Sociology Essay Example | Topics and Well Written Essays - 2000 words - 4

Sociology - Essay Example The 21st century has seen an increase in the number of urban renaissance projects across the world. Most of the research on this topic has primarily focused on urban renewal with a particular prominence on how to resolve problems of older areas of towns and cities (Khakee et al., 1999, 10). Research specifies that urban renewal has its own virtues and intrinsic problems which require clearly defined strategies to resolve them. This trouble has led to transfer from urban renewal to urban regeneration. As an alternative of purely focusing on the expansion of land and properties in interior cities and towns, urban regeneration now encompasses social and economic concerns for the residents of the affected areas (Khakee et al., 1999, 10). An analysis of urban renewal policies in the United Kingdom clearly identifies five different stages in the formulation of these policies. These stages include clearing largely unused urban landfills, making improvements to the existing housing infrastructure, renewal of dilapidated houses and apartments, eliminating inner city housing disparities and formulating renewal strategies that specifically incorporate economic and social development. The main goal of these policies is to address social exclusion can be caused by cultural regeneration strategies. Khakee et al. (1999, 10) defines social exclusion as a failure of the legal and democratic system, the labour market, the welfare state system and the family and community system. The Temple Bar Regeneration project in Dublin will be used as a case study. The paper will use a triangulation of a review of available literature in urban regeneration and lessons learnt from the failure of Dublin’s Temple Bar Regeneration project. The project focused on the culture-led regeneration strategies which have since been adopted by many other regeneration projects across the world.

Computer Mediated Communication at a Weight Management Website Essay

Computer Mediated Communication at a Weight Management Website - Essay Example The thing is that most of the communication I had with people at this online forum was internet-mediated. Thereby though I shared many aspects of the weight problems people talked about on this website, being marred by the same health issues myself, initially I found it difficult to make a viable sense of the messages they posted because of an utter lack of the nonverbal cues related to the information they posted. However, within a few days I was immensely motivated to contrive strong interpersonal bonds with many individuals at this website, and innately and many times subconsciously started developing strategies for overcoming the glaring lack of nonverbal cues associated with the messages posted by them. This process involved sensing the emotional content in the register used by them, perceiving the sense of urgency and concern inherent in the messages by analyzing the vocabulary resorted to by many people, making an emotive sense of the non verbal symbols placed by people in the ir messages, noticing the frequency with which the messages were posted by specific members. Soon I found myself forming emotional relationships with some individuals in this online forum, with whom I shared similar health issues and general approach towards health and dieting. Though my initial interactions with people at this website were task-oriented, it was not long that I started to contrive emotional bonds with many individuals who engaged in internet-mediated communication at this website.

The Nclex Rn Is The Final Test Nursing Essay

The Nclex Rn Is The Final Test Nursing Essay When a graduate nurse fails the NCLEX-RN exam, there may be significant adverse effects for stakeholders. Ethical responsibility of graduating student who meets the qualifications and academic rigor of the nursing program but cannot pass the NCLEX-RN exam needs to be addressed by educators. Approximately 15,000 students failed to pass the NCLEX-RN exam annually. Closure of nursing programs may result if students consistently fail to maintain the national benchmark standards set by the NCSBN. Graduates failing the NCLEX-RN affect three major stakeholders: graduate nurses, health care organizations, and the nursing program (Roa et al., 2010). Nursing programs have implemented specific strategies for student success on the NCLEX-RN exam. Strategies for success include strict admission requirements, identifying at-risk students, developing and enforcing specific progression policies, developing course-related interventions, endorsing review courses, providing individual and academic support, and requiring interventions for at-risk students (Herrman Johnson, 2009). Faculty at a nursing program in the Southeastern region of the United States wanted to determine if the Computer HESI exit exam was equivalent to paper-and-pencil exit exam, the Mosby Assess Paper and Pencil Test (MAT). They administered two exit exams to their students, the Health Education Systems Incorporated (HESI) Exit Exam and the MAT. The HESI exit exam was given first and the MAT was given 4 months later. The MAT was completed for graduation and the HESI for evaluation. The HESI scores was r = 0.723, p Educators at the University of Delaware developed a residency curriculum including a senior- year involvement. The curricula consisted of two seminars during the final year of school. The first seminar was conducted on key information