Power Point Research Proposal Essay Example | Topics and Well Written Essays - 1000 words

Power Point Research Proposal - Essay Example However, heart attack risk factors can be effectively reduced by embracing a healthy living style, which includes modified diets, lifestyle, and physical activities for older women. The PICOT-based research question will be the basis for the practice where two heart attack reduction intervention will be compared, which include the use of Aspirin and lifestyle modification. Mortality rate caused by heart attack in older women is a global epidemic. Although there being medications such as Aspirin to reduce heart attack, the side effects are adverse making it a rather risky intervention. However, lifestyle modification forms a better intervention compared to the use of Aspirin as it has minimal risks and side effects and promote the overall health of a woman as well as reducing risks to other diseases. The evidence-based practice aims at establishing the effectiveness of modifying lifestyle to reduce the chances of a heart attack that will be compared to the use of Aspirin intervention. The practice further aims at improving awareness of heart attack risk factors that will be a major intervention in reducing mortality rate from heart diseases in older women. The evidence-based practice will be important, as it will find out whether lifestyle modification for women aged 45-75 years is better compared to the Aspirin regimen. The practice will further promote awareness of risks factors that contribute to heart attacks among older women. Studies have shown that physical activity has been one of the most successful interventions in reducing coronary heart disease. Daily exercise including simple walks has potential health benefits including reducing heart attack risks. The literature conducted aimed at the perceptions associated with Aspirin regimen in reducing the risk of heart attack. Additionally, reviewed studies aimed at comparing the efficacy of modifying lifestyle to the use of Aspirin regimen. Notably, most studies points out that modification

Communications Plan _ Context Analysis _ Promotional Objectives _ Assignment

Communications Plan _ Context Analysis _ Promotional Objectives _ Marketing Communications Strategies _ Promotional Mix - Assignment Example An effective communication plan acts as a guide to the marketing managers in the company to maintain a better cooperative relationship with the targeted customer group through an enhanced ability to suffice customer needs (Lyles, 2002). It is also argued to be an effective tool to build trust amid the customer groups, which not only stimulates greater volume of customers purchasing the offered service/product, but also ensures long-run stability in the organisation-client relationship (Andersen, 2001). Context Analysis Cambridge Science Pharmaceuticals (CSP), as an international healthcare company, puts principle emphasis on marketing, manufacturing and developing medicinal products that treat gastrointestinal diseases, metabolic disorders, and immune deficiencies along with other chronic and acute medical conditions. Notably, the study in Quelch & Beckham (2010) reflects that majority of the US residents are facing problems related to overweight and obesity, which includes almost ev ery age group with dissimilar perceptions. This rating apparently advocated that one of the major causes for the preventable death toll in the US was diseases of health issues resulting from overweightedness and obesity. It is worth mentioning in this context that with the research conducted by CSP’s Senior Director of Marketing, Barbara Printup, overweight was related to a number of serious health complications about which, the common public was becoming increasingly aware of, taking measures to avoid these hazards. All these factors undoubtedly presented a promising scenario as much as the demand for a weight-loss safe drug was concerned (Quelch & Beckham, 2010). However, the study shows that there were many drugs being circulated around the market to suffice the demand for weight-loss drugs in the US. For example, Alli, a weight-loss drug product, was launched in the US market in 2008 after its approval by the FDA. The product was failed to capture the market because of ne gative side effects, directly hampering the gastrointestinal conditions of the regular consumers. On the other hand, other Over-The-Counter (OTC) weight-loss solutions focused on their capabilities to serve with minimum side-effect assurance, being based on herbal ingredients such as green tea extract, hoodia and chromium. These products were categorised as herbal or dietary supplements by the FDA, which even though ensured minimum side-effects, but were massively slow in yielding faster results (Quelch & Beckham, 2010). Based on the arguments, it becomes explicit that even if the market presented a promising opportunity for the weight-loss drug, it also had its unique barriers of side-effects and faster results. Correspondingly, Metabical possessed some negative effects, which can hamper its market presence and long-run success potentials subjected to the effectiveness of the marketing strategies used for its launch (Quelch & Beckham, 2010). Promotional Objectives As mentioned in Q uelch & Beckham (2010), the final launch of Metabical was pending on the year 2009, in the month of January, following its approval by the FDA. Correspondingly, CSP had a year to program its promotional strategies. The promotional objectives, thereby determined by Printup on behalf of CSP’s Metabical were targeted to both the end consumers and the health care providers who shall be a pivotal participant in the communication plan. The foremost

