Companies utilizing e-business strategies Coursework

Organizations using e-business procedures - Coursework Example There are various associations that make extraordinary substance for performing B2B exercises. Radio is a notable brand that has made a huge blog for itself wherein the executives of client relationship is extensively clarified. Deloitte is a money related consultancy firm that caters assorted markets. To make a viable substance is the premise of Deloitte’s B2B advertising methodology, and it is because of this explanation that they have attempted to make such arrangement where clients can get pulled in towards the organization. Group is another eminent organization that gives enlisting answers for the organizations, in this way, the organization has ensured that B2B perusers can use their substance in a positive way. Cisco is known for giving various frameworks of systems administration running from switches to programming. For playing out a B2B action, the organization has made a video channel on YouTube, where distinctive systems administration arrangements are conveyed and proposed to the clients so as to make them pulled in towards the organization. The organization has concentrated on instructing its B2B clients as opposed to advancing itself, and this is the explanation that B2B movement of Cisco is well known among clients. The B2C applications are legitimately offered to the clients and case of B2C applications is the retail sites where clients can purchase the item or administration straightforwardly from the clients. To arrive at clients is one of the most significant parts of the organizations, however a few organizations having solid circulation channel are not stressed to arrive at the client legitimately.

Grandparents House: A Home Away From Home Essay -- Descriptive Writin

Grandparents' House: A Home Away From Home As I approach the go to my Grandparent's home, my stomach turns in expectation of the sweet sugar treat smell that is standing by. I turn up the long restricted rock street and park my vehicle before their home. I step outside and a cold little breeze chomps at my cheeks. I take a full breath and the sweet smell of consuming cedar enters my nose. I admire the smokestack and see the dark puffs of smoke disperse as it hits the still winter air. I shut the vehicle entryway and follow the walkway to the indirect access. I open the entryway and a kid like grin promptly spreads over my face. Before I can even get my shoes off, my grandmother welcomes me with her typical warm hi. I grin back at her and ask what she's been doing. Be that as it may, I don't even need to ask, I would already be able to smell the new bread that has been heating in the broiler. I get up to go to the kitchen, and her pug, Mack, hops up and attempts to lick my hand. My grandmother tails me into the kitchen to make some hot tea. I sit on the counter as my grandmother makes the tea. A portion of my best Christmas recollections are of making treats with my grandmother in that very kitchen. We get our tea and return to the lounge area. I sit at the table and tune in to my grandmothers day. She reveals to me that her and grandpa at last got the Christmas tree up, and the entirety of the enrichments put on it, and that after lunch, grandpa is going outside to hang up the entirety of the icicle lights. I put my tea down and go into the family room to look at the tree. She turns on the lights, and the tree illuminates like the one in the Rockefeller Focus. I investigate am as yet ready to select a few decorations I gave her when I was a young lady. My grandmother co... ...ed directly on finished and locked onto the fence, just this time, it was working in full power. Attempt as I would, I just couldn't give up. At last, I had the option to pull back my firm dark palm. Despite the fact that my cousin never accepted this at any point occurred, he assumed if it did, whenever was entirely acceptable restitution for taking him to play with the ponies. We return inside and grandmother as of now has some hot tea sitting tight for us. We sit in the lounge room and catch the finish of the Bronco game. After its over, I figure I better head home. I gaze at the Christmas tree as I stroll back through the lounge room. Its simply the start of December, and as of now I cannot pause for Christmas to arrive. I embrace my grandparents and head out the entryway. As I gradually drive away, I keep on taking a gander at their home in my rearview reflect. I cant stand by to return tomorrow, to my home away from home.

Blog Archive Professor Profiles Kevin Murphy, the University of Chicago Booth School of Business

Blog Archive Professor Profiles Kevin Murphy, the University of Chicago Booth School of Business Many MBA applicants feel that they are purchasing a brand when they choose a business school. However, the educational experience you will have is what is crucial to your future, and no one will affect your education more than your professors. Today, we focus on  Kevin Murphy  from the University of Chicago Booth School of Business. In 2005, Chicago Booth professor  Kevin Murphyâ€"who has a joint appointment in the department of economics at the University of Chicago, where he teaches PhD-level coursesâ€"became the first business school professor to win the MacArthur Genius Grant, which he received for his groundbreaking economic research. Murphy’s course “Advanced Microeconomic Analysis” is affectionately called “Turbo Micro” because of its enormous workload. One recent graduate told mbaMission that a typical Chicago Booth class is supposed to be complemented by five hours of homework per week but that Murphy’s course demands roughly 20 hours. So why would students clamber to take the class? The alumnus with whom we spoke raved that it was taught at the PhD level and that Murphy is deserving of his “genius” title, pushing students to think about their opinions in profoundly different ways. A first year we interviewed identified Murphy’s course as the most impressive he had taken thus far, sayi ng it offered “a very complicated but logical way to view the world.” For more information about Chicago Booth and 16 other top-ranked business schools, check out the free  mbaMission Insider’s Guides. Share ThisTweet Professor Profiles University of Chicago (Booth) Blog Archive Professor Profiles Kevin Murphy, the University of Chicago Booth School of Business Many MBA applicants feel that they are purchasing a brand when they choose a business school. However, the educational experience you will have is what is crucial to your future, and no one will affect your education more than your professors. Today, we focus on  Kevin Murphy  from the University of Chicago Booth School of Business. In 2005, Chicago Booth professor  Kevin Murphyâ€"who has a joint appointment in the department of economics at the University of Chicago, where he teaches PhD-level coursesâ€"became the first business school professor to win the MacArthur Genius Grant, which he received for his groundbreaking economic research. Murphy’s course “Advanced Microeconomic Analysis” is affectionately called “Turbo Micro” because of its enormous workload. One recent graduate told mbaMission that a typical Chicago Booth class is supposed