related to professional clinical development. Culturally component caregiving, complementary and alternative health care practices, legal and ethical issues in practice, and career planning and preparation were also included (Herrman Johnson 2009). The second seminar, scheduled the semester prior to graduation, consisted of reinforcement study skills and preparation for the NCLEX-RN. This course provides consecutive clinical building of NCLEX-RN specific content through the semester (Herrman Johnson, 2009). Faculties at Wichita State University (WSU) were unable to meet their set goal for passing the NCLEX-RN exam. Upon inquiry, they realized that the students did not appear overly anxious about taking the exam and usually waited until after graduation to start preparing for it. Due to their not meeting the national average, the faculty agreed that a program utilizing standardized practice test to increase preparation for NCLEX-RN and give feedback regarding their performance needed to be established. The faculty instituted a program of standardized computer testing. Test scores along with course grades were used to identify at-risk students to give them additional assistance (Jacobs Koehn, 2006). Educators reviewed various program and decided on the program established by ATI. Two tests were chosen by the school: the test of Essential Academic Skills (TEAS) and the Comprehensive Predictor test. Faculty tested the students near the end of the semester with students required to make the 60th percentile or remediation is necessary. Students not completing remediation by the end of the semester will receive an incomplete and cannot move forward to the next course until completed. The first class to graduate following the implementation of the ATI standardized computer testing, showed an improvement on NCLEX-RN pass rate. The ATI program validated a solid consumer-oriented program that was helpful to WSU nursing school (Jacobs Koehn, 2006). Bondmass, Moonie, and Kowalski (2008) conducted a study concerning a change in the NCLEX-RN success rates following the addition of standardized exams throughout the program curriculum. They also compared the exam scores between graduates who passed the NCLEX-RN, and those who did not. The 187 students consisting of four classes were enrolled in the study. Twenty-three students (12.3%) did not graduate from the program. One-hundred and sixty-one students completed the program and graduated. The retention rate for the students was 87.7%. Of the 161 students, data was available for 147 students. One hundred and twenty-nine (87.8%) students passed the NCLEX-RN exam on the first attempt and 18 (12.2%) graduates did not pass. Results showed a 8.5% change (p National Council of State Boards of Nursing Founded in 1978, the (NCSBN) is a not-for-profit organization created in order to guard the safety of the public. NCSBN protects the public by ensuring that licensed nurses provide safe and competent nursing care. NCSBN establishes regulatory excellence for public health to ensure that nurses entering the workforce have the necessary knowledge and skills to practice. To accomplish their goals, the NCSBN develops a licensure examination that is consistent with current nursing practice. NCLEX-RN test questions are based on Blooms taxonomy for the cognitive domain (NCSBN, 2012; Anderson Krathwohl, 2001). NCSBN is the collective voice of nursing regulation in the U.S. and its territories with work that involves: Developing the NCLEX-RN, NCLEX-PN, NNAAP and MACE examinations. Monitoring trends in public policy, nursing practice and education. Promoting uniformity in relationship to the regulation of nursing practice. Disseminating data related to the licensure of nurses. Conducting research on nursing practice issues. Serving as a forum for information exchange for members. Providing opportunities for collaboration among its members and other nursing and health care organizations. Maintaining the Nurses database, by coordinating national publicly available nurse licensure information (NCSBN, 2012). Computerized NCLEX-RN test includes multiple choices, exhibit items, fill-in-the- blank calculations, drag and drop, charts and graphs, and hot spot items. The NCSBN developed a position statement in July 2009 regarding the impending nursing shortage. NCSBN posits that standards should be based on the highest degree of available evidence for nursing practice, education, and regulation, and that these standards should be upheld in order to secure, safe care and quality education for students (NCSBNC, 2009). This statement was developed based on chronological events that occurred in reaction to previous shortage employing deregulation of educational standards including decreased qualified faculty. The NCSBN reviews the NCLEX-RN exam every 3 years for possible increase in intensity of questions to reflect the complications of patient care encountered by health care organizations. The NCLEX- RN exam was updated in April 2010 because of the national practice analysis survey on current practice of entry-level nurses and because of employers demanding higher levels of competence from new graduate nurses (Roa, et al., 2010). Assessment Technology Institute According to Davenport (2008), various strategies associated with passing the NCLEX-RN exam. One such strategy, the Assessment Technology Institute (ATI) offers programs that are influential in improving faculty, student and program outcomes such as the predictor test. The ATI RN Comprehensive