Why do firm operate in high-risk countries Give specific examples Essay

Why do firm operate in high-risk countries Give specific examples - Essay Example The term high risk implies that a certain country’s economy has a higher inclination towards risk. This risk may exist because of some social and political problems that the country might face. Because of a social and political turmoil in the country, government policies regarding the foreign direct investment may not be very friendly and so may not be very attractive for the investors. Also there is likelihood that the security situations in such countries also may affect the foreign businesses. For example many firms have suffered in countries like Pakistan and Afghanistan where the security situation does not permit a healthy business environment. The products of the firms that operate in high risk countries may not provide the value they once did, as Penn (2003) points out. Also according to Penn (2003), the overall productivity of the firms and companies might fall because the revenues earned would be less than those that were earned previously. As a consequence, the cost s incurred by the investors might rise too. The firms would be increasingly burdened in such situations with unnecessary costs and the benefits expected may also be dwindling. Also the interest rate in the high risk countries is generally less which means that the foreign direct inflows are also gravely affected. This is true for all the foreign direct investors that operate in high risk countries. However, it is interesting to note that recently there has been a trend of companies working in the high risk countries when they actually should have found exits. Of course there might be some benefits in doing so, that encourages the investors to work in such situations. The paper discusses some of the advantages that a firm might have while investing in countries that are in state of recessions. Most of the economists like Rothgeb (1986) believe

E-journal Essay Example | Topics and Well Written Essays - 750 words

E-journal - Essay Example I learnt that the instruction also should create safe and eye catching environment as this will allow for positive attitudes from children and result in productive learning. Well-planned and interactive lessons result in more student engagement; therefore â€Å"engagement in a quality music programs helps students†¦ develops both fine and gross motor skills† (Russell-Bowie, 2012, p.46). Thus, the range of different activities and using a variety of resources will allow children to stay engaged and develop. I also learned that the way the teacher communicates with students is very important due to the fact that if a teacher communicates in an effective way and provides clear instructions the lesson will be able to run smoothly. Therefore, the lecture was very useful for me as it allowed me to gain management ideas, which I can implement in my classroom. Through the tutorial that was prepared, I learnt much about the music. During the music tutorial we worked in a group and chose instruments to represent sound in a story or poem. It allowed me to understand the different moods instruments can create. Our group had the poem ‘Will we ever see?’ by Georgia Heard and I was able to learn the different sounds music can make and the mood they create. I find this activity to be very interesting in the classroom as it allows the children to understand the sound of different instruments, working as a group. Therefore, the tutorial demonstrated to the class the different sound effects from instruments. Application of the rhythm sticks made it clear how to read the rhythm cards as we were taping the sticks to the beat and this allowed our group to understand how to play eight rhythm beats. This will be a great idea to implement in the classroom as through the rhythm children can understand meaning of duration. Working in big groups and small groups allowed us to gain a deeper understanding on how to engage a whole class using instruments, flash