to be complemented by five hours of homework per week but that Murphy’s course demands roughly 20 hours. So why would students clamber to take the class? The alumnus with whom we spoke raved that it was taught at the PhD level and that Murphy is deserving of his “genius” title, pushing students to think about their opinions in profoundly different ways. A first year we interviewed identified Murphy’s course as the most impressive he had taken thus far, sayi ng it offered “a very complicated but logical way to view the world.” For more information about Chicago Booth and 15 other top-ranked business schools, check out the  mbaMission Insider’s Guides. Share ThisTweet Professor Profiles University of Chicago (Booth) Blog Archive Professor Profiles Kevin Murphy, The University of Chicago Booth School of Business Many MBA applicants feel that they are purchasing a brand when they choose an MBA program, but the educational experience at business school is what is crucial to your future, and no one will affect your education more than your professors. Each Wednesday, we profile a standout professor as identified by students. Today, we focus on  Kevin Murphy  from the University of Chicago Booth School of Business. In 2005, Chicago Booth professor  Kevin Murphy  (“Advanced Microeconomic Policy” and “Sports Analytics”)â€"who has a joint appointment in the department of economics at the University of Chicago, where he teaches PhD-level coursesâ€"became the first business school professor to win the MacArthur Genius Grant, which he received for his groundbreaking economic research. Murphy’s course “Advanced Microeconomic Analysis” is affectionately called “Turbo Micro” because of its enormous workload. One recent graduate told mbaMission that a typical Chicago Booth class is supposed to be complemented by five hours of homework per week but that Murphy’s course demands roughly 20 hours. So why would students clamber to take the class? The alumnus with whom we spoke raved that it was taught at the PhD level and that Murphy is deserving of his “genius” title, pushing students to think about their opinions in profoundly different ways. A first year we interviewed identified Mu rphy’s course as the most impressive he had taken thus far, saying it offered “a very complicated but logical way to view the world.” For more information about Chicago Booth and 15 other top-ranked business schools, check out the  mbaMission Insider’s Guides. Share ThisTweet Professor Profiles University of Chicago (Booth) Tags: Booth School of Business business school Chicago Booth Kevin Murphy Blog Archive Professor Profiles Kevin Murphy, the University of Chicago Booth School of Business Many MBA applicants feel that they are purchasing a brand when they choose a business school, but the educational experience you will have is what is crucial to your future, and no one will affect your education more than your professors. Each Wednesday, we profile a standout professor as identified by students. Today, we focus on  Kevin Murphy  from the University of Chicago Booth School of Business. In 2005, Chicago Booth professor  Kevin Murphyâ€"who has a joint appointment in the department of economics at the University of Chicago, where he teaches PhD-level coursesâ€"became the first business school professor to win the MacArthur Genius Grant, which he received for his groundbreaking economic research. Murphy’s course “Advanced Microeconomic Analysis” is affectionately called “Turbo Micro” because of its enormous workload. One recent graduate told mbaMission that a typical Chicago Booth class is supposed to be complemented by five hours of homework per week but that Murphy’s course demands roughly 20 hours. So why would students clamber to take the class? The alumnus with whom we spoke raved that it was taught at the PhD level and that Murphy is deserving of his “genius” title, pushing students to think about their opinions in profoundly different ways. A first year we interviewed identified Murphy’s course as the most impressive he had taken thus far, sayi ng it offered “a very complicated but logical way to view the world.” For more information about Chicago Booth and 15 other top-ranked business schools, check out the  mbaMission Insider’s Guides. Share ThisTweet Professor Profiles University of Chicago (Booth) Blog Archive Professor Profiles Kevin Murphy, the University of Chicago Booth School of Business Many MBA applicants feel that they are purchasing a brand when they choose a business school. However, the educational experience you will have is what is crucial to your future, and no one will affect your education more than your professors. Today, we focus on  Kevin Murphy  from the University of Chicago Booth School of Business. In 2005, Chicago Booth professor  Kevin Murphyâ€"who has a joint appointment in the department of economics at the University of Chicago, where he teaches PhD-level coursesâ€"became the first business school professor to win the MacArthur Genius Grant, which he received for his groundbreaking economic research. Murphy’s course “Advanced Microeconomic Analysis” is affectionately called “Turbo Micro” because of its enormous workload. One recent graduate told mbaMission that a typical Chicago Booth class is supposed to be complemented by five hours of homework per week but that Murphy’s course demands roughly 20 hours. So why would students clamber to take the class? The alumnus with whom we spoke raved that it was taught at the PhD level and that Murphy is deserving of his “genius” title, pushing students to think about their opinions in profoundly different ways. A first year we interviewed identified Murphy’s course as the most impressive he had taken thus far, sayi ng it offered “a very complicated but logical way to view the world.” Murphy also teaches such MBA courses as “Big Problems,” which is open to both business and law students, and “Sports Analytics,” which explores such themes as decision making, causation, and fixation through the context of sports. For more information about Chicago Booth and 16 other top-ranked business schools, check out our free  mbaMission Insider’s Guides. Share ThisTweet Professor Profiles University of Chicago (Booth) Blog Archive Professor Profiles Kevin Murphy, The University of Chicago Booth School of Business Many MBA applicants feel that they are purchasing a brand when they choose an MBA program, but the educational experience at business school is what is crucial to your future, and no one will affect your education more than your professors. Each Wednesday, we profile a standout professor as identified by students. Today, we focus on Kevin Murphy from the University of Chicago Booth School of Business. In 2005, Chicago Booth professor Kevin Murphy (“Advanced Microeconomic Analysis” and “Sports Analytics”)â€"who has a joint appointment in the department of economics at the University of Chicago, where he teaches PhD-level coursesâ€"became the first business school professor to win the MacArthur Genius Grant, which he received for his groundbreaking economic research. Murphy’s course “Advanced Microeconomic Analysis” is affectionately called “Turbo Micro” because of its enormous workload. One recent graduate told mbaMission that a typical Chicago