Organization s Policies And Procedures For Sales And...

Provide a list of your organisation’s policies, procedures and plans that will inform team and personal goal setting. If you are not currently working, you can use the policy, procedure and business plan documents in the Assessment Toolkit to provide a list (100 – 200 words). The companies (owl gaming) policies and procedures towards sales and distribution of video games assist in providing a basis towards informing both personal and team goal setting. By providing the sales targets and annual growth goals of the company as a whole, it provides a point of interest for the team and individual goals to be geared towards achieving. A list of these policies are as follows: †¢ To increase sales to more than $10 million in a 3 year period †¢ Bring gross margin back up to above 25% †¢ Sell $2 million games, hardware and support by 2017 †¢ Improve inventory turnover to 6 terns next year, with a gradual increase of +1 per year. 2 Establish two personal works goals and two team goals based on your job description (and following your organisation’s business plans, goals, and applicable policies and procedures). If you do not have access to these documents, samples are provided for your use in the Assessment Toolkit. Write your work activity, description and goals in the Work Plan template Student Workbook pages 3-19 Appendices 1 to 10 Complete the Work Plan template on page 7 Reflection Describe how and why you established the 2 personal work goals and two team goals (100 –Show MoreRelatedMovie Rental Services1207 Words   |  5 Pagesnight. Most of these machines are usually located in Wal-Mart, McDonalds, 7-11’s, and grocery stores. There are some drawbacks for this company, which include the limited product selection they have for their customers, and the extensive wait time to use the machines. Red Box customers are also subjected to the 28-day waiting period on some new released films. The future of Red Box is looking worthy of note, as video games are being presented in test markets across the country. The company has announcedRead MoreRedbox3346 Words   |  14 PagesEnvironmental Analysis Since Redbox was originally tried as a grocery and DVD rental kiosk, the transition into only the DVD rental market was relatively easy. Redbox is not only its business name; it is also its aesthetic view. It is a fully automated video and gaming rental venue that is all contained within a 12 foot square red box, hence the name. Redbox positions its kiosks in high-traffic areas like gas stations, grocery stores, and pharmacies. These are strategically placed for their intended targetRead MoreSony Marketing Mix3445 Words   |  14 PagesThere are four P’s in marketing mix which are: 1. 2. 3. 4. Product Price Place (Distribution) Promotion. SONY Corporation Sony Corporation is a multinational conglomerate corporation headquartered in Tokyo, Japan, and one of the world s largest media conglomerate with revenue of US$88.7 billion (as of 2008) based in Minato, Tokyo. Sony is one of the leading manufacturers of electronics, video, communications, video game consoles and information technology products for the consumer and professionalRead MoreBlockbuster: Leadership Strategic Failures Essay2055 Words   |  9 Pagesleadership within an organization, and its necessity for the company to survive. Blockbuster: Leadership amp; Strategic Failures Overview Blockbuster started as an idea by David Cook who owned a company called Cook Data Services that provided computer software to the oil and gas industry in Texas. 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Swot Analysis Possibly the most common foundation on which organisations base there planning procedures is the technique called a â€Å"SWOT analysis†. SWOT is the acronym for â€Å"Strengths, Weaknesses, Opportunities and Threats†. Strengths and weaknesses exist within the business itself and opportunities and threats are outside the business. Just a few examplesRead MoreThe Marketing Mix of Volkswagen Group3413 Words   |  14 Pagesdefines marketing as ‘the management process responsible for identifying and satisfying customer needs profitably’. The American Marketing Association’s definition is: ‘The process of planning and executing the conception, pricing, promotion and distribution of ideas, goods and services to create exchanges that satisfy individual and organisational goals.’ According to Wall, Rees and Minocha (2009) the three major elements involved in the marketing role are: 1. Customer orientation 2. 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Bipolar Disorder Is A Chronic Recurrent Illness That Can

Bipolar disorder is a chronic recurrent illness that can be categorized by 3 different types (Bipolar 1 Disorder, Bipolar II Disorder and Cyclothymic Disorder). Bipolar I disorder known as manic-depressive disorder or manic depression is a form of mental illness that is characteristic of a person as having at least one manic episode in his/her life (Jordan Halter, M 2014). These episodes usually result in excessive activity and energy. A manic episode is a period of abnormally elevated mood and high energy, accompanied by abnormal behavior that disrupts life. Most people with bipolar I disorder also suffer from episodes of depression, and often cycle between mania and depression (Jordan Halter, M 2014). Bipolar II disorder is a form of†¦show more content†¦(Jordan Halter, M 2014) Challenges faced by people that suffer with bipolar disorder are: uncontrollable mood swings between