How to be an effective communicator Essay Example for Free

How to be an effective communicator Essay Good communicators are not born they are created, and you cannot create one out of yourself overnight. You have to have constant practice and some rules to follow. Other than learning how to speak clearly and avoiding monotonous voice which will definitely play a big part to becoming the best in your chosen career, avoiding plagiarism is also an important thing to consider. What is plagiarism?   Ã¢â‚¬Å"Is using ideas and/or words from a different person, claiming as ones own without proper credit to the real source (Merriam-Webster Dictionary)†.   Ã¢â‚¬Å"The inability to give credit and acknowledge ideas or phrases used in any paper, publication, or project submitted but gained from another person (http://english.la.psu.edu)†. What are the different types of plagiarism? 1.  Ã‚  Ã‚  Ã‚  Ã‚   Word-for-word Plagiarizing – â€Å"happen when you try to change opening part of the sentence, so that the readers won’t notice that the remaining of the entire paragraph is just a copy from the source (http://academics.hamilton.edu)†. 2. Plagiarizing by paraphrase – â€Å"the same concept from the source are being followed in a close manner simply by just substituting and changing some words with your own words and sentenced for those of the original text (http://academics.hamilton.edu)†. 3. The Source – The writer should have proper citation about the source, it should be clear and exact. 4. Mosaic Plagiarism – â€Å"this is more complicated type of plagiarism, because phrases and words are actually from the source or original text and you just add some of your words (http://academics.hamilton.edu)†. 5. Summary – â€Å"using quotation marks during an oral presentation and while writing a paper can help avoid plagiarism, but when overdone it will look like a patchwork and will resemble the original (Types of Plagiarism, http://la.psu.edu).   If it happened that almost the entire thing that you want to say came from one source, directly quote or paraphrase it so it will look better. But either way, introduce your borrowed words or ideas by pointing out that those ideas are from the author and followed them with citation inside the parenthesis (Types of Plagiarism, http://la.psu.edu)†. How do we avoid them in oral presentation? Consider indicating direct quotation, by saying â€Å"quote† and follow it with â€Å"unquote† or â€Å"close quote†. Another approach is by saying: â€Å"In her 1998 owner’s guide, Airedale Terriers, trainer Dorothy Miner says the following about the origins of the Airedale Terrier†. If you are citing a saying from anonymous sources, you can say â€Å"It is always said that†¦Ã¢â‚¬  In oral presentation usually the citation is trimmed down to just the author, Title of the publication date and title. With all these information regarding plagiarism and proper citation I’ am sure it will be a big help for you to start so to speak. But with constant practice and proper usage of voice, using proper intonation, correct stress on words, pronunciation and enunciation you can become one of the most effective communicator.

Von Neumann Architecture Essay Example for Free

Von Neumann Architecture Essay The greatest social transformation in Britain can be traced back in early 19th century. It was primarily due to the reform in life style or modernity (the introduction of machines industrialisation)which have caused a radical change on the location of work, which also became a driven force for vast number of people to move towards cities (urbanization).In contrary caused a drastic change on population size (over population )in city areas .The overall state political frame work was based on lassie fair, conservative(non-interventionist )approach where there are no or limited state intervention in redistributing resources . The economy was market wise economy system(free market).There were no social welfare amendments or services provided by the state , it was commonly considered as commodity and they were mainly provided by private sectors or volunteers (philanthropy’s ). The newly life style and overpopulation have caused massive social, political and economic problems which mandated the state to intervention in overcoming the situate (the need appeoch). The overpopulation have triggered various social disorders like shortage in housing , outbreak of new diseases, sanitation problem, poor health condition increase rate of unemployment and poverty..Etc. In the 19th century Britain was the uppermost in industry and trades (the first country to go through industrialized) and accounted as one of the richest country in the world while 30 % of the population were under poverty line (ref) the free market had aggravated great social conflict among haves and the have–not due to opposing interest and created excessive gap between social classes. However this stimulated the emergence of strong labour unions . There are two approaches on the evolution of welfare state. The need approach states diversion in life style (modernity) have caused the state to intervene and the conflict approach argues on class conflict and the growth of strong labour union as the result for the emergence of social welfare. Poor laws that were amended in 1601 and 1834 were considered to be the first measures taken by the state in order to address poverty (poor people) even though the means of poverty were not clearly understood. There were important factors which stimulated the government to contemplate poverty (welfare system) as an important issue. The Edwin Chadwick report led down the first lime stone for the formation of the first health act in 1848 also Charles booth made an outstanding study on poverty and the Courses he argues poverty should not be linked with laziness or poor people should not be blamed for their states.

