Journal of Hospitality and Tourism Management Essay -- Tourism Hospita

The need for high-quality leaders in the hospitality industry has been readily recognised and is seen as critical to the long-term well-being of the industry. In recent years, the industry has undergone something of a sea change in its gender composition, with increasing numbers of females graduating from hospitality and tourism management courses. This suggests that the gender composition of managerial ranks is likely to change in the medium term, with concurrent changes in the typical leadership style valued in the industry. This article seeks to explore and quantify the differences in gender-based perceptions of leadership styles and outcomes in the hospitality industry. Using the Multifactor Leadership Questionnaire (MLQ; Bass & Avelio, 1995), a well-established self-administered instrument, the researchers used a "snowballing" technique to recruit a self-selected sample of 264 hospitality employees. These employees work in a variety of sectors in the hospitality industry, includ ing large international-style hotels, small franchised motels, food and beverage operations and contract catering, and at levels ranging from junior staff to senior property and site managers. The data indicated that despite their similarities, there were a number of subtle but significant differences between males and females in terms of the behaviours used and the extent to which various behaviours contributed to successful leadership outcomes, One potentially confounding result was the high emphasis placed upon the "contingent reward leadership style" by females and may be explained by the female's desire for clear, open and transparent communication. More generally, the differences between males and females were manifested in the form of the males placing greater emphasis on "confronting" and "sporting" leadership styles while the females placed greater emphasis on leadership styles which are built upon clear and concise communication and a greater focus on personal consideratio n for the team members. However, these subtle differences warrant further investigation--possibly using a more holistic approach-such as a 360 degree assessment or semi-structured interviews. ********** This study sought to explore and quantify the differences in gender-based perceptions of leadership styles and outcomes in the hospitality industry. Leadership studies in the hospitality industry ... ...use, R.J., & Shamir, B. (1993). Toward the integration of transformational, charismatic and visionary theories. Leadership theory and research perspectives and directions (pp. 81-107). New York: Academic Press. Howell, J.M., & Avolio, B. (1993). Transformational leadership, transactional leadership, locus of control and support for innovation. Key predictors of consolidated business unit performance. Journal of Applied Psychology, 78, 891-902. Manning, T.T. (2002). Gender, managerial level, transactional leadership and work satisfaction. Women in Management Review, 17(5), 207-216. Tejada, M.J., Scandura, T.A., & Pillai, R. (2001). The MLQ revisited. Psychometric properties and recommendations. The Leadership Quarterly, 12, 31-52. Tracey, J., & Hinkin, T.R. (1994). Transformational leaders in the hospitality industry. Cornell Hotel and Restaurant Administration Quarterly, 35(2), 18-24. Correspondence Paul Whitelaw, Senior Lecturer, School of Hospitality, Tourism and Marketing, Faculty of Business and Law, Victoria University, PO Box 14428, Melbourne, Vic 8001, Australia. Email: Paul.Whitelaw@vu.edu.au Paul Whitelaw and Romana Morda Victoria University, Australia

Sex Education in American Schools Essay example -- America Public Scho

Every year in America, one million teen girls become pregnant and at least three million teens become infected with an STD (Donovan, 1). Though these numbers slightly fluctuate, problems facing American adolescents today, like HIV/AIDS, other STD’s, and teen pregnancy. This means that some needs to change. These problems will decline when sex education is revamped everywhere in America, by making the curriculum completely comprehensive in addressing problems facing adolescents today such as teen pregnancy, STD’s, rape, pressures and emotions dealing with sex, and give teens good communication skills. Right now teachers approach these subjects on their tip toes, dance around the issue, and not fully give out all the information. Meditation. To find out what needs to be change we should look at what is being taught. In Levine’s book, Harmful to Minors, she discusses the curriculums being taught in public schools today, by breaking them down into two categories. Abstinence-only and abstinence-based. Both of these programs do teach about health, physical education, home economics, and biology, but both can really differ when dealing with the different â€Å"sensitive† issues. Abstinence-only education, promotes postponing sex, but when it comes to issues like contraception, it is taught how affective it is, but not where to get it. Abstinence-only curriculum promotes more education through the family, instead of through school. Some abstinence-only curriculums do deal with comprehensive issues, but mainly try to avoid the subject. Some teachers even make up lies to try and scare kids away from sex. Abstinence-based is more comprehensive. The curriculum does promote that abstinence is the only 100% full proof method, but ... ...’s. Numerous sexual partners later, she found out she had Chlamydia. These are great examples when comprehensive sex education is needed. Kids will be kids, and kids have sex. Educating the youth will only have them making wiser decisions and protect themselves. There is no doubt that change is needed. Comprehensive sex education is the answer. Informing the youth will have positive repercussions for not only the youth, but for society in general. Evidence does not lie. Abstinence-only education does not work, and there is no evidence that supports it. Comprehensive sex education does not give adolescents the wrong ides. They already have the wrong idea, but still America doesn’t get it. Educating is the only way we have a fighting chance. When the youth has all the information and resources available, they will make informed responsible decisions.

