The Metamorphosis Paper Essay Example | Topics and Well Written Essays - 500 words

The Metamorphosis Paper - Essay Example Right at the beginning of the story, prior to his physical metamorphosis, Gregor already appears to be alienated in some way. This initial suggestion of alienation surrounds his external environment; his work, social life and to some extent, his family. He reflects over the monotony of his life in terms of his job, a monotony he endures due to the pressure of having to support his family financially. He appears to have no friends or social life to speak of, and his family seem to take his support for granted. Even the duty of caring for his family seems to be something strange to him, as he hardly realizes it when he loses this duty by the end. After establishing Gregors alienation from his societal environment and duties, we begin to see the process of deeper alienation from his family, his immediate environment, his emotions and his body. When he wakes to find his body changed, he is so disconnected from it he hides away from those closest to him. As his family become aware of the situation, they cease speaking to him altogether, eventually determining that the animal they see before them is not Gregor, â€Å"You must just try to get rid of the idea that this is Gregor. The fact that we’ve believed it for so long is the root of all our trouble†, (Kafka part 3). After the metamorphosis Gregor undergoes total alienation from his house and environment. Symbolic of this, Gregor cannot even view his street through the window and hence he slowly becomes a foreigner in his own family and home, without a productive role to play, as his family treat him with neglect and revulsion, as suggested by Kafka (1). The metamorphosis Gregor undergoes, changes him from an active social being to a useless and non active person within his family and society. More importantly, it represents a physical manifestation of the alienation process he has

Starbucks Motivation Strategy: Case Study

Starbucks Motivation Strategy: Case Study Nowadays, the competition becomes more extreme because rapid globalization in the recent years, especially for the service industry with the similar products. The most vital point for business to success is not only the quality of products they supply, but the atmosphere of cooperating and the amount from yield of teamwork in retail sales. The employees who always touch with customers and can realize what customers really need are first-line staffs. Therefore, it turns to be essential for companies to motivate, reward and train their employees to be the best quality personnel. In the first stage, the historical background of Starbucks will be introduced. Secondly, an issue about the methods of motivating employees are going to discuss. Next, the strategies, which are used by Starbucks to make their teamwork performance well, will be pointer out. In the end, there is a conclusion about the effect of policies in motivation and teamwork. Managers are constantly searching for ways to  create a motivational environment where associates  (employees) to work at their optimal levels to  accomplish company objectives. Workplace  motivators include both monetary and non-monetary  incentives. Monetary incentives can be diverse while  having a similar effect on associates. One example of  monetary incentives is mutual funds provided  through company pension plans or insurance  programs. Because it has been suggested that  associates, depending on their age, have different  needs pertaining to incentives, traditional incentive  packages are being replaced with alternatives to attract younger associates.  This paper will discuss how monetary and non-monetary incentives are influenced by career stages and the problems associated with monetary  and non-monetary incentives. How the entire total reward and human resources (HR) systems at Starbucks are linked to the business objectives and reinforce the companys strong culture and values. Working in mutual support of the business, the culture, and values, this integrated HR system has helped shape a powerful success story that didnt rely on conventional thinking and trends with respect to the treatment of its workforce. Part 2: Setting the Scene A Brief History of Starbucks Starbucks Coffee Company, as we know it today, began in 1987, when Howard Schultz, the current chairman and CEO, acquired the assets from the original founders, whom he had worked with from 1982 to 1985. In 1987, Starbucks had 11 stores. The original business plan, and promise to the investors, was to have 125 stores within five years. From 1987 to 1992, the company remained private, growing at the astonishing rate of 80% per year to more than 150 stores. In June 1992, the company went public, and it was one of the most successful initial public offerings of the year. Today, Starbucks is the leading retailer, roaster, and brand of specialty coffee in North America. It operates more than 1,800 retail locations in North America, the United Kingdom, and the Pacific Rim and has established joint-venture partnerships with Breyers (to produce coffee ice cream) and PepsiCo (to produce Frappuccino, a bottled coffee drink). Sales for fiscal year 1997 were $967 million, an increase of nearly 39% over the previous year, and the company employed more than 25,000 partners (the companys term for employees). The company goal is to have more than 2,000 locations in North America by the year 2000. The company mission is to establish Starbucks as the premier purveyor of the finest coffee in the world while maintaining our uncompromi sing principles as we grow. Starbucks Culture and Values: The Driver of HR and Reward Systems Starbucks is a values-driven company, with a firmly established set of principles that are widely shared within the organization. It is also a company that puts its employees first and invests a tremendous amount in them. None of this is by accident. Source: Wilson, Thomas, B., Rewards That Drive High Performance, Amazon, New York, 1999. www.wilsongroup.com 1 It all stems from the values and beliefs of its CEO. Says Schultz, I wanted to establish the kind of company that gave people a form of equity (ownership) and comprehensive health insurance, and most importantly, give them self-esteem in the workplace. People feel that Starbucks is a place that gives them self-respect and values the contributions they make, regardless of their education or where they are in the company. The company believes that if it puts partners first, the result will be exceptional customer service, and by extension, if it has highly satisfied customers, the financial returns will follow. The history of Starbucks Starbucks began by three friends, Jerry Baldwin, Zev Siegl, and Gordon Bowker, who knew each other in the University of Seattle. In 1971, the first name of their store is Starbucks Coffee, Tea, and Spice in Seattle, Washingtons Pike Place Market. They engaged in making profit from selling coffee beans roasted to individual customers and restaurants. Until 1982, they had increased the number of stores to four. During the same period, a sales representative of the house ware business in New York, Hammerplast, visited them. Howard Schultz wanted to know why a small company needs a large number of percolators from Hammerplast. Because of the trade relationship between these two companies, he was acquainted with the three inventors. After he realized the atmosphere and environment of the company, he decided to be a part of Starbucks, then as a director of marketing and retail sales. In the following year, he had a vocation to Milan, Italy. Though the time, he experienced an entirely different coffee culture from the United States. The culture of Italian cafà © had been one part of peoples daliy life. There were numerous coffee bars around the area and the public usually liked to socialize in a coffee bar. Under those circumstances, Schultz had an idea of a new flavor of cafà © and a stylish environment to communicating with friends. After the trip, he prepared the business plan for his vision. However, the three initiators did not want to transfer their business into restaurant industry. Consequently, in 1985 he chose to establish a new coffee shop, named II Giornale, in Seattle. After the next two years, due to the successful strategy of Schultz, the original three owners of Starbucks decided to sell their corporation to Schultz. Then Schultz gathered other investors and took over the name of II Giornale to Starbucks. He sought to pursue his dream to make everyone taste his coffee, so he focused on the rate of expanding. At that time, he though that the most efficient way to grow the amount of branches is to set up new stores in other places. In I987, Starbucks had the first overseas store in Japan. In the subsequent years, owing to the rising expenses with the worldwide broadening, there was a deficit in Starbucks for the next three years. In contrast, he firmly believed that not to sacrifice long-term integrity and values for short-term profit (Michelli, 2006). In 1991, it turned loss into gain and its sales grew up sharply to 84 percent. Until the end of 2002, Starbucks has developed from 17 stores to 5,688 spreading over 30 countries in by this strategy, it is an over 300 times growing in these ten years! (shown as Exhibit 1) From Fortune magazine, Starbucks was ranked the 11th best company to work for in 2005 in the USA and then risen up in 2006 to 29th. As to 2007, it was ranked as the 16th best. In the same year, Starbucks was also voted as one of the top ten UK workplaces by the Financial Times. (Resource: wikipedia) Part 3 Literature Review Definition of Motivation Motivation is one of the most important aspects of an individualà ®Ã¢â€š ¬Ã¢â€š ¬sb eh av io r that determines not only how individual behaves and thinks but also ways in which he / she interacts with others and influences them. Motivation is derived from the word motives. The word motive is derived from Latin word movere, which means to move or to energize. Thus motivation actives us and directs our behavior to a particular goal. According to Armstrong (2002 P.56) states that People wont change their behaviour unless it makes a difference to  them to do so Managers are individuals who achieve their goals through other people. They are constantly searching for ways to motivate their employees to make them work at their optimal level of performance to accomplish the company objective. Various incentives are provided by the managers to their employees for motivation. The incentives that are provided by the mangers to their employees can be broadly classified as monetary incentives and non-monetary incentives. 