HSC 037 Promote and Implement and Safety in Health and Social Care Essay

At our home the main aim is to ensure the effective operation of the health and safety system in the home and to ensure all staff work safely and report any hazards that they encounter. Our manager ensures that we have the following available to our clients, staff and they are displayed at the entrance to our home, they are: The Health & Safety Policy, QP-05 The home’s certificate of employers liability. Health and safety manual that includes the latest updated Health and safety policy, QP-05. The Fire Safety Policy, QP-03. The Smoking Policy, QP-12. COSHH Regulations, C4-020. Our main health and safety responsibility within the home is to ensure all our staff are suitably trained to safely and effectively carry out their duties. The manager is responsible for ensuring that all staff is aware of their role and responsibilities in relation to health and safety in the home. The manager should also ensure that individual staff working alone is risk assessed. This is risk assessment should follow the lone working policy, QP-25. Our manager should ensure that a suitable number of appropriately trained staff is available to deal with accidents and health emergencies. Staff will receive training in first aid, and there will be a suitable first aid box provided by the home, and appropriate records will be maintained in accordance with the homes first aid policy, QP-22. All staff is responsible for adhering to the requirements of the environmental policy, QP-30. All substances governed by the COSHH regulations should be stored safely and securely in the designated storage area which is kept locked. The manager should include health and safety training as part of the homes training plan to ensure all staff have received the appropriate level of training. Our health and safety training covers: induction training on-going training, which is specific to the work undertaken by staff on a daily basis. Refresher training to ensure that certification for time limited accreditation remains current and embraces updated practices. First aid. Food hygiene. Manual Handling. Fire safety. Only staff who are authorised by the manager may be asked to supervise new staff. The manager ensures that regular checks of the home are made to identify potential hazards and to confirm the continuation of safe working practices. The manager should carry out inspections at frequencies stated in the health and safety inspection schedule and ensure all areas identified are included in the health and safety inspection check list. Where the checks highlight the need for action to be taken, the manager should take the action necessary to remedy the situation or document the reasons why actions cannot be taken. The manager is responsible for maintaining a system of recording which records all reports of accidents, incidents and hazards. In some cases there is a legal obligation to use forms which must conform to the requirements of the health and safety executive. All staff should be aware that they are responsible for reporting any accident, incident or hazard to the senior member of staff on duty. The manager should be aware of the requirement to report to the care quality commission any event which is covered by regulations 16,17 and 18 of the care quality commission (registration) regulations 2009. Information regarding these notifications can be found in the CQC statutory notifications procedures, MA-22. The manager is responsible for ensuring that any accident, incident or hazard is reported to the relevant enforcing agency in the proper way. These agencies will include: The health and safety executive, RIDDOR notification form F2508,C4-085. Environmental health department, report of infectious or communicable disease form, C4-074. Care Quality Commission, using the relevant statutory notification form. As a minimum, the manager should ensure that the following records are maintained in the home to ensure legislative compliance and support the health and safety system in use at the home: An accident/incident report form A supply of RIDDOR notification form Senior staff communication book Significant events of importance book. Before any contractors begin work within the home, they must have been made aware that they must comply with all statutory health and safety requirements for the work being done. To ensure this happens, the manager should ensure that the contractor is included on the approved suppliers list, and has properly completed the approved supplier’s application. This will ensure that the necessary acknowledgements have been signed prior to work commencing. The home provides a living and leisure environment for older persons, some of whom are frail, and are especially vulnerable to a variety of risks. The manager or delegated responsible person is someone who has control or a degree of control over the premises and fire prevention systems and they will ensure that there is a fire management plan which will be implemented and maintained. The manager will ensure that risk assessments are carried out where required using the fire safety risk assessment form. Clients and all staff should all have a copy of this fire policy and the fire management plan, which forms part of the crisis management and service continuity plan. In addition, it is posted on notice boards around the home. The local fire authority will be consulted to see that they are satisfied with the safety measures that we have put in place and we will seek their advice on where improvements should & could be made.

