Developing organizational guidelines for ethics and IT Essay

Developing organizational guidelines for ethics and IT - Essay Example The company is also staffed with highly talented IT professional ranging from system analysts, network designers and developers. The company has however entrusted each and every member with access to all servers including the main server, owing to the nature of practice. As such, it is important that a code of ethics has to be maintained if the company is to remain in operation and continue to render its services to the clients. Other sources of vulnerability to the system emanates from the nature of services that the company provides in that, some of the users need to access our databases remotely using Internet Information Server (IIS) while the members of staff use the intranet (Tavani, 2004). To implement this, the company shall monitor the networks and in case anyone is found to have violated the code of ethics. Severe measures shall follow. For the first time violators, a written warning shall be accorded after which a dismissal shall follow in the subsequent

Can environmental factors acting on organisms lead to inherited Essay

Can environmental factors acting on organisms lead to inherited changes in phenotype in descendant - Essay Example Any ecosystem is composed of Abiotic and Biotic components. The Abiotic components include the atmosphere, where air acts as a medium, lithosphere and hydrosphere. The nature of the response of the organisms to these Abiotic factors depends on the essential factors and limiting factors. The response is best explained rather by ecological theories like Liebig-Blackman Law of Limiting factors and Shelford's Law of Tolerance. The Biotic components are composed of the biotic community each with an ecological niche influenced by community evolution, succession, growth, regulation and interactions. The ecological genetics is thus, a product of interactions of organisms with these Abiotic and biotic factors with the elements of adaptation, natural selection and speciation largely influenced by the ecological dynamics of energy flow and biogeochemical cycles. Thus, inherited changes in a phenotype depends on gravity of these interactions and the potential of these factors to cause a genomic change or a mutation. It is worthy to mention the role of Ecological pollution as a potential and vital factor in this process of genomic change today. Ecological pollution is one of the vital factors causing genomic changes or mutation, which is being carried through the generations. Thus, these pollutants act as potential mutagens. ... More than 65,000 chemicals are currently in use in U.K with which human beings come into constant contact. Many of these chemicals are harmful and pose a serious health hazard. Numerous chemicals have been designated as hazardous to biological system and these chemicals pose an occupational health hazard to workers who are constantly in contact with them. These chemicals are often toxic, mutagenic/carcinogenic, causing serious diseases like Cancer and disabilities of various kinds. Even children born to women working in nickel refinery have been found to have Genital malformations. Industrial units that release toxic gases like Sulphur di oxide, Nitrogenous compounds and Mercurial derivatives contribute to air pollution to a great extent. The automobile exhaust fumes rich in carbon monoxide harms the oxygen binding mechanism in human blood. Welding is another industrial important contributor in which metal or other thermoplastic materials are joined together by the application of heat or pressure. This process produces gases like acetylene, carbon monoxide, oxides of nitrogen, ozone, phosgene and tungsten. (Palmer .T, 2006) The gas and chemical pollutants primarily enter the human system by inhalation route namely Respiration. The deposition of these inhaled particles in the lungs is influenced by its physical and chemical properties and a variety of host factors. In the lungs, these particles produce a variety of reactions including Asthma and Cancer depending on the concentration, duration of the exposure of the particles, and degree of exposure. Even babies in the womb have been found to be susceptible than their mothers to DNA damage from air pollution, despite the added protection of the

Women Empowerment Essay Example for Free

Women Empowerment Essay Since the older times, women have been treated as second rate citizens of all across the globe. This situation is almost same evrywhere irrespective of the developed countries or the developing countries. Women have been relegated to secondary position despite the fact that they constitute about half the worlds population today. This situation has caused immense loss to their self-respect and dignity. But now the perspective of the society has changed and a general thinking to work for the empowerment of women is being developed so that they colud also contribute in the enhancement and welfare to the society. The freedom of women is not without challenges. Breaking the age old barriers and storming into a predominantly male bastion are something they have to fight for. Even as they are becoming aware about their rights and demands, the voilence and crime againt women is increasing. History is the witness that the women had enjoyed a privileged position in the ancient India. It is a matter of pride that there existed a culture. Women also struggled for Indias independence. They too have a great contribution in getting India independent like Rani Lakshmi Bai who sacrifised her life as to get India free from Britishers and slavery. When the constitution was formed,there the constitution makers introduced various measures in the constitution to held womens rightful place in the society. They were given freedom to partivipate in the social,political, economic and cultural life of the nation. However,in spite of the constitutional and legal guarantees aiming to eradicate the inequality and discrimination in any form, the plight of women still remained far from improved. Even today evils like child marriage, beating, female infanticide and gender discrimination are widely, prevalent in the society. The realisation is taking place in the various structures of the society and the women themselves try to raise their voice against the discrimination and the violence by the male dominated society.