depression and mania that seem to appear suddenly, anxiety disorders that can be debilitating and alter sleep patterns, maintaining and managing stable relationships with others, addressing and controlling any addictions and substance abuse issues, and finding the right medication (Tartakovsky, M 2016). Lithium is usually the first line of medication treatment, but it is important to know about the medications being prescribed and the affects they have on the individual, not all medications work and react the same in everyone. (Tartakovsky, M 2016) The theoretical foundation I’ve chosen for my group is Beck’s cognitive –behavioral theory (CBT). The theory focuses on behaviors, linking symptom manifestations to thinking patterns, reinforcing adaptive behaviors and minimizing and framing dysfunctional thought patters (Jordan Halter, M 2014). The time of the group is limited and the goal is to change behavior through shifting thinking patterns (Jordan Halter, M 2014). I chose this theoretical foundation as the basis for my group because it has been found to be successful in other therapy groups where the members suffer from bipolar disorder. The name of myShow MoreRelatedSymptoms And Symptoms Of Manic Depressive Illnesses1143 Words   |  5 PagesGreek. The basis of the current concept of manic-depressive illnesses can be traced back to the 1850-s. Since then it has been regarded as a separate condition: bipolar disorder and described as illness causing recurrent oscillations between mania and depression. Bipolar disorder is characterized by severe and unusual changes in energy level, mood, and interactions with others. 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Divided into two levels of diagnosis; Bipolar I Disorder is defined by the occurrence of a manic episodeRead MoreThroughout Lifetime We All Go Through Experiences That1276 Words   |  6 Pagesaffect our everyday life. But there is a condition known as Bipolar Disorder that changes all of this. This essay will discuss the stigma and structural violence associated with Bipolar Disorder and mental illness. It will also discuss how popular cultural depicts mental health. Bipolar disorder also known as manic- depressive illness is a chronic mental illness characterized by fluctuations in mood and energy that manifests as recurrent episodes of highs which are called mania and extreme lows knownRead MoreMedical Marijuana Should Be Legal1651 Words   |  7 Pagesunique structures of cannabinoids. In addition, the major psychoactive ingredient in marijuana is THC, which additionally has medicinal and psychoactive elements (The Weed Blog). Meanwhile, society oversee the positive outcome of what medical cannabis can achieve. People often forget that marijuana isn t just for recreational occasion, it has been used medically for thousands of years till today. It is used around the world where the use of medical cannabis is legal. Currently, there is 27 states inRead MoreAbstract. Developing What Are The Therapeutic Levels Of1261 Words   |  6 Pagesacute phase of bipolar disorder in its manic stage and in reducing the frequency and severity of relapses of this mental illness. Developing what are the therapeutic levels of lithium we must also comment that lithium is a metal that is not free in nature. Authors determined plasma levels of lithium, recognizing its clinical effects in the acute phase of bipolar disorder in its manic stage and in reducing the frequency and severity of relapses of this mental illness. In the UnitedRead MoreBipolar Disorder Essay1615 Words   |  7 PagesBipolar disorder, also commonly referred to as manic-depressive illness, is a brain disorder that causes unusual and heightened swings in a person’s mood, energy level, and ability to function. The symptoms of bipolar disorder can be severe and therefore, they are quite different from the normal shifts in mood that everyone goes through on a daily basis. The effects of bipolar disorder can result in broken relationships, poor performance at work or school, self-mutilation, and even suicide. HoweverRead MoreAssociations Between Major Depressive Disorder And Bipolar Disorder1894 Words   |  8 PagesAssociations between Major Depressive Disorder and Bipolar Disorder Major Depressive Episodes are prominent in Major Depressive Disorder and Bipolar Disorder which can create difficultly to the differentiation of the both. 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Statistics assignment help

Abstract A data set of 216 children were taken from the study of 369 children who were examined for behaviors associated with attention deficit disorder. The data were collected on the children in second, fourth and fifth grades and subsequent academic performance was measured in ninth grade. The ninth grade records showed that children identified as showing attention deficit disorder behavior performed poorly in school, had lower IQ score and had poorer social adjustment. A subgroup to the sample set of 216 students who were favorably rated by their elementary school teachers showed better performance in academic areas as compared to the rest of the group. Seven-Year Followup of Behavior and Academic Performance of Attention Deficit Disordered Students Many research has been done on the field of attention deficit disorder. This research tries to predict the academic performance and behavior of the children identified by their teachers as showing attention deficit disorder syndrome. The research checks the chances of children showing the attention deficit