Factors to Instructors Satisfaction of Learning Management Systems

Learning direction systems ( LMS ) enable establishments to administrate their educational resources, back up their traditional schoolroom instruction and distance instruction. LMS survive through teachers ‘ uninterrupted usage, which may be to great extent associated with their satisfaction of the LMS. Consequently, this survey examined the cardinal factors that influence the teachers ‘ satisfaction of LMS in blended acquisition, and how this satisfaction is related to their purpose to continuously utilize LMS in blended acquisition and strictly for distance instruction. These investigated factors are related to teachers ‘ single features ( computing machine anxiousness, engineering experience and personal innovativeness ) , LMS ‘ features ( system quality, information quality and service quality ) , and organisation ‘s features ( direction support, inducements policy and preparation ) . The findings indicated that computing machine anxiousness, persona l innovativeness, system quality, information quality, direction support, inducements policy and preparation are cardinal factors to teachers ‘ satisfaction of LMS in blended acquisition. Furthermore, teachers ‘ satisfaction is a important determiner of their uninterrupted purpose to utilize LMS in blended acquisition, and their purpose to strictly utilize LMS for distance instruction. Introduction Learning Management Systems ( LMS ) and e-learning have become recently the difficult sell among stakeholders in instruction and preparation. A figure of top universities around the universe have adopted LMS for teachers and pupils to heighten the educational procedure ( Hawkins & A ; Rudy 2007 ; Browne et al. , 2006 ; National Center for Educational Statistics, 2003 ) . More than 90 per centum of all take parting academic establishments in the US are following LMS ( Hawkins & A ; Rudy, 2007 ) . Similarly, about 95 per centum of take parting establishments in the UK have adopted LMS ( Browne et al. , 2006 ) . Users ‘ satisfaction of an information system is critical to its uninterrupted success. Likewise for a LMS, its success to a great extent depends on teachers ‘ satisfaction of the system. Measuring single users ‘ credence and usage of the e-learning systems is a â€Å" basic selling component † ( Kelly & A ; Bauer, 2004 ) . Teachers may non to the full use all the characteristics, even when LMS are good in topographic point ; a study of more than 800 teachers at 35 LMS-adopting establishments found that really few teachers use LMS tools for measuring pupils or advancing community ( Woods et al. , 2004 ) . Research besides indicated that fright of engineering and deficiency of clip may restrict teachers ‘ acceptance of LMS ( Yueh & A ; Hsu, 2008 ) . Teachers ‘ demands and capablenesss should exhaustively be investigated when deploying LMS applications ( Yueh and Hsu, 2008 ) . Therefore, teachers ‘ satisfaction of LMS is important and should b e carefully studied to guarantee successful LMS deployment. LMS survive through teachers ‘ uninterrupted usage, which may be to great extent linked to their satisfaction of the LMS. Consequently, the aim of this survey is to look into the cardinal factors lending to teachers ‘ satisfaction of LMS usage in blended acquisition environment. These factors can be categorized as teachers ‘ single features ( computing machine anxiousness, engineering experience and personal innovativeness ) , LMS ‘ features ( system quality, information quality and service quality ) , and organisation ‘s features ( direction support, inducements policy and preparation ) . Investigating the non-technical factors is of import to advance the acceptance and diffusion of LMS enterprises ( Albirini, 2006 ; ElTartoussi, 2009 ) . In add-on, the survey besides assesses how teachers ‘ satisfaction of LMS usage in blended acquisition is related to their uninterrupted purpose to LMS usage in blended acquisition, and their purpose to strictly utilize LMS for distance instruction. Several organisations initiate their LMS acceptance by utilizing them in blended acquisiti on environment, to promote the hazards of a complete pure LMS usage for distance instruction. The undermentioned subdivisions discuss the background literature, research model and methodological analysis, analysis and consequences, and the decision. Background Learning Management Systems & A ; Benefits Harmonizing to the World Bank ( 2010 ) , a LMS is a package bundle that automatically administers instruction and trains human resources. It is the usage of a Web-based communicating, coaction, larning, cognition transportation, and developing to add value to scholars and concerns ( Kelly & A ; Bauer, 2004 ) . In peculiar, a LMS is an Internet application that aims to back up instruction and preparation activities ( Cavus and Momani, 2009 ) and provides a platform to back up e-learning activities ( Yueh & A ; Hsu, 2008 ) . Course Management Systems ( CMS ) and Learning Content Management Systems ( LCMS ) are sometimes used to bespeak LMS ( Yueh & A ; Hsu, 2008 ) ; other related footings are Computer-assisted Learning ( CAL ) , Computer-based Learning ( CBL ) , and Online Learning ( Chan, 2008 ) . It should be noted, nevertheless, that LMS applications are non alone to educational establishments ; even public and private organisations use such systems for preparation intents. Many LMS applications are available. The most popular LMS used at colleges and universities in the US is Blackboard followed by WebCT, which was acquired by Blackboard, Inc. in 2006 ( Falvo & A ; Johnson, 2007 ) . Other LMS solutions are Moodle, ATutor, Learn.com, Joomla, and Krawler. LMS applications offer teachers several functionalities that benefits and contribute to learning procedure. Course direction tools, group confabs and treatment, assignment entry, and class appraisal are the primary tools in LMS ( Yueh & A ; Hsu ; 2008 ) . In add-on, LMS aid teachers provide scholars with educational stuffs and track their engagement and appraisals ( Falvo & A ; Johnson, 2007 ) . More technically sophisticated LMS characteristics include keeping office hours online, making pupil groups, and delegating on-line undertakings to groups, harmonizing to Yildirim et Al. ( 2004 ) . Besides, Ceraulo ( 2005 ) indicated that ePortfolios is a cardinal characteristic in some LMS applications, which e nable teachers to keep pupil entries throughout the class ( i.e. , trials, assignments, undertakings ) . LMS solutions purpose besides to increase involvement in larning and learning among scholars and teachers, severally ( Mahdizadeh et al. , 2008 ) . Furthermore LMS enhance learning procedure efficiency and consequence in cost-savings ( Aczel et al. , 2008 ) . Prior Studies on LMS LMS have been adopted by academic and developing establishments to back up their distance instruction and/or supplement their traditional manner of instruction ( Rainer et al. , 2007 ) . Users ‘ satisfaction of LMS, as any other information system, is critical to their uninterrupted success ( DeLone & A ; McLean, 2003 ) . There are a figure of surveies that have investigated the scholars ‘ credence, usage and/or satisfaction of LMS such as Arbaugh ( 2000 ) , Pituch and Lee ( 2006 ) , Roca et Al. ( 2006 ) , Liaw et Al ( 2007 ) , Raaij and Schepers ( 2008 ) , Sun et Al. ( 2008 ) , and Wu et Al. ( 2006 ) . However, limited quantitative surveies have investigated teachers ‘ credence, usage and/or satisfaction of LMS. In the LMS context, research workers have studied LMS credence and success, from teachers ‘ position, in assorted ways. Liaw et Al. ( 2007 ) assessed factors act uponing scholars ‘ and teachers ‘ behavioural purpose to utilize e-learning, which is influenced by sensed utility, perceived self-efficacy, and perceived enjoyment. Ball and Levy ( 2008 ) investigated the impact of teacher ‘s single features on teachers ‘ purpose to utilize LMS. Teo ( 2009 ) assessed the instructors ‘ perceived utility of LMS and perceived easiness of usage. However, users ‘ satisfaction of an information system is critical to its uninterrupted usage and resulted benefits ( DeLone & A ; McLean, 2003 ) . Furthermore, cardinal factors that might impact the teachers ‘ acceptance of LMS can be related to their single features ( Ball & A ; Levy, 2008 ; Liaw et al. , 2007 ; Raaij & A ; Schepers, 2008 ; Teo, 2009 ) , LMS features ( Pituch & A ; Lee, 2006 ; Roca et al. , 2006 ) and organisation features ( Sumner & A ; Hostetler, 1999 ) . None of these surveies, nevertheless, investigated the direct impact of teachers ‘ features, LMS ‘ features, and/or an organisation ‘s features on teachers ‘ satisfaction. User satisfaction is an of import index of IS success ( DeLone & A ; McLean, 2003 ) . In add-on measuring the impacts of organisation features along with teachers ‘ features and LMS features on teachers ‘ satisfaction is critical.Teacher FeaturesThe acceptance and satisfaction of LMS may, to a great extent, be determined by the features of its users. Several dimensions of users ‘ features have been proposed and investigated as determiners of engineering credence. In the context of e-learning, few surveies have investigated the impact of teachers ‘ dimensions on LMS credence. Ball and Levy ( 2008 ) investigated the impact of self-efficacy, computing machine anxiousness, and engineering experience on teachers ‘ purpose to utilize emerging larning experience in a l ittle private university in the US and found that self-efficacy was the lone major determiner of teachers ‘ purpose. Teo ( 2009 ) found that computing machine self-efficacy straight impacts pre-service instructors ‘ perceived utility, perceived easiness of usage, and behavioural purpose in Singapore. Liaw et Al. ( 2007 ) found that perceived self-efficacy determines teachers ‘ behavioural purpose to utilize e-learning in Taiwan. Albirini ( 2006 ) investigated the perceptual experience of school instructors of the usage of ICT in instruction in Syria, and the consequences highlighted the importance of instructors ‘ vision of engineering, their experiences with it, and the cultural conditions on their attitudes toward engineering. Mahdizadeh, Biemans, and Mulder ( 2008 ) found that instructors ‘ old experience with e-learning environments and easiness of usage explain instructors ‘ perceptual experience of the utility of e-learning environments and their existent usage of these environments. Teachers ‘ innovativeness is of import to the satisfaction of e-learning ( Raaij & A ; Schepers, 2008 )LMS FeaturesThe features of LMS may hold a great impact on the teacher ‘s credence and usage of LMS. Features of any information system, including LMS, may be related to system, information, and service support quality as classified by DeLone and McLean ( 2003 ) . E-learning systems ‘ quality was found to be important on the teachers ‘ perceived utility, perceived enjoyment, and perceived self-efficacy, which accordingly affect their purpose to utilize the system in the schoolroom ( Liaw et al. , 2007 ) . In the e-learning context, few surveies have examined the general quality of engineering or specific dimension. For case, from teachers ‘ and scholars ‘ position, Liaw et Al. ( 2007 ) investigated the impact of e-learning systems ‘ general quality on sensed utility, perceived enjoyment, and perceived self-efficacy, which accordingly affect their purpose to utilize the system in the schoolroom, and found it important. Albirini ( 2006 ) indicates that teachers ‘ vision of engineering impacts their attitudes toward the usage of ICT in instruction. Two important surveies on the impact of engineering on users ‘ credence of LMS are Pituch and Lee ‘s ( 2006 ) and Roca et Al. ‘s ( 2006 ) , but they are from the scholars ‘ position. Roca et Al. ( 2006 ) investigated scholars ‘ perceived system quality from three dimensions ( system quality, information quality, and service quality ) . They found that scholars ‘ sensed system factors ( system quality, information quality, and service quality ) straight affect their e-learning satisfaction and purpose to utilize and indirectly their sensed utility. Pituch and Lee ( 2006 ) examined the impact of system quality from three dimensions: the system ‘s functionality, interactivity, and response. As indicated, limited surveies provide a elaborate scrutiny of the influence of the three dimensions ( system quality, information quality, service quality ) of LMS on teachers ‘ satisfaction. This survey integrates these three dimensions of LMS on the teachers ‘ satisfaction.Organization FeaturesAn organisation ‘s features play a major function in the behaviours of its employees, including the credence usage and satisfaction of any engineering such as LMS. Corporate civilization plays a cardinal function in the success of any undertaking. Schein defines civilization as â€Å" the manner we do things around here † ( 1985, p. 12 ) . Cultural values shape an organisation ‘s norms and patterns, which accordingly influence employees ‘ behaviours such as LMS use. Some of an organisation ‘s features that might be relevant to the use of LMS are direction support, inducements, and preparation. There is a deficiency of empirical surveies that capture the influence of organisation factors on the credence and usage of LMS by and large. In the e-learning context, senior direction support and the alliance of e-learning with the section and university course of study are of import for its acceptance ( Sumner & A ; Hostetler, 1999 ) . Incentives are besides an of import factor for teachers ‘ credence to incorporate the engineering in learning. Incentives or inducements for teachers can be enforced by holding the usage of the engineering as a factor in a nomination for learning award, publicity, and term of office ( Sumner & A ; Hostetler, 1999 ) . Finally, developing end-users is of import, and can be in signifier of workshops, on-line tutorials, classs, and seminars. In add-on, Teo ( 2009 ) found that easing conditions, measured by proficient support, preparation, and administrative support, indirectly affect instructors ‘ credence of engineering in instruction. Teachers ‘ SATISFACTION OF LMS Framework Development This survey aimed to analyze the impact of teacher ‘s single features, LMS ‘ features, and organisation ‘s features on teachers ‘ satisfaction of LMS in blended acquisition, and accordingly, on their uninterrupted usage in blended acquisition and pure usage purpose for distance acquisition. As indicated, few surveies have examined this incorporate probe of teachers ‘ LMS credence and use. This survey assessed the single features based on teachers ‘ computing machine anxiousness, engineering experience and personal innovativeness, LMS features based on system, information, and service quality ; and organisational features based on direction support, inducements policy and preparation. The impact of teachers ‘ ego efficaciousness was besides ab initio considered as portion of teachers ‘ features, but was dropped out after the analysis because of low dependability and cogency of the concept in this survey. Figure 1 illustrates this survey theoretical account. Figure 1: Teachers LMS Acceptance and Use Model Instructor Individual Characteristics HypothesesComputer Anxiety HypothesisComputer anxiousness is â€Å" the fright or apprehensiveness felt by persons when they used computing machines, or when they considered the possibility of computing machine use † ( Simonson, et al. , 1987, p. 238 ) . Computer anxiousness is an of import factor for the credence of the engineering ( Ball & A ; Levy, 2008 ; Piccoli et al. , 2001 ; Raaij & A ; Schepers, 