Measuring Public Attitudes to Reality TV | Methodology

Measuring Public Attitudes to Reality TV | Methodology 1. Outline the considerations you would make in deciding between using the Thurstone, Likert or Osgood method. Highlight the particular context and conclude with a clear decision about which of the three methods you would chose. The three social research methods of attitudinal measurement are appropriate for use in this experiment as they all give statistical evidence to support the questions relating to various attitudes taken from a general consensus of people. However, each has its own merits to be considered. The Thurston, Likert and Osgood methods can give a representation of social attitudes toward Big Brother, however, which is the most ideal requires some consideration of their procedural processes. The nature of measurement and descriptive qualities in each method was considered before a test was decided and questionnaire constructed. Thurstone was one of the primary social scaling theorists. He used the average rankings of a set of attitudinal statements based upon a given topic to determine a set of agree/disagree responses. He formulated three different methods that all worked upon a uni-dimensional scale. These were the method of equal-appearing intervals, the method of successive intervals, and the method of paired comparisons (Thurston, 1928). The three methods crucially differed in how the scale values for each item were constituted from their base source. However, in all three cases, the resulting scale was rated the same way by respondents. This labour-some method did not take into account any indifference towards the statements or the degree to which negative and positive attitudes could vary. In questionnaire format it relies upon closed questions to gain its data and measure attitude. Furthermore, it indicates a mean average as its descriptive data between that of agreeing and disagreeing in each state ment category,which does not capture the nature of the deviation or sway of general trends in attitude. Neither does it allow for a consideration of word connotation within the statements. Due to these considerations this method of measuring attitude was rejected for this experiment. The Likert technique was developed after the Thurstone scale. With this method to social research a set of attitudinal statements were also presented to subjects. Subjects were asked to express agreement or disagreement according to a five point or seven point scale measuring the variance of attitude towards the statements (Likert, 1932). Each degree of agreement or disagreement was given a numerical value from one to five / seven rather than being defined as a closed agree or disagree category. A total numerical value was then to be calculated from the total number of responses. This method is suited to our experiment as it can be applied to established attitudinal theories such as Ajzen’s Theory of planned behaviour as a way of drawing out not only attitude but intention and concepts that help shape our attitudes. Essentially, the Likert method can be broken down into segments pertaining to the theory of planned behaviour to reveal a more sophisticated set of results that in dicate a fuller relationhip than that of the Thurstone method. However, one more method that relates to the Likert method should be considered before moving on. The Osgood method was developed in conjunction with the Likert technique. Using the scale as the basis for the measurement of attitude, Osgood concerned himself with the significance of meaning, and in particular connotation of words. Typically subjects would be given a word or concept, such as race, and would subsequently be presented with an array of adjectives in which to describe that word / concept (Osgood, 1957). The adjectives would then be represented at either end of a five point / seven-point scale similar to the likert scale. Due to this, Osgood was able to contrive a map or model of peoples connotations for given concepts from which attitudes could be understood. However, there are problems for using this method for our experiment. Firstly, there is the problem that this map depends entirely on the presumption that all adjectives mean the same to everyone. Because of this, the method itself becomes contradictory as it begins from the general assumption that peoples connot ations for certain cocepts differ. However, it also depends upon the assumption that, for certain words at least, they do not differ. And secondly, there is nothing in this test that attempts to negate the onset of socially desired responses from participants. For this reason, the Osgood test for connotational attitude was dropped as the method for this experiment in place of the five category Likert test. 2. Provide a detailed description of the steps you would need to take at each stage of scale construction, using your chosen method. In the first stage of developing the Likert method for this experiment, relevant