Marriage and Relationships - The Downside of Living Together

The Downside of Living Together More and more couples today live together or play house before taking the matrimonial plunge. Living together before marriage has become so popular that approximately half the couples in America participate in this activity (Gorrell 16). Some couples choose to live together to test their compatibility and possibly avoid an unsuccessful marriage. With the number of marriages ending in divorce these days, it sounds reasonable that many couples want to give marriage a trial run before making any formal commitment. But do the chances of a successful marriage actually improve by cohabiting? Cohabitation isnt marriage, says sociology professor Linda Waite of the University of†¦show more content†¦Jabusch 15). Many singles believe that by practicing marriage they will receive the commitment they desire. With this in mind, they move in together intending to tie the knot eventually. Time passes and the couple rarely talks seriously about finalizing the commitment. And so, they often end up cohabiting for a few years until eventually someone gets tired of waiting and leaves. Cohabitation can suppress the development of a higher level of commitment. Sometimes, one or both of the people involved become complacent in the relationship, and without any pressure to move forward, they wont. As social psychologist Dr. Julia Hare puts it, Why would you go to the store to buy some milk with the cow standing in the living room? (qtd. Why...Marriage? 53). Certainly, to call a marriage successful, it must actually take place. A study conducted by an assistant professor of human development and family studies at Pennsylvania State University, Catherine Cohan, Ph.D., found that those who had lived together before marriage displayed more negative and fewer positive problem solving and support behaviors than couples that had not cohabitated prior to marriage (Gorrell 16). For example, if one partner of a cohabiting couple diagnosed a particular topic as a problem, the other would express more negative behaviors such as forcefulness and attempts to control.Show MoreRelatedCohabitation Is Defined As A Man And Woman Living1713 Words   |  7 PagesAbstract Cohabitation is defined as a man and woman living in the same household and having sexual relations while not being married. There is relatively little data on health outcomes for people who have cohabitated, although there is some evidence that cohabitating couples have lower incomes (15% of cohabitating men are jobless while 8% of married men are jobless) and there may be negative academic effects for children of cohabitating mothers (Jay, 2012). Cohabitation rates are highest among thoseRead MoreThe Relation Between Premarital Cohabitation And Divorce Rates1133 Words   |  5 PagesUniversity of Nebraska Introduction to Sociological Research November 18, 2014 Many couples find themselves cohabiting today because it is cheaper and more convenient while others take it as a step forward in their committed relationships. Regardless of reason cohabiting has become a union of choice. In recent years cohabitation has transformed from an act of deviance to a norm in many societies. We will be focusing on how time and social change determines cohabitation and divorceRead MoreThe Downside Of Living Together1203 Words   |  5 Pagesat University of Virginia Meg jay, wrote â€Å"The Downside of Living Together†, The Defining Decade: Why Your Twenties Matter—and How to Make the Most of Them Now in 2012, which discusses effect from cohabitation. Jay points out that couples who cohabitate before marriage are more liable to divorce as opposed to couples who do not. Jay states that reasons to cohabitate often differ between partners. Women tend to see cohabitation as an act toward marriage. In contrary, men lean towards the idea that cohab itationRead MoreCohabitation Between Marriage And Marriage949 Words   |  4 PagesThere was once a time when an unmarried couple living together was seen was untraditional and even frowned upon. Only five percent of single women had lived with a man before getting married in the mid-1960s compared to seventy percent in the 1990s (â€Å"The Facts,† n.d.). Today, it almost seems as if cohabitation is the first step in a couple’s decision to get married or have kids or both. More and more couples are putting off marriage until perhaps they are better acquainted with their partners. CohabitationRead MoreLiving Together Before Marriage And Marriage2618 Words   |  11 PagesLiving Together Before Marriage Should we consider moving in before getting married? In the New York Times Magazine, the article The Downside of Cohabiting before Marriage states that â€Å"In 1960, about 450,000 unmarried couples lived together. Now the number is more than 7.5 million. The majority of young adults in their 20s will live with a romantic partner at least once, and more than half of all marriages will be preceded by cohabitation†. (1) Considering moving in with your partner before marriageRead MoreI Do. Not: Why I Won’t Marry1425 Words   |  6 Pagesthe customs of marriage, while interjecting with details of her own relationship. The author uses logos and pathos throughout her writing to educate her readers on both the allure and the downsides of marriage. She establishes an informal relationship with her audience of young girls or women who are planning on getting married. Newman uses logos to inform the readers about the costumes behind marriage. She compares marriage with the trafficking of women because, as she says, â€Å"Marriage is about handingRead MoreThe Affair Between Charlotte And Rodney1317 Words   |  6 PagesThus, to rid themselves of the uniformity of their days, they began to play at murdering one another. This may seem to be a strange practice, but in fact the role playing that these two do infuses the relationship with new energy – by this escape from reality, the couple found a way to enjoy being together again. Characters trying to escape reality is something that is seen multiple times in the play. Michael Merchant, the second rate actor, has transformed himself into Marshall, soon to marry and becomeRead MoreThe Effect Of Cohabitating Couples1786 Words   |  8 PagesThe Effects of Cohabitating Couples According to Random Dysfunctions, â€Å"I think living together is what causes the most change in a relationship (other than having a child, which I’ve never experienced). For couples who live together before marriage, signing some papers doesn’t lead to much of a change in feelings, routines or habits. For couples who get married and then move in together, get ready for some major changes† (Random Dysfunctions). This woman lived with her spouse a year and a half beforeRead MoreSingle and Marrige Life1654 Words   |  7 Pagesmanage their livings. Therefore, they are much less responsible than married people. There they are; lifestyle, companionship, and responsibility are the 3 main differences between single and married people lives. In my opinion, being a married person is better than being a single person, because we are created by God with partner like Adam and Eve   story. Independence * Once you are married, you no longer exist as an independent entity. You might keep your job and your relationship might beRead MoreShort-Term Premarital Relationships3852 Words   |  16 PagesRunning head: SHORT-TERM PREMARITAL RELATIONSHIPS Short-term Premarital Relationships Brenda M. Ellis July 2, 2009 COUN 603 Liberty University Abstract Short-term premarital relationships are the subject of debate in many families. The idea of a couple living together without being married is just one of the many problems in relationships today that end up going through divorce court. Short-term relationships do not have the staying power as one where the couples are getting to know one

