programs have been linked to their persistence, achievement and interest. 1.6 Limitation of the study The psychometric study will only focus on The College Academic Self Efficacy Scale(CASES) which was develop by Owen and Froman (1988). This instrument also will be used to study the level of academic self efficacy among students. The sample only will be focus on engineering undergraduates. This study only will be done in Higher Public universities in term of geographical, cultural and course offered by the universities. 1.7 Definition of the Terms Psychometric Psychometrics is the field of study concerned with the theory and technique of educational and psychological measurement, which includes the measurement of knowledge, abilities, attitudes, and personality traits. The field is primarily concerned with the study of measurement instruments such as questionnaires and tests. It involves two major research tasks, namely: (i) the construction of instruments and procedures for measurement; and (ii) the development and refinement of theoretical approaches to measurement. In this study, the psychometric analysis will be involved the reliability and validity analysis. In this research, the psychometric analysis will be involved reliability, convergent validity and confirmatory factor analysis. Academic Self efficacy Academic self-efficacy refers to individuals convictions that they can successfully perform given academic tasks at designated levels (Schunk, 1991). In this study, academic self efficacy will be demonstrated by the College Academic Self-Efficacy Scale (CASES) developed by Owen Froman (1988). College Academic Self-Efficacy Scale (CASES) College Academic Self-Efficacy Scale (CASES) refers to an instruments which was developed by Owen Froman (1988) in order to assess students belief that they can master the material and skills thought in university. The CASES was used in order to measure students levels of perceived academic self-efficacy. The scale contained 33-item with five-point Likert-type instruction to be appended. Social supports Life satisfaction A global assessment of a persons quality of life, dependent on the values and criteria deemed important by the individual (Shin Johnson, 1978). Engineering students Engineering students refers for those whom learned and willing to do the creative application of scientific principles to design or develop structures, machines, apparatus, or manufacturing processes, or works utilizing them singly or in combination; or to construct or operate the same with full cognizance of their design; or to forecast their behavior under specific operating conditions; all as respects an intended function, economics of operation and safety to life and property. In this study, engineering students refers to first year students from four selected public universities which includes Universiti Malaysia Perlis (UNIMAP), Universiti Teknologi Malaysia(UTM), Universiti Putra malaysia and Universiti Teknikal Malaysia Melaka. Chapter 2 REVIEW OF LITERATURE 2.1 Introduction This chapter will review and summarize the model and social cognitive theory and also self efficacy by Bandura (1997). The researcher has also focused on psychometrics analysis such as validity and reliability. The primary goal of understanding how students from engineering self efficacy beliefs, Bandura (1997) self efficacy beliefs, Bandura (1997) self-efficacy theory was selected to guide the research. 2.2 Social cognitive theory The selection of a guiding theoretical construct is directed by the questions a study seeks to answer (Patton,2002). The social cognitive theory aimed to focus attention on the significant role played by observational learning and vicarious reinforcement in human functioning. Bandura (1977) developed his theory to further include the essential component of self beliefs holds as a factor in human behavior. Social cognitive theory holds that human behavior, adaptation and change are based on cognitive, vicarious, self-regularotary and self reflective processes, rather than reactive responses as claimed in behaviorist theories. BEHAVIOR PERSONAL FACTORS ENVIRONMENTAL (Cognitive, affective, and FACTORS biological events) Figure 1.. Model of the relations between the three classes of determinants in Banduras (1986) conception of triadic reciprocality Figure 1 shows the model of the relations between the three classes of determinants in Banduras (1986) conception of triadic reciprocality. People are viewed as self-organizing, proactive, self-reflecting and self-regulating rather than as reactive organisms shaped and shepherded by environmental forces or driven by concealed inner impulses. From this theoretical perspective, human functioning is viewed as the product of a dynamic interplay of personal, behavioral, and environmental influences. For example, how people interpret the results of their own behavior informs and alters their environments and the personal factors they possess which, in turn, inform and alter subsequent behavior. This is the foundation of Banduras (1986) conception of reciprocal determinism, the view that (a) personal factors in the form of cognition, affect, and biological events, (b) behavior, and (c) environmental influences create interactions that result in a triadic reciprocality. Bandura altered the l abel of his theory from social learning to social cognitive both to distance it from prevalent social learning theories of the day and to emphasize that cognition plays a critical role in peoples capability to construct reality, self-regulate, encode information, and perform behaviors. 