Love :: essays research papers

. Background Information   Ã‚  Ã‚  Ã‚  Ã‚  Timothy is the student that I have chosen to develop this portfolio on. Timothy is seven-year-old child in first grade at the elementary school that I do my fieldwork at. Timothy has not yet been selected for special education, as it is his first year in school. In the classroom Timothy struggles with most of what he is asked to do. He has very poor concentration, and has great difficulty in following directions. Timothy is very fidgety and extremely disorganized. The socioeconomic status of this student is much the same as the other students in the class. Most are children from middle to upper middle class families in the West Islip neighborhood. When I spoke with the classroom teacher Mrs. Dragelin, I obtained some information related to Timothy’s family. Both of his parents do live at home and there was mention of drug use during pregnancy. As far as Timothy’s attendance in school, so far this year the student has missed 1 day out of 36 days. Timo thy has not been retained in any grades, due to being in 1st grade. Timothy on average is usually prepared for school. He has forgotten books at home that were needed the next day for class, and left books in his book bag when they were needed at his desk. II. Types of Interventions Provided at this Time.   Ã‚  Ã‚  Ã‚  Ã‚  At this time Timothy is involved with a pullout program for remedial reading. Timothy attends the remedial reading program five days a week for thirty minutes. At this time Timothy is not assigned to the Resource room, speech, counseling, or any health related programs. The classroom teacher has suggested that an auditory trainer could be helpful to capture Tim’s attention. That device consists of a radio-microphone worn by the teacher and four speakers are setup in the classroom to broadcast the teachers voice. This device has not yet been implemented in the classroom by the school. III. Testing Data   Ã‚  Ã‚  Ã‚  Ã‚  At this time there is no official testing data on record for this student. Many of the evaluation testing is done in the first grade. This year’s test are scheduled for May 1st 2001. At that time standardized IQ test will be taken and specific areas in need of direct instruction will be identified. At this time with out testing I would suggest direct instruction in language arts. Timothy has no recognition of letter sounds; he displays little to no comprehension of sentences.

One Writer’s Vision: Jane Austen Essay

Admiral Croft who was among the nouveau riche, had the financial means to rent Kellynch Hall from Sir Walter, one of the so-called landed gentry. What does Jane Austen’s treatment of class and social mobility reveal about these men and their women such as Anne Elliot and Mrs. Smith? Which group fares better and why? In her novel, â€Å"Persuasion,† Jane Austen sends a clear message that times are changing and what was once the â€Å"upper crust† of society is gradually losing its foothold. Her portrayal of Sir Walter, alone, would be enough to make a case for this. Here he is, a member of the landed gentry, who has squandered his money away and has to rent out his home in order to make ends meet. Nevertheless, he clings to his ancestral position, as described in the â€Å"Baronetage,† the only book he deems worthy of his time. Clearly, he is a bit blinded by his position in society. This puts it mildly. He is so much more! He is the embodiment of the ever changing, instability of the social classes and a walking depiction of the folly of it all. Oscar Wilde once said, in his play A Woman of No Importance that the Peerage is â€Å"the best thing in fiction that the English have ever done.† It is worth taking the time to examine Sir Walter a bit more closely for while it would be easy to cast him aside as a mere caricature, not someone to take seriously, apparently Jane Austen told us a very lot about her opinion of the class system in England, through the character of Sir Walter. As in all the characters in this novel, I find that there is much more than meets the eye. First and foremost we consider him the fool. He saunters about with a mirror always at hand so that he can admire his own handsomeness as if this is quite an achievement. â€Å"Vanity was the beginning and end of Sir Walter Elliot’s character: vanity of person and of situation.† (Persuasion, Chapter 1). Sir Walter is a snob of the first order whose hollow values include appearance and titles and beyond that, nothing more. He deplores the navy as demonstrated in the passage: â€Å"Yes; it is in two points offensive to me; I have two strong grounds of objection to it. First, as being the means of bringing persons of obscure birth into undue distinction, and raising men to honours which their fathers and grandfathers never dreamt of; and secondly, as it cuts up a man’s youth and vigour most horribly; a sailor grows old sooner than any other man. I have observed it all my life. A man is in greater danger in the navy of being insulted by the rise of one whose father, his father might have disdained to speak to, and of becoming prematurely an object of disgust himself, than in any other line. (Persuasion, Chapter 3) The only characters in this novel that seem to capture the attention and imagination of Sir Walter are his cousins, the Viscountess Dalrymple (what a name!) and her daughter, the Honourable Miss Cataret. Ironically enough these two, look upon Sir Walter as a pesky flea that they would prefer to shoo off but cannot, because of propriety. Even more ironic is the fact that the Honourable Miss Cataret is considerably ugly, a trait that is anathema to Sir Walter in any other case but this. I think that through the character of Sir Walter, Jane Austen shows us what she really thinks of the class system of her time with its entailments and primogeniture. Now we have Admiral and Mrs. Croft, the nouveau riche who become the tenants of Kellynch Hall. Up until this point we have considered the wealth and position of the man in the household as the be all and end all: not so with Admiral and Mrs. Croft. While it is true that it was he, who was enlisted and employed in the navy, it was Mrs. Croft who accompanied him to sea many a time. She was much more, however than a companion to him on his voyages. When it came time to discuss the terms of the rental of Kellynch Hall, this is how she is described by Mr. Shepherd, Sir Walter’s lawyer: â€Å"And a very well-spoken, genteel, shrewd lady, she seemed to be,† continued he; â€Å"asked more questions about the house and terms, and taxes, than the Admiral himself, and seemed more conversant with business;† (Persuasion, Chapter 3). So we see that in this depiction of the nouveau riche, we are treated to another type of change in society; here the woman has a say in the financial dealings of the family; a very refreshing change, I’m sure, to Jane Austen who was subject to the restrictions of entailment in her own family. In sharp contrast to this we have Mrs. Smith, who, like the majority of women at the time, have had their entire life circumstances subsumed under their husband’s authority. They seem to live lives of â€Å"quiet desperation.† Whatever decisions, good or bad (in this case bad) have been made by the men in their lives are of extreme consequence to the unempowered woman. And so, to answer your question, it seems clear that the women of the nouveau riche do fare better than those of the antiquated class system which is so surely entering the realm of obscurity in this novel and moreover in the real times of Jane Austen.