Private Blogging In Paramedic Science Education Essay

Private Blogging In Paramedic Science Education Essay Abstract Reflection on clinical practice and sharing of declarative knowledge is a foundation for which the Bachelor of Paramedic Science program was developed. The overall scope of the project was to trial Evernote as a private reflective blogging service and also the opportunity to gain experience (both staff and students) with using Evernote with a view of it becoming a potential tool for reflection and assessment on clinical placement, informing not only Paramedic Science but other clinical based health programs. Ultimately this project was about improving the engagement of distance students online, and encourage reflection on their own declarative knowledge. The scope of the project was to also improve formative feedback between students and the academics and finally to evaluate the technology for appropriateness as a private blogging service in a clinical setting for reflection. The educational motivation towards student engagement is high on the agenda of tertiary institutions and this study is one representation of how social media concepts can improve this engagement. The findings of this study identified that students interact better with SMS combined with online forums within a learning management system. Key Words Blogging Reflective Practice Student Engagement Learning Management Systems Key Points The use of private blogging aims to improve engagement of distance students online, and encourage reflection on their studies within the course. The use of private blogging aims to improve formative feedback between student paramedics and lecturers Evaluation of technology and the use of social media are high on the agenda of tertiary institutions Private blogging aims to enhance clinical reasoning by students. Formative feedback provided to students through their own self discovery of new concepts introduced during the course as well as self-regulated learning by the students is important in paramedic education. Introduction Reflection on and sharing of clinical information amongst student paramedics is a practice that has been introduced across all paramedic specific courses on offer in the Bachelor of Paramedic Science at CQUniversity. The aim of the study- private blogging in paramedic foundations was designed to improve the engagement of distance education students online and encourage reflection on their studies within the course. The objective was to also improve formative feedback and evaluate the technology for appropriateness as a private blogging service in a clinical setting. The overall scope of the project was to trial Evernote as a private reflective blogging service and also the opportunity to gain experience (both staff and students) with using Evernote with a view of it becoming a potential tool for reflection and assessment on clinical placement, informing not only Paramedic Science but other clinical based medical and health programs on offer at CQUniversity. Background The study commenced during term for a course within the Bachelor of Paramedic Science at CQUniversity 2011. Nineteen students were enrolled in the course and had the opportunity to engage with the course lecturer/s through set weekly tutorial questions in which all students were to respond to through their private blog enhancing engagement by students. These blogs were then summarised by the course coordinator and put online through the weekly forum in Moodle. Students were also to consider the clinical judgement aspects of the course reflecting on their clinical practices such as history taking and patient assessment. The introduction of private blogging into the course was intended to improve formative feedback provided to students through their own self discovery of new concepts introduced during the course as well as self regulated learning by the students performing set tasks on family and friends as a way of skills development and competency. The use of private blogging was hop ed to improve engagement with distance education students and also to seek improvements in competent and reflective paramedic practice to be used throughout the program especially for work integrated learning. Blogging to improve student interaction Prior to the commencement of this study the course was offered in term one with approximately 70 students enrolled. Online weekly tutorials consisted of weekly problem solving and clinical judgement questions that required a response from the student. These questions ranged from problem solving exercises to case management exercises and general case studies requiring question and answer responses. The interaction for these weekly formative tutorial sessions was low with a 12% (n= 8) students per week responding. The below table identifies the average response rate for all term 1 2011 courses and for the paramedic course within the Moodle learning management system. Table 1. Files, messages, clicks and discussions for 70 students in term 1, 2011 PMSC11001 paramedic course compared to the average for all term 1 2011 courses in the university. Course Files uploaded Messages Clicks Discussion hits Discussion posts Discussion replies Paramedic Course 128 113 32380 4135 77 36 Average all T1 2011 courses 15 109 13359 2879 40 68 Due to the limited amount of discussion replies (36 versus 68) it was difficult to ascertain what the students learned during the lectures. In turn it was then difficult to predict if what they learned in theory was going to be put into practice at their residential school simulation laboratory sessions. An article by Wetmore et al. (2010) identified that writing about what was learnt theoretically is an effective strategy to promote reflective learning leading to the development of critical