Booth class is supposed to be complemented by five hours of homework per week but that Murphy’s course demands roughly 20 hours. So why would students clamber to take the class? The alumnus with whom we spoke raved that it was taught at the PhD level and that Murphy is deserving of his “genius” title, pushing students to think about their opinions in profoundly different ways. A first year we interviewed identified Mu rphy’s course as the most impressive he had taken thus far, saying it offered “a very complicated but logical way to view the world.” For more information about Chicago Booth and 15 other top-ranked business schools, check out the mbaMission Insider’s Guides. Share ThisTweet Professor Profiles University of Chicago (Booth) Blog Archive Professor Profiles Kevin Murphy, the University of Chicago Booth School of Business Many MBA applicants feel that they are purchasing a brand when they choose a business school. However, the educational experience you will have is what is crucial to your future, and no one will affect your education more than your professors. Today, we focus on  Kevin Murphy  from the University of Chicago Booth School of Business. In 2005, Chicago Booth professor  Kevin Murphyâ€"who has a joint appointment in the department of economics at the University of Chicago, where he teaches PhD-level coursesâ€"became the first business school professor to win the MacArthur Genius Grant, which he received for his groundbreaking economic research. Murphy’s course “Advanced Microeconomic Analysis” is affectionately called “Turbo Micro” because of its enormous workload. One recent graduate told mbaMission that a typical Chicago Booth class is supposed to be complemented by five hours of homework per week but that Murphy’s course demands roughly 20 hours. So why would students clamber to take the class? The alumnus with whom we spoke raved that it was taught at the PhD level and that Murphy is deserving of his “genius” title, pushing students to think about their opinions in profoundly different ways. A first year we interviewed identified Murphy’s course as the most impressive he had taken thus far, sayi ng it offered “a very complicated but logical way to view the world.” For more information about Chicago Booth and 16 other top-ranked business schools, check out the free  mbaMission Insider’s Guides. Share ThisTweet Professor Profiles University of Chicago (Booth) Blog Archive Professor Profiles Kevin Murphy, The University of Chicago Booth School of Business Many MBA applicants feel that they are purchasing a brand, but the educational experience itself is crucial to your future, and no one will affect your education more than your professors. Each Wednesday, we profile a standout professor as identified by students. Today, we profile Kevin Murphy from the University of Chicago Booth School of Business. In 2005, Kevin Murphy (“Advanced Microeconomic Analysis,” “Economic Analysis of Major Policy Issues”) became the first business school professor to win the MacArthur Genius Grant, which he received for his groundbreaking economic research. Murphy teaches a course affectionately called “Turbo Micro,” which is known for its enormous workload. One recent graduate told mbaMission that a typical Chicago Booth course is supposed to be complemented by five hours of homework per week, but that Murphy’s course demands about 20 hours of work per week outside class. So, why take the class? The student raved that it was taught at the PhD level and that Murphy is deserving of his “genius” title, pushing students to think about their opinions in profoundly different ways. For more information about the University of Chicago Booth School of Business and other top-ranked MBA schools, visit our store to purchase one of mbaMissions 14 Insider Guides. Share ThisTweet Professor Profiles University of Chicago (Booth) Blog Archive Professor Profiles Kevin Murphy, the University of Chicago Booth School of Business Many MBA applicants feel that they are purchasing a brand when they choose a business school. However, the educational experience you will have is what is crucial to your future, and no one will affect your education more than your professors. Each Wednesday, we profile a standout professor as identified by students. Today, we focus on  Kevin Murphy  from the University of Chicago Booth School of Business. In 2005, Chicago Booth professor  Kevin Murphyâ€"who has a joint appointment in the department of economics at the University of Chicago, where he teaches PhD-level coursesâ€"became the first business school professor to win the MacArthur Genius Grant, which he received for his groundbreaking economic research. Murphy’s course “Advanced Microeconomic Analysis” is affectionately called “Turbo Micro” because of its enormous workload. One recent graduate told mbaMission that a typical Chicago Booth class is supposed to be complemented by five hours of homework per week but that Murphy’s course demands roughly 20 hours. So why would students clamber to take the class? The alumnus with whom we spoke raved that it was taught at the PhD level and that Murphy is deserving of his “genius” title, pushing students to think about their opinions in profoundly different ways. A first year we interviewed identified Murphy’s course as the most impressive he had taken thus far, sayi ng it offered “a very complicated but logical way to view the world.” For more information about Chicago Booth and 15 other top-ranked business schools, check out the  mbaMission Insider’s Guides. Share ThisTweet Professor Profiles University of Chicago (Booth) Blog Archive Professor Profiles Kevin Murphy, The University of Chicago Booth School of Business Many MBA applicants feel that they are purchasing a brand when they choose an MBA program, but the educational experience at business school is crucial to your future, and no one will affect your education more than your professors. Each Wednesday, we profile a standout professor as identified by students. Today, we focus on  Kevin Murphy  from the University of Chicago Booth School of Business. In 2005,  Kevin Murphy (“Advanced Microeconomic Policy”), who has a joint appointment in the department of economics at the University of Chicago, where he teaches PhD-level courses, became the first business school professor to win the MacArthur Genius Grant, which he received for his groundbreaking economic research. Murphy’s course, “Advanced Microeconomic Policy,” is affectionately called “Turbo Micro” because of its enormous workload. One recent graduate told mbaMission that a typical Chicago Booth course is supposed to be complemented by five hours of homework per week, but that Murphy’s course demands about 20 hours of work per week outside class. So, why take the class? The student raved that it was taught at the PhD level and that Murphy is deserving of his “genius” title, pushing students to think about their opinions in profoundly different ways. For more information about Chicago Booth and 15 other top-ranked business schools, check out the  mbaMission Insider’s Guides. Share ThisTweet Professor Profiles University of Chicago (Booth)

Emotional Intelligence The Key to Career Development - Free Essay Example