Predictor test provides students and faculties with a numeric report of the probability of passing the NCLEX-RN at the student present level of preparedness. Secondly, the predictor is a guide for remediation based on the content missed. Students are given a list of topics missed in the individual and group score report. An all-encompassing validation process involving statistical comparison of student performance on the RN Comprehensive Predictor and the concrete NCLEX-RN first attempt pass/fail status. Students are required to purchase the ATI comprehensive package that gives them access to all required test throughout the program. Included in the program are computerized critical thinking entrances and exit exams, a learning style inventory, content-specific exams, and comprehensive predictor test, which are based on the NCLEX-RN test blueprint. Students complete nonproctored and proctored exams during each semester. The ATI comprehensive package assists educators in augmenting curriculum, upgrading courses, and faculty development (Davenport, 2008). Alameida, Find all citations by this author (default). Orfilter your current search Prive, Find all citations by this author (default). Orfilter your current search Davis, Find all citations by this author (default). Orfilter your current search Landry, Find all citations by this author (default). Orfilter your current search Renwanz-Boyle, Find all citations by this author (default). Orfilter your current search Dunham (2011) conducted a study on standardized testing to predict first-time success from two prelicensing programs. The sample size (N=589) students, completed the nursing program between 2003 and 2009. Demographic data, GPA, and ATI RN scores were analyzed. The results of the study showed that the ATI RN Comprehensive predictor was associated with first-time pass success. Students at-risk of failing the NCLEX-RN exam could be identified prior to testing and remediated to increase their probability of passing. Health Education Systems Incorporated HESI is a standardized exam used by schools of nursing in evaluating students competency achievement of curricular outcomes. HESI provides various exams including the HESI Admission Assessment (entrance exam), specialty exams that can assess detailed clinical content, custom exam which assess faculty-specific content; and the HESI Exit Exam, a comprehensive exit assessment evaluate students knowledge base and their ability to apply nursing concepts. For this research purpose, the HESI Exit Exam will be reviewed (Morrison, Adamson, Nibert, Hsia, 2008). The HESI Exist Exam is a comprehensive 150-item test administered prior to completion of the nursing for evaluation of students readiness for the NCLEX-RN. Identification of students weaknesses, strengths, and the need for remediation prior to taking the exam is determined. Test items are based on a critical-thinking model that necessitates applying clinical reasoning to select the correct answers (Nibert, Young, Adamson 2008). The HESI Predictability Model, a proprietary mathematical model, calculates scores of this exam. The reliability of the exam is determined by conducting an item analysis on each exam for a composite report of the combined data. Validity is determined by an evaluation of content validity, construct validity, and criterion-related validity (Morrison, et al., 2008). Critical Thinking Critical thinking is an integral part of accountability and quality care within the nursing profession. Critical thinking continues to be an essential part of nursing and must be a central factor of course content. Shirrell (2008) conducted a study to determine if critical thinking is a predictor of NCLEX success. Results showed that critical thinking alone is not a good predictor of NCLEX-RN success. Including critical thinking, in the curriculum is essential for enhancement of the students higher level of thinking. Critical thinking skills are an expectation of all nurses for accurate interpretation of patient issues and appropriate management of their care. Patients lives depend on nurses making quick decisions and taking appropriate action. Brookfield (2010) describes critical thinking as developing an awareness of the assumption that an individual and others think and act. Critical thinking is what students see and how they will take care of problems to make the patient healthier. It essential for students to know CT is the distinction between keeping patients safe and putting them in harms way. Alfaro-LeFevre (2009) created a 4 circle critical thinking (CT) model that Educators can use in helping students to understand critical thinking. CTA-JPEG Figure 1 Alfaro-LeFevre, R. (2009). Critical Thinking and Clinical Judgment: A Practical Approach to Outcome-Focused Thinking (4th ed). St Louis, Missouri. Beginning at the top and continuing clockwise, this model helps students understand the need for a commitment to developing critical thinking characteristics such as persistence and fair-mindedness. Second, students should be responsible for their learning by seeking out learning experiences that will get them academic and pragmatic knowledge needed to critically think. Third, students need to develop interpersonal skills for example, conflict management, teamwork, and being an advocate for their patients. Fourth, students should practicing related technical skills for example using computers, starting intravenous therapy, completing sterile procedures (Alfaro-LeFevre, 2009). Educators using the nursing