Argumentative Essay Format Free Essays

Title: ARGUMENTATIVE ESSAY FORMAT Intro: PURPOSE: To set up and state one’s claim OPTIONAL ELEMENTS Make your introductory paragraph interesting. How can you draw your readers in? What background information, if any, do we need to know in order to understand your claim? If you don’t follow this paragraph with a background information paragraph, please insert that info here. REQUIRED ELEMENTS ? If you’re arguing about a literary work—state author + title ? If you’re arguing about an issue or theory – provide brief explanation or your of issue/theory. We will write a custom essay sample on Argumentative Essay Format or any similar topic only for you Order Now If you’re arguing about a film—state director, year + title ? STATE your claim at the end of your introductory paragraph BACKGROUND PARAGRAPH o 1-2 paragraphs tops; Optional (can omit for some papers). Also, sometimes this info is incorporated into the introduction paragraph (see above). o PURPOSE: Lays the foundation for proving your argument. o Will often include: ? Summary of works being discussed ? Definition of key terms ? Explanation of key theories SUPPORTING EVIDENCE PARAGRAPH #1 o PURPOSE: To prove your argument. Usually is one paragraph but it can be longer. Topic Sentence: What is one item, fact, detail, or example you can tell your readers that will help them better understand your claim/paper topic? Your answer should be the topic sentence for this paragraph. o Explain Topic Sentence: Do you need to explain your topic sentence? If so, do so here. o Introduce Evidence: Introduce your evidence either in a few words (As Dr. Brown states ? †¦? ) or in a f ull sentence (? To understand this issue we first need to look at statistics). o State Evidence: What supporting evidence (reasons, examples, facts, statistics, and/or quotations) can you include to prove/support/explain your topic sentence? Explain Evidence: How should we read or interpret the evidence you are providing us? How does this evidence prove the point you are trying to make in this paragraph? Can be opinion based and is often at least 1-3 sentences. o Concluding Sentence: End your paragraph with a concluding sentence that reasserts how the topic sentence of this paragraph helps up better understand and/or prove your paper’s overall claim. SUPPORTING EVIDENCE PARAGRAPH #2, 3, 4 etc. o Repeat above ? COUNTERARGUMENT PARAGRAPH o PURPOSE: To anticipate your reader’s objections; make yourself sound more objective and reasonable. Optional; usually 1-2 paragraphs tops o What possible argument might your reader pose against your argument and/or some aspect of your reasoning? Insert one or more of those arguments here and refute them. o End paragraph with a concluding sentence that reasserts your paper’s claim as a whole. ? CONCLUSION PART 1: SUM UP PARAGRAPH o PURPOSE: Remind readers of your argument and supporting evidence o Conclusion you were most likely taught to write in High School CONCLUSION PART 2: YOUR â€Å"SO WHAT† PARAGRAPH o PURPOSE: To illustrate to your instructor that you have thought critically and analytically about this issue. Your conclusion should not simply restate your intro paragraph. If your conclusion says almost the exact same thing as your introduction, it may indicate that you have not done enough critical thinking during the course of your essay (since you ended up right where you started). o Your conclusion should tell us why we should care about your paper. What is the significance of your claim? Why is it important to you as the writer or to me as the reader? What information should you or I take away from this? o Your conclusion should create a sense of movement to a more complex understanding of the subject of your paper. By the end of your essay, you should have worked through your ideas enough so that your reader understands what you have argued and is ready to hear the larger point (i. e. the â€Å"so what†) you want to make about your topic. o Your conclusion should serve as the climax of your paper. So, save your strongest analytical points for the end of your essay, and use them to drive your conclusion o Vivid, concrete language is as important in a conclusion as it is elsewhere–perhaps more essential, since the conclusion determines the reader’s final impression of your essay. Do not leave them with the impression that your argument was vague or unsure. o WARNING: It’s fine to introduce new information or quotations in your conclusions, as long as the new points grow from your argument. New points might be more general, answering the â€Å"so what† question; they might be quite specific. Just avoid making new claims that need lots of additional support. OUTLINE WORKSHOP INTRODUCTION BACKGROUND SUPPORTING EVIDENCE #1 SUPPORTING EVIDENCE #2 SUPPORTING EVIDENCE #3 COUNTERARGUMENT SUM UP CONCLUSION ? Sum up claim + supporting evidence statements SO WHAT CONCLUSION How to cite Argumentative Essay Format, Essays Argumentative Essay Format Free Essays Title: ARGUMENTATIVE ESSAY FORMAT Intro: PURPOSE: To set up and state one’s claim OPTIONAL ELEMENTS Make your introductory paragraph interesting. How can you draw your readers in? What background information, if any, do we need to know in order to understand your claim? If you don’t follow this paragraph with a background information paragraph, please insert that info here. REQUIRED ELEMENTS ? If you’re arguing about a literary work—state author + title ? If you’re arguing about an issue or theory – provide brief explanation or your of issue/theory. We will write a custom essay sample on Argumentative Essay Format or any similar topic only for you Order Now If you’re arguing about a film—state director, year + title ? STATE your claim at the end of your introductory paragraph BACKGROUND PARAGRAPH o 1-2 paragraphs tops; Optional (can omit for some papers). Also, sometimes this info is incorporated into the introduction paragraph (see above). o PURPOSE: Lays the foundation for proving your argument. o Will often include: ? Summary of works being discussed ? Definition of key terms ? Explanation of key theories SUPPORTING EVIDENCE PARAGRAPH #1 o PURPOSE: To prove your argument. Usually is one paragraph but it can be longer. Topic Sentence: What is one item, fact, detail, or example you can tell your readers that will help them better understand your claim/paper topic? Your answer should be the topic sentence for this paragraph. o Explain Topic Sentence: Do you need to explain your topic sentence? If so, do so here. o Introduce Evidence: Introduce your evidence either in a few words (As Dr. Brown states ? †¦? ) or in a f ull sentence (? To understand this issue we first need to look at statistics). o State Evidence: What supporting evidence (reasons, examples, facts, statistics, and/or quotations) can you include to prove/support/explain your topic sentence? Explain Evidence: How should we read or interpret the evidence you are providing us? How does this evidence prove the point you are trying to make in this paragraph? Can be opinion based and is often at least 1-3 sentences. o Concluding Sentence: End your paragraph with a concluding sentence that reasserts how the topic sentence of this paragraph helps up better understand and/or prove your paper’s overall claim. SUPPORTING EVIDENCE PARAGRAPH #2, 3, 4 etc. o Repeat above ? COUNTERARGUMENT PARAGRAPH o PURPOSE: To anticipate your reader’s objections; make yourself sound more objective and reasonable. Optional; usually 1-2 paragraphs tops o What possible argument might your reader pose against your argument and/or some aspect of your reasoning? Insert one or more of those arguments here and refute them. o End paragraph with a concluding sentence that reasserts your paper’s claim as a whole. ? CONCLUSION PART 1: SUM UP PARAGRAPH o PURPOSE: Remind readers of your argument and supporting evidence o Conclusion you were most likely taught to write in High School CONCLUSION PART 2: YOUR â€Å"SO WHAT† PARAGRAPH o PURPOSE: To illustrate to your instructor that you have thought critically and analytically about this issue. Your conclusion should not simply restate your intro paragraph. If your conclusion says almost the exact same thing as your introduction, it may indicate that you have not done enough critical thinking during the course of your essay (since you ended up right where you started). o Your conclusion should tell us why we should care about your paper. What is the significance of your claim? Why is it important to you as the writer or to me as the reader? What information should you or I take away from this? o Your conclusion should create a sense of movement to a more complex understanding of the subject of your paper. By the end of your essay, you should have worked through your ideas enough so that your reader understands what you have argued and is ready to hear the larger point (i. e. the â€Å"so what†) you want to make about your topic. o Your conclusion should serve as the climax of your paper. So, save your strongest analytical points for the end of your essay, and use them to drive your conclusion o Vivid, concrete language is as important in a conclusion as it is elsewhere–perhaps more essential, since the conclusion determines the reader’s final impression of your essay. Do not leave them with the impression that your argument was vague or unsure. o WARNING: It’s fine to introduce new information or quotations in your conclusions, as long as the new points grow from your argument. New points might be more general, answering the â€Å"so what† question; they might be quite specific. Just avoid making new claims that need lots of additional support. OUTLINE WORKSHOP INTRODUCTION BACKGROUND SUPPORTING EVIDENCE #1 SUPPORTING EVIDENCE #2 SUPPORTING EVIDENCE #3 COUNTERARGUMENT SUM UP CONCLUSION ? Sum up claim + supporting evidence statements SO WHAT CONCLUSION How to cite Argumentative Essay Format, Essay examples

3 Types of Essays Example For Students

3 Types of Essays Espies. This farm avgas later named the Dates Integrated Farm. 1964 The administration building and other buildings in the campus and in the farm were constructed under the administration of Mr.. Signaled G. De Los Rexes, the schools principal. 1974 The school Offered a two-year post secondary course, the Agric-Technician Curriculum. 1376 Baccalaureate degree courses like the BBS Agriculture (BAS) majors in Crop Science and Animal Science, BBS Agricultural Education (Bag. Deed. ), and BBS Agriculture Homemaking Education (ABASE) were offered. The Agric. Tech Curriculum became Associate in Agriculture Technology (AT). 1977 On September 26, 1377, the Dingle Agricultural and Industrial School by virtue of the approval of the Office of President Marcos became the Dingle Agricultural and Technical College (Dates) through a resolution of the Parent, Teachers and Employees Association (PETE) strongly endorsed by the Sanguinary Banyan of Dingle and the Sanguinary Penalizing of Lillo, 1985 Dates was included in the list of tertiary schools in January 1985. With the approval of General Appropriations Act, Dates became a full-fledged tertiary institution through the effort tot Assemblyman Narcosis D. Monitor, M. D. 1994 The college became one of the ACHED Supervised Institutions of the Commission n Higher Education by virtue of Republic Act 7722 known as the Higher Education Act of 1994 1995 Exaggerators and Agricultural Education became majors of BBS Agriculture. Diploma courses were offered like Diploma in Food and Beverage Preparation and Service, Diploma in Garments Trade, Diploma in Agribusiness, Diploma in Food Technology. The laddered Diploma in Agricultural Technology (DATA) leading to Bachelor in Agricultural Technology (BAT) was also offered. 1997 The college celebrated its Golden Jubilee. 1999 TWO additional courses were Offered like the Bachelor in Agro forestry Entrepreneurship (BABES and Bachelor in Food Training (AFT). 2000 The BAS, Ac. Du, and BBS Gag. Hung. Deed. Curricula were revised With the help Of the Commission on Higher Education. 2001 The College under Sups. Arturo T. Landing submitted an intention to transfer its administration and supervision under the Technical Education and Skills Development Authority (TEASED. Seven technical courses like the Diploma in Food Preparation and Service Technology (ADAPTS), Diploma in Garments Trade, Diploma in Food Processing Technology (DEPT), Diploma in Agricultural Technology (OAT), Diploma in Agribusiness Technology and one-year eradicate courses like Swine Farm Technician and Vegetable Farm Technician were offered. 002 -January 2002, Dingle Agricultural and Technical College officially became the LILLO STATE COLLEGE OF FISHERIES DINGLE CAMPUS. The degree courses in June 2002, under COIF administration are BBS Agriculture (BAS) with majors in animal science, crop science and agro-forestry; Bachelor in Exaggerators Entrepreneurship (BABE); Bachelor in Secondary Education (Based) with majors in English, Mathematics, Filipino, and Biological Science; Bachelor of Science in Information Technology (XSLT): Bachelo r of Science in Ecological

The Existence Of God Has Been Questioned Since The Beginning Of Time.

The existence of God has been questioned since the beginning of time. Religions thrived on answering the unanswerable questions of the universe and people were able to find solace in the answers. As science has expanded and been able to answer these questions with natural, as opposed to supernatural answers, many people stopped looking to God and religion for the causes of things and started looking towards science. God was dead, according to many scientists and people of all professions. Many philosophers, however, have different conclusions. In the article, "Science Finds God" (Newsweek 1998) it was recognized that although theologians and scientists differ sharply in their views and do not see any type of middle ground between the two fields, others feel that religion and science do not contradict each other, but compliment each other. Science discovers more of God's creations and the intricacy of which the world was created and God provides the explanation of the complexity and w onder of the natural world. He fills in where science leaves off. With Darwin's idea of evolution came the greatest controversy between science and religion. Darwin denied the creationist ideas of Christians and caused, an uproar in the Christian community. Some drastically decided to deny all science. To deny science, however, would be to deny the natural world. Others searched for ways to confirm and hold on to their faith. One way that people found to confirm their belief in a God was philosophy. St. Thomas Aquinas used the science of philosophy to prove God's existence. He showed five ways in which the existence of God must be absolutely concluded. His first proof dealt with the mover and the unmoved mover. From just one observation of movement it can be concluded that movement is. Whatever is moved must be moved by another, because nothing can have potential and actual energy at the same time. To actually move a thing must be moved by another thing that is actually in motion. T herefore that thing must have been moved by another. However this cannot go on infinitely. There must be something that is the first unmoved mover that causes all movement. This being, in a state of pure actuality, is what people call God. An example of this is a stone is moved by a stick. The stick is moved by a hand. The stick moved from a state of potential movement to actual movement by the hand. In order to move the stick the hand must move from potential to actual by something else. What moves the hand must be also be moved by another because nothing can be moving both potentially and actually at the same time. Whatever was the original cause of all movement must be pure actual movement. This being is the unmoved first mover, God. Aquinas's fifth proof relates more directly to "Science Finds God." This article states that the complexity of the natural world is more evidence that God must exist. Thomas says that there is some pure act of intelligence that causes all other acts of intelligence. As an archer shoots an arrow towards its target, God aims everything to its ultimate end. Everything is ordered towards an end and that end is determined by a being we call God. Using empirical sciences, it is evident that everything has its purpose and functions for the good of something else. This purpose is determined by God. Another philosopher whose teachings seem to correspond directly with the article is Paley. He presents this situation. If a man finds a stone and wonders how it got there, it would not be that unreasonable to conclude that it had been there forever. However, if a man stumbles upon a watch in a field, he could not reasonably reach the same conclusion. "Because a watch performs such a specific function and has a clear purpose, which is grasped by the human mind, Paley concludes that ?the inference...is inevitable; that the watch must have a maker.'" (Stumpf 381) Every part of the watch is designed towards the specific function of telling time. It would seem absurd to think that all of the pieces in the watch just happened to come together in that

