Determining Your Perfect Essay Example | Topics and Well Written Essays - 1000 words

Determining Your Perfect - Essay Example Lately, the same case happened with me. While our company was heading towards restructuring, I was asked by my employers about the position that would suit me the best. A detailed analysis of that job position is mentioned in subsequent paragraphs. I was working at the position of Assistant HR Manager at a local company. When our company undergone for restructuring and expansion, I was asked by my employers if I would like to change my job position. They had seen my performance for the past 4 years and therefore provided me with this opportunity of selecting my desired position. It was a chance which comes once in a lifetime and I never wanted to waste it. Therefore, I asked a time period of 24 hours in order to brainstorm and think carefully about what my skills, abilities, strengths and weakness and then answer them about their question. The very next day, I met my Senior HR Manager, with whom I have been working very closely for past 6 months. He listened and acknowledged my position as ‘HR Specialist’. The job is, indeed, of greater responsibilities covering all the disciplines of HR including hiring, recruiting, postings, employee relations, employee referral programs, training, monitoring special developmental programs when needed etc. This job not only required me to assist the subordinates but also required substantial amount of responsibility. In order to assist the subordinates, it is essential to analyze the leadership skills of a person. My employers would also have considered this point before finalizing me for this job. The way I have analyzed my leadership style and skills is mentioned below in a detailed manner. Learning Agility; HR Specialist needs to be very adaptive to the changing situation because they also have to lead the change to their subordinates. If they, themselves won’t be able to accept the change then communicating this message to employees at lower level of hierarchy can be

Document Based Quesiton (AP World History) Essay

Document Based Quesiton (AP World History) - Essay Example In 2002, then US Treasury Secretary Paul O’Neill claims that the World Bank gave Africa $300 million in loans (as reported by BBC news, 28 May 2002). This staggering amount is just part of the reason why the countries of South Africa have accumulated so much debt. One should simply realize that the World Bank and the International Monetary Fund (IMF), while being international financial institutions, are actually largely controlled by the government of rich countries, like US and Britain (Africa Action website, 2005). While these creditors do provide aid and new loans to Africa, the hapless people of the region are forced to pay more money to them in a vicious cycle of debt. Thus, these creditors are able to wield significant influences over Africa’s economy and the region’s future. It is thus no great wonder why, despite these huge foreign debt, Africa barely has enough to properly supply its people with basic commodities such as food and clean water (O’Neill, 2002). To add insult to obvious injury, Africa is simply up to its neck in epidemic diseases, with AIDS being a major health concern of many countries in the continent. Information from UNAIDS (2000) signify that a great majority of the country is infected, thus resulting to more than 11 million children orphaned by AIDS and an equally significant amount being infected by the disease (UN, 2004). Perhaps the saddest point of this issue is the fact that amidst all these problems, civil unrest still pervade the region (Copson, Africa’s Wars and Prospects for Peace). While children are being orphaned by AIDS, parents lose their children to the never ending wars in the continent, as children are being recruited to serve either as soldiers or perform noncombatant roles both for the government and for the rebels (Amnesty International, 2005). The good thing that may be coming out of all these is that the rest of the world does not just sit back and watch Africa suffer