attitudinal questions would have to be established and drawn up. Based upon the preliminary research into certain perceived attitudes towards Big Brother, these questions should be drawn up and applied to a five point scale ranging from strong agreement through to strong disagreement. These should be comprised into sets of varying attitudinal question types that relate to the different categories apparent in the Theory of Planned behaviour. These sets should consist of questions relating to social norms, attitudes and perceived behavioural control (Ajzen, 1991). For example, the first two sets of questions should be taken into account, that is the subjective norm and the attitude, and categorised as one set. For example, based upon the measurement method of the likert five category system, typical questions relating to these sets could be ‘do you think Big Brother is valid?’ and ‘do yo ur friends tink big brother is valid?’. These provide us with indicators of varying attitudes from which behaviour could be measured as an outcome. For instance, questions then asking ‘would you watch Big Brother?’ or ‘is it your intention to watch Big Brother?‘ would give us an indication of the strength and nature of the forces creating the attitudes towards Big Brother. A third set of questions relating to the perceived behavioural control could then tell us of how people perceive the viewing of Big Brother and how that affects their attitudes and intentions towards watching the show. According to the theory of planned behaviour, these three attitudinal variables inform the intention from which behaviours can be understood (Ajzen, 1988, 1991). By taking the findings of this questionnaire through the method of the Likert scale, we are providing ourselves with a technique which can register, incorporate and analyse the findings of a limitless amount of subjects and find trends in the different ways that people have formed attitudes towards Big Brother. It is with the Likert model that an attitudinal questionnaire based upon the theory of planned behaviour was constructed to answer the main question put forward by this experiment. An example of the three sets of questions based primarily upon the theory of planned behaviour and developed at this stage are as follows: I like to Watch Big Brother? Strongly Agree / Agree / Indifferent-Unsure-Never Seen It / Disagree / Strongly Disagree. My Friends Think People Should Watch Big Brother? Strongly Agree / Agree / Indifferent-Unsure-Never Seen It / Disagree / Strongly Disagree. It is Morally Acceptable to Watch Big Brother? Strongly Agree / Agree / Indifferent-Unsure-Never Seen It / Disagree / Strongly Disagree. The next stage should be firstly concerned with eliminating ambiguous or leading questions such as those involving the terms ‘hate‘ and ‘love‘ or ‘nice‘ and ’kind of’ etc. This can be done where confusion is noticeable manually or where indicated on the results of pilot studies. This stage should then be concerned with content validity. This can also be done via a pilot test; by using the questionnaire to test a group whose attitudes are well established. For example, you would expect members of a Big Brother fan club or groups that promote Big Brother to score positively on attitudinal questions relating to Big Brother. However, if the results show that they did not score positively then this can be taken as an indication that there is something wrong with the questionnaire. Conversely, if they do score positively then the pilot test can be deemed valid. Alternatively, a professional or expert in matters of attitudinal tests could be consultd for clarity. After these questions have been arranged according to category and the pilot test and/or expert has given sufficient content validity, a sample group should be targeted and asked to participate. On defining that target group, an introduction giving them the required and ethical briefing should be performed, and on their completion a debriefing and contact address should be disclosed. On retrieval of the results, an appropriate measurement should be carried out to establish the descriptive and inferential statistics of the likert test. The procedure for the Likert does not involve mean averages as these merely convolute the sway of the attitudinal range. Rather, median and modes are better equipped to give descriptive data as the significant range is concerned with general trends rather than precise measures. Bibliography Ajzen., I. (1988) Attitudes, Personality and Behaviour, Milton Keynes: Open University Press. Ajzen, I., (1991) The Theory of Planned Behaviour. Organizational Behaviour and Human Decision Processes, 50, 1-33. Osgood, C, E., Suci, G, J., Tannenbaum, P, H., (1957) The Measurement of Meaning. Urbana: University of Illinois Press. Thurston, L, L., (1928) Attitudes can be Measured. American Journal of Sociology, 33, 529-544. Likert, R., (1932) A Technique for the Measurement of Attitudes. Archives of Psychology, 140, 1-55.