Discrmination essays

Discrmination essays Throughout the years of US history there have been countless acts of discrimination, of all sorts, and there have been an immense amount of cases filed in regards to these acts. Although it is commonly believed that discrimination is always illegal, the courts have repeatedly upheld discrimination in some circumstances but not in others. In the case of Roberts vs. U.S. Jaycees and the United States vs. Virginia et al. the courts ruled organizations could not exclude women but in the case of Boy Scouts of America vs. Dale, the court ruled the Boy Scouts did not violate Dales rights by excluding him from being a troop in the Boy Scouts. In 1984 there was the Supreme Court case of Roberts vs. U.S. Jaycees. The United States Jaycees was founded in 1920 in order to promote and foster the development of young men through civic and charitable works. The dilemma this group faced was that it restricted its voting membership to men only, and of the ages 18 to 35. Hence, women were discriminated upon because of this limit. The Human Rights Act of Minnesota denied discrimination on the grounds of race, color, creed, religion, disability, and natural origin, in public accommodations. However, more importantly it denied discrimination on the grounds of sex. (Roberts vs. US, in Voices of Diversity, p. 155). The Jaycees were unable to display that the Act imposed any serious burdens on the male members freedom of expressive association. The organization provides training for its members that better ones advantage in business, and these advantages will now be available to women thanks to the application of the Minnesota Act. Therefore the Supreme Court basically upheld the rights of the citizens, by law, and made women equals within the organizations membership regulations, because it was a public association. (Roberts vs. US, in Voices of Diversity, p. 155). In 1984 there was the Supreme Court case of United States vs. Virgin...

Mechanical Weathering Defined and Explained

Mechanical Weathering Defined and Explained Definition: weathering There are five major mechanisms of mechanical weathering: Abrasion is the grinding action of other rock particles due to gravity or the motion of water, ice or air.Crystallization of ice (frost shattering) or certain minerals such as salt (as in the formation of tafoni) can exert enough force to fracture rock.Thermal fracture is the result of rapid temperature change, as by fire, volcanic activity or day-night cycles (as in the formation of grus), all of which rely on the differences in thermal expansion among a mixture of minerals.Hydration shattering may strongly affect clay minerals, which swell with the addition of water and force openings apart. Exfoliation or pressure release jointing results from the stress changes as rock is uncovered after its formation in deep settings. mechanical weathering picture gallery Mechanical weathering is also called disintegration, disaggregation, and physical weathering. Much mechanical weathering overlaps with chemical weathering, and its not always useful to make a distinction. Also Known As: Physical weathering, disintegration, disaggregation

Analytical reserach paper Research Example | Topics and Well Written Essays - 1000 words - 1

Analytical reserach - Research Paper Example This debate has been of interest since it attempts to unearth why there is a growing number of social networking sites and users all over the work. As a matter of fact, the last few years have seen a huge growth in the number of social networking cites such as Twitter, Facebook, Myspace, blogs and Badoo, just to name but a few. Facebook users lead the pack, spending over 10.5 billion minutes on the site. Research also reveals that over a billion people are currently connected to the Internet either via computer and mobile phones, among other gargets. A majority of the Internet users argue that the Internet has brought them closer to other people. Some argue that without the Internet, they would not be able to connect with their friends and families who are spread all over the world. They also claim that social networking has enabled them to make friends and communicate with individuals whom otherwise they would not been able to meet without the Internet (Consalvo and Ess 56). People from the corporate world also argue that the Internet has enabled them manage relationships with their clients more effectively and faster. In this regard, they note that through e-commerce and online banking, they have been able to communicate and transact with a lot of ease with their clients and customers without the hustle of having to present themselves physically (Internet Communication par. 2). Those who oppose the argument that the Internet help bring people together also have a strong point, which must be considered. Firstly, they argue that the Internet has done away with interactions that used to be there before its establishment. In this regard, they state that shopping online or searching information on the Internet has done away with dialogue or face-to-face communication, which used to bring friends and families together. As such, they dispel the argument that the Internet has

647 W2A Project Selection Risk Essay Example | Topics and Well Written Essays - 1000 words

647 W2A Project Selection Risk - Essay Example From the perspectives of members of the board and the executive management team, the NLMS would enable and facilitate an increase in student population and enrollment. Through access to various sources of academic information and links that would be programmed in the GU’s official website, more visitors are expected to be enticed to apply to the universities varied programs and services. In every project, there are potential risks and bottlenecks that are inevitable; yet manageable. As defined, a â€Å"risk involves a source or cause (e.g., some possible event), a mechanism by which the risk source could impact the objectives of the organization, and some level and type of potentially adverse consequences† (Lee Merkhoff Consulting, 2014, p. 1). For the NLMS, the following are identified as potential risks and bottlenecks, specifically in areas which could affect or influence the achievement of the project objectives: From the table of potential risks, the degree and severity of occurrence were appropriately identified. As shown, there were risks that were classified in seriousness from low to medium; while likelihood is classified from low, medium to high. Cost overrun could occur in the implementation stage, especially during the transition stage and while orienting potential users of the NLMS. Likewise, depending on the results of the performance monitoring and evaluation stage, any significant corrections or revisions that are needed would entail additional costs for GU. Thus, the risk of deviating from schedule would be high. Corrections for actual plans is perceived to be medium in seriousness; meaning, all relevant points were already foreseen and incorporated during the planning stage. As such, the likelihood for adverse corrections is low. Moreover, resistance from stakeholders is seen to be low since they

World War II Essay Example for Free

World War II Essay For this assignment, you will complete the chart below that details the post-World War II gains and struggles of veterans, women, and African Americans. You will also use what you know to make predictions for each group. What struggles do you predict these groups will face in the decades to come? VeteransWomen African Americans What did they gain in World War II? Veterans were given a bill called the GI Bill of Rights, which guaranteed returning veterans a year’s worth of unemployment compensation and medical coverage for their deeds. the GI Bill paid for veterans’ job training and education too. Also, the GI Bill offered low-interest loans for buying a home or starting a business. For women, after their husbands returned home from the war, many of them had children. After having children, they had houses built and started families(baby boom). Lastly, for African Americans, although African American Veterans knew they were returning home to discrimination, it still didn’t stop many from entering the mainstream of sports and music. As the decades went on, African Americans gained the rights they deserved. What challenges did they face at the end of the war? At the end of the war, lots of veterans were out of jobs. Because of this, veterans struggled to give their families the necessities they needed. Women faced not working as a struggle because their husbands were off fighting abroad. After the war women went back to being treated as house mothers and men took over the job community. African Americans have always faced discrimination, so it was no surprise that they did even after the war. They were treated the same even after they fought for the same country that the white people did. What progress did they make in the postwar period? Post war Veterans began to work again to support their families. As they worked, they became normal Americans again. Women began working along with men and they found their places in society. They were no longer adressed as just house moms, they finally made a place for themselves in society. Lastly, African Americans began to be involved in sports . As people realized they were just like anyone else, they became more welcomed in society. What struggles might this group have in the decades to come?

The Power of Machiavelli’s The Prince :: Machiavelli The Prince Essays

The Power of Machiavelli’s The Prince  Ã‚      Nowadays, it is politically impossible to commit to paper a â€Å"training guide† for leaders. There are innumerable detractors to any possible stance or strategy a leader might adopt. As a result of this, all â€Å"training† must take place behind closed doors, far from the prying eyes and ears of the news media or the public. But this has not always been the case. Niccolà ² Machiavelli was brave enough to give the leaders of his day a how-to guide. In this work, The Qualities of a Prince, we are given a point-by-point description of what a leader should do to effectively lead his country. Machiavelli explains that, because leadership is (obviously) a position of command, â€Å"[war] is the only profession which benefits one who commands. †Ã‚   (p. 33) He goes on to say that, in order to ensure peace, a leader must always be ready for war. He cites a multitude of past, present and even fictitious examples of military leaders who lead peaceful countries. He was writing, however, for the leaders of a heavily taxed, war torn area. His Italy was under constant attack from both French and Spanish soldiers, and at the same time under attack from the inside (the Medici family, Italy's current ruling family) by high taxes that funded the wars. His Qualities is considered by some to be the best manual for pulling a country out of a bad situation much like the one Italy was in. This work was not necessarily meant for a country that is already at peace. The ruthlessness of the leader described in Qualities would almost surely cause dissent among the people of the peaceful country.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Machiavelli chose many important points to bring up in his discussion on the necessity of military prowess. A leader must â€Å"†¦learn the nature of the terrain† (p. 36) that he is meant to protect. Machiavelli probably discusses this because the Medicis were not aware of the advantage that the French and Spanish were gaining by conquering the northern, mountainous regions of Italy. Militarily, higher ground is a much sought after advantage. The leaders of the land could in no way get to know land that was no longer their own, and so, could no longer see the advantages or disadvantages of the land. What they must now do, is gain all knowledge of the land left to them, so as not to loose it.

Measuring academic proficiency under the NCLB.