2.3 Self Efficacy Beliefs The self-beliefs that individuals use to exercise a measure of control over their environments include self-efficacy beliefs. beliefs in ones capability to organize and execute the courses of action required to manage prospective situations (Bandura, 1997, p. 2). Self-efficacy beliefs are concerned with individuals perceived capabilities to produce results and to attain designated types of performance, they differ from related conceptions of personal competence that form the core constructs of other theories. Self-efficacy judgments are both more task- and situation-specific, contextual if you will, and individuals make use of these judgments in reference to some type of goal. To better understand the nature of self-efficacy beliefs it may be useful to explain how they are acquired, how they influence motivational and self-regulatory process, and how they differ from similar or related conceptions of self-belief. According to Bandura, there are four major sources of self-efficacy. 1. Mastery Experiences The most effective way of developing a strong sense of efficacy is through mastery experiences, Bandura explained (1994). Performing a task successfully strengthens our sense of self-efficacy. However, failing to adequately deal with a task or challenge can undermine and weaken self-efficacy. 2. Social Modeling Witnessing other people successfully completing a task is another important source of self-efficacy. According to Bandura, Seeing people similar to oneself succeed by sustained effort raises observers beliefs that they too possess the capabilities master comparable activities to succeed (1994). 3. Social Persuasion Bandura also asserted that people could be persuaded to belief that they have the skills and capabilities to succeed. Consider a time when someone said something positive and encouraging that helped you achieve a goal. Getting verbal encouragement from others helps people overcome self-doubt and instead focus on giving their best effort to the task at hand. 4. Psychological Responses Our own responses and emotional reactions to situations also play an important role in self-efficacy. Moods, emotional states, physical reactions, and stress levels can all impact how a person feels about their personal abilities in a particular situation. A person who becomes extremely nervous before speaking in public may develop a weak sense of self-efficacy in these situations. However, Bandura also notes it is not the sheer intensity of emotional and physical reactions that is important but rather how they are perceived and interpreted (1994). By learning how to minimize stress and elevate mood when facing difficult or challenging tasks, people can improve their sense of self-efficacy. Bandura (1986) considered self-reflection the most uniquely human capability, for through this form of self-referent thought people evaluate and alter their own thinking and behavior. These self-evaluations include perceptions of self-efficacy, that is, beliefs in ones capabilities to organize and execute the courses of action required to manage prospective situations. These beliefs of personal competence affect behavior in several ways. They influence the choices individuals make and the courses of action they pursue. People engage in tasks in which they feel competent and confident and avoid those in which they do not. Efficacy beliefs help determine how much effort people will expend on an activity, how long they will persevere when confronting obstacles, and how resilient they will prove in the face of adverse situations-the higher the sense of efficacy, the greater the effort, persistence, and resilience. Efficacy beliefs also influence individuals thought patterns and emotional reactions. People with low self-efficacy may believe that things are tougher than they really are, a belief that fosters stress, depression, and a narrow vision of how best to solve a problem. High self-efficacy, on the other hand, helps to create feelings of serenity in approaching difficult tasks and activities. As a result of these influences, self-efficacy beliefs are strong determinants and predictors of the level of accomplishment that individuals finally attain. For these reasons, Bandura (in press) argued that beliefs of personal efficacy constitute the key factor of human agency . 2.4 Engineering Self Efficacy Numerous studies examining the role of self efficacy in students pursuit of engineering careers have generally found a positive correlation between self-efficacy and academic achievement in engineering disciplines (AWE, 2005). For example, it has been found that ones self-efficacy beliefs influence on effort, persistence, and perseverance in goal attainment (Bandura Schunk, 1981; Bouffard-Bouchard, 1990; Schunk Hanson, 1985). Similar findings reveal that high self-efficacy beliefs influence the academic persistence necessary to maintain high academic achievement amongst college students enrolled in science and engineering courses (Lent, Brown, Larkin, 1984, 1986). Previous research also has clearly made the case that the construct of engineering self efficacy can be an important contributor to success in science, technology, engineering or mathematics (STEM) career education by influencing the choice to pursue STEM careers and the persistence with which it is pursued. Hutchison et al (2006) have done a survey incorporating qualitative measures of student