Affective And Cognitive Impulse Buying Behaviour Psychology Essay

Affective And Cognitive Impulse Buying Behaviour Psychology Essay Unplanned purchasing has been concerned by many companies as one of the most important factor which could have a big pact on customers decision making and this later contribute to their sale volume. Therefore, marketing strategies have been adjusted based on consumers preferences to grasp their attention and induce them to buy impulsively. As there were some contradictories about differences of genders associated with impulse buying behaviour, this research hence compares the affective and cognitive impulse buying behaviour on male and female at INTO pre-sessional course. A total of 20 students from Pre-sessional course were selected as sample, divided to be 10 males and 10 females. The students were asked to complete the questionnaire, which was designed to be anonymous in order to allow them to be as honest as possible in providing the actual information. The significant findings showed that both genders are susceptible to impulse buying, however, female seemed to be more affective in buying, while male tended to be more deliberative. Another remarkable point was also found that their most preference product categories could lead them to frequency of spontaneous purchasing. As the results indicate that impulse buying plays vital role on consumer, the paper concludes that further research could attempt to investigate if this behaviour could become compulsory in the future. World industries currently have moved from mass marketing strategy to penetrate in specific market segmentation (Coley and Burgess, 2003) as marketers have noticed that unplanned purchasing behaviour could have an impact on decision making of consumers which later contribute to their sale volume (Assael, 1995; Clover, 1950). As Assael (1995) and Kollat and Willett (1969) point out, supermarket, store, and retailer have been concerned to be the place where associated with consumer the most, therefore the price, promotion, shelf-position, packaging, and even store-displays become more important in grasping attention from customers. Stern (1962) defines unplanned buying as the general term of impulse buying occurred when a shopper experiences a sudden urge purchasing that he or she has not planned in advance, which is related to the process of affective and cognitive responds. Affective is emotional buying or sense making (Wilson and Gilbert, 2005), in the contrary, cognitive is perceptual component which using awareness to measure before making decision (Day, 1972). While several studies have explored the characteristics and important of buying impulsively, there are only a few studies which have focused on male and female behaviour and comparing these significant factors on their gender differences. Some researchers (e.g. Kollat and Willett, 1967) suggest that both men and women have the same degree in being effected by unplanned buying; however, there has been contradictory finding that women are more susceptible to spontaneous purchasing (e.g. Coley and Burgess, 2003). Therefore the purpose of this project i s to compare the cognitive and affective impulse buying behaviour in male and female students of the INTO Newcastle University 2012 Pre-sessional Course. Hopefully that a comparison of these two groups will expose the degrees in which male and female differ in their susceptibility and conditions lead to unplanned purchasing. This may help the students to understand their characteristics which could contribute them to impulse buying and to let them consider more before making a purchase in order to avoid being stated in money tension. Primary information will be gathered from twenty students at Pre-sessional Course. The size of samples will be equal in order to allow a comparison between both groups. Both closed and open questions will be applied to achieve the aim and for the students to express more ideas and provide useful details. Methodology The aim of this project attempted to compare the affective and cognitive impulse buying behaviour on gender differences. As number of researchers have suggested that women are more susceptible to buy impulsively (Coley and Burgess, 2003), therefore, it was decided to compare buying behaviours of male and female, furthermore, this impulsive buying is likely to rise in youth (Coley and Burgess, 2003 cited in Retail World, 2002), students from Pre-sessional course, hence, were considered to be appropriate sample. The students were divided into two groups based on their genders and in order to obtain accurate result of the comparison between these two groups, the size of each group would be equal. There actually should be a very large sample to gather certain and desirable results. However, it was not possible to collect all data due to time restriction. Twenty students from pre-sessional course hence became the largest accessible sample which could be obtained. A written questionnaire w as applied to execute the primary data during the fourth week of pre-sessional program. According to previous study, Coley and Burgess (2003) selected Affective and Cognitive process components which have been successfully developed and used by Beatty and Ferrell (1998). It was decided that the questions should be adapted and followed from previous research in order to allow the comparison with previous findings, therefore these components were used to create multi-item scales divided to be affective components which are irresistible urge to buy, positive buying emotions, and mood management and cognitive components which contain measurements of cognitive deliberation and unplanned buying (Coley and Burgess, 2003: 288) The students were asked to provide their general information about income and shopping frequency, and then rate the level from strongly agree (4) to strongly disagree (0) in responding to the items on the table. In additions, various types of product categories were provided and required students to choose top three they preferred the most, this helped indicated style preferences of male and female which could lead them to buying impulsively. An other category and open question were also included for the student to provide more details. In order to allow the respondents to be as honest as possible, questionnaire was designed to be anonymous. The first question requested students to specify their genders as this would be correlated with the requirement of data collection. Results Part 1: Personal Information Q1. Gender Male: 10 Students Female: 10 Students Q2. Approximate personal income per month Income per Month Male Female  £500  £1000 7 7  £1001  £1500 2 2 more than  £1500 1 1 Q3. How often do you do shopping in a month? Frequency Male Female Once in a month 0 0 Twice in a month 4 2 Three five times in a month 3 5 more than five times in a month 3 3 Part 2: Consumers expression on impulse buying Q4. Please tick à ¢Ã‹â€ Ã… ¡ to the level which explains your shopping style best Figure 1: Comparing Student Attitudes towards Affective Buying Behaviour Source: adaptation from Amanda Coley and Brigitte Burgess Coley, A. (2002) Affective and Cognitive Processes Involved in Impulse Buying, unpublished Marketing dissertation, University of Georgia, Georgia. Coley, A. and B. Burgess (2003) Gender differences in cognitive and affective impulse buying. Journal of Fashion Marketing and Management 7:3, 282-295 Figure 2: Comparing Student Attitudes towards Cognitive Buying Behaviour Source: adaptation from Amanda Coley and Brigitte Burgess Coley, A. (2002) Affective and Cognitive Processes Involved in Impulse Buying, unpublished Marketing dissertation, University of Georgia, Georgia. Coley, A. and B. Burgess (2003) Gender differences in cognitive and affective impulse buying. Journal of Fashion Marketing and Management 7:3, 282-295 Part 3: Customers shopping preferences Q5. What product categories often have the most influence on your shopping habits? Please choose