The No Child Left Behind (NCLB) Act was designed to close the achievement gap between high and low performing children, especially the achievement gap between minority and non-minority students and between disadvantaged children and their more advantaged peers (NCLB, 2001). The key components of the act are the adequate yearly programs (AYP), and the annual measurable objectives (AMO). The AYP is the working principle of the act and it is seen as the mechanism for which all schools and all students meet the same academic standards in reading and mathematics by school year 2013-2014. The AMO indicates the performance of the school in terms of proficiency in reading and mathematics tests. Moreover, the law identifies student subgroups like economically disadvantaged students, students form major racial and ethnic groups, students with disabilities and students with limited English proficiency. The law also specifically requires that 95% of the total number of students in a school and 95% of each subgroup to take the reading and math standardized tests, while the state is tasked to determine its own AMO targets and the minimum number of students in each subgroup who are required to meet or surpass the AMO targets (NCLB, 2001). The AYP requirements apply to Title 1 and non-title 1 school that receive federal funding. Schools that do not reach AYP for two or more years will be labeled as in need of improvement and are sanctioned. The NCLB employs a conjunctive accountability system wherein each subgroup of students are required to reach the minimum levels of proficiency in math and reading regardless of their previous proficiency levels, thus within 12 years, all students should reach 100% proficiency. NCLB is based on the idea that high expectations for achievement would result to higher actual achievement levels. By requiring each school to reach a uniform level of proficiency  would mean that in a given period, all schools and all students would have mastered the same skills and learned the same knowledge in reading and mathematics. The NCLB measures progress through a single mean proficiency score across levels and subgroup.   However, this frame of mind does not consider the diversity of American students and their backgrounds. For example, requiring each subgroup to meet the minimum mean proficiency score would ensure that the school would not reach the AYP. Using a single mean proficiency score to measure performance is not a true measure of school improvement nor student performance. Although, NCLB have positive visions, its method of attaining its objectives undermines what it is supposed to do. The law treats each school and each student as a single and uniform entity when our society is composed of different races and backgrounds, not even taking into account the difference between the rich and the poor. Even if the law identified the subgroup of students, it still however assess each group in terms of the single mean proficiency score which is the same as implementing a one size fits all policy. The problem with NCLB is that it asks schools to be assessed against a single mean proficiency score, wherein if a school fails to reach this score, would indicate that the school is not performing as it should be in accordance with federal and state rules. The use of a single mean proficiency score says that each school is treated as equals, however the reality is differences in each school is present. For example, different districts cater to different students and since education have been the purview of the state; they have also different standards on accountability and accreditation. The schools seek to attain the level of performance required by the state and in cases where measures of school performance differ from the NCLB would say that schools are making progress in the state level but is not up to standard in the national level. Students also would be burdened by being pitted against a single score that may or may not be realistically attainable, and if they fail to reach the mark they would have caused the failure of the entire school. Another problem with the NCLB is that by identifying subgroup of students and requiring them to achieve the mean proficiency score puts them in a bind. The subgroups identified by the law in some cases could be an unnecessary repetition of the groups, for example most Blacks and Latinos are economically disadvantaged, and that most of these groups also have lower mean proficiency scores. Thus if a school is composed of many poor students, of different racial groups, of students with limited English proficiency, then this school will surely not reach that mean proficiency score. The NCLB is not friendly to racial groups, economically disadvantaged children, children with disabilities and children with limited English proficiency. It is common knowledge and even supported by statistics that those who are identified as economically disadvantaged are those who belong to a minority racial group. In which case they will be asked to reach the same proficiency score twice, then they will be labeled as under performing and the school as needing improvement. It will compromise what the students have accomplished in a school year, because failing to reach the mark is not equal to no improvement or no learning. As for the parents, they would probably think that NCLB is good for their children as it ensures equality between groups in terms of academic achievement. However, if their state certifies that their children are performing to expectations like in Virginia and California, but the federal government says otherwise would saw confusion and distraught among parents. Schools and districts complain that using a single mean proficiency score to measure performance is not realistic and appropriate. It does not take into consideration that high-poverty schools have students with less academic preparation than those with low-poverty schools. Moreover, by using a system of conjunctive accountability dooms schools from reaching AYP. The short term effects of NCLB on low-income students and of color is that thy will b subjected to more requirements in school or additional interventions that would enable them to reach the desired improvement of scores as well as being pressured to make that mark. The long-term effect is that when they fail to reach AYP and cause the school to lose out on the AYP race, then they will be blamed for it and probably will be faced with angry members of the community. When schools still fail to make the mark and is identified as needs improvement and probably would be given less funding the more the low-income and racial groups become more disadvantaged, instead of closing the academic achievement gap, the NCLB does not even consider what academic achievement is. I think that NCLB was born out of the sincere desire to make sure that our students have the same level of academic proficiency even for math and English only. Whoever drafted the bill however did not have a clear understanding of achievement, intelligence and environmental factors that are part and parcel of learning and education. It is also funny to think that as diverse a population as we have we want to be pitted against a single score when what is more important than the grade or score is actual learning and the evidence of improvement across the years. Thus, as a law that seeks to close the achievement gap between groups of students, the NCLB divides and places the minority groups in a more difficult situation and at a more disadvantaged position.   

Analysis of Little Women

The little women's story begin when Meg and Joy are teenagers and the two youngest are entering adolescence. Their family is in the poorest period since the father is serving in the army. At this time, Laurie, a rich boy, move to this town and become girls' close friend. Each of the girls faces their moral demons when they grow older. Joy strives hard to be a great writer. The bashful girl Beth has to conquer shyness, while Amy, the youngest one, has to fight against her bosom enemy aristocratic pride.Finally, Meg gets married with Laurel's gentlemanliness tutor, John Brooke. After Joy refused the courtship of Laurie, she goes to New York to pursue her ambition, in where she meets a learned German expatriate Professor Bear, who helps her a lot in writing. Amy takes up advanced studies of painting in Europe following Aunt Carroll, unexpectedly fall in love with Laurie. They go back home when Beth dies at an early age. Joy also returns home and cares for her beloved family. Amy There a re 1000 Hamlets in 1000 people's eyes.However, I should say, Amy is so as well. Someone think that she is stagy; someone consider her as a childish girl; while, in my opinion, she is a very kind girl. She Is described by the author as a girl who own curled golden hair and blue eyes. As an aristocratic young girl, Amy dreamt of marrying a wealthy man, which became true that achieved by marrying Laurie. Since Amy is the youngest one in her family, she was often bullied by her sisters In some sense. When they had a role play in the family, Amy always acted the character which as abandoned by everyone.She compromised to her sisters even though she already said that she would not. At the end, she gave up on art because she thought herself to be lacking of talent. Nevertheless, she had a happiness marriage with Laurie and gave birth to a daughter. The movie vs.. The book The movie Is edited and adjusted based on the director's comprehension. Writing about the differences between the book and the movie of The Little Women, I want to focus on two main aspects: the story and the characterization.The first two chapters of the book are cut down In the film. In addition, several significant details are disappeared In the film, such as the conservation between Joy and her mother talking about how Joy could control her Irritable temper and the endeavor Amy made for being a grace lady. The lack of the details results In the ambiguous presentation of the character's personality. We cannot see fully the tomboyish nature on Joy and the challenge she faces because of this personality which Is wrote In details In the book.What's more, there Is no mention about Beet's bashfulness. I am not aware of how shy Beth Is until reading the book. Actually, the film and the novel are obviously different on the story and the depiction of the character. Analysis of Little Women By Militarily in my opinion, she is a very kind girl. She is described by the author as a girl who Amy is the younge st one in her family, she was often bullied by her sisters in some The movie is edited and adjusted based on the director's comprehension. Writing of the book are cut down in the film.In addition, several significant details are disappeared in the film, such as the conservation between Joy and her mother talking about how Joy could control her irritable temper and the endeavor Amy made for being a grace lady. The lack of the details results in the ambiguous presentation of challenge she faces because of this personality which is wrote in details in the book. What's more, there is no mention about Beet's bashfulness. I am not aware of how shy Beth is until reading the book. Actually, the film and the novel are obviously

Marketing Fundamentals Essays - Strategic Management, Management

Marketing Fundamentals Essays - Strategic Management, Management Please copy the table below and include it as your cover sheet on 1st page of the submission. The sheet should be before the cover/title page of your submission. ProgrammeBsc. Business Studies and Management Module nameMarketing Fundamentals Schedule TermAugust 2014 Student Reference Number (SRN)1045555 Report/Assignment TitleAsos Marketing Audit Date of Submission (Please attach the confirmation of any extension received)19/12/2014 Declaration of Original Work: I hereby declare that I have read and understood BPPs on plagiarism and that this is my original work, researched, undertaken, completed and submitted in accordance with the requirements of BPP Business School. The word count, excluding contents table, bibliography and appendices, is 2096 words. Student Reference Number: 1045555Date: 19/12/2014 By submitting this coursework you agree to all rules and regulations of BPP regarding assessments and awards for programmes. BPP Business School Contents Introduction4 Marketing Environment4 Porters Five Forces Model4 Swot Analysis5 Internal Weakness7 External Threats7 STAKEHOLDER ANALYSIS8 Management Orientation9 Marketing Mix9 Asos Product9 Asos Price10 Asos Place10 Asos Promotion10 Corporate Social Responsibility10 Bibliography11 Introduction Asos is an online fashion and beauty store operating from London whilst having offices in the USA, France, Germany, Australia and China. Asos clearly aims for the young adults market, as it is said that their focus is of, twenty something referring to adults within that age. The purpose of this marketing plan is an inclusive evaluation to assess the marketing strategy, fair return of the investments and ensuring that Asos meets its objectives. In simple words the audit will classify the strengths and weaknesses, empowering Asos in order to help maintain position in the market, furthermore to overcome any threats and weaknesses the organisation currently faces or is yet to face. Marketing Environment Porters Five Forces Model This model was created by M. Porter in the year 1979.it emphasises on how the five competitive forces effect an industry. These forces help determine the industry on the level of competition and its structure. It can be understood that the stronger the competitive forces in the industry the more unprofitable it is. An Industry with low barriers for entry, having less or limited suppliers and buyers may not substitute products, hence, competitors shall be very competitive. The threats for new entrants determines if it is easy or not to enter the market, as for a fashion industry where profits are high it can be said that barriers to enter are limited and chances are high to find increasing competitors. If new firms/brands enter the market and with greater ideas compared to Asoss, then chances are for Asos to lose its market share. As for the suppliers power, suppliers with a stronger bargaining power tend to sell higher priced or lower quality materials. This affects the profits of firms since they have to pay more for the materials, and if Asos tries to increase its prices then the outcomes could be of having customers switching to different brands. For buyers bargaining power, if they have the power then they tend to demand lower priced product or higher quality products, which rationally does not leave Asos with too many choices but cutting down prices. Substitute products/ services can also be an effective force sometimes, as Asos does not have an outlet, competitors such as HBringing it down to the rival forces which is the most influential force, since it is a fashion market all the rivals compete aggressively for obtaining the market share, which again leads to resulting in lower profits. Swot Analysis The purpose of a Swot analysis is to help the business in developing a stronger strategy by highlighting and considering all of the businesss strengths, weaknesses, opportunities and threats it faces in the marketplace. Strengths and weaknesses are the internal factors of a business i.e., patents, brand name (reputation), location, which can be amended over time if necessary. Whereas opportunities and threats are external factors i.e., competitors, suppliers, prices etc. they exist in the market, and the effects are there which cannot be changed. The benefits of Swot analysis are that it helps concentrate on the important factors influencing the business. It helps in the understanding of the business, highlights