self-efficacy beliefs to administer 1,387 first-year engineering students enrolled in ENGR 106, Engineering Problem-Solving and Computer Tools, at Purdue University. The survey was designed to identify factors related to students self-efficacy beliefs, their beliefs about their capabilities to perform the tasks necessary to achieve a desired outcome. Open-ended questions prompted students to list factors affecting their confidence in their ability to succeed in the course. Students were then asked to rank these factors based on the degree to which their self-efficacy beliefs were influenced. Gender trends emerged in student responses to factors that affect confident in success. These trends are discussed in light of the categories identified by efficacy theorists as sources of self-efficacy beliefs. The results presented here provide a useful look at the first-year engineering experiences that inf luence students efficacy beliefs, an important consideration in explaining student achievement, persistence, and interest. 2.5 Academic self efficacy Bandura (1997) believed that self-efficacy contributes to the academic achievement of students. Bandura proposed that individuals make a cognitive judgment about their mastery of present situations in view of their past experiences, and proceed to carry out the necessary behaviors to accomplish the task at hand. Students are affected by personal (e.g., goal setting, information processing) and situational influences (e.g., rewards, teacher feedback) that provide students with cues about how well they are learning. Self-efficacy is enhanced when students perceive they are performing well or becoming more skillful. Lack of success or slow progress will not necessarily lower self-efficacy if learners believe they can perform better by expending more effort or using more effective strategies (Schunk, 1995). Schunk (1991) in his study has also proposed that self-efficacy is critical to the academic achievement of adolescents. He hypothesized that self-efficacy influences a students choice of activities. Students with a high level of self-efficacy will select more challenging learning tasks, therefore expending more persistence and effort to obtain higher achievement outcomes, whereas students with low level of self-efficacy will avoid difficult and challenging tasks that require more effort and persistence, and thus, obtain lower achievement outcomes. Figure 1 The Development of Academic Self Efficacy ( Adapted from Schunk and Pajares, 2001) Familial Influence on Self-Efficacy Peer Influence Role of Schooling Transitional Influences Developmental Changes in Self-Appraisal Skill Gender Differences Ethnic Differences ACADEMIC SELF EFFICACY Students with higher self-efficacy expend greater effort, exhibit more persistence and demonstrate greater resilience in the face of adverse situations. As a result of these influences, self-efficacy beliefs are strong determinants of the level of accomplishment (Bandura, 1997; Pajares, 1996), and therefore contribute tremendously to intellectual development which leads to academic success (Bandura, 1995). In addition, the research literature includes several studies which emphasize the effect of self-efficacy on numerous positive outcomes as well as academic achievement. In this case, not only has self-efficacy been found to positively relate to higher levels of achievement, but also it has a strong association with a variety of adaptive academic 30 outcomes such as higher levels of effort and increased persistence on difficult tasks. This finding has been confirmed across a number of experimental and correlational studies involving students of different ages (Bandura, 1997; Pintrich Schunk, 2002). Also, in a correlational study conducted by Linnenbrink and Pintrich (2002), was found that self- efficacy is positively related to student cognitive engagement and their use of self- regulatory strategies as well as general achievement as indexed by grades (Pintrich, 2000b; Pintrich De Groot, 1990; Wolters, Yu, Pintrich, 1996). Lastly, further evidence exists in the research literature that confirms Schunks hypothesis that students who have positive self-efficacy beliefs are more likely to choose to continue to take more difficult courses over the course of schooling (Eccles et al., 1998). Although several studies confirm the positive effect of self-efficacy on academic achievement, there also seems to be a number of other mediating influences or related variables that provide further explanation of this relationship. In view of possible mediating influences, there exist contradictions in the literature regarding the exact nature of the relationship of self-efficacy with other related variables (e.g., goal orientation, motivation) in explaining positive academic outcomes, as well as its precise strength in predicting academic achievement, irrespective of these variables. Such discrepancies in the research literature should be considered in examining the effect of self-efficacy on academic achievement. The finding that self-efficacy beliefs tend to decline as students advance through school (Pintrich Schunk, 1996) has been attributed to various factors, including greater competition, more norm-referenced grading, less teacher attention to individual student progress, a nd stresses associated with school transitions. These and other school practices can weaken academic self efficacy, especially among students who are less academically prepared to cope with increasingly challenging