Three of the followings: Figure 3: The Most Preferable Products among Male and Female students Source: adaptation from Amanda Coley and Brigitte Burgess Coley, A. and B. Burgess (2003) Gender differences in cognitive and affective impulse buying. Journal of Fashion Marketing and Management 7:3, 282-295 Q6. What other factors do you think have induced you to impulsive buying? Female: product discounts product design / creativity of product the stores service promotion, member card, member discount, discount events recommendation / persuasion from friends cheap price, big sale, good quality to experience something new Product discount is the most factor impulse me to buy the interesting products because I sometimes feel regret if I didnt buy it and there is not too much chance to buy the products with a lower price Male: price, discounts, packaging friends recommendation. earns a reward and time to replace new collections discount more than 50% quality and product usability In the previous experience, the price discount is very powerful to attract me to go to the store because I will feel like I get the quality product in the cheap price, as you know you have to snatch and fitting on those products first. Sometime, I know what I would like to buy but it has no more my size at all Summary of Results Figure 1 compares the affective buying behaviour between male and female students, the result shows that female students tended to be more emotional in buying as most of them chose I immediately buy if I really like it. However, male students tend to have more positive buying emotion according to their higher-percentage in choosing I feel very good when buying something new whereas attitude of female students towards shopping is to manage their moods reflected from a very salient percentage shown from I buy something to make myself feel better and reduce stresses (Coley and Burgess, 2003: 288). Figure 2 compares the cognitive behaviour between two groups; male students seemed to have more cognitive deliberation comparing to female students as shown from categories I make a list before shopping and buy only what is on the list and I rarely buy impulsively. In addition, female students had higher degree of susceptibility in unplanned purchased as seen from their percentage on I buy things that I had not intended to purchase and I buy it even though I went shopping for other purposes (Coley and Burgess, 2003: 288). There was a significant result correlation with these two figures. While female students were seemed to engage more with buying impulsively in figure 1 and male students are more deliberative in impulse buying as shown in figure 2. The surprising result indicated that male students tended to spend money as soon as they earn it and very distinctive percentage comparing to female students showed that they find themselves in state of tension as they buy thing they cannot afford (Coley, 2002: 88). Both groups, however, shared the same feeling in I regret buying new things and I experience mixed feelings of pleasure and guilt from buying something without considering (Coley and Burgess, 2003: 288). Another remarkable point is in figure 3, represents the most preferable product categories influencing spontaneous purchasing in male and female students behaviour. Clothing could lead both groups into impulsive buying, female students concerned more about beauty and styles with only one male chose health and beauty category, whereas electronics, or sport memorabilia could induce only male students to buy. Discussion This research has aimed to compare affective and cognitive impulse buying behaviour on the students. As Coley and Burgess (2003) argue that women have higher tendency to be involved with impulsive buying on both affective and cognitive behaviour. In addition, women are attracted by apparel, health and beauty, while electronic, technology and sports entertainment induce men more. The overall results of this research founded that women were more likely than men to make an impulsive buying influenced by their most preference products which are clothing, fashion and beauty; however, they are not deliberative when making a purchase. Some findings of the current study do not support the research of Coley and Burgess (2003) who found the women can be patient spending time on shopping and making a good selection therefore they are more engaged in cognitive deliberation. According to information about shopping frequency provided by male students, most of them go to shopping only twice a month , therefore, they probably spend more time on consideration before making a purchase, furthermore, this questionnaire only focused on the behaviour of pre-sessional students at Newcastle University and this could be the possible reasons why the findings differed. One unexpected aspect of the results was that although the male students seemed to be more deliberative in decision making, their percentage towards affective buying was quite high as well. They were likely to spend money as soon as they earn it and found themselves stated in money tension (Coley, 2002: 88) more than female students. The rational of these findings could be explained by answers provided in open question Q6 as male concerned more about product quality and usability, therefore they might suddenly purchase if they really like it without considering its price, while female concerned more on price and discount. The open question also indicated another significant aspect which could lead both genders to buy impulsively, which was the packaging and design that many companies could apply and try to develop their products in order to gain customers interest more. Conclusion This research aimed to compare the gender differences in affective and cognitive buying behaviour on the students. The results of research indicate that male and female are both susceptible to buying impulsively. Within this, their attitudes towards impulse buying are influenced by their most preference product categories. Male will be liable to spontaneous buying more when they find electronics, and technology, whereas female buy immediately when they find fashionable, health and beauty products. Furthermore, female tend to have distinctive degree related to irresistible urge to buy and unplanned buying while male is more organized and having positive buying emotion e.g. male feel a sense of thrill when buying something new. However, both groups shared the same level of experiencing mixed feeling of pleasure and guilt from buying something on impulse (Coley and Burgess, 2003: 288). This research was successful in examining students impulse buying behaviours based on affective and cognitive factors as it could indicate different attitudes of both genders explicitly and also obtained more information that men, sometimes, concern to the quality more than price, and this could induce them to spend more money than women even though the finding showed they are more deliberative in buying. Surprisingly it also created students awareness to purchasing deliberation as a few students informed that they have started to realize their attitudes towards unplanned purchasing which they have never thought of before after they finished answering this researchs questionnaire. The weakness of this research was the size of sample should be bigger and due to all samples were Asian, hence; there should be more nationalities of respondents in order to gather reliable and certain results in order to compare with the previous research. The questionnaire indicated that impulse buying had a vital impact on student behaviour. Previous researchers have described the characteristics of impulse buying (e.g. Kollat and Willett, 1969; Dittmar et al., 1995; Coley and Burgess,2003), future researcher could attempt to investigate if this behaviour can become compulsive behaviour in order to create awareness of buying deliberation and to prevent potential involuntary expenditures in consumers. Word Count: 1813