2.1 Comparison of monetary and non-monetary incentives The purpose of monetary incentives is to reward associates for excellent job performance through money. Monetary incentives include profit sharing, project bonuses, stock options and warrants, scheduled bonuses (e.g., Christmas and performance-linked), and additional paid vacation time. Traditionally, these have helped maintain a positive motivational environment for associates. Monetary incentives can be diverse while having a similar effect on associates. One example of monetary incentives is mutual funds provided through company pension plans or insurance programs. Because it has been suggested that associates, depending on their age have different needs pertaining to incentives, traditional incentive packages are being replaced with alternatives to attract younger associates. On the other hand, the purpose of non-monetary benefits is to reward excellent job performance through opportunities. Non-monetary incentives include flexible work hours, training, pleasant work environment, and sabbaticals. 2.2 Problems with monetary incentives Managements have always looked at man as an animal to be  manipulated with a carrot and stick. They found that when a man is lured/hurt, he will move to get the prize/avoid the pain-and they say, Were motivating the employees. Hell you are not motivating them, you are moving them.* -Frederick Herzberg, Professor Emeritus Monetary incentives usually encourage compliance and achievement of difficult targets instead of encouraging creativity, innovation and foresight which are more important in the long run. Thus employees are not able to express their true talent and in the long run lose their creativity. Employers also may use monetary incentives as an extrinsic rather than an intrinsic motivator. In other words, associates are driven to do things just for the monetary reward versus doing something because it is the right thing to do. This can disrupt or terminate good relationships between employees because they are transformed from co-workers to competitors, which can quickly disrupt the workplace environment. Another problem with monetary incentive is that it is given to circumvent a bigger problem for a short run. Sales employees are given higher monetary incentives to compensate for poor management and poor products, employees are paid more for working in poor work environment. Monetary incentives can even drive the employees to falsely reporting their achievements. Huge monetary incentives given to middle mangers are seen as a hook to retain them which may make them work counterproductively. Though the monetary incentives have a better effect than the monetary incentives in the short run, they fail miserably in the long run and in extreme situations downfall of the company (when employees start anticipating monetary incentives even for routine jobs and in absence of which they start working inefficiently or go on a strike as in the case of some government employee s). Also most of the non-monetary incentives are intrinsic in nature. Intrinsic motivation is more effective as the impetus to work is from within. Employees are working because they feel satisfied or fulfilled by the activity they undertake. Under these circumstances the management can be regarded as more of a support than control. So managers should concentrate more on non-monetary incentives after the minimum level of monetary benefits and properly structure them according to their employees preference. This will ensure high motivational level of the employees which will get reflected in their better performance at work. 2.3 Theories which support intrinsic motivation Various theories that support the concept that intrinsic motivation which is attained through non-monetary incentives is important and better than extrinsic motivation are as follows: Maslows Hierarchy of needs This theory states that the needs of social, esteem and self actualisation are higher order needs. The differentiation between the higher order needs and lower order needs is that the higher order needs are satisfied at the individual level whereas the lower order needs are satisfied externally. Herzbergs two-factor theory It supports the emphasis on factors associated with work like promotional opportunities, opportunities for personal growth, recognition, responsibility, and achievement which employees find intrinsically rewarding McClellands Theory of Needs This theory focuses on three needs: achievement, power and affiliation. They are defined as follows Need for achievement: The drive to excel, to achieve in relation to a set of standards, to strive to succeed. Need for power: The need to make others behave in a way that they would not have behaved otherwise Need for affiliation: The desire for friendly and closely interpersonal relationships. Cognitive evaluation theory This theory states that allocating extrinsic rewards for behaviour that had been rewarding intrinsically leads to decrease in overall level of motivation. Thus it supports the view that it is better to continue intrinsic motivation to boost the morale of employees. Goal-Setting theory This theory supports the idea that specific and difficult goals with feedback  lead to higher motivation and performance. Self-efficacy theory(Social cognitive theory) It is the individuals belief that a task assigned can be done. Higher the self efficacy higher is the confidence of the employee at the workplace. Reinforcement theory This theory states that the behaviour is a function of its consequences. If employees feel that their efforts are duly rewarded then they will work in a more effective manner for the organisation. Equity theory This theory states that individuals compare their job inputs and outcomes with those of others and then respond to eliminate any inequities. If their colleagues are given recognition employees will work towards achieving those rewards. This motivates them to perform them to work better which beneficial to the organisation. Expectancy theory The strength of a tendency to act in a certain way depends on the strength of an expectation that the act will be followed by a outcome and on the attractiveness of that outcome to the individual. Thus when expectations from a employee increases the employee responds with better performance. From the above theories (however different they may be) it is clear that intrinsic motivation is desired by the employees. 2.4 Intrinsic Motivation by non-monetary incentives Various non-monetary incentives motivate employees intrinsically which is more efficient than the extrinsic motivation. The intrinsic motivation that these incentives offer is the result of intrinsic rewards of self management. Self management In employees perspective self-management is choosing activities, monitoring competence, committing to purpose and monitoring progress. The intrinsic motivation that energises the work comes directly from the four management events namely activities, purpose, opportunities and rewards. From these four events the employees make a judgement -of the meaningfulness of the task purpose, the degree of choice available in selecting activities, the competence with which the activities are performed, and the amount of progress being made to the task purpose. The judgements from self-management lead to intrinsic rewards which in turn provide the energy for self- management which completes the cycle. OPPORTUNITY ACCOMPLISHMENT Rewards Rewards From task ACTIVITIES From task PURPOSE Sense of meaningfulness It is the opportunity that makes the employees feel that they are on a path that is worth the energy and time-that they are on a valuable mission that matters in the larger scheme of things. Sense of choice It is the opportunity that the employees feel to select task activities that make sense to them and to perform them in ways that seem appropriate to them. The feeling of choice is the feeling of being free to choose-of being able to use their judgement and act out of their own understanding of task Sense of competence It is the accomplishment that employees feel in skilfully performing task activities that have been chosen by them. The feeling of competence involves the sense that they are doing good, high-quality work on a task. Sense of PROGRESS It is the accomplishment felt in achieving the task purpose. The feeling of progress involves the sense that the task is moving forward, and their activities are really accomplishing something. It is the accomplishment felt in achieving the task purpose. The feeling of progress involves the sense that the task is moving forward, and their activities are really accomplishing something. 2.5 Non-monetary incentives The non-monetary incentives desired by employees across generations have gone rapid changes. The following table shows the preferences in non-monetary incentives across generations. Baby Boomers (born between 1946-63) Generation Xers (born between 1964-81) Generation Yers (born after 1982) Retirement planning Flexible schedules Job training Sabbaticals Flexible schedules Professional development Feedback Tangible rewards Work environment Flexible schedules Professional development Feedback Tangible rewards Work environment Attentive Employers Autonomy Table 2: Preferences in non-monetary incentives across generations Thus it is obvious that the demands of the current generation of employees are ever increasing and in current scenario where there is low loyalty to the companies, high attrition rate these demands have to be met reasonably well to attract prospective employees who can perform really well and to retain the employees. 3. PRACTICES IN ORGANISATIONS Various non-monetary incentives in Table 1 are affected by career stage and proximity to retirement. The older the associate, the more the focus is placed on retirement or supplementing retirement income with part-time or temporary jobs. The younger the associate, the more the focus is placed on job satisfaction and the work environment. Types of non-monetary incentives Various types of non-monetary incentives are as follows: Flextime Professional development Feedback Tangible rewards Work environment Attentive employers Autonomy Redesigning of jobs Retirement planning and others. 3.1 Flextime Flextime refers to several arrangements that allow the employee to work a non-traditional schedule. The employee and the manager agree in advance on the hours of work. Flextime is a popular option for good reasonit lends balance to busy lives. Fortunately, flextime also benefits the manager too. Allowing employees to work schedules that best suit their lives results in more productive workers. The most common flextime arrangements include: Compressed workweek This arrangement allows the employees to work a full, 40-hour schedule in 4 days by extending the hours they work each day. The compressed week can also be scheduled over 2 workweeks, during which they work 9 longer days and have the tenth off. In any case, the compressed workweek maintains the same overall number of hours, just divided up differently. The workload, benefits, and pay are not affected by the arrangement. Adjusted lunch Working an adjusted lunch schedule doesnt actually allow any additional days off. Instead, he employees can take a longer lunch each day, making up the hours at the beginning or end of the day. For example, he manager may allow the employee to take your lunch from 11-1 so that the latter can run errands, go to a doctors appointment, or work out, but in exchange the employee works that additional hour at the beginning or end of your day. This sort of arrangement may be an unofficial privilege of every worker, especially if its used only occasionally. Core hours Next to the compressed workweek, this is the most popular scheduling strategy because of the flexibility it offers. With this schedule, an employee can work certain hours every day, and as long as the schedule is built around the work time specified. For instance, if the core hours are 10-3, the employee must work 10-3 every day, but the starting and ending times can vary. The employee may choose to work 10-6, or 7-3, or any other combination as long as those core hours are covered. If the employee maintains the same total number of hours, your workload, benefits, and pay remain the same. Flexible hours Common core Lunch Common core Flexible hours 6 A.M 9 A.M 12 noon 1 P.M 3 P.M 6 P.M Figure 2: Example of a Flextime schedule The only problem with flextime is that it cant be extended to employees involved in production as the work time also depends on the machines which have to be run continuously for a certain period of time. Problems may arise if flextime is offered to employees of other departments and not to those of production department. So it is better not to introduce flextime in organisations where it cant be extended to all the departments. 