Theprince By Machiavelli Chap :: essays research papers

The Prince Chapter Analysis The Prince, by Machiavelli, was written for the Italian deMedici family and intended to be used as a guidebook for retaining political power. In the chapter entitled "That We Must Avoid Being Despised and Hated," Machiavelli describes the traits that a leader should avoid. He also describes the traits a leader must have in order to have the respect and loyalty of his subjects. Machiavelli writes, "He is rendered despicable by being thought changeable, frivolous, effeminate, timid, and irresolute." Machiavelli believes the leader should never vacillate. The leader's words would become meaningless for he cannot gain anything by constantly changing his goals and his decisions. An example of this would be a manager wishes to complete a task and he orders his workers to begin this task. The manager later decides to change this task abandoning his first task, and he instructs his workers to begin the new task. The manager instructs his workers to return to the first task. The workers begin to become frustrated, and the manager has yet to accomplish a task. Thus, a leader must not vacillate in order to accomplish any goal. A leader must always accomplish the goals he sets out to accomplish, for if he chooses to attain a goal which he has no hope of gaining, then he is a frivolous ruler, and according to Machiavelli, deserves to become despised. A t imid ruler would be too weak and too scared to rule his people, and he would never get a task done. An effeminate ruler is thought to have feminine qualities. In those times, someone who was feminine could not be taken seriously. A leader must always resolve a problem for all problems allowed to "get out of hand" tend to become large problems, and this will show the leader's inability to resolve things. An example of this would be a king becomes aware that his crops were not as productive one year. The king decides nothing on it. Later that winter, his people begin to starve, but the king has done nothing to help. The starving people begin to revolt against this irresolute king. Therefore, a king must not be irresolute. Machiavelli describes these traits so the traits may be avoided by the leader. The leader would become despised and not respected by his citizens and fellow rulers if he is thought to be changeable, frivolous, effeminate, timid, and irresolute.