Industrial relations in European Union

The European Economic Council ( EEC ) which is now known as the European Union was established in the mid twentieth century as a consequence of the Treaty of Rome. It was set up after the World War II and it seeks to guarantee peace and betterment among member provinces. The European Union has some establishments that help in the transporting out its maps. These establishments include the Parliament, Council, Commission, Court of Justice and Central Bank. The European Union comprises of 27 member provinces which include Belgium, France, Germany, Italy, Luxembourg and the Netherlands at its beginning in 1951. United Kingdom, Denmark and Ireland besides joined in 1973 because of the success of the European Economic Commission. Other states to fall in were Greece ( 1981 ) , Spain and Portugal ( 1986 ) , Austria, Sweden and Finland ( 1995 ) . Czech Republic, Poland, Hungary, Slovakia, Estonia, Latvia, Lithuania and Slovenia, Cyprus and Malta besides joined in 2004 while Bulgaria and Romania joined in 2007 ( EUROPA, 2009 ) . European integrating sought to better trade and investing every bit good as remove people barriers among its member provinces ( Hall and Marginson, 2005 ) . Each member province has ballots for the Council and seats in the European Parliament depending on its size. Since the 1980s, the European Union ‘s determination devising procedure has become a multi-level one which involves the different stakeholders on the determinations to be made ( Hooghe and Marks, 2001 ) . Multi-level administration believes that the province does non hold full control over regional degree policy devising. Decision devising is jointly made by histrions at different degrees in the supra-national establishments ( Hooghe and Marks, 2001 ) . This paper seeks to look into the European Union to see how it patterns multi-level administration looking at its methods of operation, and its establishment like the European Commission and the European Works Councils. It besides looks at the European Union to see what occurred before multi-level administration and the different types of multi-level administration. Before the coming of multi-level administration, the European Union was said to be based on state-centric administration which believes that European integrating does non restrict but instead strengthens the power of each member province ( Hooghe and Marks, 2001 ) . It is believed that since the integrating is driven by dickering among member provinces, no authorities is forced to make more than it wishes because dickering provides the lowest benchmark of operation. They see national authoritiess as autonomous determination shapers giving small authorization to the European Union to accomplish policy ends. Member provinces are seen as the bench because they determine whether or non the policies decided upon are implemented in the provinces. Multi-level administration is nevertheless, now seen as prevalent in the European Union in the sense that the Union ensures that authorization and decision-making are shared among the â€Å" sub-national, national and supra-national † degre es of authorities with the parts being the sub-national, the provinces the national and the European Union being the supranational degrees of authorities ( Hooghe and Marks, 2001 ) . Bache ( 2008 ) besides sees multi-level administration as an emerging tendency which was made to counter the state-centric position of the European Union between the 1960s and the eightiess. He stated that multi-level administration does non contend the major function of the authorities in member provinces in the decision- devising of the European Union but instead sees them as the most of import. In 2004, Bache and Flinders stated that there are two major types of multilevel administration, the Type I and the Type II. The foundation of the type I multi-level administration is seen to be federalism where the powers for decision-making are shared among the different stakeholders with power apportioned in hierarchal order – the parts holding less power than the state province, the state province ho lding less power than the Union and the European Union holding the highest signifier of authorization. They besides believe that the country of control of the parties involved does non overlap. Type I multi-level administration besides wants to cover all the facets of the European Union rank understanding. Type II multi-level administration on the other manus, sees the function of members as inter-related and inter-dependent. There is no hierarchy to legal power as it assumes that authorization is about equally shared between the Union and its members. The design is flexible because the understanding is seen to cover merely specific parts of the Union ‘s understanding and non in item, all facets of rank. Each degree of legal power has peculiar undertakings assigned to it ( Bache and Flinders, 2004 ) . The European Union is hence seen to rehearse type II multi-level administration because it is believed that no 1 has absolute power, but determinations are made with all members come together to dialogue ( Bache, 2008 ) . Harmonizing to Samecki, European Union coherence policy is based on different degrees of partnership affecting the Union, its member provinces and the parts. The policy considers different fortunes and develops schemes that will enable the policy to work better and more efficaciously in each district. The Lisbon Treaty seeks regional and local co-operation among the Union ‘s member provinces. Bachtler and Yuill ( 2001 ) stated that since the origin of the Union, the focal point of its regional policies has been a narrow one aimed at commanding economic activities through industrial ordinances. Business AIDSs and substructure were the signifiers of aid provided by the Union and the criterion of operation was top-to-bottom. Decisions that concerned policies such as design and bringing were taken by the cardinal authorities. Demand was what drove the policies and made them proactive. By the 1980s, the policy focal point was changed and placed accent on liberalization, deregulating and denationalization of markets. Regional brotherhood was encouraged in order to cut down economic disparities. There was a displacement from the top-to-bottom attack to the bottom-to-top ( soft touch ) as member provinces could develop and implement their policies to cover with turning