The New Teenage Parent Essay -- Essays Papers

The New Teenage Parent I originally wrote this essay as an assignment for Monique DuFour's class about how we classify different groups of people. I think that the part of the student population that are parents (especially single parents) are often forgotten by the University as a whole. I say this because there are very few, if any, programs that recognize and cater to the needs of parents/students that may need a little extra help, with time or financially. As I revised this essay, I tried to think of ways that I could speak to a larger audience and raise general awareness on this issue. A young man is at a party. He reaches in his pocket for some money, but he smiles to himself and pulls out a pacifier. He's a young single father. A young woman is playing on the lawn with a little boy, tickling him and laughing as he giggles. He's not her little brother. . . he's her son. Even more than being single parents, these are real people and have been or are currently students in college. I naturally feel that what I have to say is important because I am one of these people. I have a two-year old son, Jaymen. I also want you, the reader, to know that we, the young single parents who are a part of the United States, New York State, Syracuse and even closer to home, Syracuse University, are definitely more than statistics. I could tell my story and try to prove that to you, but that would not be a multi-faceted account of what being a single parent is. When I use the term, single parent, I am keeping in mind the literal meaning of single--unmarried. I am not excluding support of the other parent in any situation. When I add the word young to it, I am referring to a male or female whose child was born while they wer... ...ie, which ended in divorce five years later. She went to nursing school part-time, while working various kinds of jobs. She remarried while in school and finished nursing school when she was in her early thirties. Her son, Anthony, has finished high school and is now in the Marines. He's twenty-one now. She's divorced and now working as a traveling nurse. She never had any more children. The list of success stories for young single parents go on and on. Just because a person has made a mistake in the past does not mean that the future has to be a life full of mistakes. The saying, "Life is what you make it," is true. There is a difference, however. The extra incentive to work hard is to look into the big brown eyes of a child that you helped to create and realize that you have to be a good example and teach them to make their lives a little better than yours was. The New Teenage Parent Essay -- Essays Papers The New Teenage Parent I originally wrote this essay as an assignment for Monique DuFour's class about how we classify different groups of people. I think that the part of the student population that are parents (especially single parents) are often forgotten by the University as a whole. I say this because there are very few, if any, programs that recognize and cater to the needs of parents/students that may need a little extra help, with time or financially. As I revised this essay, I tried to think of ways that I could speak to a larger audience and raise general awareness on this issue. A young man is at a party. He reaches in his pocket for some money, but he smiles to himself and pulls out a pacifier. He's a young single father. A young woman is playing on the lawn with a little boy, tickling him and laughing as he giggles. He's not her little brother. . . he's her son. Even more than being single parents, these are real people and have been or are currently students in college. I naturally feel that what I have to say is important because I am one of these people. I have a two-year old son, Jaymen. I also want you, the reader, to know that we, the young single parents who are a part of the United States, New York State, Syracuse and even closer to home, Syracuse University, are definitely more than statistics. I could tell my story and try to prove that to you, but that would not be a multi-faceted account of what being a single parent is. When I use the term, single parent, I am keeping in mind the literal meaning of single--unmarried. I am not excluding support of the other parent in any situation. When I add the word young to it, I am referring to a male or female whose child was born while they wer... ...ie, which ended in divorce five years later. She went to nursing school part-time, while working various kinds of jobs. She remarried while in school and finished nursing school when she was in her early thirties. Her son, Anthony, has finished high school and is now in the Marines. He's twenty-one now. She's divorced and now working as a traveling nurse. She never had any more children. The list of success stories for young single parents go on and on. Just because a person has made a mistake in the past does not mean that the future has to be a life full of mistakes. The saying, "Life is what you make it," is true. There is a difference, however. The extra incentive to work hard is to look into the big brown eyes of a child that you helped to create and realize that you have to be a good example and teach them to make their lives a little better than yours was.