2008 ; Sun et al. , 2008 ) . Fear of computing machines may negatively impact the credence of LMS and the user ‘s sensed satisfaction ( Piccoli et al. , 2001 ) . Empirical grounds of the impact of computing machine anxiousness was assorted. Ball and Levy ( 2008 ) did non observe a important nexus between computing machine anxiousness and teachers ‘ purpose to utilize the e-learning ; nevertheless, Sun et Al. ( 2008 ) found that computing machine anxiousness significantly impacts the scholars ‘ sensed satisfaction of e-lear ning, and Raaij and Schepers ( 2008 ) found the computing machine anxiousness impacts the scholar ‘s sensed easiness of usage of e-learning. Therefore we hypothesized that: Hypothesis 1: Teachers ‘ computing machine anxiousness is negatively associated with their satisfaction of LMS.Technology Experience HypothesisUsers ‘ experience with the engineering ( EUT ) besides plays a major function in the credence of engineering ( Venkatesh & A ; Davis, 2000 ; Thompson et al. , 2006 ) . An person ‘s EUT is his/her exposure to the engineering every bit good as the accomplishments and abilities that are gained through utilizing a engineering ( Thompson et al. , 2006 ) . Therefore, EUT may impact teachers ‘ credence of LMS for their categories. Although empirical quantitative research, such as that of Ball and Levy ( 2008 ) , found no important impact of EUT on teachers ‘ purpose to utilize LMS, research workers Sumner and Hostetler ( 1999 ) indicated that current degree of computing machine accomplishments and extent of usage of calculating accomplishments in learning are of import for teachers ‘ credence of ICT in instruction . Likewise, Wan et Al. ( 2007 ) highlighted the importance of engineering experience on the acquisition procedures and, accordingly, larning results. Mahdizadeh et Al. ( 2008 ) suggested that teachers ‘ anterior experience with e-learning may explicate their perceptual experience of the utility of e-learning environments and their existent usage. Therefore we hypothesized: Hypothesis 2: The teacher ‘s experience with the usage of engineering is positively associated with their satisfaction of LMS.Personal innovativeness HypothesisPersonal innovativeness is another issue that may be critical factor on teachers ‘ satisfaction of LMS. Personal innovativeness in information engineering context means individual ‘s attitude reflecting his inclination to experiment with and to follow new information engineerings independently of the communicated experience of others ; â€Å" Bing used to accommodating to new systems and procedures might uncover the utility and easiness of usage more rapidly to an advanced individual than to a non-innovative individual † ( Schillewaert et al. , 2005 ) . Teachers ‘ innovativeness is of import to the satisfaction of e-learning ( Raaij & A ; Schepers, 2008 ) Hypothesis 3: The teacher ‘s personal innovativeness is positively associated with their satisfaction of LMS. LMS Characteristics HypothesesSystem Quality HypothesisSystem quality is indispensable for the user ‘s satisfaction of any engineering, including LMS. Researchers, such as DeLone and McLean ( 2003 ) , and Seddon ( 1997 ) highlighted the impact of system quality on engineering credence, usage or satisfaction and have introduced several ways to mensurate it. Teachers ‘ credence of LMS may be determined to a great extent by system quality. The more functionalities, interactivity, and response of LMS, the better is its credence and use ( Pituch & A ; Lee, 2006 ) . Quantitative empirical surveies found a important impact of system features on e-learning credence: dependability ( Wan et al. , 2007 ; Webster & A ; Hackley, 1997 ) , handiness ( Wan et al. , 2007 ) , and system functionality, interactivity, and response ( Pituch & A ; Lee, 2006 ) . Albirini ( 2006 ) indicated that teachers ‘ vision of engineering impacts their attitudes toward the usage of ICT in instruction . Therefore, we hypothesized that: Hypothesis 4: Lumen system quality is positively associated with the teacher ‘s satisfaction of LMS.Information Quality HypothesisInformation quality is besides of import for teachers ‘ satisfaction of LMS, and refers to the perceived end product produced by the system. Information quality with great truth, relevancy, seasonableness, sufficiency, completeness, comprehensibility, format, and handiness are of import for the success of an information engineering ( Seddon, 1997 ) . There is a deficiency of research on the impact of information quality on teachers ‘ satisfaction of LMS. Some research was conducted from the scholars ‘ position. Roca et Al. ( 2006 ) measured information quality of LMS by indexs related to relevance, seasonableness, sufficiency, truth, lucidity, and format, and proved that information quality was straight important for scholars ‘ satisfaction and indirectly for sensed utility. Likewise, Lee ( 2006 ) found content quality was imp ortant for scholars ‘ perceived utility. Consequently, we hypothesize that: Hypothesis 5: LMS information quality is positively associated with the teacher ‘s satisfaction of LMS.Service Quality HypothesisService quality refers to the quality of support services provided to the system ‘s end-users. Teachers ‘ credence of LMS may be related to the quality of the support services. Common measurings of service quality are tangibles, dependability, reactivity, confidence, and empathy ( Parasuraman et al. , 1988 ; Kettinger & A ; Lee, 1994 ) . Few surveies have investigated the impact of service quality on LMS acceptance and success. For case, Roca et Al. ( 2006 ) assessed service quality by indexs related to responsiveness, dependability, and empathy, and confirmed its direct significance on scholars ‘ satisfaction and indirect significance of sensed utility in the e-learning context. Therefore, we hypothesized that: Hypothesis 6: LMS service quality is positively associated with teacher ‘s satisfaction of LMS. Organization Features HypothesissManagement Support HypothesisManagement support is a cardinal factor for the credence of any organisational enterprise. Senior directors ‘ unfastened blessing and indorsement of LMS acceptance promote teachers ‘ acceptance and credence of LMS. Directors may back up an LMS by promoting teachers to follow it and place a clear vision of the aim of the LMS and how it is aligned with the university vision. Small research has investigated the impact of direction support on teachers ‘ credence of LMS. However, in the e-learning context, senior directors should clearly place the end of LMS for the university course of study ( Sumner & A ; Hostetler, 1999 ) . This directors ‘ support assures teachers that utilizing LMS is portion of the organisation ‘s civilization and is utile and encourages them to follow and utilize the system. Directors are recognized as a high authorization ( Ali, 1990 ) ; therefore, teachers ‘ acceptan ce and credence of LMS may be associated with the indorsement of their senior directors. Management support of end-users significantly improves computing machine use ( Igbaria, 1990 ) . Facilitating conditions, including administrative support, indirectly affect instructors ‘ credence of engineering in instruction ( Teo, 2009 ) . Consequently, we hypothesized that: Hypothesis 7: Management support is positively associated with the teacher ‘s satisfaction of LMS.Incentives Policy HypothesisIncentives, in footings of inducements, are of import factors to promote teachers to incorporate LMS in their instruction. Incentives can be â€Å" non-trivial † pecuniary and non-monetary inducements. E-learning research lacks the appraisal of inducements on LMS credence. Incentives or inducements for teachers can be enforced by utilizing the LMS as a factor in nomination for a learning award, publicity, and term of office ( Sumner & A ; Hostetler, 1999 ) . These inducements ‘ policies push teachers to follow and use LMS for their instruction. Therefore, we hypothesized that: Hypothesis 8: An inducement policy is positively associated with teacher ‘s satisfaction of LMS.Training HypothesisSupplying end-users with preparation is of import, as preparation improves teachers ‘ acceptance of LMS and illustrates its possible utility, and encourages its usage in learning. Limited research has investigated the impact of developing on teachers ‘ satisfaction of LMS. Training can be in signifier of workshops, on-line tutorials, classs, and seminars ( Sumner & A ; Hostetler, 1999 ) . Facilitating conditions, including preparation, indirectly affect instructors ‘ credence of engineering in instruction ( Teo, 2009 ) . Therefore, we hypothesized: Hypothesis 9: Training is positively associated with the teacher ‘s satisfaction of LMS. Use and Future Intention HypothesesContinuous Blended Learning Intention HypothesisThe purpose to utilize the engineering is significantly determined by users ‘ sensed easiness of usage and perceived usefulness ( Venkatesh & A ; Davis, 2000 ) . The higher the teachers ‘ perceived utility of LMS, and existent usage, the more likely it is that they will go on to utilize it. Continuous purpose to e-learning usage is determined by sensed usefulness and satisfaction ( Hyashi et al. , 2004 ) . Therefore, we hypothesized: Hypothesis 10: The teachers ‘ satisfaction of LMS is positively associated with their purpose to continuously utilize LMS in blended acquisition.Pure Use Intention hypothesisMany organisations begin their LMS acceptance as a auxiliary tool to traditional schoolroom instruction, trusting that this auxiliary acceptance will finally advance the pure usage of LMS for distance instruction. Perceived easiness of usage, perceived usefulness, and existent usage may hold an of import impact on uninterrupted purpose for auxiliary usage and purpose for pure usage of the LMS for instruction. When teachers believe that LMS is utile, and can be utilized for auxiliary intents, they are more likely to follow it strictly for distance instruction. The sensed utility of a engineering is found to be important determiner of the purpose to utilize the engineering ( Venkatesh & A ; Davis, 2000 ) . Perceived usefulness and auxiliary usage are important determiners of scholars ‘ usage of e-learni ng for distance instruction ( Pituch & A ; Lee, 2006 ) . Thus we hypothesized: Hypothesis 11: The teachers ‘ satisfaction of LMS in blended acquisition is positively associated with their purpose to strictly utilize LMS for distance instruction. Methodology Participants ‘ Profile This survey included 82 teachers from Oman. Teachers can voluntarily follow Moodle LMS to supplement their traditional categories. The teachers were from different colleges in the university and with different demographics. About 62 per centum of them were male and 38 per centum were female. About 5 per centum of them were adjunct lectors, 27 per centum were lectors, 50 per centum were adjunct professors, 13 per centum were associate professors, and 5 per centum were full professors. The teachers ‘ age varied from 20s to above 50s: approximately 8 per centum were in their 20s, 26 per centum were in their 30s, 16 per centum in their 40s, and 32 per centum were 50 or over. Almost 44 per centum had less than six old ages of work experience, 30 per centum had less than 11 old ages, 16 per centum had less than 16 old ages, 7 per centum had less than 21 old ages, and 2 per centum had more than 20 old ages. Most indicated that their computing machine accomplishments were above norm. Almost 71 per centum have above mean computing machine accomplishments ; 23 per centum, approximately norm ; and merely 6 per centum were below norm. The bulk, approximately 59 per centum, has used the LMS for categories for three old ages or more ; 30 per centum have used it for one to two old ages ; and 11 per centum have used it for less than one twelvemonth. Research Questionnaire The questionnaire was distributed to SQU teachers. An invitation electronic mail was sent to teachers to finish the survey questionnaire either online or on an affiliated MS Word papers. A reminder was sent two hebdomads after the initial invitation. Most of the teachers filled the questionnaire online ( about 95 per centum of them ) . The questionnaire included the concepts to be measured for quantitative analysis, along with demographic inquiries ( e.g. , gender, age, grade, LMS use experience, work experience, and occupation rubric ) . Concept measurings points were phrased harmonizing to a five-point Likert graduated table ( 1= strongly disagree ; 2=disagree ; 3=Neutral ; 4= agree and 5=strongly agree ) . To statistically measure the survey model, 28 indexs were used. Tables 1 and 2 show the entire indexs used for each concept. The LMS characteristic concepts ( system quality, information quality, and service quality ) were adopted and modified from Roca et Al. ( 2006 ) and Pituch and Lee ( 2006 ) . Individual features concepts ( computing machine anxiousness and engineering experience ) were adopted from Ball and Levy ( 2008 ) ; while the personal innovativeness concept was adopted from ( Raaij & A ; Schepers, 2008 ) . Organizational features ‘ concepts ( direction support, inducements, and developing ) were self-developed, based on Sumner and Hostetler ( 1999 ) . The user satisfaction concept was adopted from Sun et Al. ( 2008 ) , and uninterrupted blended acquisition and pure LMS purpose were adopted and modified harmonizing to Pituch and Lee ( 2006 ) . DATA ANALYSIS & A ; RESULTS PLS Analysis Methodology Data was analyzed by PLS-Graph 3.0 package. PLS ( partial least square ) is a variance-based structural equation theoretical account ( SEM ) technique that allows way analysis of theoretical accounts with latent variables ( Chin, 1998 ) . The PLS attack is a variance-based SEM that assists research workers in obtaining determinate values of latent variables for prognostic intents. The PLS does that by minimising the discrepancy of all dependent variables instead than utilizing the theoretical account to explicate the co-variation of all indexs ( Chin, 1998 ; Chin and Newsted, 1999 ) . Therefore, the theoretical account waies are estimated based on the ability to minimise the residuary discrepancies of the dependent variables. The PLS algorithm uses an iterative procedure for the appraisal of weights and latent variables tonss. The procedure about converges to a stable set of weight estimations. The rating of the theoretical account is based on ( 1 ) the appraisal of the theoretical a ccount measurings by measuring their cogency, dependability, and discriminant cogency, ( 2 ) the analysis of the waies of the structural theoretical account ( Chin, 1998 ) . Table 1 and Table 2 show the independent and dependent concepts ‘ steps and lading severally.Table 1: Independent Constructs Measures and LoadsConcept MeasuresLoadingComputer AnxietyI believe that working with computing machines is really hard. 0.8717 Computers make me experience uncomfortable. 0.9493 I get a sinking feeling when I think of seeking to utilize a computing machine. 0.8961Technology ExperienceI feel confident utilizing the e-learning system 0.7617 I feel confident downloading/uploading necessary stuffs from the Internet. 0.8460 I feel confident utilizing on-line communicating tools. 0.6333Personal InnovativenessI like to experiment with new information engineerings. 0.6713 Among my equals, I am normally the first to seek out new information engineerings. 0.9735System QualityThe system offers flexibleness in learning as to clip and topographic point. 0.7046 The system offers multimedia ( audio, picture, and text ) types of class content. 0.7225 The response clip of the system is sensible. 