economic affairs. From the mid-1980s, regional growing was seen to be caused by betterment in originality which was through acquisition and interaction. Trade, labor and capital barriers were besides removed and Foreign Direct Investment was apparent. By 1988, regional strategic planning was seen, with each part fixing its program and later showing same to the European Union. These programs were carried out through local and regional partnerships ( Bachtler and Yuill, 2001 ) . Local and regional partnerships could besides be said to intend multi-level administration. Multi-level administration strengthens the democratic dimension of the European Union and increases the competency of its procedures. The Committee of Regions in the European Union considers multi-level administration to intend coordinated action. The focal point on administration in the European Union includes the rule of flexibleness and legitimacy. The image of the European Union encompasses its member provinces as there is truly no difference between national, regional ( European Union ) and international alteration drivers ( Kohler-Koch cited in Bache 2008 ) . The European Union takes off the power of liberty from the province by leting corporate decision-making among province authoritiess through assorted European establishments ( Hooghe and Marks, 2001 ) . Vertical associations in the European Union, chiefly in Britain were seen in the Restoration of the English grade between 1987 and 1997 ( Bache, 2008 ) . In these times, structural financess constricted the â€Å" standard parts † as the official boundaries for the English regional dimension through the incorporate Government Offices ( GOs ) . Horizontal multi-level administration besides deals with corporate decision-making among member provinces and it besides encourages partnership as a manner of administration by supplying fiscal inducements for major histrions. The European Union ‘s policy coherence has mobilised stakeholders by supplying information every bit good as act uponing processs below the regional degree bring forthing a perpendicular consequence that streng thens the regional degree by supplying regional control ( Bache, 2008 ) . The European Commission has used different schemes to advance the coherence policy although these policies themselves do non alter in signifier ( Bache, 2008 ) . The European Commission is the civil service or administrative organic structure of the European Union. It is the decision-making arm of the Union and its place is in Brussels. The Commission is responsible for guaranting that the involvement of the Union is put above the involvement of single member provinces. It encourages societal spouses ‘ engagement in policy development. In 2006, the European Commission wanted to cut down unemployment among its member provinces every bit good as surrogate growing. This determination was made with peculiar focal point on research and development and to guarantee best patterns among member provinces and societal security ( EUROPA, 2009 ) . The Commission has the duty of urging new Torahs in the Union, while the Parliament and Council seek to guarantee the acceptance of these Torahs. On September 22, 1994, the Council of Ministers agreed to the European Works Council Directive ( EWC Directive ) and it was passed in the national statute law by September 22, 1996. An employer is obligated to set up a European Workers Council if the employer provides work for a lower limit of a 1000 employees within member provinces and at least one hundred and 50 employees in each of two member provinces ( FEDEE, 2009 ) . The company must react within six months to a documented petition from at least 100 employees or their representatives in at least two constitutions in at least two member states. A ‘special negotiating organic structure ‘ ( SNB ) will be set up. It will hold between three and 17 members. All member provinces where the concern has employees must be represented by at least one member. Simple bulk will be used to find the result of the vote. Management will in a written understanding with the Particular Negotiating Body determine the capacity, work, maps , and proviso of office of the European Works Council ( FEDEE, 2009 ) . The Particular Negotiating Body may be helped by other people and administrations and may besides make up one's mind, by two-thirds bulk, to halt dialogues. Financial duties for the dialogue between the Special Negotiating Body and the direction are borne by the latter. The direction and the Particular Negotiating Body will run into in order to make an understanding on how the Works Council will run. Workers involvement must be reflected in the meeting. If direction fails to take action in response to a legitimate petition within six months, or both parties are unable to wrap up an understanding within three old ages from the day of the month of the petition, a default contract which will be set out in an extension to the Directive shall use. The European Works Council ( EWC ) is to be used by Europe to rehearse planetary unionism ( Blapain and Dickens, 2008 ) among Multi-national Corporations. This Council seeks to increase international commonalty among its member provinces every bit good as addition the range of labor and employment ordinances. The European Works Council seeks non merely to supply information to the employees of big trans-border administrations but besides to see if European ordinances are followed in the administration every bit good as the impact on the international employees. Under the European Works Council, it is likely for direction to keep back some critical information which if discussed would damage the operation of the endeavor concerned. The Particular Negotiating Body is dissolved after the Works Council is formed. In states like Germany and the Netherlands, the Works Council are statutory commissariats by jurisprudence and the determine employee rights refering some issues while the United Kingdom is yet to subscribe the European Works Council Directive into jurisprudence. The European Works Council is hence seen as an avenue for corporate bargaining between the employers and the employees as they are the two societal spouses involved in decision-making in that administration. It will make an avenue for the staff in the United Kingdom particularly, to hold the legal right to be up to day of the month and discuss affairs refering to