process can help their students improving their critical thinking skills, pass the NCLEX-RN exam and be safe, effective nurses. NCLEX-RN Test Plan The licensing authorities within the state, commonwealth and territorial boards of nursing regulate entry into the practice of nursing. Development of the NCLEX-RN Test Plan is accomplished by collecting data on the current practices of entry-level nurses for the purpose of by conducting a practice analysis. Licensed RNs were asked about the occurrence and significance of performing 155 activities concerning current nursing practice. An analysis of the activities is completed in relation to the frequency of performance, impact on maintaining client safety and client care settings where the activities are performed. Result of the analysis serves as a guide for improvement of standards for entry-level nursing practice. The succeeding stage involves development of the NCLEX-RN Test Plan, which guides the selection of content and performances to be tested (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2010). The NCLEX-RN Test Plan serves as a template for development of the examination. The NCLEXÂ ® examination assesses the knowledge, skills and abilities that are essential for the nurse. The organization of the NCLEX-RN examination is based on nursing actions and competencies crucial for meeting the needs of patients. The test plan is reviewed and approved by the NCLEX Examination Committee. Resources used in this process include the recent practice analysis of RNs, expert opinions of the NCLEX-RN Examination Committee, and NCSBNs member boards to certify that the test plan is reliable with state nurse practice acts. Upon approval of the NCLEX-RN Examination Committee, the test plan is presented to the Delegate Assembly for review and approval (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2010). In December 2009, the NCSBN Board of Directors made a decision to raise the NCLEX-RN from -0.21 to -0.16 logits. In combination with the 2010 NCLEX-RN Test Plan, the new standards was applied April 1, 2010. The Computerized Adaptive Testing (CAT) is used to administer the examination. CAT is a technique for administering exams that combines computer technology with contemporary measurement concept to increase the competence of the exam process (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2010). Test Plan Structure The framework of the test plan is based on client needs, defining nursing actions and competencies which focus on clients in all situations. The structure of the NCLEX-RN Test Plan has four major client needs categories with two of the four categories divided into subcategories. The four categories of the 2010 NCLEX-RN Test Plan and subcategories are: Safe and Effective Care Environment Management of Care Safety and Infection Control Health Promotion and Maintenance Psychosocial Integrity Physiological Integrity Basic Care and Comfort Pharmacological and Parenteral Therapies Reduction of Risk Potential Physiological Adaptation (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2007). Integrated Processes The following processes are fundamental to the practice of nursing and are integrated throughout the Client Needs categories and subcategories: Nursing Process a scientific, clinical reasoning approach to client care that includes assessment, analysis, planning, implementation and evaluation. Caring interaction of the nurse and client in an atmosphere of mutual respect and trust. In this collaborative environment, the nurse provides encouragement, hope, support and compassion to help achieve desired outcomes. Communication and Documentation verbal and nonverbal interactions between the nurse and the client, the clients significant others and the other members of the health care team. Events and activities associated with client care are validated in written and/or electronic records that reflect standards of practice and accountability in the provision of care. Teaching/Learning facilitation of the acquisition of knowledge, skills and attitudes promoting a change in behavior (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2007). Distribution of Content Based on the results of the Report of Findings from the 2008 RN Practice Analysis: Linking the NCLEX-RNÂ ® Examination to Practice, Percentage of test questions allocated to each client needs category and subcategory of the NCLEX-RN Test Plan (NCSBN, 2009). Percentage of Items from Each Client Needs Category/Subcategory are: Safe and Effective Care Environment Management of Care 16-22% Safety and Infection Control 8-14% Heath Promotion and Maintenance 6-12% Psychosocial Integrity 6-12% Physiological Integrity Basic Care and Comfort 6-12% Pharmacological and Parenteral Therapies 13-19% Reduction of Risk Potential 10-16% Physiological Adaptation 11-17% (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2010). The detailed test plan serves as a guide for students and faculty to assist in preparation for the examination. Additionally, the test plan directs item writers in the improvement of test questions and simplifies the classification of examination items. NCSBN creates two versions of the detailed test plan; 1) Item Writer/Item Reviewer/Nurse Educator version and 2) Applicant version. The Item Writer/Item Reviewer/Nurse Educator version has a more exhaustive and wide-ranging listing of content for each client needs category and subcategory. Following each category are sample questions, which are explicit to the client needs