thinking. In other words if a student effectively reflects on the declarative knowledge of their studies, this reflection will in turn improve the procedural knowledge and skills application required for proficient practice. Overwhelming evidence is in support of reflective learning practices through effective student-teacher interaction being included in clinical education paradigms (Wetmore et al. 2010). Methods Data presented in this paper are drawn from an exploratory survey conducted at the completion of a three day residential school for a first year baccalaureate paramedic program. The course they attended was Foundations of Paramedics Science which is a first year course of the three year Bachelor of Paramedic Science program. The students in the course were distance education students. The aim of the study was to evaluate Evernote as a blogging service for students. The purpose of Evernote is to: Improve engagement of distance students online, and encourage reflection on their studies within the course. Improve formative feedback from teachers Evaluate Evernote as a private blogging service in a clinical setting The overall scope of the project was to trial Evernote as a private reflective blogging service and also the opportunity to gain experience (both staff and students) with using Evernote with a view to it becoming a potential tool for reflection and assessment on clinical placement, informing not only Paramedic Science, but other clinical based programs such as Medical Sciences and Sonography. Evernote is a technology that assists users with organising various types of information from several different sources into one, central, web-based location. The product also allows users to clip web pages and archive them for later reference, store screen shots, photos, audio memos and text notes, all within a customizable storage system. Evernote can organize notes chronologically and share them between multiple users. In the context of this research students would share their notes (blog posts) only with their teachers in the course, thus creating a private blogging environment. The students had tutorials and on-line blog activities during which they were required to enter their responses and other relevant information into the Evernote program. Â   The activities were located in their resource manuals and were identified by a blog sign. They were informed that they will be required to input information into EVERNOTE which only the lecturers will see, and that this information will be summarised and feedback provided to all students. The students were initially provided step by step guidance on how to access Evernote and begin their blogging campaign. The lecturers were provided training sessions leading up to the commencement of term and the students were also given online training videos to assist in using Evernote. The authors conducted a survey after a three day residential school in January 2012. The survey was distributed and received back by a non-teaching staff member. The questionnaire consisted of five sections. Section one contained demographic information related to the participants. Section two contained questionnaires based around their knowledge and capabilities of blogging with section three following on from this and contained 13 questions with a seven-point Likert scale identifying the students beliefs about blogging in the course. The fourth section discussed the students feeling about the blogging process and identified any alternative methods for their engagement with the lecturers. The final section attempted to identify their clinical reasoning by allowing the students to reflect on actual paramedic practice and the use of evidence based practice in paramedicine and whether blogging assisted them in improving clinical reasoning and judgement. Data used in the analyses came from a student paramedic-based e survey of blogging. Data collected by the questionnaire were stored on a Microsoft Access database that resided on CQUniversitys computer server. Survey data were coded and transferred from the Access database to an SPSS 18.0 (SPSS, 2010) statistical package software program. Ethical approval was acquired by CQUniversity Human Ethics Committee. Ethics approval (H11/11-163) was granted from 5 December 2011 to 30 June 2012 and was considered under the low risk review process. Results Eleven students out of 19 (58%) completed the survey with only 19 out of 27 students attending the residential school. The intent of the blogging exercise was to assess the students engagement with information extracted from the Evernote data base through the weekly tutorial sessions with questions uploaded by lecturers and answers provided by the students. Unfortunately out of a potential 190 blogs required there were only 14.1% of responses from students (n =27) which did not reflect an accurate account of engagement and was only a two percent improvement on the previous engagement strategy through the Moodle online forum. Their engagement through blogging in Evernote was not a formal graded assessment which kept with the consistency in the previous tutorial sessions through on line forums to ascertain if blogging improved engagement. Demographics Demographic data was gathered for comparison only, and a frequency distribution of gender, age, highest level of education, state of residence and current employment/student status was undertaken. Information is noted in tables 1 and 2. Of the participants who completed this survey there was an almost equal division of gender with 55 percent (n=6) female. Fifty percent were in the age group of 20-29 (mean 23 years ) (range 19-37) (table 2). Based on the ANOVA analysis, P values indicated that there is no significant difference between genders and amongst age groups with