concern and employment dealingss if they so desire ( Marchingt on and Wilkinson, 2008 ) . The European societal theoretical account involves societal spouses in the development of policies and initiates societal duologue at the European Union degree. Social duologue, harmonizing to the European Commission ( 2002 ) is the driving force behind successful economic and societal activities. Social duologue at the Union degree got to its extremum with the debut of the â€Å" dialogue path † into the Maastricht societal chapter which enables the Commission to do directives in the signifier of adhering ordinances out of the understanding reached among societal spouses. Since the 1980s, the European Commission observed that the development of European Industrial Relations required â€Å" strong and capable societal spouses † and societal duologue was thereby used together with other directives to accomplish this end ( EC 1988:88-89 cited in Gold, Cressey and Leonard, 2007 ) . Social duologue was seen as really of import because it helps the European Union in construc ting its establishments and is besides seen as a possible joint regulative process ( Gold, Cressey and Leonard, 2007 ) . There are two types of societal duologue understanding – the dialogue path and the independent understanding ( EUROPA, 2009 ) . The dialogue path involves the European Commission confer withing with the societal spouses on subjects and issues that need to be discussed in order to make a common land. If these societal spouses agree, so their determinations are adhering but if they fail to hold, the concerned establishment ( s ) intervene based on the European Union ‘s directives ( EC 2002a: 17 and EC 2004 cited in Gold, Cressey and Leonard, 2007 ) . Different understandings have been reached at different times, they include parental leave ( 1995 ) , fixed term contract ( 1999 ) , nomadic working in civil air power ( 2000 ) , ( Gold, Cressey and Leonard, 2007 ) . Autonomous understanding on the other manus, involves determinations being made with the Commission ‘s invasion and are carried out by co-operative understanding or Council determination requested by societa l spouses ( EC 2003 cited in Gold, Cressey and Leonard, 2007 ) . Examples include tele-work ( 2002 ) and work related emphasis ( 2004 ) . Marginson and Sission ( 2006 ) stated that the European Union purely adhered to the impression of corporate bargaining. Corporate bargaining could take topographic point with one employer, different employers in the same industry or across the different industries within the state or brotherhood. It can besides take topographic point with the trade brotherhood entirely, trade brotherhoods and authorities and with the plants council or groups. It can cover with different issues runing from rewards, restructuring of the administration, employment state of affairss among others. Corporate bargaining can assist the employers every bit good as other stakeholders of the administration to make understandings about the assorted issues that affect them ( Marginson and Sission, 2006:55 ) . Corporate bargaining is besides seen to assist set up the manner cer tain issues that pertain to industrial dealingss should be handled such that there is sensible benefit to all the spouses in the society. Corporate bargaining besides helps in transporting out understandings that have been reached by the spouses ; illustration is the 1993 Working Time Directive ( Marginson and Sission, 2006:57 ) . European Employment Strategy ( EES ) makes usage of the engagement of societal spouses as they are considered of import to governance. Member provinces are expected to guarantee good disposal of employment policies every bit good as wide partnership for alteration by the meeting together of parliamentary organic structures and stakeholders. ( Council 2005a: 23 cited in Gold, Cressey and Leonard, 2007 ) . Soft ordinance is now in pattern to back up the result of the cross-sector societal duologue even with new possibilities of dialogue envisaged by the Maastricht Treaty. The European policy is based on a theoretical account of a European public assistance p rovince where societal policy is seen as portion of economic policy. The Open Method of Co-ordination ( OMC ) got its derivation from the Lisbon European Council but before so it occurred in other council meetings like the Luxembourg, Cardiff and Cologne where different policy enterprises started. ( Hodson and Mahner, 2001 ) . It entails mark scene and sees societal duologue as a end affecting marks across a scope of indexs. Social duologue is now seen as a signifier of managerialism ( Cutler and Waine, 2000 cited in Gold, Cressey and Leonard, 2007 ) . Social spouses sometimes give response to guidelines ( EC, 2002a: 14-15 cited in Gold, Cressey and Leonard, 2007 ) . In the Open Method of Coordination, societal spouses in each member province provide advice, consult and negotiate on the assorted avenues that can be used to make labour market marks. The Luxembourg procedure made the proviso of the Employment Chapter of the Treaty. It was made to further efficiency in the labor market by supplying equal chances, doing both sides of the industry adaptabl e, encouraging entrepreneurship and bettering employability. ( Hodson and Maher, 2001 ) . The procedure begins with the European Council following â€Å" employment guidelines † that shows the employment policy ‘s precedences. Each member province will do its ain National Action Plan on how it aims to prosecute the guidelines. The Commission and the Council will so look into the programs and base on balls recommendations where necessary on the public presentation of each member province ( Hodson and Maher, 2001 ) . In Denmark, Belgium and Ireland, all societal spouses are involved in the procedures and process for decision-making with peculiar mention to the issues that relate to them while in some other states like Spain and Greece, merely some societal spouses are involved, for illustration the Employers ‘ Confederation ( Gold, Cressey and Leonard, 2007 ) . The Lisbon Council defined the Open Method of Co-ordination as utilizing cosmopolitan benchmarks and doing European Union guidelines unique to the states and parts by taking the differences between member provinces into history in order to supervise, measure and reexamine states ‘ public presentation on a regular footing ( Council 2000: parity 1:1837 cited