3.2 Professional development In a broad sense professional development may include formal types of vocational education, typically post-secondaryor polytechnic training leading to qualification or acredentia l required to get or retain employment. Informal or individualized programs of professional development may also include the concept of personalcoaching. Professional development on the job may develop or enhance process skills, sometimes referred to as leadership skills, as well as task skills. Some examples for process skills are effectiveness skills, team functioning skills, and systems thinking skills. Some examples of task skills are computer software applications, customer service skills and safety training. Examples of skills relevant to a currentoccupation are leadership training for managers and training for specific techniques or equipment for educators,technicians, metal workers,medical  practitionersand engineers. For some occupations there is a provision for  accreditation tied to continuing professional education and proving competence  regulated by a professional body. 10 3.3 Feedback People dont quit organisations, they quit bosses. This can be extended to colleagues too. Improper communication, negative relationship, backbiting etc can lead to inefficiency and counter productivity. To overcome this, organisations are adopting feedback culture. It is the culture wherein all the employees are taught the skills of effectively receiving and giving feedback which is the degree to which carrying out the work activities required by the job results in the employee obtaining direct and clear information about the effectiveness in their job performance. This includes telling each other frankly, honestly and effectively what they think about their behaviour, job performance, ideas etc. Employees prefer being told what others think about them directly instead of in the round about way and they like being given feedback to self evaluate their performance. They also would like to frankly tell their bosses the various problems and issues faced by them. Feedback is of two types positive and negative. Positive feedback improves the morale of the receiver and negative feedback improves the performance of the receiver. Poor feedback can reduce morale, the ability to do the job, confidence of employees and can even lead to conflicts between the management and the employees. Hence great care has to be taken while giving and receiving feedback. So when both the managers and the employees acquire these skills of giving and receiving feedback the feedback culture works out well for the company. The following factors are to be considered while giving feedback: Make feedback specific Ambiguity and vagueness will make feedback ineffective as the receiver might miss out the whole point. It should be made sure that there is no personality clash between the giver and receiver. Both of them should be comfortable with the way the feedback is being given and neither of them should feel attacked or offended. To do away with these problems the feedback has to be specific. Concentrate on behaviour and results Feedback should concentrate on behaviour, results and future prospective and not on personality and attitudes so that the receiver gets the desired message in the desired manner. Take responsibility The manager/employee should take the initiative of giving feedback rather than putting the blame on others saying that it is not their job. Most often it is due to lack of skills and unwillingness to give feedback. Employees should also be encouraged to take responsibility as there is lot of emphasis on teamwork and empowerment in present days organisations which are becoming flat. Balanced feedback Feedback has to be balanced and accurate. Overstating or understating results will lead to ineffectiveness of feedback. Feedback on periodic basis Feedback has to be on a periodic basis preferably on weekly basis. Delay in giving feedback will render it ineffective. Similarly while receiving feedback the receiver has to listen attentively to all what is said, analyse the feedback and take remedial action. Though difficult to establish, feedback culture promotes teamwork, job satisfaction, employee empowerment, improvement in job performance and so is preferred by most of the employees. 3.4 Tangible rewards It is important to understand how different groups of employees perceive the total reward package offered by the organisation, particularly if the marketing adage Perception is Reality were to be recalled. If the employee doesnt understand the total reward package, how can employee value it? And how can it motivate he employee to perform? Therefore, there is a need to gain an understanding of how managers and employees perceive reward, and, in the case of the Senior Management Team, where they think reward should focus? Perception of reward can be researched using the following tool: Senior Management Team Brainstorm It is always important to involve the Senior Management Team (SMT) in Total Reward policy development. It is best to involve them from the outset to ensure that they understand and contribute to what you are doing. The key reason for conducting management interviews or focus groups is to gain buy-in from those who will be accountable for implementing the strategy. Interviews can help identify the information that managers will find useful, and begin to develop an action plan. This should focus on the big picture and on priorities, not on detail. Top teams (or other senior groups) are likely to be unenthusiastic about detailed level definitions. The specific organisation and style of the debate will depend on the make-up of the team and the nature of the facilitators relationship with it. The focus will be on discovering either what really matters to people who work here? or based on the kind of people you want to work here, what do you think would really matter to them? The focus in each case will be on discovering either what really matters to people who work here? or based on the kind of people you want to work here, what do you think would really matter to them? Cash vs. Tangible Rewards Why Do Merchandise and other Tangible Rewards Motivate Better Than Cash? Perks programs feature custom-designed rewards catalogues with highly desirable and attainable merchandise as rewards. Our reward items are memorable and reinforce the relationship between the reward earner and the reward provider. They keep on giving each time a merchandise reward is viewed or noticed: recipients relive the special recognition and appreciate the organization that honoured them. Cash rewards on the other hand, often have fleeting impact and more often than not, leave the recipients mind as soon as they are spent. Cash unfortunately for those companies that attempt to motivate with it is the least lasting type of reward, because its typically confused with other compensation and therefore forgotten. Additional reasons to use tangible rewards rather than cash are summarized below. Comparison between cash and tangible rewards. Cash or Any Cash Equivalent Purely an extrinsic motivator with little emotional involvement; does not  provide lasting satisfaction and long-term performance stimulation   Creates expectations, leads to entitlement and consequently looses its motivating value A dollar is a dollar; participant attaches no greater emotional or inspirational value to cash. Lacks emotional impact of tangible rewards; thus quickly spent and forgotten   No trophy value to be a constant reminder and continue to motivate. It is  difficult to show off; thus limits the lasting impact of the reward Difficult to target a particular behaviour because of the lacking association  with a particular achievement Recipients often cant recall what they purchased with cash reward which  further diminished its impact Minimal association with Sponsor Company due to minimal trophy value  of reward which minimizes the potential of goodwill toward the company   Not cost-effective; requires three times the incentive investment compared  to non-cash, on average Usually spent on necessities thus lacking a positive association with the  targeted accomplishment or behaviour Participant feels guilty for not spending a cash award on necessities which  taints the reward with unpleasant feelings Tangible Rewards 1. Carry a significant trophy value thus continue to reinforce

Napoleon a Hero Essay -- History

Napoleon a Hero Hero A person noted for feats of courage or nobility of purpose, especially One who has risked or sacrificed his or her life: Introduction Napoleon Bonaparte was a patriotic and passionate man. He was a military genius who indelibly stamped his personality on an era. His theories about waging war, his conduct of campaigns, and battlefield tactics all became benchmarks for military commanders throughout the 19th century and today. â€Å"If I shall be defeated here this day it would be by the greatest general in the modern world† (Field Marshall Lord Wellington cited in Vandalia 1963:78) "There are but two powers in the world, the sword and the mind. In the long run the sword is always beaten by the mind." (Napoleon Bonaparte cited in Vandalia, 1963: title page). Napoleons men were always clothed properly and were payed generously. Napoleon was a natural public speaker and had an excellent power of persuasion. Bonaparte was a very intelligent man who believed wars are won by precise planning. Napoleons Empire spread through most of Europe and for the first few years of his reign he did this with ease. He treated his men as human beings, not as lesser beings like his English opponent. First Paragraph Napoleon started his military career as a junior officer in the French artillery; he was well noted for his commitment to his duty and his efficiency in his work. Bonaparte was a passionate man who always put his own life on the line if h...