regard to their thoughts on blogging (P value threshold set at P Table 2 Participants Gender Gender N Percentage Female Male 6 5 55 45 Total 11 100 Table 3- age of participants Descriptor N Percentage 19 20 22 27 29 32 37 missing 2 1 2 1 1 2 1 1 18.2 9.1 18.2 9.1 9.1 18.2 9.1 9.1 Total 11 100 The second part of the survey asked participants if they have blogged before. Of the 11 respondents, only one had previous blogging experience and that persons experience was over 12 months previous to this survey. To ascertain if students had concerns with blogging based on past experiences of themselves or family/friends, a second question asked do you know of any bloggers who have gotten in trouble with friends or family for things they posted on blogs? There was an overwhelming response of no for this response (n=11, 100%). The final question within this section asked for a comment on blogging and what the participants would like to know about blogging, of the responses received three out of eleven (27%) participants advised that they did not enjoy the blogging experience and therefore did not want any further information provided to them. The third section of the questionnaire was aimed at gathering information about the participants beliefs of blogging in the course PMSC11001. They were advised there were no right or wrong answers and the researcher were only interested in their general opinions about the participants beliefs and thoughts of blogging within the course PMSC11001. This section was assessed using a 13 item, seven-point Likert-type scale anchored by the use of bipolar adjectives (i.e. pairs of opposites) from Strongly agree = 1 to Strongly disagree = 7. Table 4- Questionnaire Mean Scores (n=11) Question Mean Standard Deviation How confident were you that your writing in your blog was private 3.18 1.47 How often did you consider something was too personal to blog 5.18 1.40 How often did you look at the log of the lecturers responses Would you take lesser care with what you wrote if it was open to the public 4.30 3.72 2.00 2.19 How much did the comment the lecturers wrote on your blog affect future entries 4.63 1.12 Would it bother you if the things you publish on our blog could be available to other students Do you believe things you publish on your blog affect your grading Do you believe lecturers would feel negative towards you based on your blog Do you believe your peers would feel negative towards you based on your blog 5.09 5.09 5.00 4.82 1.58 1.22 1.34 1.25 How did you find the process of enrolling in Evernote Did you find using Evernote program easy for your weekly blog entries Were you able to find responses from your lecturers easily through the Evernote program Were you able to publish your blogs easily through Evernote 4.73 4.82 5.00 5.00 1.49 1.33 1.09 1.61 Although most students did not engage with Evernote blogging as part of their weekly tutorial and as identified below students did not want to engage with lecturers through blogging there was a slightly positive inference about their confidence in their blogs being private (M = 3.18, SD = 1.47) and they identified that they would take more care if they knew the blogs were available in the public domain (M=3.72, SD=2.19). A majority of the respondents indicated a negative response to their experience with the Evernote blogging system and especially if it had negative impact on their grades (M=5.09, SD=1.22) and they also believed that lecturers would think adverse of them (M=5.00, SD=1.34). In relation to reading posts and publishing blogs in Evernote, again the students had a negative impression of this suggesting that it was slightly difficult to enroll in Evernote M=4.73, SD=1.49) despite the step by step guide offered to them. They also found it slightly difficult to use (M=4.82, SD=1.33) and found it difficult to find the lecturers responses (M=5.00, SD=1.61). The fourth section asks the students about their feelings towards Evernote blogging and then continued to ask about other social media concepts for engagement with their lecturers. Students were able to give more than one response for this answer Table 5 Social Media Concepts for Engagement Moodle Online Forums Skype Blogging Facebook Twitter SMS Participants 45% 0% 0% 0% 0% 90% There were five responses (45%) to using the Moodle online forums with the majority of students (90%, n=10/11) advising that engagement by the lecturers was best through SMS contact. Two students advised that they liked to be contacted by SMS and then would look immediately at the online forum site if requested to. Of the questions have your blogging habits changed since the use of Evernote and would you blog again in another course, all the respondents (100%) answered no with 27% (n=3) advising that they did not enjoy the experience and would not like to use blogging again within another course. Discussion CQUniversitys ten year strategic plan states: CQUniversity will attract and retain more students, helping them to achieve their educational goals regardless of their cultural and family background or their country of origin. We will offer a range of ways for students to access higher education and reach their educational potential. We will provide a stimulating environment that promotes and supports learner engagement utilizing appropriate technology and infrastructure (CQUniversity 2012). Despite limited research into the efficacy of social network technology in paramedic education, this pilot study has identified that to achieve the strategic goals of the university and in particular utilizing appropriate technology, students in this program have identified SMS as an engaging way of helping them achieve their goals. Paulus et al. (2009) identified that new technologies assists teaching and learning methods by providing a