academic tasks. Lock-step sequences of instruction frustrate some students who fail to grasp skills and increasingly fall behind their peers (Bandura, 1997). Ability groupings can lower self-efficacy among those relegated to lower groups. Classrooms that allow for much social comparison tend to lower the self-efficacy of students who find their performances inferior to those of their peers. Students involvement and participation in school depend in part on how much the school environment contributes to their perceptions of autonomy and relatedness, which in turn influence self-efficacy and academic achievement. Although parents and teachers contribute to feeling of autonomy and relatedness, peers become highly significant during adolescence. The peer group context enhances or diminishes students feelings of belonging and affiliation (Hymel, Comfort, Schonert-Reichl, McDougall, 1996). 2.6 Social support College students may seek social and emotional support from their family and friends. Social support, or receiving emotional, informational, and/or tangible support from other individuals (Lazarus Folkman, 1984), has been linked positively with the maintenance of physical health during stressful situations. In addition, the perceived availability of social support, rather than the actual use of social support, may actually be more important in protecting individuals from the harmful effects of stressful situations (Holahan Moos, 1987). Further, social support may be an important component of college students transitioning successfully to the college environment (Hays Oxley, 1986) and college students academic achievement (DeBerard et al., 2004), with low levels of social support being related to a lack of persistence in academic endeavors (Mallinckrodt, 1988). Given these findings, it is possible that support from family and friends is extremely important in the lives of college students during their college careers, particularly as they experience and make attempts to cope with academic-related stress. For example, one study using a sample of first- and second-year college students, most of whom were without daily parental contact, showed that parental support predicted significantly the grade point average (GPA) of these students. In contrast, support from friends and romantic partners did not predict GPA significantly (Cutrona et al., 1994). These results indicated that, although parents may be removed physically from college students daily life, they still may have a major impact on college students academic performance. As a result, the perceived level of emotional support from college students parents may be related greatly to many aspects of their college career, including their academic performance and their experience of academic- related stress. 2.6.1 Parental support Seminal attachment theories developed by Bowlby (1969) and Ainsworth and

Essay --

We live in the 21st century where no human right is an equal right. We were issued human rights to be treated equal but everyday life situations show me that society is so unfair. Human rights are made to be inalienable fundamental rights to which a person is entitled to do because he or she is a human being. Human rights are meant to be natural rights to anyone who takes part in America's population. Human rights can be defined as rights that are believed to belong justifiably to every person. World War I and World War II of the twentieth century is what led to the development of the human rights. The human rights were derived from 18 members of many various political, cultural and even religious backgrounds. Authors consisted of those from John Peters Humphrey, Charles Malik, Peng Chun Chang, William Hodgson and Eleanor Roosevelt to name just a few. At the time that human rights were created it was for the people who faced such horror. I put myself in society shoes and I notice that the Human Rights are more of a dream than reality. When stating my opinion, each state has its own violation of the human rights of some kind. Tortured or abused in at least 81 countries, unfair trials in at least 54 countries, and lastly but definitely not the least restriction in freedom of expression in at least 77 countries. So many human rights are being violated in our everyday life yet America is considered the ideal place to live. Human rights violations still plague the world today. Who can recall how article three of the Declaration of Human Rights stating "everyone has the right to life, liberty, and security of person" has been violated in such ways. An estimate of 6,500 people were killed in the year of 2007 in armed conflict in Af... ...the 30 articles of the Universal Declaration of Human Rights enlist. People are very bias when it comes to gay and lesbian relationships. Everyone is supposedly treated equal and fair correct? Or at least that's why we have Human Rights to abide by to ensure that all is treated as one. But the question that still rises in my mind, if there are people in society who is not being treated as the Universal Declaration of Human Rights say we should who will enforce them? Who do those who don't have the equal opportunity as some turn to? The government, do we reach out to society, maybe those that stand higher ground than us, start petitions for those who seem to be getting unfair treatment. I not only support same sex marriage because of myself but because in my opinion love has absoutely no gender. A right was set as freedom to many but not to all, coming with a crutch.