Ensure Technical and Academic Rigor of Programs :: Curriculum Education Careers Essays

Ensure Technical and Academic Rigor of Programs Effective career and technical education programs clearly articulate course outcomes and align content with national or state occupational skill standards. These standards, endorsed by business and industry, are designed to prepare students with skills that reflect job market requirements and address all aspects of the industry, not just skills required for single jobs. Curricula developed around these standards offer teachers a variety of strategies for improving standards in their classrooms. Ohio has developed a set of cluster guides based on the Integrated Technical and Academic Competencies (ITACS) that employers have identified as necessary for work: solving problems and thinking skillfully, communicating effectively, applying technology, and so forth. The curriculum for each of these cluster guides follows the same format. Each begins with a workplace scenario, engages students in a problem-solving approach to learning, and integrates technical and academic competencies from state and national standards. Through the scenarios outlined in the guides, students are led to construct knowledge by engaging in learning experiences and problem-solving activities that have value beyond the classroom (Vocational Instructional Materials Laboratory 1999). Projects that use the context of the workplace and the community to teach academic and technical skills offer another strategy for ensuring program rigor. Students learn best in the context of real life experiences. Sussex Technical High School in Georgetown, Delaware; William H. Turner Technical Arts High School in Miami; and Michael E. DeBakey High School for Health Professionals in Houston are three schools that combine rigorous academic coursework with career and technical education through hands-on activities set in real-world contexts (Roberts 1999). In this way, "students can combine what they're learning in the field or laboratory with basic writing, science, and math skills" (p. 22). "Curriculum integration, contextual and applied learning, tech prep, and team teaching have increased the academic rigor of career and technical education disciplines" (Lozada 1999, p. 16). Traditional instructional roles, however, do not support these strategies for applying academic and technical understandings to real-world problems. To involve students in learning experiences that are situated in certain physical and social contexts and require interaction with other people, teachers must assume the role of coach or mentor, encouraging students to create their own knowledge from experiences beyond the classroom. When CTE instruction supports what is known about intelligence, brain development, cognition and learning, it gives credence to initiatives that integrate academic education with career and technical education (Reese 2002). Ensure Technical and Academic Rigor of Programs :: Curriculum Education Careers Essays Ensure Technical and Academic Rigor of Programs Effective career and technical education programs clearly articulate course outcomes and align content with national or state occupational skill standards. These standards, endorsed by business and industry, are designed to prepare students with skills that reflect job market requirements and address all aspects of the industry, not just skills required for single jobs. Curricula developed around these standards offer teachers a variety of strategies for improving standards in their classrooms. Ohio has developed a set of cluster guides based on the Integrated Technical and Academic Competencies (ITACS) that employers have identified as necessary for work: solving problems and thinking skillfully, communicating effectively, applying technology, and so forth. The curriculum for each of these cluster guides follows the same format. Each begins with a workplace scenario, engages students in a problem-solving approach to learning, and integrates technical and academic competencies from state and national standards. Through the scenarios outlined in the guides, students are led to construct knowledge by engaging in learning experiences and problem-solving activities that have value beyond the classroom (Vocational Instructional Materials Laboratory 1999). Projects that use the context of the workplace and the community to teach academic and technical skills offer another strategy for ensuring program rigor. Students learn best in the context of real life experiences. Sussex Technical High School in Georgetown, Delaware; William H. Turner Technical Arts High School in Miami; and Michael E. DeBakey High School for Health Professionals in Houston are three schools that combine rigorous academic coursework with career and technical education through hands-on activities set in real-world contexts (Roberts 1999). In this way, "students can combine what they're learning in the field or laboratory with basic writing, science, and math skills" (p. 22). "Curriculum integration, contextual and applied learning, tech prep, and team teaching have increased the academic rigor of career and technical education disciplines" (Lozada 1999, p. 16). Traditional instructional roles, however, do not support these strategies for applying academic and technical understandings to real-world problems. To involve students in learning experiences that are situated in certain physical and social contexts and require interaction with other people, teachers must assume the role of coach or mentor, encouraging students to create their own knowledge from experiences beyond the classroom. When CTE instruction supports what is known about intelligence, brain development, cognition and learning, it gives credence to initiatives that integrate academic education with career and technical education (Reese 2002).