in Gold, Cressey and Leonard, 2007 ) . In decision, the European industrial dealingss will non wholly wipe out industrial dealingss in the member provinces but instead, it will go on to develop ( Streek, 1998 ) . The different organizational constructions that exist between the European Union and its member provinces will still go on to be as the European Union does non hold full authorization over the financial and pecuniary policies of its member provinces ( Streek, 1998 ) . Multi-level administration can hence be seen to be in employment dealingss to the extent that merely some societal spouses in the employment relationship like the European Works Council, the Employer Organisations and other European Trade Unions are involved in some determinations made about the Union. The states besides play a important function because states like Germany France and the Netherlands have embraced quite a figure of the European Union ‘s Directives and have improved on them doing their industrial dealingss policies better than states like the United Kingdom which follows merely the barest minimal criterion of the European Union ‘s Directives. The Working Time Directive for illustration was signed by the European Union in 1993 but was non implemented in Britain boulder clay 1997 and besides, the issue of the European Works Council which will non be implemented till April 2010. However, Samecki ( 2009 ) suggests that since the European Union wants to accomplish promotion, multi-level administration should make the grassroots so that single citizens would be encouraged to acquire involved. Multi-level administration is progressively being seen to capture the shifting and unsure forms of administration in the European Union.MentionsBache I. And Flinders M. ( 2004 ) , Multilevel Governance ( ed. ) , Oxford University Press, New York.Bache I. ( 2008 ) , Europeanization and Multilevel Governance: Empirical Findingss and Conceptual Challenges, University of Oslo, April 15, 2008, Arena Centre for European St udies, .Bachtler J. and Yuill D. ( 2001 ) , Policies and Strategies for Regional Development: A Shift in Paradigm, Industrial Policy Research Paper, University of Strathclyde in Glasgow, 46.Benz A. ( 2007 ) , Accountable Multilevel Governance by the Open Method of Coordination. European Law Journal, 13,4.Blapain R. , Dickens L. et Al ( 2008 ) , Challenges in European Employment Relations ; Employment Regulation, Trade Union, Organization, Equality, Flexicurity, Training and New Approaches to Pay. Kluwer Law International, the Netherlands.EUROPA ( 2009 ) , Gateway to the European Union, hypertext transfer protocol: //europa.eu/institutions/index_en.htm accessed November 25, 2009.FEDEE ( 2009 ) , Employees Work Council, hypertext transfer protocol: //www.fedee.com/ewc1.html accessed November 25, 2009Gold, M. , P. Cressey and E. Leonard ( 2007 ) ‘Whatever happened to societal duologue? From Partnership to Managerialism in the EU Employment Agenda ‘ , European Journal of Ind ustrial Relations, 13, 1: 7-25.Hodson D. and Maher I ( 2001 ) , The Open Method as a New Mode of Governance ; The Case of Soft Economic Policy Coordination in Wallace H. ( erectile dysfunction ) , The Changing Politics of the European Union. Journal of Common Market StudiesHooghe L. and Marks G. ( 2001 ) , Multilevel Governance and European Integration. Rowman and Littlefield Publishers, Maryland, USA.Marchington M. And Wilkonson A. ( 2008 ) , Human Resource Management at Work ; People Management and Development, CIPD, London.Marginson P. and Sisson K. ( 2006 ) , European Integration and Industrial Relations ; Multilevel Governance in the Making. Palgrave Macmillan, New York.Samecki P. ( 2009 ) , European Commission Responsible for Regional policy, Multilevel Governance in European Commission. Probationary Hof-Bruges ( Belgium ) , September 22, 2009. Conference on Multilevel Governance in European Commission. SPEECH/09/417

Personal Explorations Paper Essay

Over the course of 7 modules, different personality aspects of mine have been tested and evaluated and have even revealed things about myself that I was not aware of. The surveys and questions that I answered dug deep into decisions and choice I make, how I think and how I feel to reveal certain characteristics about myself, some of which I was aware of and others that I was not. Things such as my expression of sexuality, different levels and aspects of my psychology, my personal reactions to certain social situations, and the way I pursue and value my career were all evaluated by answering questionnaires. In the end a lot was revealed about the way I handle and look at things and even my overall personality. My expression of sexuality was not really a huge surprise to me. My values and my religious beliefs I believe played a huge part of expression of sexuality. I believe that sex is something that was designed by God exclusively for marriage. Although that has not always been what I valued or walked by in my life, it is now my beliefs since I am not married. My intermediate and low scores concerning sexual esteem, sexual depression, and sexual preoccupation didn’t surprise me, but I do feel that because of my beliefs and how I now view sex that my responses automatically made it seemed as if I struggled with the sexual esteem, depression and preoccupation which is not the case. I view sex as a temptation that I cannot indulge into until I’m married. If I were surprised by anything it would be that my scores were not lower. Positive psychology was another aspect of my personality that I was  questioned and evaluated on. The questions yielded 4 scores, my orientation to pleasure, to engagement, meaning and to victory. My highest score amongst the 4 orientations scores was orientation to meaning. This I feel was very reflective on to how I feel and how I view my life. Meaning embodies all the feelings, hopes, joys and outlooks I have on life, my life and the meaning attached to it. I believe every person is born into this world with a God given purpose. Everyone’s life has meaning although not everyone during his or her lifetime accept, recognize or fulfill his or her meaning. What I do with my life should be a direct reflection of the love of Jesus within me. All of those things contribute greatly to how I view my life and the meaning attached to it. My lowest score was victory and I believe that is also an accurate depiction of my