way of not stagnating the education of students through traditional methods and now supports the students construction of new knowledge. It has also been identified in the literature that academics need to keep abreast of the technological changes and the needs of the current generation of students. There is the potential for a division between students and faculty if they are struggling with new technology (Liu 2010). Liu (2010) also identified that through the Horizon Report 2009 several challenges had arisen and one of them is the growing gap in t echnology use between students and faculty even though technology use in academia is becoming more and more popular (p. 102). Additionally it has been identified in literature that blogging or journaling is an effective strategy to improve the education of students (Wetmore et al. 2010) where educators in various health and medical related programs have implemented blogs and reported benefits for student success when interacting with blogging exercises and activities (p.1339). Within this pilot study it was clearly identified by all students non-dependant of age or gender that blogging was not a preferred method of engagement with the lecturers with the preference being SMS in combination with online forums, despite previous evidence suggesting students do not engage with online Moodle forums. This is despite overwhelming evidence identified in the paper published by Ladyshewsky and Gardner (2008) where they stated that there is a growing body of literature to support the use of web based discussions to form student centred learning. They also identified that students come literately prepared for university through their knowledge of email, SMS and handheld devices including iPad (Ladyshewsky and Gardner 2008). In an online article by Becka(2012) it was identified that Recent research into how students use mobile devices has highlighted how frequently they access SMS and therefore this aspect is crucial to ensuring we engage effectively with them at key times and about key issues. In another article it was clearly identified SMS was the best technology used to support learning through engaging students in formative assessment objective questions with feedback, as well as SMS-based collaborative learning tasks (Brett 2011). Evidence that students within the Bachelor of Paramedic Science program at CQUniversity have engaged with lecturers through SMS is evident in the course evaluation surveys completed at the end of every term. During term one 2011 the course evaluation response was 78% with a rating of 4 out of a maximum score of 5 for the course, this was improved in term three 2011 with an 89% response rate and a score of 4.1/5 for the evaluation. Finally for term one 2012 the response ra te was 97% with an overall satisfaction rating of 4.7/5. Limitations and Recommendations The respondents to this survey were not randomly selected but were enrolled in the paramedic specific course and provided with the opportunity to trial the Evernote system as part of this course. The relatively small number of students available in this pilot study and the number of responses made it difficult to apply some statistical tests. Although the results here were overwhelming against blogging with support of SMS social concept for engagement and also online forums through the existing Moodle LMS, future research should utilise a larger sample across all years and courses of the paramedic program in order to enable a more accurate analysis and more precise calculations. Although the results of the survey indicated that students overwhelmingly preferred the use of SMS, given the technical constraints on the number of characters in an SMS, it does have limitations as a tool for reflection. The educational motivation towards student engagement is high on the agenda of tertiary institutions and this study is one representation of how social media concepts can improve this engagement. Future research with a qualitative component would enable effective evaluation of students thoughts on social concepts for engagement. With the availability of diverse and large amounts of technology, tertiary institutions should be looking at areas of social concepts for engagement and interaction which are easily accessible, are user friendly and usable by all students. In other words hardware and software that is in line with the next generation of students is recommended. A schematic of how future SMS integration into teaching and learning is shown in the chart below. Ask questions related to lectures through SMS 1 2 STUDENT LECTURER 3 Students notified of questions in LMS via SMS 2 1 4 Answers provided in online forum 3 PROVIDE CONTINUOUS FEEDBACK And summarise findings into Moodle LMS Conclusion This study has provided a picture of student engagement techniques which are of value and enjoyment for baccalaureate students. Findings indicate a clear association between SMS and online Moodle forums on improving student engagement with these techniques being both valued and enjoyed by students. This engagement will allow academics to further explore perceptions of students within their courses and value of the course content through the SMS and forums. Interactivity and active participation seems to lead to a new learning and teaching behaviour. By using modern technologies, students knowledge and engagement in course material can be implemented even to large lecture rooms. Sharing and collaborating different pieces of content as well as communication over different channels allows rethinking didactical approaches. Both students and academic staff will report a great potential for engaging with large class sizes. Conflicts of Interest None Ethical Approval Ethic approval was gained through CQUniversitys Human Ethics Committee