Macbeth Explication: “If it were done when ’tis done” Essay

The final scene of the first act opens up with a powerful soliloquy presented by Macbeth, If it were done when tis done (I.7.1-28). Shakespeare uses various literary techniques to express the ideas rushing through Macbeths mind prior to the murder of Duncan in his home. In previous scenes, Macbeth has been told prophecies of his future predicting him as king of Scotland, Duncans current position. Macbeth, with the aid of his wife, sees this task accomplishable only by the murder of the current king. This soliloquy presents itself at a crucial point of decision, only hours before the opportune minute of attack The soliloquy opens with Macbeths ideas on how he would hope the murder to be. If it were done when ’tis done, then ’twere well / It were done quickly (I.7.1-2). These two lines show how indecisive Macbeth is about committing the crime. He is saying that if the murder be done, it should be done fast. The if shows that Macbeth is unsure that he wants to follow through with the initial plan. Shakespeare also shows that Macbeth wishes to get it over and done with, showing haste and not thinking it out properly. If the assassination / Could trammel up the consequence, and catch / With his surcease success; that but this blow / Might be the be-all and the end-all here, / But here, upon this bank and shoal of time, / We’d jump the life to come. (I.7.2-7). Here, Shakespeare uses a metaphor to compare the murder as something that could be caught and once caught; it would not yield any consequences. He then goes on to say that in the real-world, this cannot be true. Shakespeare craft fully shows that Macbeth knows that their will be consequences to the murder and that thinking that everything will be okay is not a logical thought. Macbeth continues, But in these cases / We still have judgment here, that we but teach / Bloody instructions, which, being taught, return / To plague th’ inventor: this even-handed justice / Commends the ingredients of our poisoned chalice / To our own lips. (I.7.7-12). Macbeth states that he still has the choice whether to commit the murder or not to. Shakespeare uses a metaphor to compare the murder with bloody instructions being taught. Macbeth also says that the person who commits the murder (or teaches the bloody instructions), come back to the murderer (or inventor). By saying  this, Shakespeare throws in the element of Macbeth foreshadowing his own demise. He then goes on to compare the return of the misdeeds through the imagery of a poisoned cup. He speaks of how the poisoned chalice, although used on others, will once again come around to his own lips. Macbeth begins to give and weigh reasons for and against Duncans murder. He’s here in double trust: / First, as I am his kinsman and his subject, / Strong both against the deed; (I.7.12-14). Macbeth states that Duncan trusts him in two ways, first of which as his loyal solider. Macbeth then explains how he is expected to be loyal to his king and protect him; not the contrary. In these lines, Shakespeare includes the irony that Macbeth plans on doing what he is supposed to prevent. Macbeth continues, then, as his host, / Who should against his murderer shut the door, / Not bear the knife myself. (I.7.14-16). Here, Macbeth states that he is, secondly, Duncans host. Therefore, Macbeth should be protecting Duncan against a murderer, rather than killing Duncan himself. Shakespeare uses the same irony as in the preceding lines. Macbeth continues with reasons against the murder. Besides, this Duncan / Hath borne his faculties so meek, hath been / So clear in his great office (I.7.16-18). Here Macbeth states that Duncan has always been good to him and never abused his power. Macbeth now switches over to the topic of what will happen if Duncan is murdered. that his virtues / Will plead like angels, trumpet-tongued, against / The deep damnation of his taking-off (I.7.18-20). Shakespeare uses personification and a simile to compare what will happen to Duncans virtues after the murder. He describes Duncans virtues as angels, who with spread the news of his murder to all. He proceeds, And pity, like a naked newborn babe, / Striding the blast, or heaven’s cherubim, horsed / Upon the sightless couriers of the air, / Shall blow the horrid deed in every eye, (I.7.21-24). Shakespeare again uses a simile to compare the pity of the people over Duncans death to a newborn  baby. Shakespeare then uses imagery to convey a picture of how fast and gracefully the news will spread; a baby, a common representation of innocence, whisking through the air, telling everyone about the deed that took place. In the succeeding line, Macbeth predicts, That tears shall drown the wind. (I.7.25). Here, Shakespeare uses vivid imagery to describe the mood of