Partnership Working Essay

In this report I will explore the key arguments and issues associated with partnership working. I will assess the validity of the arguments presented and consider the wider implications of this. I will highlight how this influenced my decision to collect data from a range of sources to increase the verisimilitude of the process. The small scale evaluation will focus on understanding why BeSD students fail to make the required levels of progress, even when receiving targeted support. I will try to ascertain the attitudes/values and beliefs of the outside agencies involved with the Academy and identify ways to move forward. Finally I will delineate how this activity has impacted on my current thinking and as a result how this will change my future practice. Key Arguments & Issues The original concept of partnership working came about as a direct result of Victoria Climbie’s death in 2000. Lord Laming (2003) conducted an independent inquiry and found the agencies involved to be grossly negligent, which is reinforced by Frost (2005). This led to the formation of the initiative ‘Every Child Matters’ and the Children’s Act of 2004, which outlined how all agencies involved in working with children, should have a shared responsibility to improve health and wellbeing; by leading community partnerships, delivering on national priorities/targets and commissioning/delivering services. The main aim was to protect children of all ages in the UK. MacAuslan (2006) outlines what the benefits are to partnership working; enhanced wellbeing of children and parents, plus an increased accuracy of needs assessment carried out by professionals. Tunnard (1991) defined Partnership working as; ‘The essence of partnership is sharing. It is marked by respect for one another, role divisions, rights to information, accountability, competence, and value accorded to individual input. In short, each partner is seen as having something to contribute, power is shared, decisions are made jointly and roles are not only respected but are also backed by legal and moral rights.’ However, current research suggests that partnership working is fraught with difficulties and even the term ‘Partnership Working’ is considered a contested concept. Burton et al (2009) & JIT (2009) amongst a whole plethora of authors, outline what these potential barriers could be; †¢ Clarity of roles and accountability †¢ Behaviour and power relationships †¢ Varying degrees of skills & knowledge †¢ Structure and the environment †¢ Processes †¢ Available resources †¢ External & cultural influences JIT (2009) usefully explores these above barriers in more depth, using an Ishikawa Fishbone diagram, to ascertain the root cause of these issues; Glenny (2005) suggests that it will be impossible to control the ‘system’ as outlined in the above diagram (partnership work), but that it may be possible to formulate good practice through the management of communication, in creating an environment of trust. Frost & Lloyd (2006), Pinkus (2005), MacAuslan (2006), Burton et al (2009) & Treseder et al (2003) have all stressed what the key ingredients are for successful partnership working; †¢ Good communication †¢ Fostering of trusting relationships through transparent communication, empathy and understanding †¢ Clear purpose †¢ Win – Win †¢ Equal balance of power for all stakeholders The majority of the evidence points towards partnership work resulting in positive outcomes for children. However, Frost (2005 pp.19-20) intimates that a shift toward increased partnership working would be politically undesirable for the families involved, due to an increase of surveillance, control and as a result increased social exclusion, which is a very plausible argument. However, I think that without partnership working the possibility of social exclusion would increase. So we need to ask ourselves which is the lesser of the two evils. In our Academy children with BeSD are still underperforming, achieving way below expected standards and are at risk of permanent exclusion but more importantly social exclusion. From the research conducted and a development of my understanding of this concept, I was led to believe that there is an inherent problem within our partnerships. In an attempt to discover what the root cause was, I decided to investigate this particular issue further focusing on our work with outside partners. The Evaluation During the initial stages I selected data that would highlight which students were underperforming due to the amount of time they had lost as a result of detentions and exclusions. I then used the vulnerable student’s database to ascertain if these particular students had been identified as BeSD. The CAFs and TACs were then reviewed; to gain a flavour for the agencies involved their attendance, the attendance of parents, the action taken and the progress to date. It was clear from this evidence that the majority of the outside agencies were attending regular reviews, as were the parents, but progress was slow. I decided to carry out a structured group interview of all the outside agencies involved in an attempt to unpick the problem further. The information collated suggested multiple causes for lack of progress. One particular theme that aspired was the lack of follow through in the classroom of work being done by outside agencies. Goodman & Burton (2010) corroborate these findings. They relate how partners felt that their work was ‘undone’ when the individual went back to school and how teachers did not feel supported and lacked the information and relevant skills to deal with students who have BeSD. Another theme that emerged was how the partners felt that the behaviour management system was inflexible and did not cater for these particular students, hence resulted in exclusions. The partners also suggested that further intervention to work more closely with these students and their parents was needed. They suggest how both of these themes impacted directly on their remit, which caused them further frustration. Treseder et al (2003) describes