Business Task 1 on individual report Essay

Business Task 1 on Individual report Introduction Part A: Analysis of the structure of industry Identification and description of the structure of the industry                   Despite its future economic prospects, the United Arab Emirates continues to suffer from corporate governance issues. The development of corporate governance in the region has largely been influenced by religion (Gellis et al., 2002). The rules governing the practice of corporate governance have been significantly influenced by Islamic Sharia. This reflects the cultural and religious characteristic of the region (Islam and Hussain, 2003). Islamic Sharia specifies a number of core values such as trust, integrity, honesty and justice which are similar to the core values of corporate governance codes in the West. However, a survey of corporate governance in a number of Gulf countries such as United Arab Emirates suggests that the region continues to suffer from corporate governance weaknesses. 2.0 Reasons for the structure including use of suitable evidence and data                   The structure of the above sectors and reasons for the structure and effects on the performance of firms has been vital subject of debate in the finance literature. Empirical evidence suggests that privately held firms tend to be more efficient and more profitable than publicly held firms. This shows that ownership structure matters. The question now is how does it affect firm performance and why this kind of structure? This question is significant since it is based on a research agenda that has been strongly promoted by La Porta et al. (1998; 1999; 2000).                   According to these studies, failure of the legislative framework to provide sufficient protection for external investors, entrepreneurs and founding investors of a company tend will maintain large positions in their firms thus resulting in a concentrated ownership structure. This finding is interesting because it implies that ownership structure can affect the performance of the firm in one way or the other. It is indisputable; the lack of regulations in corporate governance gives managers who intend to mishandle the flow of cash for their own personal interest a low control level. The empirical results from the past studies of impacts of ownership structure on performance of corporate have been inconclusive and mixed up (Turki, 2012).                   In response to corporate governance issues and their impact on corporate performance, Shleifer and Vishny (1997); and Jensen (2000) have suggested the need for improved corporate governance structures so as to enhance transparency, accountability and responsibility.                   Corporate governance reform and the introduction of innovative methods to limit abuse of power by top management have been justified by recent large scale accounting and corporate failures such as Enron, HealthSouth, Tyco International, Adelphia, Global Crossing, WorldCom, Cendant and the recent global financial crisis.                   According to Monks and Minow (1996) numerous corporate failures suggest that existing corporate governance structures are not working effectively. Corporate failures and accounting scandals initially appear to a U.S phenomenon, resulting from excessive greed by investors, overheated equity markets, and a winner-take-all mind-set of the U.S society. However, the last decade has shown that irregularities in accounting, managerial greed, abuse of power, are global phenomenon that cannot be limited to the U.S. Many non-U.S firms such as Parallax, Adecco, TV Azteca, Hollinger, Royal Dutch Shell, Vivendi, China Aviation, Barings Bank, etc. have witnessed failures in corporate governance and other forms of corporate mishaps.                   In addition to corporate governance failures, global standards have declined significantly and unethical and questionable practices have become widely accepted. The net impact has been a reduction in the amount of faith that investors and shareholders have in the efficiency of capital markets. There is no universally accepted corporate governance model that the interest of shareholders and investors are adequately protected as well as ensuring that enough shareholder wealth is being created (Donaldson and Davis, 2001; Huse, 1995; Frentrop, 2003).                   Much of the debate on corporate governance has focused on understanding whether the Board of Directors has enough power to ensure that top management is making the right decision. The traditional corporate governance framework often ignores the unique effect that the owners of the firm can have on the board and thus the firm’s top management. The traditional framework therefore ignores that fact that the owners of the firm can influence the board and thus top management to act of make particular decisions. Corporate governance studies are therefore yet to identify and deal with the complexities that are inherent in corporate governance processes (Jensen, 2000; Shleifer, 2001; Frentrop, 2003; Donaldson and Davis, 2001; Huse, 1995).                   Investment choices and owner preferences are affected among other things by the extent their degree of risk aversion. Owners who have economic relations with the firm will be interested in protecting their interests even if it is reasonably evident that such protection will result in poor performance. According to Thomsen and Pedersen (1997) banks that play a dual role as owners and lenders would discourage high risk projects with great profit potential because such projects may hinder the firm from meeting its financial obligations if the project fails to realize its expected cash flows. The government also plays a dual role in that it serves as both an owner and a regulator. Therefore owners who play a dual role in the firm often face a trade-off between promoting the creation of shareholder value and meeting their other specific objectives (Hill and Jones, 1992).                   Existing corporate governance frameworks have often ignored these issues in UAE. Rather, much of the emphasis has been on the effectiveness of the board in ensuring that top management is working towards meeting the goals of shareholders. Present corporate governance frameworks lack the ability to monitor owners and their influence on top management. The framework lacks the ability to align the role played by firm owners, board of directors and managers’ interests and actions with the creation of shareholder value and welfare motivation of stakeholders. Discussion of the possible future structure of the industry                   The United Arabs Emirates, and mainly Abu Dhabi, is enduring to increase its economy by reducing the total proportion impact of hydrocarbons to Gross Domestic Product. This is currently being done by growing investment in sector areas like: services in telecommunication, education, media, healthcare, tourism, aviation, metals, petrochemicals, pharmaceuticals, biotechnology, transportation and trade.                   Significant investments have been made by United Arab Emirates to establish itself as a regional trade hub. United Arab Emirates is also member of the World Trade Organization (WTO). In addition, there are ongoing negotiations to establish free trade agreements with other regions and countries such as the EU. These factors will contribute positively to the region’s integration into the global economy. United Arab Emirates is currently working towards diversifying their economies from the oil sector into other sectors. This diversification is expected not only to increase trade among member countries but also to increase the region’s trade with other countries and regions (Sturm et al., 2008). How the structure affects strategy decisions                   Ownership structure has an impact on firm performance in United Arab Emirates energy production owned sector. This region has witnessed significant economic growth over the last few decades. The region is also facing turbulent times with respect to corporate governance practices, resulting in poor firm performance. Corporate governance issues are not limited to the United Arabs Emirates as part of GCC Countries. From a global point of view, corporate governance has witnessed significant transformations over the last decade (Gomez and Korine, 2005). As a result, there has been an interest in the research attention accorded to corporate governance. The credibility of current corporate governance structures has come under scrutiny owing to recent corporate failures and low corporate performance across the world.                   The risk aversion of the firm can be directly affected by the ownership structure in place. Agency problems occur as a result of divergence in interests between principals (owners) and agents (managers) (Leech and Leahy, 1991). The board of directors is thereby regarded as an intermediary between managers and owners. The board of directors plays four important roles in the firm. These include monitoring, stewardship, monitoring and reporting. The board of directors monitors and controls the discretion of top management. The board of directors influences managerial discretion in two ways: internal influences which are imposed by the board and external influences which relate to the role played by the market in monitoring and sanctioning managers (Jensen and Meckling, 1976; 2000). B: Contribution of the sector to the economy of your chosen country Analysis of contribution of sector                   United Arab Emirates remain major global economic player because it has the highest oil reserves. UAE together with the other Gulf Cooperation Council accounts for over 40% of global oil reserves and remains important in supplying the global economy with oil in future. As a result, investment spending on oil exploration and development of new oil fields is on the rise (Sturm et al., 2008).                   Global oil demand is currently on the rise. This growth is driven mainly by emerging market economies, as well as the oil producing UAE as part of GCC countries. In addition, Europe and the U.S are witnessing depletions in their oil reserves. This means that these regions will become increasingly dependent on the Gulf region which includes UAE for the supply of oil (Sturm et al., 2008). The importance of the United Arabs Emirates as a global economic player is therefore expected to increase dramatically in the near future Use of appropriate data and other evidence                   By the year 2011, the GDP of United Arab Emirates totaled to 360.2 billion dollars. Subsequently in 2001, yearly growth of GNP varied from about 7.4% to 30.7%. As part of the chief crude oil suppliers, the United Arab Emirates was at first cut off from the universal recession by high prices on oil that rose to a record 147 US dollars per barrel in the month of July in 2008. Nevertheless, the nation was ultimately influenced by the excavating worldwide recession which resulted to a decline in oil demand, reducing the oil prices to a reduced amount not exceeding a third of the peak of July 2008. In the last 2008 months, the trembles rumbling through global economies were lastly experienced in this section. Oil (million barrels) Proved reserves, 2013 Total oil supply (thousand bbl/d), 2012 Total petroleum consumption, 2012 Reserves-to-production ratio 97,800 3,213 618 95 Natural Gas (billion cubic feet) Proved reserves, 2013 Dry natural gas production, 2012 Dry natural gas consumption, 2012 Reserves-to-production ratio 215,025 1,854 2,235 116 UAE summary energy statistics C: Critical appraisal of sustainability targets on business plan of your chosen organisation                   Oil firms in United Arab Emirates is still quite immature. Most businesses are controlled by a few shareholders and family ownership is prevalent. Most large and small businesses are family businesses (Saidi, 2004). The state is also significantly involved in the management of companies (Union of Arab Banks, 2003).                   