0.7017 The system enables synergistic communicating between teacher and pupils. 0.8190Information QualityThe information provided by the system is relevant for my occupation. 0.8537 The information in the system is really good. 0.9060 The information from the e-learning system is up-to-date. 0.8457 The information provided by the system is complete. 0.8186Service QualityThe system support services give me prompt service. 0.8485 The system support services have convenient operating hours. 0.8388 The system support services are dependable. 0.8859 The system support services are easy to pass on with. 0.8769Management SupportSenior decision makers strongly back up the usage of e-learning system. 0.8811 I get support by section chair or dean on my usage of e-learning system. 0.8253 My troughs highlight the importance of e-learning system on my course of study. 0.8624 Senior decision makers clearly identify the importance of e-learning to the course of study. 0.7517IncentivesThe usage of e-learning is a factor in the nomination for learning award. 0.9396 The usage of e-learning system is a factor in finding publicity. 0.9620 The usage of e-learning system is a factor in one-year lift of instruction. 0.9685TrainingI receive developing workshops on how to utilize e-learning tools. 0.8015 I receive online manuals on how to utilize e-learning tools. 0.7993 I receive seminars on the usage of e-learning tools. 0.8761Table 2: Dependent Concepts Measures and LoadsConcept MeasuresLoadingUser Satisfaction ( SAT )I am satisfied with the public presentation of the e-learning system. 0.8078 I am pleased with the experience of utilizing the e-learning system. 0.9133 My determination to utilize the e-learning system was a wise one. 0.8684Continuous Intention to LMS Use in Blended Learning ( CUI )I will often utilize e-learning system to make a instruction undertaking. 0.8743 I will utilize e-learning system on regular footing to supplement my categories in the hereafter. 0.8645 I will ever seek to utilize the e-learning system to make a instruction undertaking whenever it has a utile characteristic. 0.8917Purpose to Pure LMS Use ( PUI )I plan to learn strictly on-line classs for distance scholars. 0.9393 I will utilize e-learning system to learn strictly on-line classs. 0.9594 I plan to learn strictly on-line classs in every bit many occasions as possible. 0.9304 Concepts Validity and Reliability The dependability and the cogency are two standards used by research workers to measure the pertinence of their measurings to their investigated theoretical account. Reliability refers to the consistence of the steps ( indexs ) of a specific latent variable ; whereas, cogency refers to how good the construct is defined by the steps ( Hair et al. , 1998 ) . With PLS, the dependability of the measurings was evaluated by internal consistence dependability, and the cogency was measured by the mean discrepancy extracted ( AVE ) , which refers to the sum of discrepancy a latent variable gaining controls from its indexs. AVE was developed by Fornell and Larcker ( 1981 ) to measure concept cogency. The recommended degree for internal consistence dependability is at least 0.70, and is at least 0.50 for AVE ( Chin, 1998 ) . Tables 1 and 2 show the theoretical account concepts ‘ measurings and lading. Table 3 shows that the survey concepts ‘ dependability and AVE are above the recom mended degrees for all the concepts.Table 3: Concepts Reliability and ValidityConceptEntireItemsDependabilityAVEComputer Anxiety ( CA )3 0.932 0.821Technology Experience ( TE )3 0.794 0.566Personal Innovativeness ( PI )2 0.818 0.699System Quality ( SQ )4 0.827 0.545Information Quality ( IQ )4 0.917 0.734Service Quality ( SvQ )4 0.921 0.744Management Support ( MS )4 0.899 0.692Incentives ( IN )3 0.970 0.915Training ( TR )3 0.866 0.683User Satisfaction ( SAT )3 0.898 0.747Continuous auxiliary Use Intention ( CUI )3 0.909 0.769Pure Use Intention ( PUI )3 0.960 0.889 To accomplish the discriminant cogency of the concepts, Fornell and Larcker ( 1981 ) suggest that the square root of AVE of each concept should transcend the correlativities shared between the concepts and other concepts in the theoretical account. The discriminant cogency is used to guarantee the differences among concepts ( Chin, 1998 ) . Table 4 shows that the theoretical account constructs satisfy that regulation, as the square root of the AVE ( on the diagonal ) is greater than the correlativities with other concepts. Therefore, all the theoretical account concepts have a satisfactory discriminant cogency concept.Table 4: Concept ‘ Correlations and Discriminant ValidityConceptCalciumTelluriumPiSQIntelligence quotientSvQMultiple sclerosisInchTRSaturdayCUIPUIComputer Anxiety( CA )0.906Technology Experience( TE )-0.1530.752Personal Innovativeness( PI )-0.295 0.5510.836System Quality( SQ )-0.092 0.159 0.2600.738Information Quality( IQ )-0.078 0.179 0.209 0.6330.857Service Quality( SvQ )-0.027 0.056 0.128 0.472 0.6890.863Management Support( MS )0.199 -0.174 0.125 0.298 0.226 0.2290.832Incentives( IN )0.227 -0.224 -0.106 0.158 0.124 0.142 0.5300.957Training( TR )0.020 0.003 0.165 0.271 0.348 0.353 0.241 0.2970.826User Satisfaction( SAT )-0.338 0.182 0.333 0.491 0.497 0.324 0.226 0.209 0.3880.864Continuous auxiliary Use Intention ( CUI )-0.329 0.373 0.493 0.488 0.365 0.191 0.173 0.163 0.340 0.7640.877Pure Use Intention( PUI )0.008 0.123 0.374 0.103 0.054 -0.026 0.072 0.094 0.113 0.355 0.4350.943Model Evaluation and Paths Analysis With PLS, R-square values are used to measure the prognostic relevancy of a structural theoretical account for the dependent latent variables, and the way coefficients are used to measure the effects of the independent variables ( Chin, 1998 ) . The significance of the theoretical account waies was assessed based on their t-values.Table 5: Model Evaluation & A ; Paths AnalysisWayBeta( I? )p-valueHypothesisCAi? SAT– 0.3058 & lt ; 0.0005 H1: supportedTEi? SAT0.0587 & gt ; 0.5 H2: non supportedPIi? SAT0.1115 & lt ; 0.025 H3: supportedSQi? SAT0.1808 & lt ; 0.025 H4: supportedIQi? SAT0.2371 & lt ; 0.001 H5: supportedSvQi? SAT0.0398 & gt ; 0.5 H6: non supportedMSi? SAT0.1272 & gt ; 0.5 H7: supportedINi? SAT0.1476 & lt ; 0.01 H8: supportedTRi? SAT0.2046 & lt ; 0.001 H9: supportedSATi? CUI0.7693 & lt ; 0.0005 H10: supportedSATi? PUI0.3592 & lt ; 0.0005 H11 supported Table 5 shows the R2 values of the endogenous dependent concepts. The analysis indicated that the theoretical account explains 47.1 per centum of discrepancy in the teachers ‘ satisfaction of LMS in blended acquisition. The analysis besides showed that teachers ‘ satisfaction of LMS in blended acquisition explains 58.4 per centum of discrepancy in their purpose to continuously utilize LMS in blended acquisition, and 12.6 % of their purpose to utilize LMS strictly for distance instruction. Table 5 besides shows the waies ‘ coefficients analysis between the exogenic independent concepts ( teachers ‘ features, LMS ‘s features, and organisation ‘s features ) and the endogenous dependent concept ( teachers ‘ satisfaction of LMS in blended acquisition ) , and, accordingly, purpose ( uninterrupted LMS usage in blended acquisition, and LMS pure usage for distance instruction ) . The analysis showed that most of the teacher ‘s features, the LMS ‘s features and the organisation ‘s features to some extent have impact on the teacher ‘s satisfaction of LMS in blended acquisition. First, teachers ‘ computing machine anxiousness negatively impacts their satisfaction of LMS ( Beta -I? = – 0.3058, P & lt ; 0.0005 ) ; therefore hypothesis 1 is supported. Second, the impact of teachers ‘ experience with the engineering is non important on their satisfaction of LMS ( 0.0587, P & gt ; 0.05 ) ; therefore hypothesis 2 is non supported. Third, teachers ‘ personal innovativeness positively impacts their satisfaction of LMS ( I? = 0.2371, P & lt ; 0.001 ) ; therefore, hypothesis 3 is supported. Fourth, system quality significantly impacts teachers ‘ satisfaction of LMS ( I? = 0.1808, P & lt ; 0.025 ) ; therefore, hypothesis 4 is supported. Fifth, information quality significantly impacts teachers ‘ satisfaction of L MS ( I? =0.2371, P & lt ; 0.001 ) ; therefore, hypothesis 5 is supported. Sixth, service quality is non important on teachers ‘ satisfaction of LMS ( I? = 0.0398, P & gt ; 0.05 ) ; therefore hypothesis 6 is non supported. Seventh, direction support significantly impacts teacher ‘s satisfaction of LMS ( I? = 0.1272, P & lt ; 0.025 ) ; therefore, hypothesis 7 is supported. Eight, incentives policy significantly impacts teachers ‘ satisfaction of LMS ( I? = 0.1476, P & lt ; 0.01 ) ; therefore, hypothesis 8 is supported. Ninth, developing significantly impacts the teachers ‘ satisfaction of LMS ( I? = 0.2046, P & lt ; 0.001 ) ; therefore, hypothesis 9 is supported. In add-on, teachers ‘ satisfaction of LMS in blended larning significantly impacts their purpose to continuously utilize LMS in blended acquisition ( I? = 0.7693, P & lt ; 0.0005 ) , and their purpose to strictly utilize LMS for distance instruction ( I? = 0.3592 P & lt ; 0.0005 ) ; therefore, hy pothesis 10 and hypothesis 11 severally are supported. DISCUSSION & A ; CONCLUSIONS Discussion of Findingss and Deductions LMS include several tools that provide academic and preparation establishments an efficient and effectual agencies to back up distance instruction and supplement their traditional instruction. Furthermore, LMS enable these establishments to capture their educational stuffs and continue them for future reuse. This survey examined the impact of teachers ‘ features ( computing machine anxiousness, engineering experience and personal innovativeness ) ; LMS ‘ features ( system quality, information quality, and service quality ) ; and an organisation ‘s features ( direction support, inducements, and developing ) on teachers ‘ satisfaction of LMS in blended acquisition, and, accordingly, their future purpose of utilizing LMS in blended acquisition and in pure e-learning for distance instruction. The consequences showed that teacher ‘ single features, LMS ‘ features, and organisation ‘s features have assorted impacts on teachers ‘ satisfaction of LMS in blended acquisition. Sing the teachers ‘ single features, the survey, foremost, found that teachers ‘ computing machine anxiousness negatively impacts their satisfaction of LMS. In fact, the survey showed that teachers ‘ computing machine anxiousness is the chief cardinal factor act uponing teachers ‘ satisfaction of LMS. As indicated earlier, empirical surveies showed assorted impacts of computing machine anxiousness on LMS acceptance ( sensed easiness of usage, perceived usefulness and satisfaction ) . These assorted consequences might be linked to computing machine literacy or cultural issues. Nevertheless, organisations need to look into the causes of persons ‘ computing machine anxiousness in order to extinguish it and accordingly better the acceptance of LMS in their organisations. Second, even though qualitative research has suggested that persons ‘ engineering experience might lend to the LMS acceptance and satisfaction, this empirical survey was unable to happ en a important impact of this factor on teachers ‘ satisfaction, which is consistent with Ball and Levy ‘s ( 2008 ) empirical survey. Third, the survey found that teachers ‘ personal innovativeness is another positive key factor to their satisfaction of LMS in blended acquisition, which is consistent with ( Raaij & A ; Schepers, 2008 ) . Therefore, bettering teachers ‘ personal innovativeness will better their satisfaction of LMS. Refering the LMS ‘s features, the survey found system quality and information quality are besides positive cardinal factors to teachers ‘ satisfaction of LMS. This determination is consistent with Roca and his co-workers ‘ ( 2006 ) empirical survey on scholars ‘ satisfaction of e-learning. Therefore, for a successful deployment of LMS organisations should guarantee that system is with high functionalities and contains good information quality. Unfortunately this survey was unable to observe a important impact of service quality on teachers ‘ satisfaction inconsistent with Roca and his co-workers ‘ ( 2006 ) happening. This survey, compared to Roca and his co-workers ‘ survey on scholars, investigated more factors. Refering the organisation ‘s features, the survey significantly found that direction support, inducements policy and preparation are cardinal factors to teachers ‘ satisfaction of LMS. Even though much qualitative research has suggested this issue, non much empirical quantitative research has asserted this impact on LMS satisfaction. Therefore, organisations and their senior directors should invariably back up the LMS enterprise and promote teachers ‘ usage. Senior directors should besides incorporate LMS usage in their inducements policy such as a factor in nomination for a learning award, publicity, and term of office. Finally, senior directors should supply sufficient preparation to teachers ; this preparation plan can be in signifier of workshops, online manuals or/and seminars Finally, the survey found that teachers ‘ satisfaction of LMS is a cardinal determiner of their uninterrupted usage of LMS in blended acquisition. The survey besides found that teachers ‘ satisfaction of LMS in blended acquisition is a cardinal determiner of their purpose to strictly utilize LMS for distance instruction. Few surveies have examined the nexus between teachers ‘ usage of LMS in blended larning to their purpose of pure e-learning. Therefore, this survey showed organisations that are non ready for pure e-learning, that the usage of LMS in blended acquisition is a valuable option to fix organisations and teachers to finish digital transmutation through the usage of LMS strictly for distance instruction. In decision, LMS is assuring for developing states, as they provide tools to expeditiously construct human resources. This survey offered important findings for research workers and practicians. The survey has demonstrated that single features, LMS ‘s features and organisation ‘s features are cardinal factors to teachers ‘ satisfaction of LMS in blended acquisition, and that teachers satisfaction of LMS is important factor on their hereafter purposes for blended acquisition or pure e-learning. Therefore, this survey provided utile penetrations for practicians ( teachers and academic establishments ) . Organizations, particularly in the Middle East where computing machine and Internet literacy is non every bit high as in developed states, should supply developing to decrease teacher ‘s computing machine anxiousness, and accordingly better their satisfaction of LMS. In add-on, organisations should follow high-quality LMS ( in footings of system quality and infor mation quality ) to advance their acceptance and usage by teachers. Furthermore, direction support and inducements are of import to better teachers ‘ satisfaction of LMS in blended acquisition. Restrictions and Future Research This survey has few restrictions. First, the sample was from one academic establishment in Oman ; more research can be conducted in several organisations in different states to better the generalisation of the findings. Second, the survey assessed LMS use from teachers ‘ position ; farther research may measure it from scholars ‘ position. Third, this survey was unable to measure the impact of self-efficacy ; new measurings might be developed to better its dependability and cogency across different states. Furthermore, future research could besides analyze in item the benefits of LMS for teachers and the critical factors act uponing organisations ‘ deployment of LMS.