Sample details Pages: 9 Words: 2790 Downloads: 1 Date added: 2019/05/16 Category Psychology Essay Level High school Tags: Emotional Intelligence Essay Did you like this example? Intelligence doesn’t mean that someone is simply â€Å"smart.† It does not mean that someone is intelligent if they have a high IQ or gets straight A’s on their report card. It also does not mean that someone with intelligence can do all things well. There is more to intelligence than what our society has portrayed it to be over the years. Don’t waste time! Our writers will create an original "Emotional Intelligence The Key to Career Development" essay for you Create order Myers DeWall (2017) define intelligence as having the â€Å"ability to learn from experience, solve problems, and use knowledge to adapt to new situations (p. 238).† There are several components to intelligence mentioned in the definition that goes above and beyond what grades someone makes in school. To be intelligent you need the ability to learn from your experiences, use problem-solving skills, and apply your knowledge to adapt to your environment and circumstances. Rather than the regurgitation of facts and figures, true intelligence would reflect that there is deeper comprehension where connections are made and concepts have been applied to other aspects of life. Memorizing the medical terminology in Anatomy and Physiology class is one thing, it is another to be able to see how everything works together to understand functional and dysfunctional movement. Many might agree with the definition of intelligence but determining which theory of intelligence is more appropriate has become controversial. There are several theories of intelligence that are debated in psychology (and in Compass Honors High School PSYC 101 class). It originated with Charles Spearman’s theory of general intelligence (g) and then it developed over time with Howard Gardner’s theory about multiple intelligences, Robert Sternberg’s incorporation of creativity, and the concept of social or emotional intelligence. Every theory has is its fans as well as its naysayers depending on each’s perspectives of intelligence. However, cognitive psychologists are looking for answers to questions regarding one general ability or multiple abilities, how intellig ence should be measured (or can it be measured), and which one is more valuable for success. Types of Intelligence General IntelligenceCharles Spearman believed that people have a general intelligence (g) that can be measured on an intelligence test. The theory is that someone who has a high score in one area will have a high score in other areas. This is based on factor analysis, a statistical tool that searches for clusters of related data. Biologically speaking, general intelligence is like the concept of numerous neural networks in the brain that work together to enable our abilities to perform as a whole (Myers DeWall, 2017). A familiar assessment for general intelligence is the IQ test. A criticism is that humans are complex and a general intelligence test is too simplistic. It is also argued that the IQ test is formatted without considering ethnicity, culture, and gender. Multiple Intelligences In opposition to the theory of general intelligence, Howard Gardner theorized that people have multiple intelligences rather than an overall intelligence. Individuals’ aptitudes are measured by eight (now nine) areas that are independent within themselves: naturalist, linguistic, logical-mathematical, musical/rhythmic, spatial, bodily-kinesthetic, intrapersonal, interpersonal, and existential (Myers DeWall, 2017). If someone is high or low in one area, it does not mean that they will be the same in the other areas. It also does not give an indication of the individual’s overall intelligence. For example, if an individual has a high level of spatial skills, it does not automatically mean that they will have a high level of logical, kinesthetic, musical, etc. Each individual has their specialty (ie. a professional athlete has a high level of kinesthetic intelligence). Just like general intelligence, multiple intelligence can be measured by taking an assessment. It survey s interests and abilities towards each intelligence area. Criticisms towards multiple intelligence is that it measures abilities which to some is not considered an intelligence. Also, there is a â€Å"chicken or the egg† argument. Is someone high in musical intelligence because that is a natural ability or is it because it is something that they have worked on for years? Or one might argue that it does not matter which comes first, the individual is still exhibiting musical intelligence.CreativityCreativity is another type of intelligence that incorporates aptitude with the ability to produce new and valuable ideas (Myers DeWall, 2017). In other words, having creativity means that you can think outside the box; to not be limited by specific paradigms or traditional ways of doing things. The intelligence of creativity is not how crafty or artistic an individual might be (though a creative person might be those things). Instead, there are five characteristics that measure creativity: expertise (having a solid knowledge base), imaginative thinking skills, a venturesome personality, intrinsic motivation, and holding a creative environment (Myers DeWall, 2017). A criticism for considering creativity as an intelligence is that it is difficult to measure unlike general intelligence and multiple intelligences. Also, creativity is considered to be more subjective rather than objective. Emotional Intelligence Emotional intelligence (EI or EQ) is the ability to perceive, understand, manage, and use emotions (Myers DeWall, 2017). It is considered to be more of a social intelligence rather than an achievement or aptitude but yet it is still seen as a necessity for life success especially in the workplace and in relationships. Emotional intelligence measurements can indicate overall EI as well as the following components of EI: Perceive (recognize emotions in faces, music and stories), Understand (predict emotions, how they change and blend), Manage (express emotions in different situations), and Use (utilize emotions to adapt or be creative) (Ahmad, 2009). An individual can be high or low in each of the components. Measurement of each component will inform the individual which area is a strength and which area is a challenge. It should be noted that some measurements are self-reported so the scores would depend on the individual’s own perspective on the EI components. One might think that they are good at reading emotions but in reality they are not. Another aspect to be mindful of in regards to measuring EI is the motivation or intent of an individual’s emotional regulation. Before judging whether someone has or is lacking in EI, one must understand that the context of the situation might differ their EI use. For example, if a worker dislikes his/her coworker, they may not be as motivated to use their EI to handle conflict or manage their interactions. However, the worker may be more likely to use EI when interacting with their boss since his/her opinion is more important in keeping their job. Factors in Emotional Intelligence Biologically, studies have found that there are specific parts of the brain that are