Essay example --

Learning to read and becoming a fluent, confident reader can be a very daunting task for young children. There are many reading intervention strategies that can be used with children of any age. However, one strategy that seems affective is the use of reading poetry. â€Å"Poetry is a good choice for teaching fluency because of its rich and playful language† (Faver, 2008, pg. 351). How can repeated reading of poetry increase fluency, word-recognition, and confidence in young readers? Two articles, â€Å"Repeated Reading of Poetry Can Enhance Reading Fluency† by Sherri Faver and, â€Å"Building Fluency, Word-Recognition Ability, and Confidence in Struggling Readers: The Poetry Academy† by Lori G. Wilfong, through different strategies, prove how poetry can help struggling readers. The research strategies used in these articles were different. However, many of their methods were similar, and their results were the same. The reading methods used in both articles included repeated reading, listening-while-reading, assisted reading, and modeling. Before going into detail of these studies, fluent and non-fluent readers must be defined. According to Rasinski (2004), a fluent reader is defines as â€Å"one who accurately decodes words while automatically recognizing them and using the appropriate oral expression while reading† (Faver, 2008, pg. 350). A good and fluent reader should be able to read, or decode, words and comprehend what they have read. On the other hand, a non-fluent reader reads slowly and pays more attention to the decoding of words, and therefore their comprehension is greatly affected (Faver, 2008). The article â€Å"Repeated Reading of Poetry Can Enhance Reading Fluency† involves Sherri Faver and her second-grade classroom. Faver believes ... ...ntion strategy can increase fluency, word-recognition, and comprehension in young readers. â€Å"The use of poetry in the classroom can help build student confidence and improve their reading skills and attitudes† (Wilfong, 2008, p. 11). In the Poetry Academy, teachers saw an increase in fluency, improvements in student attitude towards reading, and increased family involvement. Wilfong encouraged teachers and parents to read one-on-one to students and children (Wilfong 2008, p. 11). Faver concluded that as a result of repeated reading and performing poetry, she saw growth in reading fluency, comprehension, and self-confidence. Faver also advised teachers to try and implement poetry into their class, saying, â€Å"it is not time consuming and does not require expensive materials, all it requires is time, patience, and the willingness to try new things† (Faver, 2008, p. 352).

Colonialism and Imperialism - The White Mans Burden Essay example --

Imperialism: The White Man's Burden      Ã‚  Ã‚  Ã‚   In one of his most famous poems, Rudyard Kipling said, "Take up the white man's burden!" (146). He was only one of many who believed in the virtues of imperialism in the late nineteenth and the early twentieth centuries. During that period, imperialism was on the rise, and Africa was being swallowed up by competing European nations. The imperialists had many arguments supporting imperialism. They said it was beneficial and, in some cases, essential. Their arguments did not satisfy everyone, but that did not bother them. The justifications ranged from economics to social services, while touching on everything else in between (Hayes 222-3).   Ã‚     Kipling was one of the most talked about authors of his time. Born in India and the son of a military man, he learned the ways of British imperialism (Orel 333). He enjoyed the company of British soldiers and spent a lot of time talking with them (Hayes 228). Being friends with the soldiers, he probably sympathized with them when he heard their stories of the uncivilized people of Africa (Rhodes 178). This known, it is easier to understand why he viewed imperialism as the duty of the Europeans. Kipling argued that it was the European's responsibility to civilize the downcast natives of Africa. He also pointed out how they could stop the spread of disease and bring food to those who would have starved. Kipling spoke of the fact that there had been many wars in Africa and that he believed the white people could finally bring them to an end (Kipling 146-7).   Ã‚  Ã‚   Many Europeans agreed with Kipling on these points; however, they did not limit their reasons for imperialism to only these. One of the major driving forces of imperial... ...n." The Global Experience: Readings in World History Since 1500. Ed. Philip F. Riley, et al. 2nd ed. Vol. 2. Englewood Cliffs: Prentice Hall,1992. 146-7. Lugard, F. D. The Rise of Our East African Empire. Vol. 1. London: William Blackwood and Sons, 1893. 379-82. Orel, Harold. "Kipling, Rudyard." World Book Encyclopedia. 1991 ed. Pearson, Karl. "Social Darwinism: Imperialism Justified by Nature." Sources of the Western Tradition. Ed. Marvin Perry, Joseph R. Peden, and Theodore H. Von Laue. Boston: Houghton Mifflin Company, 1987. 182-3. Rhodes, Cecil. "Confessions of Faith." Sources of the Western Tradition. Ed. Marvin Perry, Joseph R. Peden, and Theodore H. Von Laue. Boston: Houghton Mifflin Company, 1987. 178-9. Smith, Woodruff D. European Imperialism in the Nineteenth and Twentieth Centuries. Chicago: Nelson-Hall Inc., 1982. 1-10.   