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Race in your community Research Paper Example | Topics and Well Written Essays - 1250 words

Race in your community - Research Paper Example I am a black male who was born in a developed country. As I was growing up, I noticed that my neighbors and friends had the same moral standards and beliefs. Many Caucasians and a few Hispanics and Asians were part of the community as well. In my family, I was taught that all people should be respected and treated as equals. Most of the people in my community lived well together and were not racist. There were also a few adopted children from Africa who we would play games like baseball with. While growing up, we did not look at the color of skin or one’s race. We were close friends who had sleepovers, played video games together and ate at each other’s houses. We also did outdoor activities like going fishing, playing football and playing tennis, just like any other normal children. When we misbehaved either at school or at home, our teachers, parents or the parents of our friends would punish us by whopping our butts. We were taught to say respectful words like Ã¢â‚¬Ë œthank you’ and ‘please’. Insecurity was not a problem, and therefore we would leave the door to the house unlocked when we left the house or went to sleep. If a friend had not finished their chores such as cleaning their room or taking out the trash, we would help them. Being a small community, the local paper definitely represented the people and the activities that went on in the community. The local paper and the local television and radio stations reported on the good and bad activities that were going on. The local papers, television and radio stations reported on the local weather. Sometimes, the children from the community were involved by the media in that the radio and television stations would let the kids report on the weather. There was no racial bias in selecting the children who would report the weather. My community is the best place to raise a child, because the people are hospitable, kind and helpful. Even as minorities, I, as well as the minority Hispanics and