korean war :: essays research papers

Korea was engaged in a civil war as an attempt to keep North Korea from thrusting its influence on South Korea. Communist Russia and China were strong supporters of the North, and to keep Communism contained the United States sent troops to the South. USA troops spent years fighting and dying for a country some had never heard of. The irony of this war is that no one really paid attention and its memory withered as well as the memory of the men who fought there. You may ask how this could’ve happened or how it all came about, and ,yes, there is an answer it just may be a little difficult to explain. Hence this war was known as the â€Å"forgotten war†. A cry rang out, June 24, 1950, from a small country half way around the world and America listened. Korea’s geographical realties affected the conduct of war at the strategic, the operational, and the tactical level. It’s strategic location made it a collision point for competing interests of major power throughout the world. As far as the actual land mass, Korea is a country no larger than the state of Kansas. All together, North and South Korea covers an area of 85,246 square miles, and only fifteen percent of that can be considered plains – these are mostly in the southern coastal regions. The United States could not allow its interests in East Asia, particularly Japan, to be placed in jeopardy. It was not the nation of Korea but its geographical location that prompted America to intervene in the war. (Sommers, 3-10)   Ã‚  Ã‚  Ã‚  Ã‚   The United Nations was greatly concerned with the war in Korea, but it did not have an army to send. Thus, the United States Army made up four fifths of the actual forces sent to Korea. The bulk of the forces sent were placed under the command of General MacArthur from the United States.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One of the first attempts to drive the North Koreans back was a wise plan devised by MacArthur. He landed his forces from the sea at Inchon and worked his way up the coast. His gamble paid off when his army retook the South Korean capital of Seoul. After this victory the United States questioned whether they should stop at the 38th parallel or go beyond it and try to recapture North Korea. They decided to go on. After the 38th was crossed putting the US and South Korean forces in the North , China