An American Daughter The Construction of Lyssas Character in

An American Daughter The Construction of Lyssa's Character in Wendy Wasserstein was a highly influential playwright and person in general. She was a pioneer of feminism within the theatre as well as non-aggressive feminism outside of it. Her female characters are unlike any seen in theatre previously, and have a life that Wasserstein breathes into them through their dialogue, their descriptions, their actions and their lives. She presents characters that deal with serious issues, and has them respond in ways that are undeniably human, and draw the audience in. This lifelike female archetype is particularly visible in Wasserstein’s An American Daughter. Lyssa, a â€Å"Forty-two-year-old in a cotton shirt and jeans†¦,† (Wasserstein 7) is a sharp, career-focused woman. She is working to become the Surgeon-General, and she faces much to get there. She is not only smart and capable, but she deals with regret, bitterness, and the lack of a filter; flaws which make her life leap from the pages of Wasserstein’s script. Even within the description of the character lies an important break of stereotype. Lyssa is a career-driven woman, but she is not presented in a pantsuit and tie, nor does she wear heels and pearls every day. She is a woman. She wears jeans and a t-shirt, and she faces family issues just like real women do. By starting, at the most basic level, with a fight against diminutive and unrealistic standards, the precedent for honesty is set before anything else. Wendy Wasserstein’s An American Daughter is a prime example of Wasserstein’s presentation of women : smart, strong, capable, and well rounded. Lyssa, as well as her friend Judith and acquaintance Quincy, is presented not as the theatre-standard quiet, demure housewife, but as an independent woman seeking professional achievement. She works very hard, and obviously has a sharp mind and quick wit. What sets Lyssa apart from other female characters like her is not the blatant image of her, but rather the subtext and underlying character traits. In many other stories, there is a strong, witty female character who ‘goes against the grain,’ but Wasserstein’s protagonist (unlike so many others in the same strain) lacks the softer, alluring need for a man. This is the most significant difference between Lyssa and other female leads. Even Jane Austen’s Lizzy in Pride and Prejudice has the wit and the strength, but she boils down to a woman who craves a love interest. Lyssa does not. She has love, she has a husband and kids, but this is not her end goal. She loves her family and her job. She works hard to make her way in the world, and does so without leaning on her father the senator, and without using femininity, meekness, or sexual allure. She is not reduced to a sum of her womanly charm and a tube of lipstick, and this is Wasserstein’s genius. Not only is Lyssa a role model for career-seeking girls, she is also a role model for authors and playwrights alike. She is more than an archetype of the ‘capable woman,’ she seems to be a living, breathing person, someone who could walk out of her Georgetown home and into the lives of any and all of the readers. This is Wasserstein’s biggest influence on the w orld of theatre. She pioneered real, plausible female characters in theatre, and opened doors for equality and feminism within and outside of the theatre. Even when Lyssa catches her husband Walter kissing another woman, she doesn’t melt into the scene we know all too well: woman exits the room with a strong face, finds a place to be alone, sobs, finds her resolve again, and kicks the man out saying something along the lines of â€Å"I have too much potential to waste time on you.† Instead, Lyssa just walks away. She harbors some deep resentment toward her husband, which becomes obvious in the following interactions, but she doesn’t dust herself off and move on with her life. This is why Wasserstein’s characters are so important: they are beautifully, humanly, imperfect. Lyssa handles her husband’s infidelity in a way that isn’t healthy- and that’s important. This is one of the first instances of a character that the women in the audience can look at and say, â€Å"Oh,that’s me. I do that, too.† Much of the validity of Wasserstein’s characters comes from their start in reality. Once again, the truth of her characters stems from the truth in her life. She said what she felt needed to be heard, whether people would like it or hate it ( and most of the time they hated- or at least some did. ) She never presented her ideas as all-encompassing or perfect, instead she celebrated the flaws in all that she commented on: life, women, parents, children, feminism, and society; she commented on them in honesty, rather than trying to brush over issues. Wasserstein devoted most of her adult life to promoting better media presence for women, whether this was through her plays or through her own presentation of herself, her affect was widely experienced. Wasserstein poured (at least) a little bit of herself into each of her characters, and this is what changed the history of American Theatre. Wasserstein’s own life; her difficult childhood; the secrecy in her home; and the intense rivalry between her and her brother ensnared her audience with the fact that at long last- they were watching real women living real lives. One of the major influences on Wasserstein’s writing and, in fact, her life, was her mother Lola Schleifer. Lola was an eccentric woman to say the least. She ran her home and looked after her children, and all the while centered her life around her passion dance. She taught Wendy many important lessons about life, but was also the source of serious strife within the Wasserstein home. Lola demanded perfection from her children and would accept nothing less. This lead to her sending her mentally disabled son Abner to a mental care facility and ceasing all contact. The family never visited him, and soon ceased to acknowledge his existence whatsoever. He did not fit into Lola’s perfect suburban-mold family, so he wasn’t included. This was the type of behavior that put immense pressure of Wendy as she grew up. Wendy was constantly being compared to her brother Bruce, a well-to-do investment banker. Wendy’s accomplishments, however impressive, were held up to t he mold of her brother’s victories, and always seemed to fall short. This search for validity was present in all of Wasserstein’s life, and so it trickled into her writing. It is present in Lyssa specifically. Lyssa seeks her own career and advancement opportunities, and is constantly being compared to her father, which is endlessly frustrating to her. This is a clear link to Wasserstein’s own life, and one of the many reasons Lyssa seems to jump right off the page. Wasserstein also manages to capture a very real vulnerability in her characters. This likely stems from her mother’s influence. Her mother was particularly hard on Wendy as she was growing up and searching for what she wanted to do as an adult. Her mother even said at one point, â€Å"‘Wendy, you make me want to blechhh,’† (Salmon 62). Wendy wanted to win her mother’s favor and approval, but didn’t have a direction for her life, and so was a disappointment to Lola. This type of apathy shows through in the powerful vulnerability of her characters, and gives some insight into the basis of their strife. Aside from just her written works, Wendy Wasserstein was a powerful public figure, and an invaluable voice for women in society. One of the most significant facets of her public persona was the fact that she refused to be the aggressive, hot-tempered stereotype of the feminist. Instead, she lived her life in a way that didn’t allow for misogyny towards herself or her career. In so doing, she led a quiet, well-adjusted opposition to the predominantly-male broadway of the time. The fact that she managed to accomplish so much had everything to do with her public persona. Wasserstein is credited as having one of the first intimate public personas, at a time before Facebook statuses opened a window into people’s lives. Wasserstein published a series of newspaper columns that presented a manicured version of her life to the public eye. She wrote casually, as if she was talking to friends, but still kept the more personal or untidy portions of her life just that personal. This is not to say that Wasserstein shied away from discussing more personal subject matter in her works. In fact, it was just the opposite. She wrote in her plays frank discussions of love, intimacy, sex, and infidelity. Once again, however, she had a distinguishing factor: none of these was used gratuitously. Her female characters didn’t sit around gossipping about boys because what else do women do?. Wives had sex with their husbands not because that was a wifely duty, but because they wanted to. Once again, Wasserstein presented real life, and part of that was real discussion and real relationships. An interesting dynamic is created within An American Daughter when Lyssa brings up the idea that she wouldn’t have lost her nomination had she not been a woman. If a man had done the exact same things (skipping jury duty, making an offhand joke about homemakers), it would have been dismissed as a mistake, but because she was a woman, there was a shift in the power dynamic, and so the public jumped at the chance to have a reason to scorn her. This moment is almost certainly a commentary on our society. Wasserstein is using the reaction to Lyssa as a method of commenting on the ever-present distinction of reactions to mens failures versus womens. This is amplified by the fact that Lyssa is running for a position of power which had a long tradition of being male, and is taking the place of a man. Wasserstein is drawing attention to the fact that men have just as many shortcomings as women, and yet only with women in power roles are those shortcomings thrust into the spotlight. This is another area of feminism in which Wasserstein for many years led the charge: true equality. She did not fight for women to be seen as better than men, she didn’t want to take men down, she simply quietly and reasonably persisted towards her goal of equality. She was a mouthpiece for women across America, and lent a voice to women who wanted to see themselves being accurately represented without forcing a major debate. All of this innovation in the world of feminism in the theatre did not come without debate. Because Wasserstein was unafraid to push the envelope when it came to serious topics, her worked tended to chafe nearly as many people as it encouraged. Wasserstein herself commented on the fact that her plays were breaking through a societal barrier and, in doing so, causing some strife. She mentioned the idea that she was the only woman writing plays for women about women, and so they were expected to be all-inclusive providing representation for all women everywhere. Of course, realistically, this is impossible to achieve. The plays offer much more representation for actual women, but they cannot possibly include characters that everyone identifies with, and so some people will feel that there is still inaccurate and unrealistic representation. This disagreement towards Wasserstein’s works is particularly present against her major success The Heidi Chronicles. This is a work which manages to portray (and sometimes outrightly state) feminist views, but it does so in such a way that seems to undermine the very point she tries to make. The characters in this play may present feminism, but they do not do so without critique. Wasserstein pointed out that feminism isn’t flawless by any means, but that, just like the women it is seeking to further, it is worth it despite the shortcomings. (Barnett 14 15). It is important to note that Wasserstein’s legacy is not only in her feminism, but in her realism as a whole. Wasserstein had a way of writing characters and situations that made her audience believe that the character could live right next door to them. Her characters had real conversations with each other, and rather than trying to force in subtext, Wasserstein seemed to just allow subtext to happen as it would. Characters faced their adversities and responded in ways that people would, rather than grotesque caricatures. This is one of the qualities that created her lifelike characters. One difficulty that Wasserstein faced because of her subtextual messages was being taken seriously. Because much of her agenda was hidden beneath layers of other meaning, many people saw her work as simple comedy, a glimpse at silly interactions. This perception is one that deeply frustrated her. Wasserstein fought to have her work recognized for what it was: a scathing review of societal norms. She is quoted as having said in response to her work being seen as lightweight, â€Å"‘No, you don’t understand, this is a political act,’† (Wasserstein quoted in Dolan 444). Much of this aversion to being underestimated was again attributed to her dedication to honesty. Her characters were created in way that would comment on issues that she felt needed discussion, and so by allowing those conversations to go without being communicated, She was being dishonest to them. By demanding that her work be understood for all of its subtext and hidden meaning, she was once again affirming her stance in truth and honesty, and her position as a mouthpiece for these ideas. From many people, this demand for her works to be wholly understood would come off as haughty and even possibly offensive, but Wasserstein’s calm demeanor and unassuming lifestyle kept this feeling at bay. She lived out the ideas that she wrote in a very genuine way. Because she lived out her ideals, she earned the respect she asked for. Her honesty lived in her characters, their dialogue, their interactions, and their back stories; as well as though her speech, life, family, and work. Another major influence in Wasserstein’s life was her daughter, Lucy Jane. Wendy had Lucy at age 48, and because of the lateness of the pregnancy, she faced severe health problems. Wasserstein was ill almost constantly through the entire pregnancy, and Lucy was born three months premature. She struggled for a time, but ended up surviving, and became a light in Wasserstein’s life. The pregnancy, however, left Wasserstein ill, and she suffered illness based on the complications of birth until her death in 2005. The pregnancy (and the father) were kept secret from the public, and in fact many of Wasserstein’s friends and family as well. Only the people closest to her, the ones she interacted with on a daily basis, were aware of the pregnancy, and knew better than to share the news with anyone. Only after Lucy was born and spent time in the NICU was her birth announced. It was a short article, keeping details about the complications to an absolute minimum and keeping up Wasserstein’s persona. Wasserstein then proceeded to raise Lucy by herself, once again shunning society’s idea of a perfect family in favor of her own version of perfect. The once-solitary woman now travelled with an entourage, including herself and Lucy and usually a nanny and a personal assistant. She spent less time writing and more time doing lectures and answering questions. She gave her effort to her daughter rather than playwriting, feeling that she could now give to her daughter the effort she had given her plays. She worked with many people as she oversaw productions of her shows, as well as the group of people who formed her support system. She referred to the men around her as her ‘husbands,’ and actually had two of them at the hospital when she was giving birth to Lucy. These people became her family, overcoming the image Wasserstein’s mother had left with her of the (so-called) perfect suburban family, in order to create her own little family unit. Six years later, Wasserstein passed away due to lymphoma. This would come as yet another shock to the audience, as the always-private Wasserstein had kept the news of her diagnosis a secret since she had received it. She had continued to appear in the public eye despite her physical ailments, including facial swelling and near-constant discomfort. To the unaware observer, Wasserstein seemed just as put-together as always, even in her last few months. She held lectures and interacted with fans until she was hospitalised in December of 2005. To those who knew her, however, it was clear that she was physically deteriorating. She had been sick since she gave birth to her daughter, and had gone through a string of misdiagnoses and referrals, before finally being diagnosed with lymphoma. Upon her passing, legions of people were shocked and grieving. The lights of Broadway were dimmed in her honor on January 31, 2006, the night after she passed. Wasserstein’s legacy started with her characters and her voice, and will carry on and resonate with her audience for years to come. Despite the social changes that have occurred since her writings, her message remains as relevant as ever. She was a pioneer in the theatrical world for women and their portrayal. Her comments on feminism, relationships, women, and life still hold meaning in our society. Her calm and ordered response to the lack of realistic women in media stands applicable even today, and her heroines are still admirable role models. Wasserstein’s work commented not only on women in theatre, but in the reality of people being depicted in any case. She presented real, vivid characters dealing with real life events, holding a mirror to and commenting on realism in the theatre.