Favorite Brand Paper Essay

Within this paper the reader will read about 3 to 4 companies the author would like to work for with detailed explanations as to why. Furthermore, the reader will learn ways of engaging those companies in the most effective manner in communication that guarantees the author’s acceptance of those position(s), and what makes the author potentially valuable to those companies. In short, YOU the reader will learn the, who, what, and why of piecing a proposal (an elevator pitch) together while keeping it short and simple. The elevator pitch that will be used depends on what position you would like to expose oneself to within/for the organization. For now, let us check out potential companies the author envisions himself working for. Then we can look a few elevator pitches that will guarantee the authors acceptance. Ideal Company(s) to Work For/With One of the author’s ideal company(s) to work with would be in the area of market advertising. Reason being is that the author has a sincere belief that influence plays a major role in economic growth and development if not the opposite depending on what is being promoted. So the ideal company would be a company called LGA (http://lgaadv.com/). Another interest is management for a company therefore, the ideal company the author would like to work with is Integrated Management Associates (http://www.ima-pm.com/) who specializes in developing leadership skills from self capture-to-company capture perspectives. Finally, trading/negotiating is another interest the author admires. So sales would be an ideal career and likes Wal-Mart (http://www.walmart.com/). Does He Got What It Takes The author has somewhat an experience related background in those fields. For an example: The author as a young man handled voluminous orders and door-to-door sales for a direct marketing company (he wishes to not mention the name). His aggressive persistence and way with words ushered him straight to the top. Moreover, his desire to work with others in his interest in trading (in which he was exceptional at) gave a desire to work with like minded individuals- so obtaining a degree in the services of Management enabled the author to learn skills in communication, observation, integration, coordinating, and specialization. Although the author doesn’t remember what was said that placed him in positions of power in recent years, but since developed, let us look at his elevator pitch in obtaining a career of his dreams on a macro-level. To get a bit more creative, he would choose to be President of THE UNITED STATES of AMERICA. An Elevator Pitch The elevator pitch that will be used to explain the author’s value to those companies is as expressed below for the local companies and the position for a seat as president also. The pitch is as so: Hello, my name is Brandon White, also known as BWU. I will be obtaining a degree in business management with a concentration in management and have recently graduated from the University of Phoenix. I am looking to add value to your company/constituents with learned skills I have developed over decades. I recently written an article revealing the phenomena. Can I invite you to my summit to elicit your inquires? The pitch, does it sound as if it is coming from someone who wants to simply work and stay at the bottom of the totem poll? The author certainly doesn’t think so, however, the pitch does reveal a drive to reveal something that is only possessed by the deliverer. The author basically states that developing a pitch that entails/projects confidence, influence, and room t o give the listener room to ask questions wins if responses are in harmony with the observer’s question(s). Best Ways to Make Contact According to the author, best ways to make contact would be in the most effective form of communication- writing. He writes that because the communication would be void of all emotions as oppose to speaking over a telephone or in person and listening to reactions stemming from emotions. And the same would be applied for those needed to contact that may have influence in the hiring process. Granted, the author isn’t saying create something so influencing that doors will be opened for you, but injecting different levels of communication for different levels of positions. For example, if you wanted to land a gig working within a company your communication would reflect an ability to work well with others, being able to follow directions, and having some form of dependability. However, if you wanted to land a gig running a company, one must know how to nurture that company to the point all the above answers for working that company would be included while being able to communicate and execute those  actions.