This is contrary to the status quo in Western democracies where firms are owned by a diverse group of shareholders which makes ownership to be completely separated from control. The ownership structure in United Arab Emirates suggests that stewardship and monitoring aspects of non-executive directors (NEDs) is absent in firms based in United Arab Emirates. Ownership concentration has remained high in the region because of practices such as rights issues which enable existing wealthy shareholders, and influential families to subscribe to new shares in Initial Public Offerings (IPOs) (Musa, 2002).                   According to a study of the corporate governance practices of five countries by the Union of Arab Banks (2003), ownership of corporations is concentrated in the hands of families. In addition, corporate boards are dominated by controlling shareholders, their relatives and friends (Union of Arab Banks, 2003). There is a no clear separation between control and ownership. Decision making is dominated by shareholders. The number of independent directors in the board is very small and the functions of the CEO and Chairman are carried out by the same person. The high concentration in firm ownership therefore undermines the principles of good corporate governance that are prevalent in western settings (Yasin and Shehab, 2004). This evidence is consistent with findings by the World Bank (2003) in an investigation of corporate governance practices in the Middle East North Africa (MENA) region which also includes the Gulf region. 1.0 Objective of empirical evidence                   The empirical evidence on the impact of ownership structure on firm performance is mixed. Different studies have made use of different samples to arrive at different, contradictory and sometimes difficult to compare conclusions. The literature suggests that there are two main ownership structures in firm including dispersed ownership and concentrated ownership. With respect to concentrated ownership, most of the empirical evidence suggests that concentrated ownership negatively affects performance (e.g., Johnson et al., 2000; Gugler and Weigand, 2003; Grosfeld, 2006; Holmstrom and Tirole, 1993). Different studies have also focused on how specifically concentrated ownership structures affect firm performance. For example, with respect to government ownership, Jefferson (1998), Stiglitz (1996), and Sun et al. (2002) provide theoretical arguments that government ownership is likely to positively affect firm performance because government ownership can facil itate the resolution of issues regarding the ambiguous property rights.                   However, Xu and Wang (1999) and Sun and Tong (2003) provide empirical evidence that government ownership has a negative impact on firm performance. On the contrary, Sun et al. (2002) provide empirical evidence that government ownership has a positive impact on firm performance. It has also been argued that the relationship between government ownership and firm performance is non-linear. Another commonly investigated ownership type and its impact on firm performance is family ownership. Anderson and Reeb (2003), Villanonga and Amit (2006), Maury (2006), Barontini and Caprio (2006), and Pindado et al. (2008) suggest that there is a positive link between family ownership and firm performance. Despite the positive impact some studies argue that the impact of family ownership is negative.                   The impact of foreign ownership has also been investigated. Most of the evidence suggests that foreign ownership has a positive impact on firm performance (e.g., Arnold and Javorcik, 2005; Petkova, 2008; Girma, 2005; Girma and Georg, 2006; Girma et al., 2007; Chari et al., 2011; Mattes, 2008).With respect to managerial ownership, it has been argued that the relationship is likely to be positive (Jensen and Meckling, 1976; Chen et al., 2005; Drobetz et al., 2005). Despite this suggestion Demsetz and Lehn (1985) observe a negative relationship between dispersed ownership and firm performance. Institutional ownership has also been found to have a positive impact on firm performance (e.g. McConnell and Servaes, 1990; Han and Suk, 1998; Tsai and Gu, 2007). Furthermore, some studies suggest that there is no link between insider ownership and performance .                   Very limited studies have been conducted on the impact of ownership structure on firm performance in GCC countries like UAE. For example, Arouri et al. (2013) provide evidence that bank performance is affected by family ownership, foreign ownership and institutional ownership and that there is no significant impact of government ownership on bank performance. Zeitun and Al-Kawari (2012) observe a significant positive impact of government ownership on firm performance in the Gulf region.                   The pervasive endogeneity of ownership has been cited as a potential reason why it is difficult to disentangle the relationship between ownership structure and firm performance. In addition, the relation may be a function of the type of firm as well as the period of observation in the life of the firm. This study is motivated by the mixed results obtained in previous studies and the limited number of studies that have focused on UAE as part of GCC countries. The objective of the study is to explore in more details the factors that motivate particular types of ownership structure and the potential impact of ownership structure and firm performance in the Gulf region 2.0 Empirical Evidence                   The empirical evidence will focus on how different ownership structures affect firm performance. Firms are often characterized by concentrated and dispersed ownership. Concentrated ownership is expected to have a positive impact on firm performance owning to the increased monitoring that it provides (Grosfeld, 2006).                   Dispersed ownership has been found to be less frequent than expected. Empirical evidence suggests that most firms are characterized by various forms of ownership concentration (La Porta et al., 1999). Given this high level of ownership concentration, there has been an increasing concern over the protection of the rights of non-controlling shareholders (Johnson et al., 2000; Gugler and Weigand, 2003). Empirical evidence shows that ownership concentration at best results in poor performance. Concentrated ownership is costly and has the potential of promoting the exploitation of non-controlling shareholders by controlling shareholders (Grosfeld, 2006). Holmstrom and Tirole (1993) argue that concentrated ownership can contribute to poor liquidity, which can in turn negatively affect performance. In addition, high ownership concentration limits the ability of the firm to diversify. There are various forms of concentrated ownership such as government ownership , family ownership, managerial ownership, institutional ownership and foreign ownership. In the next section, the literature review will focus on how these separate ownership structures affect firm performance. 2.1.1 Government Ownership                   The impact of government ownership on firm performance has attracted the attention of many researchers because the government accounts for the largest proportion of shares of listed companies in some countries and also because government ownership can be used as an instrument of intervention by the government (Kang and Kim, 2012). Shleifer and Vishny (1997) suggest that government ownership can contribute to poor firm performance because Government Owned enterprises often face political pressure for excessive employment. In addition, it is often difficult to monitor managers of government owned enterprises and there is often a lack of interest in carrying out business process reengineering (Shleifer and Vishny, 1996; Kang and Kim, 2012). Contrary to Shleifer and Vishny (1997) some economists have argued that government ownership can improve firm performance in less developed and emerging economies in particular. This is because government ownership can f acilitate the resolution of issues with respect to ambiguous property rights.                   The empirical evidence on the impact of state ownership on firm performance is mixed. For example, Xu and Wang (1999) provide evidence of a negative relationship between state ownership and firm performance based on data for Chinese listed firms over the period 1993-1995. The study, however, fails to find any link between the market-to-book ratio and state ownership (Xu and Wang, 1999). Sun and Tong (2003) employ ownership data from 1994 to 2000 and compares legal person ownership with government ownership. The study provides evidence that government ownership negatively affects firm performance while legal person ownership positively affects firm performance. This conclusion is based on the market-to-book ratio as the measure of firm performance.                   However, using return on sales or gross earnings as the measure of firm performance, the study provides evidence that government ownership has no effect on firm performance. Sun et al. (2002) provide contrary evidence from above. Using data over the period 1994-1997, Sun et al. (2002) provide evidence that both legal person ownership and government ownership had a positive effect on firm performance. They explain their results by suggesting that legal person ownership is another form of government ownership. The above studies treat the relationship between government ownership and firm performance as linear. However it has been argued that the relationship is not linear.                   