Business planning --Bakery Essay Example | Topics and Well Written Essays - 5000 words

Business planning --Bakery - Essay Example Marketing strategies and financial plans are also a part of this report. Forecast of profit and loss account, cash flows and balance sheet for three years is also provided in this report. Johnson Bakers is planning to start new business in London. There are two partners named Michael Johnson and Peter Johnson. Michael Johnson is expert in marketing the products and Peter has expertise in operational activities. They both decided to start new business with equal investment and with a profit sharing ratio of 1:1. The aim of the business is to provide bakery products and services overall London. It is the priority of the company to provide fresh and high quality to its customers. New business needs to promote its product in market as it is planning to manufacture bakery products that are available to all. Initially, the company is planning to introduce some of its key products like cakes, biscuits, coffee and bread. As this is a private partnership of two individuals, it is difficult to control the operations of the business. Peter is allowed to control the accounts and other operational activities of business. Mr. Michael will start its work from the beginning and will continue to work till the achievements of the objectives. Following are the objectives of the company: UK market is effective for providing hot beverages to the customers. The weather of the country remains cold over the year so the products are widely used in the country. London is a metropolitan city and the lovers of coffee are mostly available there. There are many bakery products available in the market that attracts the public of London. Variety of products is available in the market but Brand recognition proves to be vital for this type of business. It is necessary o analyse the market of UK so that strategies could be made to survive in the competitive market where there are large number of suppliers of the products. Marketing and

Critically evaluate Lord Hoffman's assessment of the appropriate Essay

Critically evaluate Lord Hoffman's assessment of the appropriate relationship between Parliamentary Sovereignty and principles of constitutional;ity in the UK t - Essay Example Therefore in the UK, the supremacy of Parliament often rises in conflict with the issue of constitutionality or the rights granted to individual citizens. This was elucidated by Lord Hoffman in 2000, when he pointed out the differences in the powers of the legislators, which were limited in other countries through the Constitution, but which was not the case in the UK, where Parliamentary Sovereignty subordinated the power of the judiciary that upholds the rights of individual citizens. In the United Kingdom, the three branches of Government are not granted equal powers. Parliament has been deputed as the supreme authority to make the laws of the land, through the principle of Parliamentary Sovereignty. Parliament comprises the King, The House of Lords and the House of Commons, who acting together jointly, enjoy undisputed power. In essence this means that Parliament is not subject to any limitations or checks and balances by the Courts. In fact the Courts have no power to overturn any of the laws laid down by Parliament or to declare them invalid. This has been amply stated by AV Dicey1 as follows; â€Å"In theory Parliament has total power.   It is sovereign.† In reference to the 1950 Commons Resolution attributing Parliamentary sovereignty, it has been suggested that they be viewed as â€Å"co-extensive with the scope of Article 9.†2 This addresses the need for Parliamentary Sovereignty to take into account the factors of rights of individuals an d human rights. However, this raises the issue of Constitutionality. Most Governments such as those in the United States are characterized by the distribution of power equally between the three branches of Government – the legislature, the executive and the Judiciary. In the event of an abuse of legislative power through an infringement upon individual rights of citizens, the Constitution imbues the Judiciary with the power to challenge the law. But this is not the case in the

Point of Service Plans Article Example | Topics and Well Written Essays - 1000 words

Point of Service Plans - Article Example The health care sector has changed its insurance plans which used to be high but were being paid in large amounts by the employers to a â€Å"more cheaper, manageable and consolidated† plan where the patient (employee of the family member of the employee) receives medical care from one point and the physician acts as the point of service of the patient (Point of Service health plan). The new plan as explained in detail by the article reduces the health care costs but at the same time increases other costs like family deductibles, premiums and even the out-of-pocket expenses. All these expenses are almost fully paid by the employee and not the employer and hence increasing event he burden of health care further than it previously was before this new merger of Preferred Provider Organization plan (PPO) and Health Maintenance Organization plan (HMO) that brought about the birth of Point of Service plan (POS) was formulated and implemented. The latest statistics collected by the Bureau of Labor Statistics (BLS) in the United States of America show that the employer no longer fully caters for the health care plans of their full time employees. The statistics indicate that in 1998, over 86% of the employees participated in a medical insurance plan which catered for all their health problems. However, data collected in 2011 shows that only an average of 82% of the employees are involved in a medical plan. The plan the government employees were being offered and are still being offered is the Point of Service Plan. The decline in the health care plan has been pin-pointed to certain services like dental care, prescription drug coverage for outpatients and even in visual care. This is attributed to the fact that these services are costly and hence the employees cannot afford to pay for them. These services are also usually not provided in local health care centers and hence requires the