linked to emotional intelligence. Pan, et al. (2014) found that the specific regions of the brain that are involved with this social and emotional information processing include the areas involved with understanding and controlling emotions such as the superior orbitofrontal cortex and cerebellum. Karle, et al. (2018) studied the facial expressions and voice modulations which are an important part of communicating and interpreting emotions. They found that there was cerebral processing in the limbic emotion-processing areas. Therefore, it can be assumed that part of how well someone uses the EI components may be due to neurological development, or lack thereof. Individuals with disorders such as Autistic Spectrum Disorder (ASD) may be ones that are more challenged by emotional intelligence due to their atypical neurological development. For example, individuals with ASD are lower in areas where they express their emotions and can have empathy (Gokcen, Petrides, Hudry, Fredrickson, Smillie, 2014). Numerous studies have been done regarding the different environmental factors that contribute to emotional intelligence. For instance, researchers have looked at gender, culture, and socioeconomic status. A study done by Akbar, Shah, Khan, Akhter, and Riaz (2011) resulted in finding five different factors of EI (birth order, literacy, location, socio-economic status, and gender). The results showed that: first born students scored high on EI, students with literate parents scored high on EI, students from urban areas scored high on EI, students from upper socio-economic status scored high on EI as compared to students from lower socio-economic status, and female students scored high on EI.The previous study was supported when Naik (2014) found that socio-economic status significantly affects emotional intelligence. More specifically, students who are part of the upper socio-economic status have higher EI than middle and lower socioeconomic status students. The study found though that there were no significant relationships between gender and EI. Interestingly, one study did find differences in gender but was able to distinguish between emotional intelligence components. Salami (2010) discovered that females were better at â€Å"emotions appraisal† and â€Å"use of emotions† whereas males were better at â€Å"use of emotions† and â€Å"regulation of emotions.† The researcher attributed the differences to societal expectations of how men and women should and should not handle emotions. In regards to culture, Shao, Doucet, and Caruso (2014) found which emotional intelligence components were more universal versus cultural specific. Emotion perception, emotion understanding, and emotion regulation were both universal and culture-specific. Additionally, emotion perception was the most universal domain of emotional intelligence and emotion understanding and emotion regulation were the more culture-specific. For exa mple, research found differences between South Korean and Chinese students in regards to emotional intelligence. Chinese students were better at perceiving and regulating their own emotions and assessing others’ emotions than the South Korean students (Jiang, 2014). This difference was contributed to the cultures’ response to uncertainty, China being more accepting and South Korea being more avoidant. Another example regarding culture affecting emotional intelligence is the difference between a collectivist culture and an individualistic culture. It was found that cultures with higher collectivist orientation were more likely to have better EI (Bhullar, Schutte, Malouff, 2012). In this particular study, the researchers used India as the sample for a collectivist culture and Australia as the sample for an individualistic culture. Emotional Intelligence and Career Development It is presumed that emotional intelligence is a tool to manage one’s life and to use it to create the person’s reality in regards to how they interact with others as well as themselves. One of the most significant aspects of managing life is in regards to making a decision about one’s career, therefore, emotional intelligence is key to successful career development. Studies have shown that there is a relationship between high levels of emotional intelligence and higher career decision-making self-efficacy. Self-efficacy is the confidence in your ability to carry out a task (Dubrin, 2017); therefore, career decision-making self-efficacy is an individual’s confidence in their ability to make a decision about their career. Salami (2010) found that having a high ability to perceive emotions, use emotions, understand emotions aids in successfully completing career-related tasks. Jiang (2014) found that college students with increasing EI had more confidence in making decisions about their career because they were able to evaluate and manage their own emotions as well as the emotions of others. Furthermore, the study found that understanding of emotions was the strongest EI factor affecting career-making self-efficacy. Another study confirmed that people who are better able to understand and manage their own emotions would be more likely to predict the emotional consequences of a potential career choice (Afzal, Atta, Shujja, 2013).Since emotional intelligence is foundational for career development, it is important for educators and career counselors to incorporate EI in school. Salami (2010) suggests that counseling psychologists should consider teaching students how to regulate emotion and the use of feelings to motivate, plan and achieve their career goals. Students need to learn that emotions, negative and positive, can be tools to support the decision making processes that they will encounter. Since this type of education has been found valuable, schools need to find formal programs to assist them in adding EI into their classes. Yale Center for Emotional Intelligence has developed such a program to help students grow in their EI. The program is called RULER (recognizing, understanding, labeling, expressing, and regulating emotions) for all the components within emotional intelligence. Since this author is a College Career Counselor at a high school, a program like RULER would be highly beneficial in promoting post-secondary success. RULER has created secondary student curriculum that promotes to help students build greater self-awareness, build a vision and set goals, identify strengths and challenges, engage in self-reflective practices, and learn how to achieve their goals (Nathanson, Rivers, Flynn, Brackett, 2016). However, one thing to consider in teaching students about emotional intelligence, is thatit can be used as a tool to manipulate others. With understanding of emotions within oneself and in others, there is the opportunity for individuals to abuse that knowledge. With the popularity of emotional intelligence increasing, there has been research coming out regarding this so-called â€Å"dark side† of EI. One study found that high levels of EI were significantly related to emotional manipulation for both males and females (Grieve Panebianco, 2013). The study looked at factors such as psychopathy, social skills, aggression, empathy, and self-serving cognitive distortions. The combination of factors for manipulation