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Positive and Negative Environmental effects of Genetically Modified Research Paper

Positive and Negative Environmental effects of Genetically Modified Crops - Research Paper Example Still, a number of objections have been raised. This essay examines the positive and negative environmental effects of genetically modified crops. While genetically modified crops have steadily gained support there exists a strong contingent of groups that object to these crops on environmental reasons. Within this contingent some of the strongest objections have been levied by groups concerned with environmental sustainability as well as religious groups that object to genetic modification on moral grounds. Still, it’s clear a growing body of research has pointed to substantial environmental concerns from implementing genetically modified crops. In this context of understanding, one of the predominant concerns is unintended harm to surrounding crops and organisms. For instance, a recent study indicated that, â€Å"pollen from B.t. corn caused high mortality rates in monarch butterfly caterpillars† (‘Transgenic Pollen’, pg. 214). While this study was not co nducted in natural conditions, other researchers have argued similar contentions. In these regards, it’s been noted that pollen and other genetically modified crop outgrowth holds a strong potential for spreading to surrounding areas and detrimentally affecting the life-cycle of a variety of organisms. Another prominent environmental concern related to the use of genetically modified crops is the reported potential of gene-transfer to non-target species. Essentially this concern indicates that crops that have been genetically modified for stringent resistance to weather conditions or other areas of detriment will transfer their crop resistance to less desirable outgrowth. For instance, â€Å"crop plants engineered for herbicide tolerance and weeds will cross-breed, resulting in the transfer of the herbicide resistance genes from the crops into the weeds. These "superweeds" would then be herbicide tolerant as well† (Whitman). These concerns have emerged in a number of r eal-world contexts, with lawsuits emerging in situations where adjacent genetically modified crop-land have reportedly infected non-modified crops. Another prominent concern in this area of understanding is the worry of the reduced effectiveness of pesticides. This concern takes a variety of forms as farmers of non-genetically modified crops worry that new species of insects might emerge in response to genetically modified crops that are then entirely resistant to traditional forms of pesticides. While there have been a variety of proposed solutions to the above mentioned environmental concerns, it’s clear that at least in the present technological environment they remain viable worries for farmers not directly involved in the production of genetically modified strains of crop. Even as substantial environmental objections exist to genetically modified crops, researchers note that there is considerable environmental support for this mode of agricultural production. One of the major noted environmental benefits for farmers is the increased pest resistance of genetically modified crops. One of the primary areas where such genetic modification has had a tremendous impact on farming is in developing regions. In these areas, â€Å"agricultural production does not merely function as a means of economic profit, but is oftentimes intimately linked to the population’

Fundamentals of Organizational Behavior and Ethics Essay

Fundamentals of Organizational Behavior and Ethics - Essay Example In addition, it studies individual behavior within different organizational structures to determine why an individuals or groups respond as they do to different situations and how management can use this to benefit the organization. Organizational behavior helps the manager derive the desired results from the company while considering the practical and emotional needs of the individual employee. Organizational culture is the system of shared values and norms of the organization’s members. It will dictate how the members form groups and communicate. It will involve the way the members dress, talk, and the language that they use in their business communications. It will also imply a set of ethics to be followed in their approach to business transactions. Organizational culture defines the tone and temperament of the organization that distinguishes it from other organizations. In addition, organizational culture will consist of the rites and traditions that the organization has. This may be as simple as a company picnic, an informal initiation process, or the respect for a chain of command. While this is helpful in developing a shared vision among the members for the company’s objectives, it can also result in negative attitudes or outdated social perceptions in some cases. Racism or sexism may be difficult to eliminate if it is insidious within the organizational culture. Likewise, equality, social responsibility, and community service can be infused into an organization be affecting the organizational behavior. One of the biggest challenges facing the field of organizational behavior is the expanding global marketplace and the increasing diversity in the workplace. Diversity can come in the form of race, ethnicity, age, gender, sexual preference, or religion. Until recently the impact of diversity in the workplace was often overlooked and minorities were often expected to maintain a company culture that may have been hostile or

The Ainu Essay Example for Free

The Ainu Essay The Ainu are found in the northern Japan on the island of Hokkaido. Ainu people are distinct from the people of Japan .The Ainu are smaller in height then the people of Japan. Men wear large beards and their moustaches are a sign of beauty and their noses are straight and long. One of the strangest thing in their culture is the sacrifice of a bear they treat bears as their own children and when they are big enough they sacrifice the bear . Then Ainu people think that bear is a strong spirit so a women is made in charge to take care of the cub when its 2 -3 years old they Ainu sacrifice the bear the men drink the blood of the bear and take off its head . later during family ceremonies the skin of the bear finds a prominent place in the house drinks and food are served to the skin of the bear like a honoured desk .Bear is considered as a hero for the Ainu because it taught them to fish hunt weave and so on Ainu live I rectangular huts which are made up of bundles .Ainu live In a climate where snow can last for 6-7 months and is a really rainy area in summer to keep a house form people usually wear warm clothes made out of bear skin and dug a hole inside an house and do bornfire usually chimneys and small holes are made to let escape smoke form outside the room .Ainu usually sleep over platforms made up of wood covered with rush mats they slept dressed because the house only had 2 windows . Ainu religious views are animist all the objeacts such as volcanoes fire water were added as a spirit. They belive when a person dies the spirit is released it could be good or evil harming living beings or people . To avoid this ainus usually worked on wood representation with a human form called ianos . Ianos are usually simple sticks made by cuts of the knife In Ainus culture women are independent till marrying after getting married they are under mens will . Ainu women adorned their hands forehead mouth and mouth online with blue tattoos . Women in the ainu culture do work such as gathered wood , cooked food , look after their kids and make clothes etc. The Ainu women used to make mate, bags ,nets using elm bark . The bark is soaked and and left until large soft threads can be removed . The women wind them in balls later it is woven coarse looms. In the Ainu village the most important person is the shaman. He is the person who has contact with the spirits. Shaman can also cure diseases and is the leader of the village. When a person is sick and asks for help from the shaman the shaman waits till the sunset when he arrives to a sick person a bass drum is played to call the evil spirit who has caused that sickness and the shaman and then they start to dance in a uncontrolled way and in the end he falls down in trance at his return before the amazed eyes of the assistance he extracted out of the body of the patient a cause of the disease a stone a bark once this operation is done healing is immediately required some times a person dies because of the evil spirit is so strong . When a person dies in Ainu culture his family make a large bonfire in a hut and send messengers to inform his friends and relatives when they arrive burial is done a dead body is wrapped in clothes which are torn from a side and at its side his goods are placed and then sacrifices are offered to the spirits that they can welcome the new spirit to their family of dead the family celebrates a great feast after the burial and at the next day the body is wrapped and buried in a tomb if it was a man there is an arrow placed on the tomb and if it was a girl a strip is hanged. The Ainu people eat crabs, lobsters, scallops, mussels, oysters and even turtles. In winter fishing is done by making a hole on the flat layer of ice and in summer fishing is done by using nets, rods, hooks and bows on the stick of the bow poison is placed on the nib of it . The most good trick of fishing of Ainu was a dog they train the dog in special ways. The Ainu people are kind and friendly they welcome their visitors but they will have to follow their culture. When you are entering in an Ainu house you must clear your throat and if invited inside you must leave your shoes outside the house then he will go and sit near a fire and the owner of the house may offer him for example a pipe of tobacco . They also offer sticks which they use to correct their moustaches while drinking because they are so big that they can can enter dishes they are very good people and you can also visit them if you want.