Positive and Negative Affective Outcomes

Positive and Negative Affective Outcomes Work stress is a significant problem in the industry. This article explains stress as demands of the job and a person inability to meet those demands. Stress can be both positive and negative. This research has examined the positive and negative effects of stress. For positive stress term Eustress is used and for negative stress the term distress is used. This is a study of one hundred and forty four employees from three New Zealand organizations about stressful work-related events, its effect on performance and moral of the employees. Unlike other studies this research has also focused on positive outcomes of the stress if stress is effectively coped. Cognitive appraisal scale(CAS) was used for primary appraisal. The job related effective wellbeing scale ( jaws ) was used to measure the relation of the employees with their job. Factors which were identified as coping strategies for stress were systematic problem solving, social support, positive reappraisal, self-controlling, confro nted coping, escape-avoidance, accepting responsibility, and distancing. With respect to our research from this article we can identify that stress can be both positive eustress and negative distress. From this research we can identify some variables like Organizational and situational variables such as managerial style and support, work control, organizational culture and employment stability are likely to impact on employees stress. Individual difference variables such as anxiety personality type and optimism/pessimism also affect how an employee takes stress. Article: Positive and Negative Affective Outcomes of Occupational Stress Much research over the last decade has emphasised the negative consequences of excessive work-related demands on an individuals physical and psychological health and wellbeing. While there is as yet no single agreed-upon definition of stress, the present research defines it as a relationship between the person and the environment that is appraised by the person as taxing and endangering his or her well-being (Lazarus Folkman, 1984, p19). Occupational stress arises from demands experienced in the working environment that affect how one functions at work or outside work. Past research has predominantly focused on the negative aspects of stress. This is not surprising given the documented impacts of stress on health, wellbeing and work-related performance. However the positive psychology movement proposes that, instead of focusing on human pathology, research attention should also be directed towards positive health, growth and wellbeing (Seligman Csikszentmihalyi, 2000). It has been argued that stress is a part of life and cannot be avoided, and that stress can result in beneficial outcomes as well as negative ones (Selye, 1973, 1974). If negotiated appropriately, stress can be energizing, stimulating and growth producing for the individual as abilities are extended and new accomplishments made (Quick, Nelson, Quick, 1990). There is increasing interest in the potential for positive outcomes from the stress process including stress-related growth and positive personal changes (Folkman Moskowitz, 2004; Somerfield McCrae, 2000). If a stressful situa tion is resolved successfully then positive, rather than negative, emotions may predominate but there is a need for further to identify the stress-related processes associated with positive and negative emotions (Folkman Moskowitz, 2004). Good health encompasses more than just avoiding disease: it also involves the attainment of positive wellness, emotional, intellectual, spiritual, occupational, social and physical (Nelson Simmons, 2003, p 98). Acknowledging the positive response to the stress process may impact on how stress in the workplace is managed. Distress and Eustress The term eustress was coined by Selye to denote the positive aspects of stress in contrast to distress representing the negative aspects (Selye, 1974). Other influential writers have also suggested that stress is not inherently maladaptive (Hart, 2003; Hart Cotton, 2002; Karasek, 1979; Lazarus, 1999; Lazarus Folkman, 1984; Tedeschi Calhoun, 2004). In the context of the workplace, stressful events can lead to perceptions of positive benefit (Campbell-Quick, Cooper, Nelson, Quick, Gavin, 2003; Nelson Simmons, 2003). However although many researchers have investigated distress, eustress has been neglected until recently. Eustress is defined as a positive psychological response to a stressor as indicated by the presence of positive psychological states. Distress (or stress in keeping with common terminology) is a negative psychological response to a stressor, as indicated by the presence of negative psychological states (Simmons Nelson, 2001). Simmons and Nelson (2001) found eustress and distress to be distinguishable by affective state. Hope, meaningfulness and positive affect were significant indicators of eustress (Nelson Simmons, 2003). Meaningfulness is the extent to which work appears to make sense emotionally and to be worth investing effort in. Hope is the belief that one has both the will and the way to succeed. State positive affect reflects a condition of pleasurable engagement, energy and enthusiasm. Eustress was also associated with task engagement or absorption (Campbell-Quick et al., 2003; Rose, 1987). Task engagement denotes being enthusiastically involved in and pleasurably occupied by the demands of the work at hand (Nelson Simmons, 2003, p 103). This is similar to the concept of flow (Campbell-Quick et al., 2003) in which people are so actively involved in the task that nothing else seems to matter (Csikszentmihalyi, 1990). Distress on the other hand is indicated by negative work attitudes and psycholo gical states such as negative affect, anger, job alienation and frustration (Simmons, Nelson, Neal, 2001). Eustress is similar to the concept of morale defined as the energy, enthusiasm, team spirit and pride that employees experience as a result of their work (Hart Cotton, 2002, p. 102). Distress and eustress/ morale are not mutually exclusive: they can occur simultaneously in response to the same demand and are likely to result from different processes (Hart, 2003; Hart Cotton, 2002). The stress process There is at least some consensus that stress should be seen as a process or interaction between demands and the individuals ability to deal with them (Sulsky Smith, 2005). One conceptualization of this process is the cognitive-transactional model (Lazarus, 1966). The focus of this model is on individual and situational factors that interact with the appraisal of demands to produce outcomes (McGowan, 2004; Sulsky Smith, 2005). Antecedents to Eustress The transactional model considers stress to be a process involving appraisals of threat or challenge (primary appraisal), coping (secondary appraisal) and reappraisal. Primary appraisal involves a decision as to whether a demand (potential stressor) is both relevant and stressful in that it is seen to represent a potential threat to the individuals goals, beliefs or expectations (Lazarus, 1966; Lazarus, 1999). Demands can also be appraised as irrelevant or relevant but benign. A demand appraised as irrelevant or as benign (offering the chance to preserve or enhance wellbeing) does not initiate the stress process as there is no potential threat to overcome (Lazarus, 1999). If a demand is appraised as relevant and stressful then further appraisal takes place. Stressful appraisals include an appraisal of threat or loss, where the individual perceives the demand as exceeding the resources available to cope with it; but also of challenge, when resources are high relative to the demand and there is potential for mastery and personal growth (Lazarus Folkman, 1984). Threat and challenge appraisals represent distinct constructs and are associated with diff erent patterns of physiological arousal (Quigley, Barrett, Weinstein, 2002; Tomaka, 1993; Tomaka, Blascovich, Kibler, Ernst, 1997); subjective experience of strain and affect (Maier, Waldstein, Synowski, 2003), coping expectancies and performance (Boswell, OlsonBuchanan, LePine, 2004; Skinner Brewer, 2002). Threat and challenge appraisals represent distinct constructs and can occur simultaneously (Lazarus Folkman, 1984). Whether a challenge or threat was initially appraised, in order to reduce the demand some form of coping action is taken (Lazarus Folkman, 1984). Coping responses are influenced by initial appraisals. Challenge appraisals have been associated with more use of problem-focused coping (Bjorck Cohen, 1993; McCrae, 1984) while threat appraisals were linked to more emotion-focused coping (McCrae, 1984). While some coping research has linked emotion focussed coping with an increase in distress, the effectiveness of any particular coping strategy depends on its appropriateness (Folkman Moskowitz, 2004; Lazarus Folkman, 1984). Hypothesis 1: Challenge appraisals will be positively associated with task-focused coping. Hypothesis 2: Threat appraisals will be positively associated with emotion-focused coping. Research has predominantly focussed on negative outcomes and has only recently acknowledged that positive emotion can arise in stressful situations as a result of effective coping. Coping responses such as relaxation, direct action/task focussed coping and positive reappraisal can lead to the experience of increased positive affect while inappropriate or maladaptive coping responses may lead to negative affective reactions (Folkman Moskowitz, 2004). Eustress is not simply the result of a positive experience with positive events. It arises from effective negotiation of the stress process rather than a process of passive savouring (Simmons, Nelson, Quick, 2003). Hypothesis 3: Eustress will be positively associated with task-focused coping. Hypothesis 4: Distress will be positively associated with emotion-focused coping. Outcomes of Eustress Eustress has been shown to have a positive impact on subjective as well as objective performance (Skinner Brewer, 2002; Tomaka, 1993), possibly as a result of the increased motivation provided by task engagement. Hypothesis 5: Eustress will be positively associated with satisfaction with the outcomes of the stress process. Hypothesis 6: Distress will be negatively associated with satisfaction with the outcomes of the stress process. Over the long term eustress may result in positive changes in wellbeing, growth, flexibility, adaptability and performance (Quick et al., 1990), while distress may give rise to the stress outcomes commonly discussed in everyday language, for example the negative effects on physical and psychological wellbeing. Simmons and Nelson (2001) found that eustress was related to positive perceptions of health among nurses. Edwards and Cooper (1988), in a review of research on the effects of positive psychological states on health, found that positive psychological states produced an improvement in health both directly through physiological processes and indirectly by facilitating coping with stress (Edwards Cooper, 1988). Although long-term outcomes are beyond the scope of the present study, an increase in motivation, work performance and positive work-related affective states may also increase long-term job satisfaction. Method Three New Zealand organizations participated in the study. These were a public sector organization where fulltime administrative, clerical and management roles predominated; a retail business with part-time and full-time roles and a University department including fulltime teaching, research and administrative roles. Response rates for the three organizations were 52% (85 responses), 44% (26 responses) and 34% (33 responses) respectively. Participants were 74 males (51%) and 67 females (47%). Ages ranged from 18 (11%) less than 21 years, 50 (35%) between 21 and 36 years, 54 (38%) between 37 and 55 years, and 21 (25%) above 55 years in age. Three respondents did not indicate age or gender. The mean time respondents had spent within their current organization was six and a half years (SD = 7.32). There were significant differences between the three organizations only on tenure (F(2,132)= 15.62, p Measures Before answering the questions on appraisals and coping, participants were asked to identify one specific stressful event they had recently experienced at work and to answer the questions in relation to that event. Primary appraisals were assessed by the eight-item Cognitive Appraisal Scale (CAS; Skinner Brewer, 2002). Four questions each related to threat and challenge appraisals. Question two was reworded to relate to a work setting (grade changed to outcome) and all questions were given in the past tense to indicate an event that had already been encountered. Although the CAS assesses both frequency and intensity for each item, no difference in responses were found between frequency and intensity measures (Skinner Brewer, 2002) and so were replaced by a six-point scale where 1 = strongly disagree and 6 = strongly agree. Questionnaire (WCQ) assessed coping strategies used by participants to manage their stressor event (Folkman Lazarus, 1988). The measure assesses actual coping (as opposed to trait coping) by focussing on how the recently experienced event was negotiated. The 