disorder, repeating one or more grade, showing social adjustment problem and dropping out of high school. Also, the research checks on the chances of students who are rated more favorably by their teachers, of exceling in academic performance and having high IQ scores. This research is significant because it takes data of same students over the period of seven years. Though there is certain amount of subjectivity involved by the elementary teachers (Corners,1969), this subjectivity is nullified as different teachers rate the same people thrice, in grade two, grade four and grade five. Method Participants Participants were 216 students (54% boys, 46% girls) from one of 18 schools in northwestern Vermont. The schools were chosen in such a way to produce a reasonable cross section of rural schools within 40 miles of Burlington, Vermont. Age at first assessment, family background, racial/ethnic identity and other background variables were not assessed. Procedure All participants were part of a larger study conducted by Howell, Huessy, and Hassuk (1985). The original study began with 501 children in the second grade and consisted of sixstages of data collection: 2nd grade, 4th grade, 5th grade, 9th grade, 12th grade, and three years post graduation. The first three assessments were collected via the childs current teacher, the second two assessments were collected via school records and the final assessment was an extensive interview. Due to normal attrition, the sample size was reduced to 352 children by the end of the fifth grade. The present study utilizes data collected during all six collection periods and includes only those for whom complete data is available (N = 216). Measures Gender. The gender of the child was collected via a questionnaire completed by the childs second grade teacher. Grade Repetition. Whether or not the child repeated a grade during high school was assessed via school records at the end of the 12th grade English Level. The level of English class the child was enrolled in was assessed via the school record in the ninth grade. The three categories were: remedial, general and college preparatory. English Grade. The grade the child received in English during the ninth grade was assessed via school records. Grades were: A, B, C, D, or F. Social Adjustment Problems. Whether or not the child exhibited any social adjustment problems in the ninth grade was assessed via school records. A child was considered to have a social adjustment problem if there were at least two notations in the record of infractions like disruptive classroom behavior, truancy, or setting fires in trash cans. High School Dropout Status. Whether or not the participant dropped out before completing high school was obtained from the interview conducted approximately three years post high school graduation. ADD-like Behavior Score. ADD-like behavior score is the average of three scores obtained during the second, fourth and fifth grades. Each childs current teacher was asked to complete the form. The diagnostic instrument was a 21-item questionnaire that tapped behavioral components commonly associated with ADD. Teachers rated each child on a scale from 1 (low behavior) to 5 (high behavior), where 3 indicated an average level of behavior. For each of the three assessments, the 21 items were summed to obtain a total score. The score used in the present study reflect an average of these three assessments. Howell et al. (1985) report high reliability (Cronbachs alpha ranged from .93.96 across the three assessments), and good validity for the measure. Intelligence Quotient (IQ). IQ was assessed via a group administered Intelligence Test. Grade Point Average (GPA). Overall high school GPA was collected from school records at the end of the 12th grade. GPA was calculated using the following scale: A=4, B=3, C=2, D=1, F=0. Results Descriptive Statistics The data was segregated into three groups, Low, Normal and ADD (Attention Defeciet Disorder) based on the average ADD like behavior scores of the students. The 20th and 80th percentile of the ADD like behavior score were 42.8 and 62.0 respectively. The students falling to less than 20th percentile (ADD score less than 42.8) were put in Low group. The students falling in more than 80th (ADD score greater than 62) percentile were put in ADD group and the remaining were put in Normal group. Descriptive statistics for the variables used in this study are provided in Table 1 Table 1 Descriptive statistics of the variables Variables Mean Std. Deviation N Gender 1.4630 .49978 216 Repeated Grade? .0926 .29053 216 Social Adjustment .1157 .32066 216 Problems in 9th Grade? Dropped out of High .0926 .29053 216 School? IQ Score 102.3542 12.55762 216 GPA in 9th Grade 2.4386 .84507 216 Table 2 Academic and Behavioral Performance of the Three Groups Variables Groups Low Normal ADD General Data No. of students 43 131 42 Males (%) 37 52 78 Mean IQ 114.93 101.61 91.56 Repeated 1 or more grades (%) 2 5 25 9th Grade english level College preparatory (%) 40 9 0 General (%) 48 79 68 Remedial (%) 12 12 32 9th Grade english Grade F Grade (%) 0 1 4 D Grade (%) 0 8 30 C Grade (%) 23 44 30 B Grade (%) 51 37 28 A Grade (%) 26 10 8 Mean 9th Grade GPA 3.1 2.42 1.87 Social adjustments problem (%) 0 10 30 Dropped out of High school (%) 0 9 23 From the above table we can see that male percentage is relatively low in the Low group and the male percentage is high in ADD group. Students in Low group have tendency of taking college preparatory courses while remedial english