Opportunities & Threats Essay Example for Free

Opportunities Threats Essay The changing demographics of the American population will provide Walgreens with several opportunities to increase their sales. By 2010, the American population over 50 years of age is expected to reach 95 million (SIC 5912, 2006). This increase in the number of elderly Americans will provide Walgreens with an increased demand for prescriptions and thepotential to increase sales and revenue in that category. The aging American population will greatly impact the pharmaceutical industry. In 2002, 30% of Walgreens’ prescriptions and 42% of prescription sales were derived from older Americans. Recent changes in Medicare plans allow Medicare participants to pay the same no matter where they shop, which will benefit not only Walgreens, but other companies that sell prescription medication, as well as the manufacturing companies of prescription drugs. This category is especially important as pharmacy sales rose 12% in the last quarter, significantly more than the 5. 2% increase in non-pharmacy sales (Miller, 2006). Prescription drugs currently constitute nearly 64% of Walgreens sales (Biesada, 2006). Despite this, Walgreens should also recognize the opportunities that lie in non-pharmacy related goods. Though Walgreens currently sells several goods other than prescription drugs, the overall company sales do not reflect successful sales in these categories. According to the National Association of Chain Drug Stores the greatest growth opportunity for stores like Walgreens is increasing non-pharmacy purchases that existing shoppers make. It is interesting to note that the number of customers shopping at drug stores is generally declining. Even so, the frequency of returning customers has risen. Customers often visit drug stores to fill prescriptions, but also purchase cosmetic products and over-the-counter drugs. These categories comprise 80% of purchases on these trips, but only 30% of these shoppers make impulse purchases. As such, Walgreens is presented with an incredible opportunity to increase sales revenue by using marketing strategies to increase the number of sales made for non-prescription drug products. In 2001, the average non-pharmacy drug store purchase was $19. 38. An additional $2. 00 for every purchase made would increase the average sales by nearly 10% (NACDS/American Greetings Research Council, 2002). Another opportunity for Walgreens that could potentially lead to company growth lies in expansion to international markets. Today, Walgreens remains a domestic corporation, and as such, its target market is limited only to residents of the United States. However, as the United States market becomes saturated, Walgreens has the opportunity to expand to other countries. Although cultural differences and government regulations may necessitate changes in the Walgreens’ product line and business practices in other countries, the quality service and products provided by Walgreens will be universally recognized and will help to ensure the company’s success. In choosing to expand internationally, Walgreens would be the pioneer and market leader, as its largest competitors, such as CVS, have yet to enter international markets. Due to the fact that the majority of Walgreens’ sales are derived from prescription drugs, intertype competitors are a large threat. In an effort to attract customers by providing a convenient, one-stop-shop, grocery store chains and discounters have ventured into the prescription drug market. Furthermore, the average American visits a grocery store 2. 2 times per week, but a drugstore only once a month (SIC 5912, 2006). Discounters such as Wal-Mart emphasize low cost, making it difficult for Walgreens to compete. These retailers also offer a broader range of products, and have a larger customer base. 138 million Americans shop at Wal-Mart every week and many may find it tempting to fill their prescriptions in the stores in which they already shop. Another threat to Walgreens is the rising cost of health care. The high cost of health care has motivated more and more people to search for lower cost alternatives outside of traditional drug stores. These include the purchase of prescription drugs over the internet, particularly from countries such as Canada, where they are less expensive. For example, of the top 100 branded prescription drugs in Canada and the United States, 93% were less expensive in Canada, and in Canada the average branded prescription drug costs 43% less than in the United States (Skinner, 2005). Furthermore, there is a shortage of pharmacists, which is an additional threat to the continued success of Walgreens. Studies estimate that there are currently 8,000 unfilled pharmacist positions and predict that there will be a shortage of 150,000 pharmacists by 2020. If Walgreens is unable to hire qualified pharmacists, the quality of service provided will definitely decrease, which will negatively impact the company’s sales. IV. Strategies Walgreens has traditionally followed an organic expansion strategy. This has recently changed through the acquisition by Walgreens of other companies such as Happy Harry’s and Mermark, a specialty pharmacy. (Walgreens Corporation, 2006). In order to exploit its opportunities and neutralize the threats, Walgreens must focus on customer convenience. The quality of service traditionally provided by Walgreens is what made it a household name, and the factor that distinguishes it from competitors. Improved and more frequent training of current Walgreens staff and changes to store design are ways in which Walgreens can provide a more convenient shopping experience to customers. Another strategy would be to improve Walgreens’ online services. This will not only allow Walgreens to expand to international markets, but will also reduce the need for pharmacists. Discounts and free shipping could be provided to online customers in order to allow Walgreens to be more competitive with other online drugstores. References: Biesada, A. (2006b). Walgreen Co. Hoovers. Retrieved May 16, 2009 from http://www. hoovers. com/walgreen/ID__11601/free-co-factsheet. xhtml Miller, J. P. (2006, September 26). Walgreens net climbs 25%; drug sales jump. Chicago Tribune. Retrieved May 16, 2009 from http://www. chicagotribune. com/business/chi- 0609260258sep26,1,5174751