how all partners need to be able to fulfil their remit to achieve success, which the themes suggest is not happening. Hence it is important to regularly review practices and procedures to ensure the key ingredients are incorporated to achieve success. The Evidence Much of the evidence collected suggests that partnership working is indeed fraught with problems. The research evidence is from the result of a small scale study. The majority of the data collected came from the interview group structured questions. Hence, it is plausible to suggest that I could have influenced the data. As a result this type of data collection does have its dissenting voices concerning its reliability, due to the lack of quantitative data and empirical value. However, it can be argued that quantitative data does not give the thick descriptions required for this type of study. I do believe that I have influenced the investigation, as I originally thought that this may have been a problem and therefore the questions I asked may have dictated the outcome. In hindsight it may have been more pertinent in this instance to have conducted unstructured interviews or possibly to take a more organic approach and allow the hypothesis to be determined from the data gathered. It would have also been more beneficial to have recorded the interview group, as I may have missed out important information. The recordings would have allowed me to pick through at my own time and in much more detail. The transcriptions were possibly of poor quality compared to a full time researcher, who would potentially have access to software that would identify the themes that occur, plus they would have more time to go through the data. Reflection Before carrying out the research for this assignment I was totally unaware of all the issues that partnership working faced and the tensions between policy and practice. As a school leader my main aim is to achieve governmental targets, whilst incorporating inclusive practice. I believed with absolute conviction that my core principles values and beliefs were centred on inclusive practice. I now realise that I could not make this judgement, as I did not have the required knowledge or skills to identify the core issues and therefore resolve them. Reading around the subject has developed my knowledge on what partnership working is and what the key ingredients are for it to be successful, which has given me the tools to question our policies and practice. It may be concluded that our current practice can be attributed to the underachievement of students with BeSD. It is clear that there is a need to review our current teaching and learning practices and policies, to involve teaching staff as partners and provide the required information and the necessary training but also giving partners the opportunity to share strategies with teaching staff. What is also apparent is the need to create a second layer within the behaviour management system for students who display these types of behaviours. Furthermore, it is important to implement further strategies to prevent exclusions and aid the partners involved to achieve their remit. It is imperative to include parents at all stages of the process to ensure our practice is truly inclusive. Above all however, it is important that our procedures and practises are regularly reviewed to ensure our partnership working sustains the key ingredients for success and helps these students to achieve. Bibliography Burton, D. M. et al (2009) ‘Are the contradictions and tensions that have characterised educational provision for young people with behavioural, emotional and social difficulties a persistent feature of current policy?’ Emotional and Behavioural Difficulties, Vol. 14, No. 2, pp. 141-155: Routledge, Taylor & Francis Group. Frost, N. (2005) ‘Professionalism, partnership and joined up thinking: a research review of front-line working with children and families’, Totnes: Research in Practice (eds) Partnership Working Reader Frost, N. & Lloyd, A. (2006) ‘Implementing Multi-Disciplinary Teamwork in the New Child Welfare Policy Environment’, Journal of Integrated Care, Vol. 14 Iss: 2 pp. 11 – 17: Emerald Publications Glenny, G. (2005) ‘Riding the dragon; developing inter-agency systems for supporting children’, Support for Learning Vol. 20 4 pp. 167 – 175: (eds) Partnership Working Reader Goodman, R. L. & Burton, D. M. (2010) ‘The inclusion of students with BESD in mainstream schools: teachers’ experiences of and recommendations for creating a successful inclusive environment’, Emotional and Behavioural Difficulties, Vol. 15:3, pp. 223-237: Routledge, Taylor & Francis Group. JIT (2009) ‘Barriers to Partnership Working’, Briefing Notes for Practioners & Managers. [online] at https://docs.google.com/viewer?a=v&q=cache:2fEk6ihnbTEJ:www.jitscotland.org.uk/downloads/1250518249-Chapter%25204%2520-%2520Barriers%2520to%2520Partnership%2520Working.pdf+joint+improvement+team+chapter+4&hl=en&gl=uk&pid=bl&srcid=ADGEESiUdOrN6KrSQ66CrHDX1qU9rKSq6rBjZ-TPIufGxwsL9LhdUpxizVuiBRiCA6t9WhmAamFvu5cpSSN61fkFUZtfgknghCQQAjXL-jygk7GfAyDgRBIJe98Ea44eJXYyZbFU91iP&sig=AHIEtbQPrQevS-EOfbRjnP4wir2Gym_8VA Accessed on 3/6/2012 MacAulsan, E. (2006) ‘Partnership Working’, The Journal of the Royal Society for the Promotion of Health Vol. 126: pp. 160: Sage Publishing Pinkus, S. (2003) ‘All the talk and no action: transforming the rhetoric of parent – professional partnership into practice’, Journal of Research in Special Educational Needs Vol. 3: No 2: pp. 128 – 141: (eds) Partnership Working Reader. Pinkus, S. (2005) ‘Bridging the gap between policy and practice: adopting a strategic vision for partnership’, British Journal of Special Education Vol. 32, No. 4: Working in special education. Treseder, J et al (2003) ‘Report of a Multi-agency Action Research Project to Improve Service Delivery to Families with Complex Needs’, University of Nottingham Publications. Tunnard, J. (1991) ‘The Children Act – Partnership With Families’, The Journal of the Royal Society for the Promotion of Health, Vol, 112, pp. 240: Sage Publishers