category reviewed in that section. The educator version of the test plan has an item writing guide with sample scenarios for hands-on experience in writing NCLEX style test questions. The student version of the detailed test plan does not have an item-writing guide (NCLEX-RN Detailed Test Plan, NCSBN, 2010). Implications Results of this study may have implications for nursing programs and show a need for further research. Academic variables might prove useful in the early identification of students at risk for failing the NCLEX exam. Results from this study may also influence nursing programs by assisting nursing faculty in identifying at-risk students who may need remediation to increase their chances of being successful in the nursing program. In addition, results from this study may be important because predictor variables may point to factors that may lead to a successful first attempt at the NCLEX-RN. The majority of the nursing graduates who take the NCLEX-RN examination are associates degree graduates, and success on the exam influences the number of nurses entering the field each year (NCSBN, 2009). Summary Nursing programs need to identify causes for attrition and implement strategies to retain students and improve recruitment of students with increased probability of successfully finishing nursing school (NLNAC, 2008). The American Association of Colleges of Nursing (AACN, 2005) is in agreement with the recommendations from the NLNAC. Causes of the nursing shortage are multi-faceted. Literature review shows there is a downward trend in the number of nursing graduates who are successful with the NCLEX-RN exam for first time test takers. There is a critical need for registered nurses who can function as competent professionals. Nursing programs need to develop strategies that will help decrease their attrition rate in order for nursing graduates to be successful with the NCLEX-RN exam on the first attempt. The scope of the national nursing shortage goes well beyond the healthcare agencies. Nursing programs are conscientiously working to increase the number of qualified graduate nurses to address the nursing shortage. Increase in graduates is only one consideration to increasing enrollment. Along with increasing enrollment, nursing programs must maintain quality programs. Nursing educators need to improve students likelihood of passing the NCLEX-RN through nursing programs structure curriculum, developing assessment testing, and utilizing program predictors to identify students at risk for failure on NCLEX-RN. The quality of a good nursing program is dependent on their graduates being successful with the NCLEX- RN exam on the first attempt. Section 2: The Methodology Introduction With the growing shortage of nurses and increased number of students failing the NCLEX-RN, critical evaluation of predictors of success for first time test takers is essential for improvement of NCLEX-RN scores. Determining predictors of success will assist nursing programs in determining at-risk students for remediation to give them the greatest probability for NCLEX-RN success. The purpose of this quantitative study is to determine if there is a positive correlation between predictor test and NCLEX-RN success for first-time test takers. This study will examine predictors of success of an Associate Degree of Nursing program from 2010 to 2011. The research will address the following questions: Is there a correlation between GPA pre-nursing GPA, final GPA, and NCLEX-RN success? Is there a correlation between age, gender, and NCLEX-RN success? Is there a correlation between ATI scores and NCLEX-RN success? To answer these questions, predictors of NCLEX-RN will identify four cohorts of students graduating in Spring 2010, Summer 2010, Spring 2011, and Summer 2011. NCLEX-RN results and ATI predictor results will be obtained from archival student data with permission of the college. The population will be students who completed a five-semester ADN nursing program. Data will be reviewed to determine: Students who passed the NCLEX-RN on the first attempt and made the required score on the ATI test. Students who passed the NCLEX-RN on the first attempt and did not make the required score on the ATI test. Students who failed the NCLEX-RN and did not make the required score on the ATI test. Students GPA before beginning the nursing program. Students GPA at completion of the nursing program. The dependent variable is the passing NCLEX-RN. The independent variables include students GPA pre-nursing and GPA at completion of the nursing program, age, gender, and the ATI predictor scores given at the end of the nursing program. These academic and nonacademic variables have been used in previous studies and are associated with a positive and significant predictor of NCLEX success (Gilmore, 2008; Frith et al, 2008; Truman, 2012; Wolkowitz, 2009). Quantitative research (Lodico, Spaulding, Voegtle, 2010) is conducted to determine the relationships between variables. There are two types of correlational designs, explanatory and prediction. An explanatory design, which will be used for this study, is a correlational design that examines whether changes in one variable will effect changes in one or more variables (Creswell, 2012). The following characteristics need to be present to use an explanatory design: correlation of two or more variables by the researcher, data are collected at one point in time, all participants are analyzed as a single group, obtains at least two scores for each individual