the people after the death. People will be distraught over this occurrence and will weep as rain falls from the sky. In the conclusive lines of the soliloquy, Macbeth poses the sole reason he has for the murder, I have no spur / To prick the sides of my intent, but only / Vaulting ambition, which o’erleaps itself / And falls on th’ other. (I.7.25-28). Macbeth here says that he has absolutely no reason to kill Duncan, save for his ambition. In his final sentence, Shakespeare then personifies his ambition as overleaping which falls over itself. Macbeths ambition overleaping and falling also foreshadows Macbeths death. After the soliloquy, Macbeth changes his mind and no longer wishes to kill Duncan. But with the persuasion of his wife, changes his stance again and goes through with the murder. All of the events, the spreading of the news of the murder, the consequences of the assassination, people hysteria and Macbeths own downfall, which Macbeth foreshadowed in his soliloquy, do prove accurate.

Free Essays on Media and Self Image

â€Å"Without social identity, there is in fact, no society† - Richard Jenkins. This statement holds true to everything in our everyday lives. From the time we can sit up our parents plant us in front of the television to keep us out of their way. Commercials and media shape our outlook, our self-image, and our stereotypes. Every commercial has a message in it; we’re to fat, to stupid, not driving the right car, we are all supposed to be beautiful†¦. The list is endless, and by this we are ‘socialized† into our identities. I am not going to take a look at any one commercial in particular but I am going to look at few of the market dominators, self-image and dieting, and where they come from. From catalogs, stores, commercials and magazines, it is not surprising that eating disorders are on the increase due to the value society places on being thin. In modern Western culture, women are given the message at a very young age that in order to be happy and successful, they must be thin. Every time you walk into a store you are surrounded by the images of withered models that appear on the front cover of fashion magazines. Women are constantly bombarded with advertisements catering to what is considered desirable. Thousands of women and girls are starving themselves to attain what the fashion industry considers to be the ideal frail figure. The average model weighs 23% less than the average woman. Maintaining a weight that is 15% below your expected body weight fits the criteria for anorexia, so most models, according to medical standards, fit into the category of being anorexic (Brumberg 205). Women must realize that society's ideal body image may in fact be achievable, but at a detrimental price to one’s body. The photos we see in magazines are not a clear image of reality. Adolescents and women striving to attain society's unattainabl... Free Essays on Media and Self Image Free Essays on Media and Self Image â€Å"Without social identity, there is in fact, no society† - Richard Jenkins. This statement holds true to everything in our everyday lives. From the time we can sit up our parents plant us in front of the television to keep us out of their way. Commercials and media shape our outlook, our self-image, and our stereotypes. Every commercial has a message in it; we’re to fat, to stupid, not driving the right car, we are all supposed to be beautiful†¦. The list is endless, and by this we are ‘socialized† into our identities. I am not going to take a look at any one commercial in particular but I am going to look at few of the market dominators, self-image and dieting, and where they come from. From catalogs, stores, commercials and magazines, it is not surprising that eating disorders are on the increase due to the value society places on being thin. In modern Western culture, women are given the message at a very young age that in order to be happy and successful, they must be thin. Every time you walk into a store you are surrounded by the images of withered models that appear on the front cover of fashion magazines. Women are constantly bombarded with advertisements catering to what is considered desirable. Thousands of women and girls are starving themselves to attain what the fashion industry considers to be the ideal frail figure. The average model weighs 23% less than the average woman. Maintaining a weight that is 15% below your expected body weight fits the criteria for anorexia, so most models, according to medical standards, fit into the category of being anorexic (Brumberg 205). Women must realize that society's ideal body image may in fact be achievable, but at a detrimental price to one’s body. The photos we see in magazines are not a clear image of reality. Adolescents and women striving to attain society's unattainabl...