66 items of this scale assess eight forms of coping: planful problem solving, positive reappraisal, seeking social support, confrontive coping, escape-avoidance, distancing, self-controlling and accepting responsibility. Coping data were recoded into task-focused and emotion-focused coping as reported below. The Job Related Affective Wellbeing Scale (JAWS) was used to assess participants emotional reactions to their work (van Katwyk, Fox, Spector, Kelloway, 2000). Participants were asked to rate on a scale of 1 to 5 the degree to which they had experienced 30 different emotions over the past 30 days. As the scale focused on recent emotional experience, it tapped state affect and is a valid representative of immediate stress process responses. The emotional responses covered two dimensions: positive/negative affect and arousal. This provided four quadrants: negative affect/low arousal (e.g. My job made me feel bored), negative affect/high arousal (e.g. My job made me feel anxious), positive affect/low arousal (e.g. my job made me feel calm), and positive affect/high arousal (e.g. my job made me feel enthusiastic). Skinner and Brewer (2002) found an association between threat appraisal and negative active affect (e.g. anxiety) but not negative deactivated affect (e.g. boredom) and between challenge appraisals and positive-active affect (e.g. excitement) but not positive deactivated affect (e.g. calm). Emotions should be considered in terms of both valence and level of activation (Skinner Brewer, 2002). High-activation affective responses are consistent with the meaning of threat and challenge, or the need to act to avoid failure and its negative consequences on one hand or to achieve success and its benefits on the other. For the present research eustress was conceptualised as the positive affect/ high arousal quadrant and distress was conceptualised as the negative affect/ high arousal quadrant of the JAWS. The outcome measure for this study was a single item that asked respondents to rate their level of agreement with the statement I felt positive about the outcomes of the situation. Responses were coded so that 1 = strongly disagree and 6 = strongly agree. The limitations of this measure were recognised and addressed as far as possible during the data analysis. Performance and other outcome data were not available for this study. To correct for the unreliability of the single outcome indicator the error term was fixed at a specific value (Bollen, 1989). The fixed value was determined by multiplying the proportion of error variance (1 [rho]) of the indicator by, the variance of the indicator, where [rho] =.80. Statistical Analyses A two stage approach was adopted for the data analysis using confirmatory factor analysis (CFA) and structural equation modelling (SEM; see Anderson Gerbing, 1988; Schumacker Lomax, 1996). Stage one involved the building of measurement models for each of the measures used in this study. The rationale for building measurement models is that it allows for the best indicators of a construct to be identified and thus provides evidence for validity of the measure. Given the current sample size it was decided that for the final structural model at least four items for each construct would be used. In essence, this not only increased the subject-variable ratio but also served to identify the most unidimensional set of items to specify a construct. Unidimensionality is an important aspect when exploring structural relationship between various constructs as clear unambiguous measures allow for better predictive validity (Anderson Gerbing, 1988; Schumacker Lomax, 1996). For the CAS a two factor model, challenge and threat, was tested with the final model being specified with the strongest loadings in each subscale. For the JAWS only two factors were tested, high-pleasure high-arousal, and low-pleasure high-arousal, again using the best indicators for these hypothesized constructs. For the WCQ a second order measurement model was tested with eight factors: planful problem solving (PPS), positive reappraisal (PR), seeking social support (SS) self-controlling (SC), confrontive coping (C), distancing (D), accepting responsibility (AR) and escape avoidance (EA). The four best fitting items were used to specify each factor (Anderson Gerbing, 1988). For the full structural model two higher-order factors (task-focused and emotion-focused coping) were specified using subscale scores as observed indicators. Task-focused coping strategies were planful problem solving, positive reappraisal, seeking social support and self-controlling. Emotion-focused coping strategies were confrontive coping, distancing, accepting responsibility and escape avoidance. Having identified the measurement models for each factor a structural model was specified using the hypotheses stated above (see Figure 1). [FIGURE 1 OMITTED] Model Fit For all CFA and SEMs both absolute and incremental goodness-of-fit indexes were used. Absolute fit was assessed using the chi-square statistic. Incremental goodness-of-fit measures were the comparative fit index (CFI; Bentler, 1992), Tucker-Lewis index (TLI) and the root mean square error of approximation (RMSEA; Steiger Lind, 1980). The CFI and TLI indexes have coefficient values ranging from zero to 1.00, with values of .90 and higher being traditionally viewed as representing good fit (Bender, 1992). Fit values for the RMSEA suggest adequate fit where values fall between .08 and .10 and acceptable fit where RMSEAs are below .08 (Byrne, 2001; MacCallum, Browne, Sugawara, 1996); Hu and Bentler (1999) suggest that a RMSEA less than or equal to .06 indicates good model fit (Hu Bentler, 1999). Results The results for the measurement models are presented in Table 1. For the CAS the model fit was good and suggested a reasonable approximation to the data. The reliabilities were .78 and .72 for the challenge and the threat scales respectively. For the WCQ model fit was again reasonable. For each of the lower order factors the reliability estimates were: planful problem solving =.66, social support = .66, positive reappraisal = .79 self-controlling = .63, confrontive coping = .69; escape-avoidance = .77, accepting responsibility = .60, and distancing = .56. For the higher order factors, task-focused and emotion-focused coping, the reliability estimates were .74 and .65 respectively. Results for the JAWS again suggested that the specified two factors were reasonably approximated with reliability estimates of .90 for the positive affect high-arousal (eustress) and .81 for negative affect high-arousal (distress). Correlations, means and standard deviations are presented in Table 2. As expected, challenge appraisal was associated positively with task-focused coping, with eustress and with subjective performance. Although threat appraisal was positively associated with emotion-focused coping it was not associated with distress or subjective performance. Task-focused coping was associated with emotion-focused coping, suggesting that respondents who used more task-focused strategies also used more emotion-focused strategies. Emotion-focused coping was positively associated with distress and negatively associated with subjective performance. Eustress and distress were, respectively, positively and negatively associated with subjective performance. All results for the final structural model were standardized. For the final model the goodness-of-fit was reasonable ([chi square] = 734.1; df = 294: TLI =.92; CFI = .93; RMSEA = .10). All specified paths in the model were statistically significant and in the hypothesized direction (see Figure 1). Hypotheses 1 and 2, that challenge appraisals would be associated with task-focused coping and threat appraisals would be associated with emotion-focused coping, were supported. Hypotheses 3 and 4 that linked eustress and distress to task and emotion-focused coping respectively were also supported. With regard to subjective perceptions of performance in the stress situation, hypotheses 5 and 6 were supported. Eustress was positively associated and distress was negatively associated with subjective performance. Overall the results support the hypothesised model. Discussion The aim of this study was to investigate the antecedents and outcomes of the stress process and to include positive (eustress) and negative (distress) affective outcomes. The research showed support for the hypothesised structural model. The relationships between primary appraisal and coping support one of the key propositions of the cognitive-appraisal model of stress: the choice of coping strategy is affected by appraisals as to whether a demand represents a threat or a challenge. Previous research has found threat appraisals to be associated with greater use of emotion-focused coping (Lowe Bennett, 2003) and this was supported by the present study. Emotion-focused coping was in turn associated with distress and dissatisfaction with outcomes. Challenge appraisals were not related to emotion-focused coping but were related to greater use of task-focused coping strategies. The implications of these findings for stress management in organisations are considered below. As predicted, challenge appraisals were associated with eustress and perceptions that the stress processes had been effectively managed. The choice of coping strategies was also an important influence on affective outcomes: task-focused strategies which focused on addressing the demand were associated with eustress while emotion-focused strategies which failed to address the demand were associated with distress. This suggests that, as proposed by Lazarus and Folkman, when people face a demand it is not the demand in itself but the ways in which the demand is managed that impact upon outcomes. Implications for research The outcome measure in this study was limited to self-reported satisfaction with the outcome of the stress process. Further investigation should examine a broader range of outcomes including objective measures of performance and long term variables including physical and psychological health, both of which have been shown to be affected by work-related stressors. Further research is also needed to address several other issues including the precursors to threat and challenge appraisals and mediators of the stress process. A range of factors may affect primary and secondary appraisal processes. Individual difference variables such as anxiety (Skinner Brewer, 2002), personality (Penley Tomaka, 2002) and optimism/pessimism (Riolli Savicki, 2003) have been linked to differences in appraisals, coping and outcomes. Organisational and situational variables such as managerial style and support, work control, organizational culture and employment stability are also likely to impact upon the stress process. Further research into these factors is important to help build effective strategies for managing workplace demands. Implications for practice Work-related stress is a major problem with serious implications for health and wellbeing but managing it is far from straightforward. This may account for the documented ineffectiveness of stress management interventions(Beehr ODriscoll, 2002; Sulsky Smith, 2005). In managing the stressors at work, it is important to identify, assess and control stressors, but also to avoid removing the rewarding aspects of the job. Distress is not the inevitable consequence of occupational stressors: when demands are managed appropriately growth and positive change can occur as challenges are faced and overcome. Although distress has become a major concern, it is often not feasible to remove all stressors from work and this may not in fact be desirable. Recognition of the potential for positive outcomes of the stress process raises the possibility of identifying ways to increase the task-focused management of work-related demands to increase enjoyment, satisfaction and performance. The challenge lies with providing the tools required to increase the effective management of workplace demands. Any suggestion that cognitive-appraisal models of stress imply that stress is an individual problem, best addressed by teaching positive appraisal and coping, is flawed. Primary appraisal includes a subjective assessment of the balance between demands and resources. Increasing resources or reducing demands is more appropriate and more consistent with legal requirements than attempting to retrain individuals to appraise demands positively, and training in effective coping has been shown to have only limited impact(Folkman Lazarus, 1988). Coping strategies are rarely used singly, and no one strategy or combination of strategies is always effective. The ability to use a repertoire of coping strategies flexibly is important. One component of stress management could be to encourage the use of task-focused and flexible coping behaviour and to promote learning that can be generalised to new situations, but stress management begins with consideration of organisational issues. Leadership, pe er support, organisational culture and policies, work design and reporting arrangements are important as are job analysis, staff selection and training to enhance role clarity and the fit between the person and the work environment. Effective systems for motivation and performance management are essential.