in the group, employs correlational statistical testing in data analysis, and infers a conclusions from the statistical data. All characteristics apply to this study (Creswell, 2012). Sample and Data Collection The sample will consist of students who completed the program and sat for the NCLEX-RN exam spring 2010 (N = 54), summer 2010 (N = 44), spring 2011 (N = 49), summer 2011(N=41). Descriptive statistics will be used to describe and summarize the sample and examine relationships between each variable. Descriptive statistics will also be used to assess differences in the graduates who did not pass the NCLEX-RN exam and those who successfully passed the exam. This study will be conducted in a technical college, located in the southeastern area of South Carolina. Students NCLEX pass rates, ATI predictor scores, academic and nonacademic predictors will be collected from archival student data. Data will be entered via Statistical Package for the Social Sciences (SPSS) version 18.0. Academic and nonacademic predictors will be correlated with the numbers of students who were successful on their first attempt with NCLEX-RN exam. Additionally, a correlation of the ATI predictor exam scores used by the college as subsequent NCLEX-RN success will be completed. Data Analysis The use of descriptive statistics to summarize the findings is essential aspect of research for clarity (Lodico et al, 2010). Descriptive statistics (mean, mode and standard deviation) will also be used to identify the continuous sample. The level of significance will be set at p Pearsons r is very vulnerable to outliers in the data so you need to test for outliers. Outliers can be detected by plotting the two variables against each other on a graph and visually inspecting the graph for errors. The outlier can be removed or manipulated as long as it can justified why it was done. If there is no justification for removing the outlier, a Spearmans Rank Order Correlation can be done (Green Salkind, 2011). Ethical Considerations Informed consent is not needed from students. The research will be limited to existing academic records maintained by the college of nursing program. No names will be used in this study. Data will be coded into the SPSS to protect students records. Students grades and ATI results are stored the nursing department and permission to view these records will need to be granted by the dean of nursing and the vice president of academic affairs. The researcher will also need approval from Institutional Research Board (IRB) before assessing any student records for the purpose of the study Conclusion Data from this project study will provide information that will assist in improving student success with NCLEX-RN on their first attempt. This quantitative study will assist the college in developing plans for early intervention and counseling for students who are at risk of failing the NCLEX-RN. Students will also benefit from consistent counseling by faculty and remediation for low scores on standardized test. Schools of nursing will also benefit from students improving

Stone Temple Pilots :: essays research papers

Stone Temple Pilots Alright, so here is what I know about STP. The Stone Temple Pilots are a band that was formed in San Diego in 1988. Weiland hooked up with Robert Deleo at a show in California and then picked up Eric Kretz. and then after finally convincing Dean Deleo to come to California They were officially known as Mighty Joe Young. They recieved their first gig in 1990 in a place in L.A. After a couple of years they got a big show in L.A. They hired agent Don Muller and he told atlantic about Mighty Joe Young. After a while the band signed with Atlantic. Unfortunately during recording Mighty Joe Young was told that a singer had already taken the name Mighty Joe Young. After about a month the band came up with Stone Temple Pilots. Finally The band finished their album CORE in september 1992 and it went platinum. it was followed by a second release PURPLE two years later which also was a big hit and with the Herion addictions aside, Stone Temple Pilots is one of the best bandson the planet- or any planet..Early labels of Pearl Jam Wannabees or Nirvana soundalikes have long since disspated, and Weiland and the boys have created a wall of sound all their own..Sometimes an all outfrenzy of driving energy- (Sex Type Thing, Meatplow, Trippin on a Holein a Paper Heart), to the more subdued tracks of Creep, Pretty Penny, and Big Empty. The STP trademark sound can be best heard on Plush, and Interstate Love Song..Classic Rock and Roll for the new generation.. This band has it all- variety, talent, harmony, lyrics and a great overall concept for each album released.. It would be hard for me to say whichalbum is the "best" as each carries with it its own style andflavor. Core is STP's forray into "pop" culture carving out an immmediate presence in the "alternative" arena..Next, came Purple- although sales were not quite as impressive as their first, this album dives into new territory for the band..Best tracks include Insterstate Love Song, Vasoline, Big Empty, and Pretty Penny. Their newest- Tiny Music has almost an "80's feel to it with a more mellow, more raw sound. Big Bang Baby, Trippin on a Hole in a Paper Heart, and Lady Picture Show shine on this eclectic offering..What more can be said about the world's best band.. October 22 my friend Arash came over my house and showed me three tickes to Stone temple pilots concert at Irvine he asked me if I wanted to go ?