were different depending on whether the individuals were male or female. Another study compared other factors such as delinquency, Machiavellian Tactics, behaviors like inauthenticity and concealing, as well as managing emotions of others. Bacon and Regan (2016) found t hat high-EI females reported higher levels of delinquency, high levels of Machiavellian Tactics, and high levels of prosocial enhancing and diverting behaviors, as well as inauthentic and concealing social behaviors. For males, they found that high-EI males reported generally low levels of delinquency with high levels of managing emotions of others behavior and low levels of non-prosocial behaviors, concealing and inauthenticity. Needless to say, with the variety of factors involved, more research needs to be done regarding the negative effects of EI. This is especially important since so many schools are incorporating and promoting the benefits of high EI. Schools should not be found negligent in educating students about emotional intelligence but there should also be measures in place for monitoring students that fit the profiles of emotional control, delinquency, narcissism, and psychopathy. An easy addition for schools in regards to bullying behaviors, harassment, and victimization is to consider the components of emotional intelligence in the handling of these incidents. With that said, another concern regarding the ethics of emotional intelligence is the tendency to regulate and monitor peoples’ emotions. A formal EI program can end up arming people with the tools to judge emotions, demand conformity, and expect adherence to inflexible protocols. Neophytou (2013) believes that EI is â€Å"shaped through a bipolar context and discourse of inclusion and exclusion where ‘positive’ emotions are welcomed and ‘negative’ emotions are banned and considered as deficits (p. 148).† The caution is for educators to not shame students on their lack of EI but to consider the context of the situation, the culture and generation in which the student is raised in, the character of the student, and to focus on the purpose of educating and growing these skills. Educators also need to be taught that there should not be a label of negative or positive emotions, or ones that you should or should not feel, but rather teaching and mod eling how to understand and manage the emotion regardless of the worth one puts on it. For example, Kristjansson (2006) states that the â€Å"aim should not invariably be to cool down anger or extinguish it, but rather to experience it in the right proportion, at the right time (p. 48)† and use it in a constructive manner. Therefore, it would be wise for counselors to train teachers before implementing an EI program in the classroom. Teachers should have a foundational psychological understanding of emotions, how they work, and how to articulate it back to students. Administration cannot assume that teachers have an understanding of EI and have the confidence to teach the students about a multi-layered concept. In conclusion, regardless of the controversy about what is considered intelligence, there is plenty of research that shows that a key importance to career decision-making self-efficacy is related to emotional intelligence. It is this author’s job and passion to help prepare students for their post-secondary journey. Therefore, it would befit the author to include emotional intelligence into the other set of tools already being used for career development. For example, there is a five step process proposed by Liptak (as cited by Gliebe, 2012) for students to be able to use emotional intelligence for career purposes: First, students must understand why emotional intelligence is important; second, students must identify EI skill deficits in themselves; third, students must comprehend how these deficits hinder career development; fourth, students must be taught to use EI skills effectively; lastly, students must be given the opportunity to practice EI skills. A process like this can be used to organize curriculum to meet the objectives of the College Career Development program.

Health Insurance Portability Act of 1996 (Hippa) Is It...

Hippa? Is it best for us, or not? Hippa is the acronym for the Health Insurance Portability Act of 1996. Confidentiality is a huge issue to the Health Insurance Portability and Accountability Act (Hippa) mainly due to protection of the clients. The act sets standards for the storage and privacy of personal medical data. The rule was enacted on August 21, 1996 by the 104th United States Congress and was signed by Bill Clinton. It was introduced in the house by Bill Archer on March 18, 1996. Health Insurance portability and Accountability Act of 1996 helps to promote high quality health care services and helps protect confidentially of patients and other individuals. Title I of the 2-part HIPAA attempts to protect health-insurance†¦show more content†¦It prevents employer insurance discrimination based on their health status, and reduces the amount of a period newly enrolled policy holders can be denied coverage of when they try to enroll in a new plan. All patient data will b e protected as far as they camn and will not be given to anyone except for their designated care physicians or doctors. One and the most important approach of this act is to protect a patients or any individuals privacy that is described in Title IV, which explains the regulations and rules for the protection of a patient’s information. All healthcare providers (doctors, nurses etc...), health hospitals, clinics, and government health plans that use, keep in storage for a long period of time, or who give the information to another facility or doctor are required to agree and follow the privacy regulations and rules of the HIPAA law. The act has caused a much greater number of problems than it has actually solved or decreased. After the enormous amount of problems being created, individuals and common citizens declared to open offices to investigate and implement confidentiality through basic laws carrying unbending fines and consequences for violators who do not abide or follow the law. Ives Erickson and Millar told theShow MoreRelatedHealth Insurance Portability and Accountability Act and Regulatory Compliance1668 Words   |  7 Pagesa litigation process, which in the case of Stevens vs, Hickman Community Hospital was prominent when the Tennessee Court of Appeals dismissed the case based on failure to comply with Tennessee’s Medical Malpractice Act and the Health Insurance Portability and Accountability Act of 1996. 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Social media is a great way for health care professionals to network with colleagues, students, and communicate about patient care. However, they should be aware of the potential risks of posting information on social media, and especially taking caution when connecting patients through the internet. Health care professionals are welcomed to use social media for their personal or professional lives, but social media hasRead MoreUse Of Technology And Social Media1564 Words   |  7 PagesIntroduction In many public places such as the mall, restaurant or birthday parties, many of us see technology and social media being used. The growth of technology and social media has evolved drastically and has pushed itself into the modern world and is used as an electronically communication tool. Information spreads and people retain information that is posted on social media. According to Pew Research Center’s article â€Å"Social Media Usage:2005-2015†, almost two-thirds of the American adults