Huang and Xiao (2012) provide evidence that government ownership has a negative net effect on performance in transition economies. La Porta et al. (2002) provide evidence across 92 countries that government ownership of banks contributes negatively to bank performance. The evidence is consistent with Dinc (2005) and Brown and Dinc (2005) who investigate government ownership banks in the U.S. 2.1.2 Family Ownership                   Family ownership is very common in oil firms in UAE. There is a difference between family ownership and other types of shareholders in that family owners tend to be more interested in the long-term survival of the firm than other types of shareholders(Arosa et al., 2010).. Furthermore, family owners tend to be more concerned about the firm’s reputation of the firm than other shareholders (Arosa et al., 2010). This is because damage to the firm’s reputation can also result in damage the family’s reputation. Many studies have investigated the relationship between family ownership and firm performance. They provide evidence of a positive relationship between family ownership and firm performance (e.g. Anderson and Reeb, 2003; Villalonga and Amit, 2006; Maury, 2006; Barontini and Caprio, 2006; Pindado et al., 2008).                   The positive relationship between family ownership and firm performance can be attributed to a number of factors. For example, Arosa et al. (2010) suggests that family firms’ long-term goals indicate that this category of firms desire investing over long horizons than other shareholders. In addition, because there is a significant relationship between the wealth of the family and the value of the family firm, family owners tend to have greater incentives to monitor managers (agents) than other shareholders (Anderson and Reeb, 2003). Furthermore, family owners would be more interested in offering incentives to managers that will make them loyal to the firm.                   In addition, there is a substantial long-term presence of families in family firms with strong intentions to preserve the name of the family. These family members are therefore more likely to forego short-term financial rewards so as to enable future generations take over the business and protect the family’s reputation (Wang, 2006). In addition, family ownership has positive economic consequences on the business. There are strong control structures that can motivate family members to communicate effectively with other shareholders and creditors using higher quality financial reporting with the resulting effect being a reduction in the cost of financing the business .                   Furthermore, families are interested in the long-term survival of the firm and family, which reduces the opportunistic behavior of family members with regard to the distribution of earnings and allocation of management, positions.                   Despite the positive impact of family ownership on firm performance, it has been argued that family ownership promotes high ownership concentration, which in turn creates corporate governance problems. In addition, high ownership concentration results in other types of costs (Arosa et al., 2010). As earlier mentioned, La Porta et al. (1999) and Vollalonga and Amit (2006) argue that controlling shareholders are likely to undertake activities that will give them gain unfair advantage over non-controlling shareholders. For example, family firms may be unwilling to pay dividends .                   Another reason why family ownership can have a negative impact on firm performance is that controlling family shareholders can easily favour their own interests at the expense of non-controlling shareholders by running the company as a family employment service. Under such circumstances, management positions will be limited to family members and extraordinary dividends will be paid to family shareholders (Demsetz, 1983; Fama and Jensen, 1983; Shleifer and Vishny, 1997). Agency costs may arise because of dividend payments and management entrenchment (DeAngelo and DeAngelo, 2000; Francis et al., 2005). Families may also have their own interests and concerns that may not be in line with the concerns and interests of other investor groups (Shleifer and Vishny, 1997).                   Schulze et al. (2001) provide a discussion, which suggests that the impact of family ownership on firm performance can be a function of the generation. For example, noting that agency costs often arise as a result of the separation of ownership from control, they argue that first generation family firms tend to have limited agency problems because the management and supervision decisions are made by the same individual. As such agency costs are reduced because the separation of ownership and control has been completely eliminated. Given that there is no separation of ownership and control in the first generation family firm, the firm relationship between family ownership and performance is likely to be positive (Miller and Le-Breton-Miller, 2006). As the firm enters second and third generations, the family property becomes shared by an increasingly large number of family members with diverse interests. The moment conflict of interests sets in the relatio nship between family ownership and performance turns negative in accordance to (Chrisman et al., 2005; Sharma et al., 2007). Furthermore, agency problems arise from family relations because family members with control over the firm’s resources are more likely to be generous to their children and other relatives (Schulze et al., 2001).                   To summarize, the relationship between family ownership and firm performance may be non-linear. This means that the relationship is likely to be positive and negative at the same time. To support this contention, a number of studies have observed a non-linear relationship between family ownership and firm performance (e.g. Anderson and Reeb, 2003; Maury, 2006). This means that when ownership is less concentrated, family ownership is likely to have a positive impact on firm performance. As the family ownership concentration increases, minority shareholders tend to be exploited by family owners and thus the impact of family ownership on firm performance tends negative. Small countries have a relatively weak diamond of competitive advantages (Vlahinić-Dizdarević; 2006). D. Analysis 1.0 Potter’s Diamond Model                   The competitive forces advantages or analysis ought to be fixed on the main competition factors and its impact analysis on the business (Porter 1998, p.142). The state, and home wealth cannot be inherited -3554730607695Faktorski uvjeti 00Faktorski uvjeti -27546301293495Vezane i podrÃ… ¾avajuće industrije 00Vezane i podrÃ… ¾avajuće industrije -332041536195Ã…  ansa 00Ã…  ansa – it ought to be produced (Porter 1998, p.155). This wealth is influenced by the ability of industry to continually upgrade and innovate itself, and this is achievable exclusively by increase means in production – in all parts of fiscal action. The model of Porter concerns aspect which circuitously or openly affects advantage of competition. The aspect structure a place where given manufacturing sector like in this case, oil sector, state or region a learn and act on the way of competing in that environment. (Porter; 1998, p. 165). left0                   Each diamond (oil) and the field of diamond (oil) as the whole structure consists of main influences that makes the oil sector competition to be successive. These influences entail: every ability and resource vital for competitive advantage of the sector; data forming the opportunity and providing the response to how accessible abilities and resources ought to be ruled; each interest group aim; and the is most crucial, oil sector pressure to innovating and investing. SWOT ANALYSIS Strengths The oil sector has many years producing oil and so is well established. Comparatively lots of sub-sectors for industrialist stability and support. Weaknesses Comparatively out of date scientific foundation. Inadequate well educated professionals and residents in comparison to the new industry needs. Lesser costs of work cost in oil sector due to low salary from regular salaries in UAE. Opportunities The likelihood for resources application of EU agreement funds, as is the state resources Reasonably good quality of 11 % graduate students share that are likely to be absorbed into this oil sector. Contribution in motivational and investment projects that help in developing the economy of UAE every time. Threats Expansion of oil production capacity of economies of South-Eastern that have competed with low prices of products and little costs of production. Loan jobs and production globalisation. 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Developmental Assets

EDU360 Developmental Assets July 2010 Education is one of the most important aspects of any child’s life. One day I hope to be a positive and successful teacher, where children need and want to have me be a part of their learning and successes throughout their lives. Educational philosophy has changed over the decades, and still today, not everyone is in total and complete agreement on the subject. Nevertheless, one thing is certain: philosophy is the groundwork of learning styles. All children learn differently and no one philosophy is completely correct. Children are not a one size fit all it comes in a verity of style and beliefs. If we start to guile them by being a good role model, you will be giving the needed equity’s to the young people, by giving the need path to go down for success life. There are four basic educational philosophies that exist including idealism, realism, pragmatism, and existentialism. These four philosophies are not the same, but they do attempt to aim for a similar if not the same goal. To put it simply, they are trying to better our educational system. Every teacher has a different style of teaching that can be reflected as their own. For every teacher that is in one way or another stand by the four basic philosophies. The more assets they have, the more they thrive and the less likely they are to take part in risky behavior. Physical characteristics of these children play a huge part it is formed from good relationships, opportunities, and personal qualities these young children will find essential to avoid risks and to thrive in their lives. Teachers most keep in mind that development and improvement of assets is an ongoing process. Not all children possess the same asset but all can grow and develop over time. We need to pass as many assets as we can to the children we encounter one time or daily. Teaching our children to make smart decisions, be responsible students and caring citizens is a goal for all educators. By teaching young children at a young age of kindergarten through third grade to me is the foundation once they are out of the home. Learning new things, through new soundings by teaching boundaries and what the expectations are to give a type of empowerment. With the start of strong relationships between adults and young children, peers are central to asset building. Everyone can build assets needed to success. All children, youth and even adults can and are building the required assets through community and family, by playing their own roles. It is done through positive support in a constructive, active home and school. By giving the core to their self-confidence, this will stay with them as they grow. It