Scorpio Case Study Analysis

Case Analysis Brand promise: â€Å"Luxury of a car. Thrill of an SUV. † Emotional benefits Thrill Excitement Power Rational benefits World Class Vehicle Good Looks Car-like comforts Great value Relational Benefits Young Modern Premium City companion Infrastructure Showrooms were redone Decor depicted imageries of sportiness, movement and technology movement Showroom Experience Uniform customer experience Unique experience and not just the product Exclusive sales people Selected people from current employees and trained them Advertising and promotions strategy Car plus positioningPremium imagery of SUV in city context â€Å"Hero† in advertisements – Product International feel Communication Strategy â€Å"Big Brand feeling† Role of media High impact launch- 15th August High visibility Television: Emotional benefits and international imagery Print: Functional Benefits Phase 1: Metro Cities Phase 2: 20 cities Coved 50 cities within an year BRANDZ Bonding Thril l of driving SUV while enjoying comfort and luxury of a car. Advantage Style added to UV. â€Å"Car plus†more comfort +mileage +space Performance Relevance Presence Power and pickup. Ease of gear shifting. Smoothness of clutch.Quietness of the vehicle Luxury + Sophistication + Value for money Advertisements , Launch on independence day with wide press coverage, Public events. Expand to global markets Devise strategies to counter the players entering the UV and B and C segment 1. 2. 3. High share of category expenditure in bonding stage: 109 Scorpios sold daily. 4 lakh units sold globally since launch. Within 4 months of launch M&M achieved 22% market share in premium hard top SUV. (Source: http://articles. economictimes. indiatimes. com/2012-06-17/news/32270172_1_alan-durante-projectscorpio-pawan-goenka)

General Motors social responsibility strategy Essay

They emphasize clearly on enthusiasm. They want the employee, customer and shareholder enthusiasm to be extremely high. Targets that are environmentally cleansing will give the enthusiasm to the customers. The customers may then start to buy GM vehicles, Which will result in the business being more profitable, which will then give the shareholders enthusiasm. GM work as one big family and state that the most important assets are its colleagues. This will prompt employee enthusiasm. IF this goes to plan then they have partly fulfilled their vision statement. Looking at the environmental side of the vision statement, they want to completely remove the automobile from the environmental equation. This means that GM wants to produce the perfect vehicle that has no harmful emissions, is safer to drive and is affordable. GM have recognised that it could be a long time before this vision can be achieved but have started to implement various solutions to the long-term efforts. They have developed technologies such as advanced internal combustion power trains, modern diesel engines and hybrids. Each one helps in achieving their vision for the company and gradually progress and advance their technology. Communication within GM Communication is about transmitting ideas. There are many different ways in which others can obtain the ideas, such as through the various forms of medium, by telecommunications, and face-to-face. The communication between humans is principally language but can also take on other forms as well. Body language for instance, is a very powerful mechanism of communication because a lot can be read from facial expressions, gestures and posture. The simple fact that individuals have different upbringings means that they may perceive things in different ways. John Naylor states, â€Å"The receiver interprets the message into meaningful form†. This therefore means that the language the sender uses is very important because conveying the right message will depend on it. Language also needs to be adapted appropriately in order to fit the situation. Naylor suggests that the rules of language are as follows: Phonological- sounds and their combinations   Semantic- links between sounds and meaning   Syntactic- construction of phrases and sentences. Pragmatic- relating words, phrases and sentences to context, for example culture, behaviour, history and relationship GM’s website is very effective in my opinion as a communicator because it conveys relevant information. The website coheres to Levi’s and Conrad’s first principle of usability to web systems because it uses words and phrases and concepts familiar to the user. It also presents information in a natural and logical order. Within GM’s website, the home page is very clear because the buttons are quite large, clearly labelled and colourful. The language used on the buttons is very simple and specific. They allow the user to navigate themselves around the site efficiently and easily. There is also a search button to use as well. People would use this website for many different reasons such as car dealers, managers of the motor industry, customers and potential customers, all of which would find the website easy to use. Levi and Conrad (1996) also suggest that a web system should â€Å"organise information hierarchically, with more general information appearing before more specific detail. Encourage the user to delve as deeply as needed, but to stop whenever sufficient information has been received†. GM’s website implements this because each button on the home page links to a list of information that is contained within a section. Each option from the list then links to either the specific topic or subheadings of that topic. GM’s website fits very well into all nine o Levi and Conrad’s usability principles for web systems and is therefore a good method of communicating information to the GM audience. Application of Control Models. In this of work I will look at the different types of control systems within the GM industry. â€Å"The function of control is to ensure that the plan is achieved in spite of obstacles, variations and uncertainties in both the organisation and its environment. † Control systems basically assess the performance and then compare the results to the planning. They are then used as a tool to correct the differences between these two by the use of control loops. Control systems help managers to gain information back on what could be a number of activities such as higher profit, better efficiency, improved customer care. They set out their ideal goals and compare them to what has actually been achieved and then look at ways on how to improve the current state if it needs to be. There are three main types of control systems, Feedback control, Feed forward control and Concurrent control. First of all starting with Feedback control. This looks at the information about past behaviour to correct the performance of an operation. The process being controlled converts inputs into outputs. The feedback is used to help make the inputs more useful so that the outputs are more successful. There are four