personality. I am not a person who values or lives to compete with others, be better than others or outdo what others have done or gotten. Doing so, in my eyes, takes away from the meaning of one’s life. I see it as the lower the victory score the more the person is in tune with the meaning of their lives. My person reactions to social situations is an area I believe that I have certain seen personal growth and development in for myself. I found myself tested by 2 different questionnaires, The Self, and Friendship and Love. I believe if I would have answered some of these questions earlier this summer my responses would have been a tad different and I would have probably scored a number that reflected how badly I handled and felt in social situations. I was surprised to see myself get a low score on the Friendship and Love assessment because I believed that is one area I have definitely seen myself grow in. I believe gaining confidence in myself allowed me to handle social situation differently then before. I believe that this year has been the year of tremendous personal growth and the development of a stronger and wiser person that I have stepped into an embraced. The way I have handled situations has definitely improved from the way I used to handle and approach things. The assessment on Careers and Work, I saw myself score an 89, which is considered low. I contribute that low score from a lack of wisdom, knowledge and experience. I have been in the Air Force since June 2009, so since then  I have yet to transition back into the civilian world and workforce. My need to job hunt and my techniques on how I do so are pretty much non-existent but this is definitely an area I am currently seeking to grow and become more knowledge in because I do not plan on making the military a career after my contract ends. Growing in this area will set me up to have a successful transition into the civilian world. I have definitely seen areas of personal growth and developments reflected in most of the scores and believe they are direct reflections of how I feel inside. A few scores I believe did not accurately paint the picture of myself that I thought it should paint and that made me reflect on my characteristics and personality traits. These past 7 seven weeks, I have evaluated my life and observed my reactions to various situations and I believe personal growth can be found in the midst of that.

Information Technology Management Emphasis Essay

The Master of Business Administration—Information Technology Management is specifically designed for experienced business professionals and managers seeking upward career mobility in the information technology arena. The program prepares you for a mid-level to upper-level information technology management position in business, industry, and non-profit organizations. MBAITM Understanding the Competency-Based Approach Practically speaking, what does it mean when we say that WGU programs are competencybased? Unlike traditional universities, WGU does not award degrees based on credit hours or on a certain set of required courses. Instead, students earn their degrees by demonstrating their skills, knowledge, and understanding of important concepts through a series of carefully designed assessments. Progress through your degree program is governed, not by classes, but by satisfactory completion of the required assessments that demonstrate your mastery of the competencies. Of course, you will need to engage in learning experiences as you brush up on competencies or develop knowledge and skills in areas in which you may be weak. For this learning and development, WGU has a rich array of learning resources in which you may engage under the direction of your mentor. You will work closely with your mentor to schedule your program for completing the assessments. (We discuss assessments in much more detail later in this guide.) You will work closely with additional faculty members as you proceed through courses of study that are designed to lead you through the content you must master in order to pass individual assessments. The benefit of this competency-based system is that it makes it possible for people who are knowledgeable about a particular subject to make accelerated progress toward completing a WGU degree even if they lack college experience. You may have gained your skills and knowledge of a subject on  the job, accumulated wisdom through years of life experience, or, indeed, took a course on a particular subject. WGU awards a degree to you based on the skills and knowledge that you possess and can demonstrate, not the number of credits you have on your transcript. Accreditation Western Governors University is the only university in the history of American higher education to have earned accreditation from four regional accrediting commissions. WGU’s accreditation was awarded by (1) the Northwest Commission on Colleges and Universities, (2) the Higher Learning Commission of the North Central Association of Colleges and Schools, (3) the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges, and (4) the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges. The university’s accreditation status is now managed by the Northwest Commission on Colleges and Universities (NWCCU). The university is also accredited by the Distance Education and Training Council (DETC), and the WGU Teachers College is accredited by the National Council for Accreditation of Teacher Education (NCATE). The nursing programs are accredited by the Commission on Collegiate Nursing Education (CCNE). The Health Informatics program is accredited by the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM). The Degree Plan The focus of your program is your personalized Degree Plan. The Degree Plan is a detailed blueprint of the learning resources and assessments that comprise your program. The length of your program depends on both the amount of new information you need to learn and the amount of time you plan to devote each week to study. Students will vary widely in the specific skills and information they need to learn. For example, some may be highly knowledgeable in a subject matter and would not need to engage in new learning opportunities. Others may find that portions of the program require completely new learning and that they may need to take an online class or participate in a study module to acquire the knowledge and skills needed to pass the