important to install empowerment to all children, this can be done by positive reinforcement. Complement day is a fun rewarding why to teach this. Developmental Assets are important for any child to learn to possess them betterThese are important characteristics for all children regardless of background, gender, economic status, ace or family situation (Webb, 2010 p. 227). To have these as early as possible help the children avoid risks and stay away from participating in risky behavior. It helps them learn how to make good choices and caring responsible adults (Schultz, 2006). It really is the foundation to represent to relationships opportunities, and personal qualities that all young people need not be a risk. There is a list of the 40 developmental assents web page is http://www. earch-institute. org/assets for all ages. Developmental assets are broken up into 20 External Assets and 20 Internal Assets. Each one dives into four categories. External Assets: Support, empowerment, boundaries, constructive use of one’s time and expectations these are needed to help give a rounded life. Teachers have the responsibility for these young so they end up with the creating internal assets too. There needs to be an allied commitment to nurture their core qualities, which will guide them to their choices, which will help generate a well-balanced self, capable of resolving issues, and focusing on opportunities. These four categories of internal assets are: a pledge to learn social skills, positive morals, and social skills and give them a positive identity about themselves. For teacher, developmental assets are is the foundation to a wide-range of children and adolescent growth, the ability to spring back for setbacks, and one social and mental health. The more assets young people have the better. Children with more assets at a young age will most likely grow up to be considerate of other, able to accomplish more and become responsible adults. These individuals contribute to their society with a meaningful purpose for their lives. So just by taking the time to know who they are gives a strong foundation the can build on. It’s important to help the children find their loyalty to learning with positive values. This can be done through social planning and decision making, which will give them a positive self-esteem. What it comes down to is that Developmental Assets are the ground work for basic life skills and traits that are a very important start for children to have successful growth and development. It is like giving them the tools to ensure that they have skills to deal with if experiences they will encounter on to make a successful adult. Capable of making good choices for themselves and being that positive influence needed for the others around them. The song the comes to mind is by Michael Jackson called I believe that children are our furthers, it is a example of what is need so badly in our community. The three risk factors I have chosen are low parental support, mentally ill parents, and participating in public assistance programs. Parental support/involvement in education and home is a vital fundamental start to a successful life. Without the support of inside and outside of the school gives a greater chance of a child being at risk. Just by attending parent-teacher conferences, showing interest, and setting expectations makes more of a difference to a child than one realizes. To me, school is important at any age, but a child with low parental support may never see the importance of it through the parent and needs to get support. Another way for a child to be at risk is having a mentally ill parent. Mental illness can have social problems causing many issues within families, school and work. It is not easy for a child to cope with a mentally ill parent. It can cause the role to be reversed the child take care of the parent, leaving no support in the schools and lack of a role model. The child can be neglected or put in to danger. There are children from broken homes that are at risk too. These children are at higher risk in education. There are a wide range of behaviors that come up with a broken home. It has a huge influence on academic performance, psychological and emotional suffering, social misbehavior and teen pregnancy to name just a few. There is a study that says â€Å"children that come from broken homes were three times more likely to suffer from attention deficit disorders than children form intact homes† (Schultz, 2006). Children model the behavior that they see the ones they look up to. If it is lacking the home it is the teacher’s role job to give them positive engagement that will develop the wonted assets. â€Å"Developmental Assets model is a philosophical approach to developing youth rather than criticizing them so they can avoid negative behavior and excel at positive behavior†(Codie, 2010 ). To be a mentor to students at the level they are in need of. Our children in school today have a growing need for stronger home to school connection than ever as the deal with a variety of situations, having anything from a mentally ill parent, to children that are dependent on different programs due to providers not having the finances, right down to having very little parental support. Our children are dealing with increasing choices and need a strong support system to depend on outside of school. Being a family with good communication skills gives children empowerment of safety and good resources that can be used in school and the community. As a school, there are lots of different ways to help children feel like they are fully capable of achieving their true potential. There are a variety of controversial situations children face each and every day inside and outside of schools. In school, there are small groups that play games that address situation they may face on a daily basis from bullying, dealing with anger and how to deal with it appropriate to the situation on the card. Some schools have exemplary programs for dealing with anger, showing them faces on a chart and how they are feeling and what the next step is to stop the anger. It is on the child desk or note book and every classroom wall. This is allowing the child in control of their behavior and letting them learn they can achieve this goal. The biggest thing is to get the parents involved in the handling of what is best for their child. Teachers can make a great impact on our world through the relationships with students. Teachers should help each student meet their fullest potential by providing an atmosphere that is safe, able to support risk-taking and encourages a circulation of ideas. To see the connection to learning through the eyes of the child taught by am inspire is the highest level of sat faction. In education it is a process and sadly some are overlooked. As a teacher, the students would be main concern, guiding me in my philosophy of teaching. It takes experiences and we all have much to learn but to strive to do to teach each and every child as I enter into the workforce. I think the environment should always contribute to an environment that is allowing the teacher to be the guide, it should also be a place that let the child natural interest are free to learn form and the finally one is to show respect for all. Helping students to find the inner nd support in their path success, on most be a mentor and teacher that helps all in need, and by doing this the world is going to be a better place. Class rooms should be about the students and what they can bring to their success. The surrounding that the students are in each day makes a different. When using pictures and things to relate to their class in a contributing to their educational needs. Visual aids are a way to let th e child bring success as a whole but for them self too. Showing the children of the future that they have the ability to learn with the tools available is the role of a teacher. A thriving classroom/school is to teach children how to communicate their own beliefs and nurture their own ideas. Children learn from teaches commination and it leads to trust and positive relations. A simple way to teach this by having a time set aside each week for the children to draw a name and to give a complement to the other students. It builds respect as well confidence for the speaker and receiver. In conclusion, it the student that come first and that is the foundation on which all teaching decisions should be booked. To keep an open mind is to be flexible, each and every one learns a little differently. We as teacher have to learn and change as to what the children’s needs are. We all have the potential to bring something unique and special to the table but when the door is open at a young age more doors will open. Through the use of assets using communication and treating them like we all want to be treated things work out for the best. All it takes is the time to find the common ground between you and any child. One life touch is one step closer to success. It’s like planting seeds for the future and instilling healthy balance in their life. References: Codie McLachlan. (2010, April 30). 0 Assets videos target adults as well as youths. Saint City News, 17. Retrieved August 8, 2010, from Canadian Newsstand Complete. (Document ID: 2045205771). Gudrun Schultz (2006, January 16). Broken Family Structure Leads to Educational Difficulties for Children http://www. lifesitenews. com/ldn/2006/jan/06011605. html Schultz Gudrun (January 16, 2006). Broken Family Structure Leads to Educational Difficulties for Children http://www. lifesitenews. com/ldn/2006/jan/06011605. html Webb, L. D. , Metha, A. & Jordan K. F. (2010). Foundations of American Education (6th ed. ). Developmental Assets EDU360 Developmental Assets July 2010 Education is one of the most important aspects of any child’s life. One day I hope to be a positive and successful teacher, where children need and want to have me be a part of their learning and successes throughout their lives. Educational philosophy has changed over the decades, and still today, not everyone is in total and complete agreement on the subject. Nevertheless, one thing is certain: philosophy is the groundwork of learning styles. All children learn differently and no one philosophy is completely correct. Children are not a one size fit all it comes in a verity of style and beliefs. If we start to guile them by being a good role model, you will be giving the needed equity’s to the young people, by giving the need path to go down for success life. There are four basic educational philosophies that exist including idealism, realism, pragmatism, and existentialism. These four philosophies are not the same, but they do attempt to aim for a similar if not the same goal. To put it simply, they are trying to better our educational system. Every teacher has a different style of teaching that can be reflected as their own. For every teacher that is in one way or another stand by the four basic philosophies. The more assets they have, the more they thrive and the less likely they