Guide and Examples for Writing a Sociology Abstract

If you are a student learning sociology, chances are you will be asked to write an abstract. Sometimes, your teacher or professor may ask you to write an abstract at the beginning of the research process to help you organize your ideas for the research. Other times, the organizers of a conference or editors of an academic journal or book will ask you to write one to serve as a summary of research you have completed and that you intend to share. Lets review exactly what an abstract is and the five steps you need to follow in order to write one. Definition Within sociology, as with other sciences, an abstract is a brief and concise description of a research project that is typically in the range of 200 to 300 words. Sometimes you may be asked to write an abstract at the beginning of a research project and other times, you will be asked to do so after the research is completed. In any case, the abstract serves, in effect, as a sales pitch for your research. Its goal is to pique the interest of the reader such that he or she continues to read the research report that follows the abstract or decides to attend a research presentation you will give about the research. For this reason, an abstract should be written in clear and descriptive language and should avoid the use of acronyms and jargon. Types Depending on at what stage in the research process you write your abstract, it will fall into one of two categories: descriptive or informative. Those written before the research is completed will be descriptive in nature. Descriptive abstracts provide an overview of the purpose, goals, and proposed methods of your study, but do not include discussion of the results or conclusions you might draw from them. Informative abstracts are super-condensed versions of a research paper that provide an overview of the motivations for the research, problem(s) it addresses, approach and methods, the results of the research, and your conclusions and implications of the research. Preparing to Write Before you write an  abstract there are a few important steps you should complete. First, if you are writing an informative abstract, you should write the full research report. It may be tempting to start by writing the abstract because it is short, but in reality, you cant write it until you the report is complete because the abstract should be a condensed version of it. If youve yet to write the report, you probably have not yet completed analyzing your data or thinking through the conclusions and implications. You cant write a research abstract until youve done these things. Another important consideration is the length of the abstract. Whether you are submitting it for publication, to a conference, or to a teacher or professor for a class, you will have been given guidance on how many words the abstract can be. Know your word limit in advance and stick to it. Finally, consider the audience for your abstract. In most cases, people you have never met will read your abstract. Some of them may not have the same expertise in sociology that you have, so its important that you write your abstract in clear language and without jargon. Remember that your abstract is, in effect, a sales pitch for your research, and you want it to make people want to learn more. Step-by-Step Guide Motivation. Begin your abstract by describing what motivated you to conduct the research. Ask yourself what made you pick this topic. Is there a particular social trend or  phenomenon that sparked your interest in doing the project? Was there a gap in existing research that you sought to fill by conducting your own? Was there something, in particular, you set out to prove? Consider these questions and begin your abstract by briefly stating, in one or two sentences, the answers to them.Problem. Next, describe the problem or question to which your research seeks to provide an answer or better understanding. Be specific and explain if this is a general problem or a specific one affecting only certain regions or sections of the population. You should finish describing the problem by stating your hypothesis, or what you expect to find after conducting your research.Approach and methods. Following your description of the problem, you must next explain how your research approaches it, in terms of theoretical framing or general perspective, and which research methods you will use to do the research. Remember, this should be brief, jargon-free, and concise.Results. Next, describe in one or two sentences the results of your research. If you completed a complex research project that led to several results that you discuss in the report, highlight only the most significant or noteworthy in the abstract. You should state whether or not you were able to answer your research questions, and if surprising results were found too. If, as in some cases, your results did not adequately answer your question(s), you should report that as well.Conclusions. Finish your abstract by briefly stating what conclusions you draw from the results and what implications they might hold. Consider whether there are implications for the practices and policies of organizations and/or government bodies that are connected to your research, and whether your results suggest that further research shoul d be done, and why. You should also point out whether the results of your research are generally and/or broadly applicable or whether they are descriptive in nature and focused on a particular case or limited population. Example Lets take as an example the abstract that serves as the teaser for a journal article by sociologist Dr. David Pedulla. The article in question, published in American Sociological Review,  is a report on how taking a job below ones skill level or doing part-time work can hurt a persons future career prospects in their chosen field or profession.  The abstract is annotated with bolded numbers that show the steps in the process outlined above. 1. Millions of workers are employed in positions that deviate from the full-time, standard employment relationship or work in jobs that are mismatched with their skills, education, or experience. 2. Yet, little is known about how employers evaluate workers who have experienced these employment arrangements, limiting our knowledge about how part-time work, temporary agency employment, and skills underutilization affect workers labor market opportunities. 3. Drawing on original field and survey experiment data, I examine three questions: (1) What are the consequences of having a nonstandard or mismatched employment history for workers labor market opportunities? (2) Are the effects of nonstandard or mismatched employment histories different for men and women? and (3) What are the mechanisms linking nonstandard or mismatched employment histories to labor market outcomes? 4. The field experiment shows that skills underutilization is as scarring for workers as a year of unemployment, but that there are limited penalties for workers with histories of temporary agency employment. Additionally, although men are penalized for part-time employment histories, women face no penalty for part-time work. The survey experiment reveals that employers perceptions of workers competence and commitment mediate these effects. 5. These findings shed light on the consequences of changing employment relations for the distribution of labor market opportunities in the new economy. Its really that simple.