program competencies in that area. Some individuals may be able to devote as little as 15ï€ ­20 hours per week to the program, while others may have more time. For this reason, you will complete pre-assessments to help your mentor form a profile of your prior knowledge and experience for use in creating your Degree Plan. WGU’s Mentoring Approach ]Our mentoring approach is a powerful component of the WGU educational experience. When you enroll at WGU, you will begin interacting with your personal mentor, course mentors, and support staff. Your mentor takes an active role and a personal interest in your success. Whether by e-mail or phone, your mentor will be your ―point personâ€â€" of communication throughout your program. Your mentor will help motivate you to work hard to complete your program. When you have questions or concerns, your mentor team will help you resolve them. You and your mentor will work together to evaluate your educational background, strengths, and weaknesses. With this analysis, your mentors will help determine in which areas you are already competent (and can move quickly to assessment) and areas you need to work on; this will become your personalized Degree Plan. Your mentor will direct you to the Courses of Study that contain the best learning resources for you (courses, texts, independent study modules, etc.) and are supported by course mentors that serve as your content experts for each area of study. As you proceed through your academic program, you and your mentor will determine when you are ready for the required assessments. If you are ready, your assessment will be scheduled. You will follow this same process as you proceed through each domain. Connecting with Other Mentors and Fellow Students As you proceed through your Degree Plan, you may also have direct contact  with other faculty members. These communications can take a variety of forms, including participation in learning communities, office hours via the courses of study, and webinars. As a WGU student, you will have access to your own personal MyWGU Student Portal that will provide a gateway to courses of study, learning communities, and program communities where you will have interactions with faculty and other students. Courses of study and communities are specifically designed to support you as you develop competencies in preparation for your assessments through the utilization of threaded discussions, blogs, and chats that are guided by content experts. You will access your program community during the Education Without Boundaries introductory course to network with peers who are enrolled in your program and to receive continued support through professional enrichment and program-specific chats, blogs, and discussions. WGU also provides a Student Services Associate to help you and your mentor solve any special problems that may arise. Education Without Boundaries Orientation Education Without Boundaries (EWB) is a required orientation that focuses on acquainting the student with WGU’s competency-based model, distance education, technology, and other resources and tools available for students. You will also utilize tutorials, message boards, online MBAITM chats, and other activities to connect with other students in your program. This orientation is completed before you start your first term at WGU. Transferability of Prior College Coursework Because WGU is a competency-based institution, it does not award degrees based on credits but on demonstration of competency. However, if you have completed college coursework at another accredited institution, you may have your transcripts evaluated and may be able to have some lower-division or co-requisite assessments cleared. The guidelines for determining what will  Ã¢â‚¬â€¢clearâ€â€" through transfer vary based on the degree program. The following transfer guidelines generally apply to graduate programs: Graduate domains (i.e., subject areas) cannot be cleared through transfer. Requirements in the domains that can be considered the degree major cannot be cleared through transfer. Furthermore, WGU does not clear any requirements based on the student’s professional experience and does not perform a â€Å"resume review† or â€Å"portfolio review† that will automatically clear any degree requirements. Degree requirements and transferability rules are subject to change in order to keep the degree content relevant and current. Remember, WGU’s competency-based approach lets you take advantage of your knowledge and skills, regardless of how you obtained them. Even when you do not directly receive credit, the knowledge you possess may help you accelerate the time it takes to complete your degree program. Continuous Enrollment, On Time Progress, and Satisfactory Academic Progress WGU is a ―continuous enrollmentâ€â€" institution, which means you will be automatically enrolled in each of your new terms while you are at WGU. Your terms are six months long. Longer terms and continuous enrollment allow you to focus on your studies without the hassle of unnatural breaks between the shorter terms that you would experience in a more traditional environment. At the end of every six-month term, you and your mentor will review the progress you have made and revise your Degree Plan for your next six-month term. WGU requires that students make measurable progress toward the completion of their degree programs every term. We call this On Time Progress – denoting that you are on track and making progress toward on time graduation. As full-time students, graduate students must enroll in at least eight (8) competency units each term, and undergraduate students must enroll in at least twelve (12) competency units each term. Completing at least these minimum enrollments is essential to On Time Progress and serves as a baseline from which you may accelerate your program. We measure your progress based on the assessments you are able to pass, not on your accumulation of credit hours or course grades. Every time you pass an assessment, you are demonstrating that you have mastered skills and knowledge in your degree program. For comparison to traditional grading  systems, passing an assessment means you have demonstrated competency equivalent to a ―Bâ€â€" grade or better. WGU has assigned competency units to each assessment so that we can track your progress through the program. A competency unit is equivalent to one semester credit of learning.