is preffered by ADD group. Also A grade is secured by Low group compared to other groups and F grade by ADD group. Results for t Test The two groups Normal and ADDs mean were compared on grade repetition, social adjustment problem and dropped out of high school variables. As the equality of the variance of the groups were not certain, two-independent samples t test was conducted to check the following hypothesis. Null Hypothesis (H0): The mean of repetition of one or more grade of group Normal and group ADD is equal. Alternative Hypothesis (H1): The mean of repetition of one or more grade of group Normal and group ADD are different. From the Table 3 in the Appendix it can be seen that the F test of sample variances has a probability that is less than 0.05. Accordingly, H0 was rejected, and the t test based on the equal variances not assumed was used. The significance level 0.007 was less than significance level of 0.05. Therefore, null hypothesis of equal means was rejected. The mean of ADD group was much higher than that of Normal group, hence , we infer that the likelyhood of students repeatingone or more grade is higher for students belonging to ADD group as compared to the normal group. Null Hypothesis (H0): The mean of social adjustment problem of group Normal and group ADD is equal. Alternative Hypothesis (H1): The mean of social adjustment problem of group Normal and group ADD are different. From the Table 3 in the Appendix it can be seen that the F test of sample variances has a probability that is less than 0.05. Accordingly, H0 was rejected, and the t test based on the equal variances not assumed was used. The significance level 0.016 was less than significance level of 0.05. Therefore, null hypothesis of equal means was rejected. The mean of ADD group was much higher than that of Normal group, hence , we infer that the likelyhood of students facing social adjustment problems is higher for students belonging to ADD group as compared to the normal group. The result is in accordance with the research done by Lambert, Sandoval Sassone (1978) and Loney, Whaley Kosier (1981). Null Hypothesis (H0): The mean of dropped out of high school of group Normal and group ADD is equal. Alternative Hypothesis (H1): The mean of dropped out of high school of group Normal and group ADD are different. From the Table 3 in the Appendix it can be seen that the F test of sample variances has a probability that is less than 0.05. Accordingly, H0 was rejected, and the t test based on the equal variances not assumed was used. The significance level 0.063 was higher than the significance level of 0.05. Therefore, null hypothesis of equal means was not rejected. Hence it can not be inferred that students in ADD group have higher chances of dropping out of high school as compared to Normal group. Results for Analysis of Variance (ANOVA) One way ANOVA was used for the comparison of means of 9th grade GPA and the IQ score of Low, Normal and ADD group because the independent variable had more than 2 groups. Following hypothesis were tested using ANOVA. Null Hypothesis (H0): The mean of 9th grade GPA of group Low, group Normal and group ADD is equal. Alternative Hypothesis (H1): The mean of 9th grade GPA of group Low, group Normal and group ADD are different. From the Table 4 in the Appendix it can be seen that the critical value of F is 3 for degrees of freedom of 2 and 213, which is less than the calculated value of 29.72. Hence we reject the null hypothesis. Further the mean GPA of the group Low, Normal and ADD are 3.10, 2.42 and 1.87 respectively. Thus it can be inferred that the chances of student belonging to Low group scoring high GPA and students belonging to ADD group scoring relatively low GPA is high. Null Hypothesis (H0): The mean of IQ score of group Low, group Normal and group ADD is equal. Alternative Hypothesis (H1): The mean of IQ score of group Low, group Normal and group ADD are different. From the Table 4 in the Appendix it can be seen that the critical value of F is 3 for degrees of freedom of 2 and 213, which is less than the calculated value of 55.12. Hence, we reject the null hypothesis. Further the mean IQ score of the group Low, Normal and ADD are 114.93, 101.61 and 91.56 respectively. Thus it can be inferred that the chances of student belonging to Low group scoring high IQ and students belonging to ADD group scoring relatively low IQ is high. Table 3 One way ANOVA of IQ and GPA by Group Sum of Squares df Mean Square F Sig. IQ Score Between Groups 11563.512 2 5781.756 55.124 .000 Within Groups 22340.645 213 104.886 Total 33904.156 215 GPA in 9th Grade Between Groups 33.503 2 16.752 29.725 .000 Within Groups 120.037 213 .564 Total 153.540 215 Results for Correlation From Table 6 in Appendix, it was seen that high GPA had strong correlation with the IQ scores and dropping out of school at high school level had strong correlations with social adjustment problem. Discussion From the research findings we see that the chances of students showing attention defecit disorder syndrome is relatively higher as compared to the students showing normal beahvior in repeating a grade and showing social adjustment problem. Further striking difeerence was found between the ADD group and the Low group with respect to the IQ score and average GPA. This research shows that early identification of the attention deficit disorder behavior and steps taken to rectify the disorder can help the students to perform well in their future academic performance and socially acceptable behavior.