261 Du Bois and The Souls of Black Folk Professor Ramos Blog

261 Du Bois and The Souls of Black Folk W.E.B. Du Bois 1868 1963 Quick Write Booker T. Washington and W.E.B. Du Bois have different ideas about how to move forward in a post-slavery America. What do you think is the main difference in their approaches? W.E.B. Du Bois 1868 1963 W.E.B. Du Bois was one of the most important African-American activists during the first half of the 20th century. He co-founded the NAACP and supported Pan-Africanism. (Biography.com) Three Levels of Analysis Most literary analysis explanations focus on the two levels of meaning; textual and metaphorical or rhetorical. What the text says and the meaning of the text. To understand a third level of meaning we use more modern theoretical approaches. The approach or lens we use to read a text affects the meaning of the text. A theoretical lens applied to a text will give new context and meaning to a text, giving a new reading to a text. Textual Analysis What the text is actually saying. Think of close reading of the text. The Five Moves of Analysis Rhetorical Analysis Explain how the text creates a certain effect; how it is persuading, entertaining, or informing. The rhetorical work a text is making. Rhetorical reading. Ethos, Logos, and Pathos. Discourse Analysis (Discursive) The social interaction level of the text. Looking at the conversation surrounding the what the text is saying and the texts it is responding to.   The text may have different meanings for people in diverse situations. The conversation surrounding a topic or idea. What others are saying helps to give context to what is being said. Discourse is a process of meaning-making through talk and text. Discourse, as defined by  Foucault, refers to: ways of constituting knowledge, together with the social practices, forms of subjectivity and power relations which inhere in such knowledges and relations between them. Discourses are more than ways of thinking and producing meaning. They constitute the nature of the body, unconscious and conscious mind and emotional life of the subjects they seek to govern (Weedon, 1987, p. 108). a form of power that circulates in the social field and can attach to strategies of domination as well as those of resistance ( Diamond and Quinby, 1988, p. 185). (Discourse and Foucault) The Souls of Black Folk (1903) W.E.B. Du Bois, The Souls of Black Folks Double Consciousness   It is a peculiar sensation, this double-consciousness, this sense of always looking at ones self through the eyes of others, of measuring ones soul by the tape of a world that looks on in amused contempt and pity. One ever feels his twoness,- an American, a Negro; two souls, two thoughts, two unreconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder. (Of Our Spiritual Strivings; par. 3) Cultural Conflict Essay Cultural Conflict Essay Prompt

Business report Essay Example | Topics and Well Written Essays - 500 words

Business report - Essay Example As for printing, the companys range of activities range from printing of flyers and insert; catalogues, books, financials; its printing plant in North America, as well as key accounts such as SFC, the New York Times, G&M, Metro and others (Transcontinental, Inc 2008). Transcontinental, Inc. offers marketing products and services that range from direct marketing, website development, database analytics, and fulfillment mailing (Transcontinental, Inc 2008). II. Describe its domestic and global operations, including sales or revenue generated in each geographic area and the corresponding percentage generated in each geographic area (e.g., by country, region, economic community, etc.) In 2008, Transcontinental, Inc. has a reported revenues amounting to $2,429.3 million (Transcontinental, Inc 2008). Of this, $2051.8 million or 84.86% represents the companys operations in Canada. 