are to take part in risky behavior. Physical characteristics of these children play a huge part it is formed from good relationships, opportunities, and personal qualities these young children will find essential to avoid risks and to thrive in their lives. Teachers most keep in mind that development and improvement of assets is an ongoing process. Not all children possess the same asset but all can grow and develop over time. We need to pass as many assets as we can to the children we encounter one time or daily. Teaching our children to make smart decisions, be responsible students and caring citizens is a goal for all educators. By teaching young children at a young age of kindergarten through third grade to me is the foundation once they are out of the home. Learning new things, through new soundings by teaching boundaries and what the expectations are to give a type of empowerment. With the start of strong relationships between adults and young children, peers are central to asset building. Everyone can build assets needed to success. All children, youth and even adults can and are building the required assets through community and family, by playing their own roles. It is done through positive support in a constructive, active home and school. By giving the core to their self-confidence, this will stay with them as they grow. It important to install empowerment to all children, this can be done by positive reinforcement. Complement day is a fun rewarding why to teach this. Developmental Assets are important for any child to learn to possess them betterThese are important characteristics for all children regardless of background, gender, economic status, ace or family situation (Webb, 2010 p. 227). To have these as early as possible help the children avoid risks and stay away from participating in risky behavior. It helps them learn how to make good choices and caring responsible adults (Schultz, 2006). It really is the foundation to represent to relationships opportunities, and personal qualities that all young people need not be a risk. There is a list of the 40 developmental assents web page is http://www. earch-institute. org/assets for all ages. Developmental assets are broken up into 20 External Assets and 20 Internal Assets. Each one dives into four categories. External Assets: Support, empowerment, boundaries, constructive use of one’s time and expectations these are needed to help give a rounded life. Teachers have the responsibility for these young so they end up with the creating internal assets too. There needs to be an allied commitment to nurture their core qualities, which will guide them to their choices, which will help generate a well-balanced self, capable of resolving issues, and focusing on opportunities. These four categories of internal assets are: a pledge to learn social skills, positive morals, and social skills and give them a positive identity about themselves. For teacher, developmental assets are is the foundation to a wide-range of children and adolescent growth, the ability to spring back for setbacks, and one social and mental health. The more assets young people have the better. Children with more assets at a young age will most likely grow up to be considerate of other, able to accomplish more and become responsible adults. These individuals contribute to their society with a meaningful purpose for their lives. So just by taking the time to know who they are gives a strong foundation the can build on. It’s important to help the children find their loyalty to learning with positive values. This can be done through social planning and decision making, which will give them a positive self-esteem. What it comes down to is that Developmental Assets are the ground work for basic life skills and traits that are a very important start for children to have successful growth and development. It is like giving them the tools to ensure that they have skills to deal with if experiences they will encounter on to make a successful adult. Capable of making good choices for themselves and being that positive influence needed for the others around them. The song the comes to mind is by Michael Jackson called I believe that children are our furthers, it is a example of what is need so badly in our community. The three risk factors I have chosen are low parental support, mentally ill parents, and participating in public assistance programs. Parental support/involvement in education and home is a vital fundamental start to a successful life. Without the support of inside and outside of the school gives a greater chance of a child being at risk. Just by attending parent-teacher conferences, showing interest, and setting expectations makes more of a difference to a child than one realizes. To me, school is important at any age, but a child with low parental support may never see the importance of it through the parent and needs to get support. Another way for a child to be at risk is having a mentally ill parent. Mental illness can have social problems causing many issues within families, school and work. It is not easy for a child to cope with a mentally ill parent. It can cause the role to be reversed the child take care of the parent, leaving no support in the schools and lack of a role model. The child can be neglected or put in to danger. There are children from broken homes that are at risk too. These children are at higher risk in education. There are a wide range of behaviors that come up with a broken home. It has a huge influence on academic performance, psychological and emotional suffering, social misbehavior and teen pregnancy to name just a few. There is a study that says â€Å"children that come from broken homes were three times more likely to suffer from attention deficit disorders than children form intact homes† (Schultz, 2006). Children model the behavior that they see the ones they look up to. If it is lacking the home it is the teacher’s role job to give them positive engagement that will develop the wonted assets. â€Å"Developmental Assets model is a philosophical approach to developing youth rather than criticizing them so they can avoid negative behavior and excel at positive behavior†(Codie, 2010 ). To be a mentor to students at the level they are in need of. Our children in school today have a growing need for stronger home to school connection than ever as the deal with a variety of situations, having anything from a mentally ill parent, to children that are dependent on different programs due to providers not having the finances, right down to having very little parental support. Our children are dealing with increasing choices and need a strong support system to depend on outside of school. Being a family with good communication skills gives children empowerment of safety and good resources that can be used in school and the community. As a school, there are lots of different ways to help children feel like they are fully capable of achieving their true potential. There are a variety of controversial situations children face each and every day inside and outside of schools. In school, there are small groups that play games that address situation they may face on a daily basis from bullying, dealing with anger and how to deal with it appropriate to the situation on the card. Some schools have exemplary programs for dealing with anger, showing them faces on a chart and how they are feeling and what the next step is to stop the anger. It is on the child desk or note book and every classroom wall. This is allowing the child in control of their behavior and letting them learn they can achieve this goal. The biggest thing is to get the parents involved in the handling of what is best for their child. Teachers can make a great impact on our world through the relationships with students. Teachers should help each student meet their fullest potential by providing an atmosphere that is safe, able to support risk-taking and encourages a circulation of ideas. To see the connection to learning through the eyes of the child taught by am inspire is the highest level of sat faction. In education it is a process and sadly some are overlooked. As a teacher, the students would be main concern, guiding me in my philosophy of teaching. It takes experiences and we all have much to learn but to strive to do to teach each and every child as I enter into the workforce. I think the environment should always contribute to an environment that is allowing the teacher to be the guide, it should also be a place that let the child natural interest are free to learn form and the finally one is to show respect for all. Helping students to find the inner nd support in their path success, on most be a mentor and teacher that helps all in need, and by doing this the world is going to be a better place. Class rooms should be about the students and what they can bring to their success. The surrounding that the students are in each day makes a different. When using pictures and things to relate to their class in a contributing to their educational needs. Visual aids are a way to let th e child bring success as a whole but for them self too. Showing the children of the future that they have the ability to learn with the tools available is the role of a teacher. A thriving classroom/school is to teach children how to communicate their own beliefs and nurture their own ideas. Children learn from teaches commination and it leads to trust and positive relations. A simple way to teach this by having a time set aside each week for the children to draw a name and to give a complement to the other students. It builds respect as well confidence for the speaker and receiver. In conclusion, it the student that come first and that is the foundation on which all teaching decisions should be booked. To keep an open mind is to be flexible, each and every one learns a little differently. We as teacher have to learn and change as to what the children’s needs are. We all have the potential to bring something unique and special to the table but when the door is open at a young age more doors will open. Through the use of assets using communication and treating them like we all want to be treated things work out for the best. All it takes is the time to find the common ground between you and any child. One life touch is one step closer to success. It’s like planting seeds for the future and instilling healthy balance in their life. References: Codie McLachlan. (2010, April 30). 0 Assets videos target adults as well as youths. Saint City News, 17. Retrieved August 8, 2010, from Canadian Newsstand Complete. (Document ID: 2045205771). Gudrun Schultz (2006, January 16). Broken Family Structure Leads to Educational Difficulties for Children http://www. lifesitenews. com/ldn/2006/jan/06011605. html Schultz Gudrun (January 16, 2006). Broken Family Structure Leads to Educational Difficulties for Children http://www. lifesitenews. com/ldn/2006/jan/06011605. html Webb, L. D. , Metha, A. & Jordan K. F. (2010). Foundations of American Education (6th ed. ).