key areas to the model: – Goals- these are the standards set out by the company. These are the ideal performances and are set out to be achieved at any cost. Monitor Performance- this is the measuring of process outputs. This is basically looking at the activity through each of its stages. This process is mainly routine for many businesses. An example of General Motors monitoring performance would be using techniques such as safety tests, how fast the car goes, and how many miles a car can do to the gallon. These are then reported back to management to check on the progress. Comparison- the next stage is comparison. This compares the monitoring of the results to the goals. This is where action is taken upon the controller if the results are not matching to the company goals. Control Action- this is when corrective action is taken depending on the details of the control system. An example of Feedback control within General Motors is for their project Environmental Principles. GM wants to set out a policy in which they can help rebuild and regenerate the various communities. This basically is the use of surplus properties and redevelopment of them so they are suitable to live in. The goal is environmental stewardship. The ability to balance environmental, social and economic considerations in the GM actions that help shape the world. This is a challenging goal, one that will not be realised either through an occasional accomplishment or simply by announcing it. GM states that the only way they can create the future is to use the past. This is an example of feedback control. A report has been published every year called the Environmental Report. The information is gathered each year and the achievements are compared to the goals, the relevant actions are taken to help complete this goal that GM have. As well as the Redevelopment scheme being included in the report, there are also other criteria. For instance GM have set out another goal in which the report sites that there will be reduction in emissions and fuel consumption and an increase in philanthropy and community support. One of their ideal goals is to use 90% recyclable materials, 30,000 metric tons of recyclable metal for their cars. GM uses the report as monitoring device. Each year the goals are set out and at the end of it they are compared to the results and the appropriate actions are taken. A new report is developed to help complete the goals of the company. As you can see this fits into the Feedback model fairly well. All the key features are there, goals are set in one report, these are monitored throughout the year, the results are compared to previous years, and action is then taken if they have not been successful, which can take form of a new report. The next type of control feature is Concurrent control. This is sometimes described as real time or self-control. This control system works as close as possible to the process. The process does not need to be interrupted for monitoring and adjustment, in some cases. There are several perspectives that Concurrent control can be seen as. From the view of the worker it resembles Feedback, as they are processing, then monitoring, and so on. From the view of management though, the goals are set and they expect the employee to act without further intervention. The difference between feedback control is that the arrangement has internal monitoring and action. An example of Concurrent control within the GM organisation is the processing of the vehicles. The processing, monitoring, actions and controls are all is all done in real time. The vehicle descriptions are processed into the equipment that processes the cars. The input is the metal, furnishings, engines and other equipment needed to make the vehicles. These are then processed and the various technicians monitor the performance of the machinery and they are expected to use control actions if any problems occur. The goals will be producing a car that is economically sound, a people carrier, and cars that are specifically designed for the city and other similar goals. If there are any problems the technicians are expected to take the relevant actions to sort out the problems. As you can see the processing of vehicles has a certain element of Concurrent control within it. Nearly everything is done around one process and it is up to the employees to adjust and correct any problems that occur Now moving onto Feed forward control. Feed forward is about anticipating an event or problem before they arise within a business. The controller receives the monitoring information on outputs; these outputs are then converted into forecasts of the future outputs if the process continues as it is. Feed forward differs from planning. Planning answers questions such as â€Å"How can we get from here to here? † Feedback looks at questions such as â€Å"What early warnings do current outputs give us of future process performance? † The forecasting part only works on the output data. An example of Feed forward control within GM could be within their Seven Year Plan. This plan is included within GM’s Targets and Mission statement. GM wants the transportation of the future to have a lot less impact on the environment and the quality of life. The plans are assessing the possibilities of changing the major modes of transportation and start to develop future land transportation systems. GM is also intent on producing a vehicle that has no harmful emissions and either runs on a fuel that is harmless, runs on electric, or runs on solar power. They want to make motoring as safe to the environment as possible so that people are no longer concerned with the effects vehicles have on the environment. GM has many forecasts within this plan. They forecast to develop a prototype car that runs on electric by the year 2004. Each step of this production will be closely monitored so that other forecasts can be made to improve the process. Evan now forecasts are being made upon the vehicles they produce so that they can be improved when the next sets of goals are thought up. A lot of GM’s current processing is using feed forward control. They are constantly forecasting better ways to produce their goods so their Outputs can be improved. I do not think that any of these suggest any possibilities of problems or failure. GM have stated that they want to strive forward in the car industry and make sure that their products are safe to the environment and safe to the people that use them. They are using these models to improve on what they have already done within the car industry. They also want to lead by example and make other car industries follow their lead. They are a pioneer company and do not show signs of failure. References Management (1998) by John Naylor http://www. gm. com/ http://www. ilds. com/ http://stats. bls. gov/ore/htm/ Management BUSAG2031 Adam Tilston 00302568 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Variation and Inheritance section.