75.61% of this sales, or $1,836.8 million are sales within Canada, while 8.85% represents exports. The remaining 15.54% represents sales in the United States and Mexico (Transcontinental, Inc 2008). Transcontinental, Inc. has three strategic business units—marketing services, publishing and printing. According to the companys annual report, in 2008, the companys marketing services has reaped an amount of $1,252.2 million in sales; the publishing has $647.5 million ; and $624 million for printing (Transcontinental, Inc 2008). In 2007, the companys sales from its marketing services strategic business unit amounts to $1150.1 million, with $634.7 million in printing and $633.5 million in publishing (Transcontinental, Inc 2008). Transcontinental, Inc. has posted $2,282.3 million in its revenues in 2006; where its marketing services amount to $1082.2 million, its printing has earned $714.7 million, and its publishing business unit has reaped $579.8 million. In 2006, the company has earned a net

Theoretical Position. Standards for Evaluating Theories Essay

Theoretical Position. Standards for Evaluating Theories - Essay Example On the other hand, epistemology deals with the scope and nature of knowledge. Standards for Evaluating Theories There are five standards for evaluating theories and they include scope, testability, parsimony, utility and heurism. In the assessment of the scope of a theory, one has to determine how much and how good a theory defines and explains. Testability is the second standard for evaluating theories; in this aspect the theory is investigated to know whether it is correct or not, or [if it is incredible such that it does not require to be tested] (Can this be reworded without the word "incredible" and "does not require" to be tested? Our text does not cover the concept of a theory being so incredible it doesn't require testing). A third standard for evaluating theories is parsimony; parsimony can be referred to as simplicity. In this context, the theory does not have to be complex. The fourth standard is utility; many people tend to think that theory as being academic and esoteric (when it can have a functional use). The last standard in evaluating theories is heurism. What is the heuristic value of the theory? In this context, one asks himself if the theory leads to new thinking or its contribution to the knowledge of something and if it offers us with the possibility of further investigation (Wood, 2004). Some of the standards or criteria are more important than others; this is because I think they are more subjective than the others. I believe scope, parsimony, and utility to be more important than the others. In the context of scope, some of the theories claim to define and offer an explanation to almost all features of mass communication (including the medium, the recipient of the media messages, the content and the communicator). There are theories that provide an explanation and a description of only one feature of mass communication. For instance, â€Å"feminist theories which although can cover the whole domain of mass communication, often only foc us on media content and the portrayal of women in media content† (Fourie, 2001, p. 46). When considering how well a theory defines something, one has to distinguish whether the theory offers a full or partial description of all the important aspects of the phenomenon. For instance, a theory can focus on all or partial aspects of mass communications process (medium, messages, communicator and recipient) (Fourie, 2001, p. 43). In regard to parsimony, it is thought that majority of the best theories are simple and they permit sound description and explanation. For example, the Roman Jakobson’s theory of communication functions has been used in many ways by a number of researchers to investigate the components of mass communication (Jakobson, Pomorska & Rudy, 1985, p170). In the context of utility, theories are supposed to possess practical importance in terms of the individual understanding of the phenomenon with the aim of managing the phenomenon and enhancing the phenome non. A theory assisting us in understanding how mass communication operates â€Å"can lead to our control of this phenomenon to the benefit of people and society† (Fourie, 2001, p57). Ontology Ontology can be defined as the division of philosophy that deals with the organization and the nature of being (Maedche, 2002, p56). In other words, it is a branch of philosophy that explains the characteristic and organization of the being. My ontological position is that the characteristics and organization