The French Revolution And The Civil War - 2964 Words

French Revolution is the civil war that took place throughout France between July 14, 1789 and July 28th, 1794. The word â€Å"civil war† did not mean only the bourgeois revolution. It included a broader sense than only bourgeois, because it was a whole national revolution for all the people to establish himself as free man, and to hold equal right. The origin of French Revolution are complex (584). There are involve so many connected factors such as political, economic, social, and ideological reasons. One of the reasons for the French Revolution was new political ideas that was derived from Enlightenment. Philosophy that gave an effect to the Revolution developed over the half of century by Enlightenment philosophers, for instance Montesquieu, and Rousseau. Between 16th and 18th century, many revolutionary movements took place which tried to break an old custom throughout the Europe. Denied the privileges of the old custom, it allowed people to be a more rational, free, and equal. 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David Jones free essay sample

David Jones has a skilled, experienced and expertise Board of directors which is accountable for caring the rights, interests and the management of David Jones. Chief Executive Officer and Managing director are responsible for setting strategy, planning and administration for the company on daily basis. Paul Zahra has been â€Å"Chief Executive Officer and Managing director† for David Jones since 18 June 2010. Mr Zahra has more than 30 years’ experience in the Australian retail industry. He has held senior management roles across the retail sector in the areas of buying, stores, visual merchandising, supply chain, store refurbishments, customer service and operations. Directors are from a mix of different backgrounds, knowledge, skills and experience in the areas of retailing, financial services, property management and development, marketing, human resources, information technology, finance and law. Board of Directors Committee Memberships Name Role Audit Remuneration and Nominations Peter Mason AM Chairman and Non-Executive Director Paul Zahra Chief Executive Officer Jane Harvey Non-Executive Director  John Harvey Non-Executive Director Chairman Philippa Stone Non-Executive Director Steven Vamos Non-Executive Director Chairman Leigh Clapham Non-Executive Director Executive Management Name Role Paul Zahra Chief Executive Officer Paula Bauchinger Group Executive – Human Resources Cate Daniels Group Executive – Operations Matthew Durbin Executive – Strategic Planning Antony Karp Group Executive – Retail Services Sacha Laing Group Executive – Marketing and Financial Services Donna Player Group Executive – Merchandise David Robinson Executive – Multi Channel Strategy and Integration Brad Soller Chief Financial Officer 2. We will write a custom essay sample on David Jones or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Employees According to David Jones , to achieve the highest profits and improve customer satisfaction, the company need to create an effective working environment for their employees following these goals: Every employee is valued; Recognition and reward for their contribution and performance; provide opportunities for employees to achieve their full potential; Obligation to safety, health and welfare, environmental responsibilities; and Support for philanthropic causes that are important to both David Jones’ customers and employees. Therefore, David Jones’ commitment is to realising its vision of being the ‘best place for our people to work’. In FY2012, David Jones invested in a range of advantages to ensure employees feel valued and supported: David Jones Charity Leave Policy: Supporting the philanthropic causes that are important to its customers and team members. Employee Referral Program: To reward any team member whose referral results in the successful placement of an external candidate in a nominated vacancy. Employee Self Service: To help team members achieve their full potential, reduces administration and to meet David Jones’ objective of transitioning to an environmentally sustainable business model. Innovation Workshop: Encourage continued innovative thinking, 150 team members from across the business participated in an innovation workshop at the Company’s annual conference in August 2012. To invest in the future and build the management and leadership capability of line managers, David Jones has established training and development programs. David Jones Executive Leadership Program: is designed to address the development needs of the David Jones’ Executive Committee and Executive Leadership Team, and comprises five leadership modules including a 360-degree leadership survey. David Jones Future Leaders Program: is designed in-house to develop high potential people managers that have been identified as part of the Company’s annual succession planning process. Operations Online Compliance: is designed to ensures that frontline employees remain current in processes and policies that are important to their role, including workplace safety, food safety, customer service and the David Jones Code of Ethics and Conduct. Recognition and Reward: New Executive Incentive Framework New Enterprise Agreements New Frontline Incentive Program Excellence Awards Program David Jones does not tolerate harassment, discrimination or bullying in the workplace. Employees of David Jones can expect to be treated in a fair and professional manner. Unacceptable behaviours under the David Jones terms of employment: Harassment- Discrimination and Bullying. 3. Organisational Culture Diversity Management and the entire David Jones workforce are embraced of and attract diverse, talented and motivated people. David Jones’ diversity supports commitment to a culture that equally embraces: gender, age, culture, religious beliefs, sexual orientation and family responsibilities of our people. David Jones encourages and supports all of our employees to reach their full potential and irrespective of gender. David Jones’ corporate sponsorship of the National Breast Cancer Foundation and the operation of Rose Clinics, while a philanthropic initiative, also serves to demonstrate our commitment to raising health awareness among employees and customers alike. This is representative of our broader commitment to the promotion of women and issues that affect women Equity David Jones has a Share Trading Policy that complies with the requirements of ASX Listing Rule 12. This was lodged with the ASX in 2010 and is available in the Corporate Governance section of its website. Consistent with the legal prohibitions on insider trading, under the policy, all directors, officers, members of senior management, other employees and consultants are prohibited from dealing in David Jones securities while in possession of unpublished price sensitive information about David Jones. HSBC CUSTODY NOMINEES (AUSTRALIA) LIMITED is the biggest shareholders with 69,772,020 shares (13. 