Comparing Politics In The Us And Saudi Arabia Politics Essay

Comparing Politics In The Us And Saudi Arabia Politics Essay A political system is the system of the government and usually the government works to develop their political system. In most countries, the political system has some weaknesses and strengths points because nothing can be perfect also; it has some similarities and differences between countries to other country. Countries success depends on the political system because the political system is significant to development the country. United States is one of greatest countries on the earth because it has superior political system. Although Saudi Arabia does not compare with success of United States, they are attempting to be more achievement in the world. The political systems of United States and Saudi Arabia have some similarities and differences. United states and Saudi Arabia have a competent authority to discuses and give the rules for the country. In United States, the Congress has the power to formulate the rule. The Congress decides the rule to be appropriate for the government and they decide to improve their country to be more powerful and successful. For instance, after the war between United States and Vietnam, the Congress decided to stop the conscription because it did not help the country. The Congress put the rules appropriate for society because United States is multicultural and multi-religions country. The religion sometime against some rules but the Congress decides to be away of problems. In Saudi Arabia, Majles Alshora has the right to make the rules. Majles Alshora decides the rules suitable with Islamic religion. For example, Saudi Arabia has capital punishment because it is part of Islamic religion also, everything is close at the pray times accept hospitals and clinics so it is close five times a day. M ajles Alshora makes the rules suitable for society but it has to be compatible with Islamic religion. For instance, they have free education and they give students wages to encourage them to study because the knowledge is part of Islamic religion. In conclusion, the rules in United States and Saudi Arabia have the same way to decide it. The foreign relations of United States and Saudi Arabia are similar to each other because, they have diplomatic relations with most countries. United States has diplomatic relations with most countries and it has problems with some countries in the Middle East so, United States has perfect relations with most countries with the exception of Middle East. For instance, it has great relation with United Kingdom, France, Israel and Saudi Arabia. However, United States is fighting the terrorism especially in the Middle East so, United States has some war in the Middle East. For instance, it has war with Iraq because they said Iraq was terrorist country also, it has war in Afghanistan because they are fighting Al-Qaida and many countries help them to end the terrorist in the Middle East. Saudi Arabia has diplomatic relations with most countries also; it has problems with some countries in the Middle East. Saudi Arabia has a political relation with most European, Asian, African and American countries so; they have political relation with most countries because Saudi Arabia has petrol and every country needs the petrol because it is the main energy source in the world. However, Saudi Arabia has some problems with some countries in the Middle East such as Iran and Israel because, Iran helps the terrorist people in Saudi Arabia and there is a religion problem with Israel. In conclusion, United States and Saudi Arabia have the same foreign relations because the political relations with most countries accept in the Middle East. In spite of these similarities, these two Countries have some differences. The leadership in United States and Saudi Arabia has huge differences because United States has presidential system and Saudi Arabia has a monarchy system. The president of United States is the chief of States and government and has the highest political official by influence and recognition the United States. People have the right to vote for their president in United States because this is United States policy. Every four years the citizen vote for president. The president should lead the country for four years or eight years. For instance, the citizen in United States voted for George W. Bush before he leaded the country for four years and, when his four years has finished, the citizen voted for him again however, he cannot be president of United States because he was president for eight years. But on the other hand, Saudi Arabia has totally different leadership system because Saudi Arabia has monarchy system. Saudi Arabia has royal family and the king has to be from the royal fam ily of Saudi Arabia. The first king of Saudi Arabia was king Abdul-Aziz bin Abdurrahman because he was the Saudi Arabias founder. Before he died, he established his son Saud to be the king Of Saudi Arabia. The king leads the country until he dies and the royal family chooses one to lead the country. For instance, King Fahad bin Abdul-Aziz had been the king of Saudi Arabia for twenty three years until he died after that the royal family had chosen his brother Abdulla to be king and he is the king of Saudi Arabia until now. In short, There are quite differences between Unites States and Saudi Arabia in the leadership because, the system in United States is presidential and kingdom in Saudi Arabia. The other different between the political system of United States and Saudi Arabia is the economy. United States and Saudi Arabia have the larger economy in the world but they have differences in the economic system. United States has a capitalist mixed economy so; United States economy depends on industrial. United States has many of largest company in many things in the world such as vehicles manufacturing, computer companies and aircrafts factories. However, The companies have been dropping since the last global financial crises that affected most countries and companies. For instance, General Motors is one of greatest companies and it is Americans company also the government supports it but it affected by the last global financial crises. United States encourages the population to have their own business to increase the United States economy because economic of the country depends on the public business. But on the other hand, Saudi Arabia has an Islamic economy system so the Isl amic economy system is what written in the Quran and also Saudi Arabias economy depends on petrol. The economy of Saudi Arabia is one of the greatest countries because of the petrol moreover Petrol is abundantly in Saudi Arabia. Although the last global financial crises had affected most countries, Saudi Arabia had made outrageous profit because the price of oil had reached into the highest level. Saudi Arabia exports the petrol to many countries on the world because it exports more than eight millions barrel per a day. In conclusion, some countries have differences in economic system and United States and Saudi Arabia are one of these countries. The political system of United States and Saudi Arabia: different, yet alike. Although the two countries differ in many parts such as diverse in the economic system and command system adopted various between them. In addition, the difference assist to have some similarities because there are no countries has entirely different. However, there are some similarities between United States and Saudi Arabia in many parts at the political system for example the two countries has the same foreign relation specially in the Middle East and the most important resemblance is the competent authority to establish the rules.

Pros and Cons of the European Union Essay -- European Union Economics

Do you think it is useful for a country to join into a union, especially the European Union, to strengthen their economic position? The question could be simple to answer but an individual must look much deeper into the situation. For instance, what are the pros and cons of joining a union? The European Union has many pros but also many cons. The European Union was formed in February 1992 with the signing of the Maastricht Treaty. It consist of originally twelve members – Belgium, Denmark, France, Greece, Ireland, Italy, Luxembourg, Netherlands, Portugal, Spain, United Kingdom, and Germany. Those twelve members originally formed the European Union until 1995 when three other countries joined the Union – Austria, Finland, and Sweden. The European Union currently is formed of twenty-five members with the ten new members – Cyprus, Malta, Czech Republic, Estonia, Hungary, Latvia, Lithuania, Poland, Slovakia, and Slovenia being added in 2004. In 2007 two other countries (Romania and Bulgaria) could join the European Union. European Union covers a mass majority of the Europe and the current Union membership covers a population base of nearly half a billion people. In 1992 the European Union decided to go for economic and monetary union, involving the introduction of a single European currency managed by a E uropean Central Bank. The single currency, the euro, became a reality in January of 2002, when euro notes and coins replaced national currencies in twelve of the 15 countries of the European Union (Belgium, Germany, Greece, Spain, France, Ireland, Italy, Luxembourg, the Netherlands, Austria, Portugal and Finland). (Europa) The information below will consist of the pros of the European Union. With the development of the European Union the countries are able to have the benefit of the principles of European integration, such as free competition or free movement of goods and capital, which will encourage the movement from a post-socialist economy to a free market economy in East-central Europe. The principle of free movement is saying that you can work and study anywhere in the Union if you are a citizen of the Union. By spending part of their education or training in another European Union country, the citizens can acquire an insight into other work environments and gain skills that are very useful in later life. By having a closer joint effort and sharin... ... the European Union. It has several characteristics about it that I do not like. For example, I do not like how the Union only has a single interest rate. I think that each economic cycle needs different interest rates for certain situations that occur in the Union. For instance, if you are in the European Union and let’s say you are going through a depression you are going to need to lower the interest rate but in the European Union you have no choice. The information above in the paper about the European Union has many pros and cons. The only reason the countries are entering the European Union or any other union is they feel it makes their country stronger and better economically. Yes, when you enter into a Union you are gaining some things but what some countries do not see are is that you are giving up just as many or more things. Works Cited Niebor, Jeremy. The pros and cons of Economic and Monetary Union. 1998 http://www.bullen.demon.co.uk/niebor.htm Venckute, Jurgita. European Union: New Members. 2003, http://www.debatabase.org/details.asp?topicID=233 Europa. The History of the European Union. 2004 http://europa.eu.int/abc/history/index_en.htm

America’s Mergence of Personal and Public Realms in Arendt’s The Human

America’s Mergence of Personal and Public Realms in Arendt’s The Human Condition America is a superpower, irrefutably the most dominant nation in the world. Underlining this supremacy, however, is the fact that America's society is facing several problems. Among these problems is what Hannah Arendt calls the emergence of society through the mergence of both the personal and public realms. This major problem has spawned numerous other problems, so has been chosen as the underlying cause for the tribulations of modern American society. Hannah Arendt, author of The Human Condition, has provided relevant analysis that applies to this major problem facing American society today. Modern American society intertwines the personal and public realms of its citizens into one, called the social realm. It follows then that, while in public, one's personal life has a serious effect on their position in society. The most prominent measure of one's status is wealth. Many of the influential voices today are of wealthy citizens. It appears that although everyone is entitled to their own opinion,...

Akbar The Great Essay example -- Religious History

Jalal-ud-Din Muhammad Akbar was born on October 14, 1542 in Sindh. In 1540, his father Humayun was forced into exile by Afghan leader Sher Shah and Akbar had to spend his childhood in Afghanistan with his uncle. His childhood was spent in fighting and running instead of learning how to read and write, though he was very interested in art, architecture, music and literature. His father, Humayun, died when Akbar was very young and Akbar was crowned a Mughal emperor around the age of thirteen or fourteen. He was a Mughal emperor from 1556 to 1605. Under his rule the Mughal’s had most of the Indian subcontinent under their power. Akbar did not consolidate his power until he successfully won two battles, one which was with the descendants of Sher Shah Suri and the other one was with the Hindu King Hemu of Panipat. Before he consolidated his power Akbar was assisted and advised by Bahram Khan in running the affairs of the country. Bahram Khan was soon removed and Akbar freed himself from external influences and ruled supreme. In order to preserve unity of the Mughal Empire, he had adopted many programs that won the hearts and loyalty of the Muslims and non-Muslim people of his realm. Along with his numerous military conquests, he had introduced a sequence of reforms to help consolidate his power. One of the great known reforms of Akbar was his religious tolerance aimed at Hindu-Muslim unification through the introduction of a new religion known as Din-i-Ilahi. His tolerance is said to be influenced by a great Sufi leaders and his surrounding of people with liberal views, which this paper is going to explore how Akbar’s religious tolerant policies were a direct result of his influence by Sufism and the concept of Solh-... .... http://www.biography.com/people/akbar-the-great-9178163 Pritchett, Frances . "Religion at Akbar's Court ." Columbia University in the City of New York. N.p., n.d. Web. 2 May 2012. . Garbe, Richard Von. Akbar, emperor of india. S.l.: General Books, 2010. Print. "Jalaluddin Muhammad Akbar." Scribd. N.p., n.d. Web. 2 May 2012. . "Din-i Ilahi". Encyclopedia Britannica. Encyclopedia Britannica Online. Encyclopedia Britannica Inc., 2012. Web. 04 May. 2012 . Ghodratollahi, Eshan . "Akbar, The Doctrine of Shol-i-Khol and Hindu-Muslim Relations." Journal of Religious Thought: A Quarterly of Shiraz University 21 (2007): n. pag. Archive of SID. Web. 2 May 2012.