Welfare To Workfare Essays - Welfare Reform, Public Economics

Welfare To Workfare Welfare is a public assistance program that provides at least a minimum amount of economic security to people whose incomes are insufficient to maintain an adequate standard of living. These programs generally include such benefits as financial aid to individuals, subsidized medical care, and stamps that are used to purchase food. The modern U.S. welfare system dates back to the Great Depression of the 1930's. During the worst parts of the Depression, about one-fourth of the labor force was without work. More than two-thirds of all households would have been considered poor by today's standards. With a majority of the capable adult population experiencing severe financial misfortune, many Americans turned to the government for answers. In response, U.S. President Franklin D. Roosevelt led a social and economic reform movement attacking the Depression. Part of his newly enacted "New Deal" program was the Social Security Act, enacted by Congress in 1935. This act and established a number of social welfare programs, each designed to provide support for different segments of the population. Recently Roosevelt's Social Welfare Program has become a topic of heated debate. Welfare has come a long way since Roosevelt, it was once a system that help those in need until they could get back on their feet, now welfare has turned into a system that feeds money to a group of people that have become to lazy to find work. Talk of replacing the old system with a welfare program that will emphasize putting welfare recipients to work has become very frequent. More and more stated are now beginning to adopt a"welfare-to-work" program, leaving other states to simply ponder about the idea of "taking people off the system." Those in favor of welfare reform argue that a welfare-to-work program will cut the amount of people on welfare causing a surplus of funds. These people base their idea on the overwhelming success of those states who have already adopted such a program. Nationwide, welfare caseloads have declined significantly since the passage of the Personal Responsibility and Work Opportunity Reconciliation Act of 1996. In the few months since the bill went into effect the amount of welfare caseloads are down by approximately 2 million. Figures also show that Alabama reduced its welfare enrollment by 48%, and Indiana, Oklahoma, South Carolina, and Tennessee reduced theirs by 49%. In Wisconsin welfare was reduced by 58% and Wyoming's cases dropped an amazing 73% (Source: Dept. of Health and Human Services). According to the experts these successful states have a on main element in common, "a serious effort to move welfare recipients into jobs." In addition, welfare reform is saving both the state and federal governments hundreds of millions of dollars, while giving thousands of Americans who formerly received government handouts a sense of self-worth. Opponents of the bill have a much different view, they believe that the new program will have a negative effect on society and the economy. Labor unions, and others who are against the legislation, are concerned that welfare recipients, often available at lower rates, will displace current workers. Businesses pressured by the federal government to handle their share if the burden in ending welfare as we know it, must struggle with the uncertainty of employing workers who for years were unemployed. Critics of the bills also believe that the legislation goes too far by cutting too much from welfare spending and harming poor children. They contend that the unemployed poor need training in order to get a job, and that a welfare-to-work program including training will cost more money not less. After assessing both side of the issue it is my sincere belief that a nationwide welfare-to-work program would have a positive effect on American society. This sort of program would rid the nation of the wide array of indolent people who live their life off governmental funds, and produce a remainder of workers in need of jobs. It is obvious from the many statistics that welfare-to-work has been a success in decreasing the caseloads of welfare, and in adding to the surplus of funds for state and federal governments, that could be used for beneficial changes such as improvements in roadways. Therefore I think that this program should be adopted by all fifty states. Bibliography Berkowitz, Edward D. America's Welfare State: From Roosevelt to Regan. The American Moment Series. Johns Hopkins University Press, 1991. Cloward, Richard A., ed. Regulating the Poor The Functions of the Public Welfare. London: Vintage Books, 1993. NCAP on the web. National Center for Political Analysis 17 Nov. 1999 http://www.ncpa.org/pi/welfare Pear, Robert. "10,000 Welfare