20%). The 20 largest ordinary shareholders hold 45.  17% of the ordinary shares of the Company. External environment I. General Environment 1. Political and Legal Carbon Pricing Scheme David Jones has a proven track record in reducing its carbon emissions and supports the government of the day in its attempts to move the economy towards a low-carbon future. David Jones conducted its own analysis in 2011 to determine the direct impact on its cost base and participated in roundtable discussions facilitated by the Australian National Retailers Association (ANRA) to review macro-environmental impacts of the scheme. Macro-environmental impacts ANRA advocated that the government release analysis outlining how households would be affected and compensated by the introduction of a carbon price. Subsequent to these discussions, additional information was released, addressing many of the unknown factors in relation to the scheme and confining any detrimental impact on consumer sentiment, which is a key driver of top-line growth for discretionary retailers. Direct financial impacts David Jones count on the Business Roundtable on Climate Change, established by the Federal government, to represent business interests in the development of the Clean Energy Future legislative package, including the carbon pricing scheme. Trading Hours David Jones follow retail industry’s opening hours Monday:9:30am 7:00pm Tuesday:9:30am 7:00pm Wednesday:9:30am 7:00pm Thursday:9:30am 9:00pm Friday:9:30am 9:00pm Saturday:9:00am 7:00pm Sunday:10:00am 7:00pm 2. Economical Low Inflation rate and high Australian dollar makes foreign imports become cheaper, leads to an increase in profit of David Jones. On the other hand, increase in the value of money also makes customers become interested in shopping online or buy goods overseas, makes customers rate of David Jones fall. Therefore, David Jones should adjust the price of goods for both profitable and consistent with the economic situation and the needs of customers. An increase in the unemployment rate reduces people’s income and also their shopping needs. 3. Social Cultural People are trying to keep a balance between their work and social-life. Besides spending a whole day at work, they are willing to spend more time go to department stores on the weekdays. Based on population data from around Australia, Gen Y has appeared as Australias largest demographic with 4. 67 million people. Generation X has also grown to 4. 6 million. And, the Baby Boomer demographic is shrinking; falling by 6,000 to just 4. 11 million people. Generation X and Y are tremendously internet savvy. The internet is the first place that they look when purchasing goods and services. There are more educated people so their knowledge about fashion and fashion demand has increased. They are willing to purchase clothes with good quality from well-known suppliers. 4. Technological New Point of Sale (POS) system: will improve customers’ service experience and reduce transaction times. This system has multi-functionality and will play a pivotal role in David Jones’ OCR Strategy. David Jones also has new Workforce Management and Traffic Analytics System. 5. Natural David Jones is committed to managing its own operations in an environmentally sustainable manner and will meet this commitment by: Investing in efficiency measures and driving behavioural change to reduce the impact that the business has on the environment; Embedding environmental sustainability into the corporate cultural of the organisation; Developing robust  management systems to ensure transparency and confidence in environmental reporting. David Jones’ environment strategy comprises four strategic objectives: Improve environmental outcomes, by reducing greenhouse gas emissions, protecting and conserving natural resources, and optimising water use. Motivate cultural change, by encouraging behavioural change and then by integrating sustainability into decision making at all levels of the organisation. Engage with employees, customers and shareholders, to ensure that interested stakeholders are able to access information about David Jones’ environmental impacts and initiatives, and ensure that the Company’s approach to sustainability reflects stakeholder expectations. Meet and, where viable, exceed the Company’s mandatory and voluntary reporting obligations. II. Specific environment 1. Customers People are willing to dress nicer, fussy and trendy. The way they dress is usually according to the fashion trend. They are influenced from the internet; all the fashion trends are spreading quickly. 2. Competitors : Myer Myer is Australias largest department store group, and a market leader in Australian retailing, operating about 65 stores that offer some of the top style and fashion lines in the country. Merchandise (some 2,400 brands) is sourced from suppliers worldwide and includes accessories; womens, mens, and childrens apparel; beauty and cosmetics; electrical goods; housewares; and toys. Myer runs stores in about 25 of the top 30 largest shopping centres in Australia, with New South Wales as its top market, followed by Victoria and Queensland. Besides Myer, Target, Kmart and other smaller retailers are also David Jones’ competitors. 3. Suppliers Suppliers are an integral part of David Jones’ â€Å"Home of Brands† strategy, which makes David Jones stand out from its competitors. David Jones is committed to improving and strengthening their relationship with each of their suppliers. David Jones also appreciates suppliers that have understood Australian customers and have adjusted their prices. 4. Regulations ENVIRONMENTAL REGULATION David Jones takes a responsible approach in relation to the management of environmental matters. David Jones’ report has followed with the requirements of the National Greenhouse and Energy Reporting Act 2007 (Cth) (NGER Act). No environmental breaches have been notified to the Company Entity by any government agency. David Jones is committed to protecting the health, safety and welfare of all employees, contractors, visitors and customers. David Jones continues to work towards achieving an incident-free and injury-free workplace. This commitment is supported by the â€Å"[emailprotected]† management system and the Company’s safety programs â€Å"[emailprotected] davidjones† management system imitates efforts of team members to put â€Å"SafetyFirst† in daily tasks and activities, by identifying and controlling hazards that have the potential to cause incidents and injuries. Safety Information Management system Incident, Hazard and Investigation: provides an on-line system to support the reporting of incidents and the completion of incident investigations, risk assessments and associated corrective actions; Case and Claims Management: focuses on the management of information related to workers compensation claim files, claim transactions and payments as well as Return to Work Plans for work related and non-work related injuries; Risk Management; Audit and Inspections; Training: focuses on core compliance training, safety accountabilities, hazard and risk management and injury management training.