Week busn homework

I had to step back and really think about what was being asked and why. The first question involves increasing U. S sports franchises popularity overseas and the cultural obstacles one must overcome. The next question deals with making products from these franchises appropriate for international market, and the last question brings in our government, would placing tariffs on imported products protect our industries.These three questions have multiple ways of being answered it will really depend on the beliefs of the person answering the question. When you think about U. S sports franchises trying to increase their popularity overseas, you must first understand what the people overseas are looking for and how your sport fits within the culture.For this question I will use our version of football, we see that the NFG every year has games in London in order to try and gain mom popularity with the people, the problem here Is you can't Just have teams go and play the game the people overs eas need to understand what is going on during the game. Soccer is already becoming a part of the U. S. So how did that happen, for me I think it was due to parents not wanting their kids to play football for the fear of injury do to the high impact nature of the game, It was a cultural change in the way people looked at the violence of football.Now back to my original point I watch many ports and soccer Isn't one of them as I have no clue what Is going on and my Interest isn't there to make me want to explore and find out, and this Is the problem the NFG has overseas people have traditions set when It comes to soccer and rivalries already exist and these are two cultural factors a U. S. Franchise must overcome, not to mention must people overseas don't Like the fact that we decided to call our sport football as the foot Isn't nearly the biggest aspect of the game.

Mass Society Theories, Social Responsibilty Theory and the Media Essay

The first half of the twentieth century played a vital role in the state of the present media. The century commenced with the influx of new forms of media as modernization uncontrollably invaded all social forms. The dominant medium of the nineteenth century, the newspaper, sustained its power at the beginning of the century. Moving pictures, or film, was born and started to form its own cult of followers. The entrance of radio and television also received a warm welcome from the masses in the succeeding decades. These innovations in media technology received harsh criticisms from different sources (Baran & Davis, 1995). The impact of the new media technology in the recent course of history was evident. Thus, it incited chaos among the social elites that started relentless criticism of the power of media and the formulation of what is now known as the mass society theory. Leaders of established social and political institutions feared the kind of society that would grow out of this aspect of modernization. Long-term effects of the ‘uncontrolled’ use of media were the focus of the mass society theory. Mass society theorists highly regarded the power of media, especially the new, more technologically-advanced ones, and how it could influence the average people in the society, which are potentially more powerful than the social elites. They also feared that the power of media could be a tool for the rise of a totalitarian social order in America, as what some parts of Europe had experienced (Baran & Davis, 1995). The reputation of the media also led the theorists to push their assumptions forward. The powerful people manipulated what was supposedly a ‘free’ media. Yellow journalism was rampant to protect their reputation. Sensationalized and over-dramatized news stories were as widespread to attract audiences for profit. The elites also started to question the quality of culture the media projected. It was accused of being cheap and tasteless, and that the media practitioners were not qualified to formulate that type of entertainment which instantly became popular to the masses. With all these issues raised against the dominant and emerging forms of media, scholars and some media practitioners volunteered and attempted to lead media reform and ‘prescribe’ how media system should function, giving birth to the normative theories. Earlier thoughts of authoritarianism and libertarianism were strongly criticized. Many were not convinced what authoritarianism proposed – to subject the media to governing authorities that would control these media and sustain social order (Baran & Davis, 1995). Libertarian thought, on the other hand, seeks total freedom of the media from control. After the World War II, the Hutchins’ Commission formulated the social responsibility theory that compromised the authoritarian and libertarian thoughts. The principles of the social responsibility theory could be considered innovative as it was able to make the two opposing thoughts meet at a certain point. It, somehow, answered the key points of mass society theory, but not totally scrapping them as these assumptions can still be observed today. Social responsibility theory regarded the media the same as the mass society in terms of media’s power. The theory considered how much these media could influence the society, and that the media has the power to corrupt people’s minds. Social responsibility theory advised that media should consider their obligations to the society through professional ethics and by promoting what was lacking or needed in the society. At that point, most media companies had accepted this thought and strived to achieve its ideals. The social responsibility theory encouraged media owners to recognize their role to the society and that they were an effective catalyst to social change, or to a ‘Great Community’, as the Chicago School envisioned. In that way, the fear of a totalitarian social order was reduced since social responsibility theory appealed for idealism of individual media practitioners through being able to identify their active role in preserving democracy (Baran & Davis, 1995). As the twentieth century moved towards its second half, media systems had exerted efforts to absorb the ideals of the social responsibility theory. It diluted the bad image of media that the mass society theorists projected while the social responsibility theory aimed for informativeness, truth, accuracy, objectivity, and balance (Baran & Davis, 1995). Up until now when traditional media boundaries are slowly melting caused by the rapid innovations in technology, the threats posed by the mass society theory are still present and the social responsibility theory’s ideals are still being tried and tested. Reference: Baran, Stanley J., & Davis, Dennis K. (1995). Mass Communication Theory: Foundations, Ferment, and Future. Belmont, CA: Wadsworth Publishing Company.