Explain Why There Was Criticism of the Clergy Around 1529

Explain why there was criticism of the clergy around 1529: There was criticism of the personnel of the church both high and low, from village priests to roman cardinals; criticism of lifestyles; criticism of the clergy seen as not fully committed to or measure up to Christian ideals. All of these strands of criticism were of long standing in England and elsewhere in Europe. Anti-clericalism and antipapalism had little real threat to the English church in the 1520’s. Erastainism usually operated to uphold the church and its powers, but in the late 1520’s because of the peculiar set of circumstances, it would be the main force that brought about the reformation. An example of critisism against the clergy was brought about by Colet in his†¦show more content†¦Here the tales speak of the abuses of the church and clergy by explaining that the clergy â€Å"tell a hundred or more false stories.† Due to the printing press in the 1520’s the message read to a wider audience gaining much support from the laity who also criticised the clergy. People were then reluctant to pay money to the church such as tithes as it was not only going to a foreign power but was a popular belief in the 1520’s that the clergy were to wealthy and should be devoting their lives to God and not to their own economic wealth. Tithes were used by the Christian church whereby, lay people contributed a 10th of their income for religious purposes, often under ecclesiastical or legal obligation. The money (or its equivalent in crops, farm stock, etc.) was used to support the clergy, maintain churches, and assist the poor. Other form of money which was paid to the church was in the form of indulgences whereby people brought their salvation from a better afterlife. There is evidence to support that people criticised this such as Caxton in the Canterbury tales were one of the main charters is a counterfeit pardoner published in 1470.Another reason to criticised the clergy was due to the fact the laity began to see how unfair cannon law was becomin g as the clergy could get away with crimes or if found guilty would be let off with a lighter sentence. Although it was the clergy who were supposed to be setting a good example for the rest of society their ignorance and

John Steinbeck s Of Mice And Men - 1418 Words

Deserving of Sympathy Set in the sunny state of California, the fast paced life of two hardworking men, George Milton and Lennie Small, is followed from ranches all over America. The two men start off by making their way to a ranch where they will work doing various farm chores for pay. Lennie, a big man who has an unknown mental disability, is taken care of by George who is an old friend of his late Aunt Clara’s. The men hope to one day own a farm of their own where they will grow crops and tend to animals. In Of Mice and Men by John Steinbeck, some people might say Lennie is portrayed by Steinbeck as more deserving of sympathy due to his want to do well, but ending up doing more good than bad; however, everything George does is to†¦show more content†¦Passing this idea rapidly through his head, Lennie quickly moves, on forgetting the conversation that had only briefly passed. When placed under an intense situation, Lennie reacts in the wrong way while thinking he is trying to suppress the situation. Steinbeck shows this idea when Slim and George are talking about the confrontation between Lennie and the girl from Weed, â€Å"Well, he seen this girl in a red dress†¦ Just wants to feel it†¦So he reaches out to feel this red dress an’ the girl lets out a squawk...and he holds on cuz’ that’s the only thing he can think to do† (Steinbeck 41). Just like later on in the book when Lennie is feeling Curley’s wife’s hair, he holds on when she starts yelling. All he wants to do is quiet her down but ends up snapping her neck, ultimately leading to her death. Because Lennie could not control himself, some people feel sympathy toward him. While some people believe that Lennie deserves more sympathy over any character in the novel, Steinbeck clearly portrays George as the character deserving more sympathy. Almost always on the move to keep out of trouble, George has given up his life to keep Lennie safe an d happy. Although this life is a bit stressful for George as seen when he says, â€Å"†¦I could stay in a cat house all night. I could eat any place I want†¦Get a gallon of whiskey, or sit in