Impact Of Motivational Rewards on Employees Essay Example for Free

Impact Of Motivational Rewards on Employees Essay MOTIVATION: Internal and external factors that stimulate desire and energy in people to be continually interested and committed to a job, role or subject, or to make an effort to attain a goal. Motivation results from the interaction of both conscious and unconscious factors such as the (1) intensity of desire or need, (2) incentive or reward value of the goal, and (3) expectations of the individual and of his or her peers. These factors are the reasons one has for behaving a certain way. An example is a student that spends extra time studying for a test because he or she wants a better grade in the class. MOTIVATION IN BUSINESS: Companies can motivate employees to do a better job than they otherwise would. Incentives that can be offered to staff include increased pay or improved working conditions. Motivational theories suggest ways to encourage employees to work harder. A motivated workforce results in: Increased output caused by extra effort from workers. Improved quality as staff take a greater pride in their work. A higher level of staff retention. Workers are keen to stay with the firm and also reluctant to take unnecessary days off work. Managers can influence employee motivation in a variety of ways: Monetary factors: some staff work harder if offered higher pay. Non monetary factors: other staff respond to incentives that have nothing to do with pay, eg improved working conditions or the chance to win promotion. BACKGROUND OF THE STUDY Reward Systems is a vital aspect of any organization. They can actively engage and renew the overall sense of community and mission of an organization Reward systems according to Sziligyi [1981], are outcomes or events in the organization that satisfy work related needs. Rewards systems are much more than just bonus plans and stock options but while they often include intrinsic incentives, they also include extrinsic. A well-organized reward system will motivate and energize employees because it recognizes the achievements of employees . Reward system implemented by organization will  influence employees’ behavior and attitude towards their job if the rewards satisfy their needs and help them to reach their personal goals. When employees desire to get the rewards, they will change their behavior in order to achieve the minimum level of performance required by organization. Organizations often design and implement the reward system without linking it with the ultimate improvement of organization’s performance .Therefore, the reward system is unable to contribute significantly to the performance of an organization Motivation is such a factor that exerts a driving force on our actions and work. According to Baron (1983) motivation is an accumulation of different processes which influence and direct our behavior to achieve some specific goal. Motivation depends on certain intrinsic, as well as, extrinsic factors which in collaboration results in fully committed employees. Incentives, rewards and recognitions are the prime factors that impact on employee motivation. The factors like incentives and rewards are the most preferred factors for employee motivation programs Rewards is one of the important elements to motivate employees for contributing their best effort to generate innovation ideas that lead to better business functionality and further improvise company performance both financial and non-financially. Today an organizations result is highly dependent on the employees work motivation. It is therefore important for a company to find out what motivates its employees so that it can plan a suitable reward system and gain better results. The right combination of intrinsic and extrinsic rewards can boost up the employees work motivation and enhance their commitment to the company. COMPANY PROFILES: KASBIT: KASBIT Private Limited is the parent body of KASBIT that was established in September 1999, through Registration with Securities Exchange Commission of Pakistan, Government of Pakistan. It is the first Private Sector Institute of Higher Education that was registered as a Corporate body. Since its inception, KASBIT has achieved many a mile-stones that advocate its high standard, excellence and quality recognition. KASBIT is Chartered by the Government of Sindh and recognized by the Higher Education Commission of Pakistan, which has also awarded the highest category W(4) rating to KASBIT in recognition of the high educational standards that it maintains KASBIT is  recognized by the Higher Education Commission of Pakistan and has been awarded the highest ranking of W(A) under whom the standards of educational institutions are scrutinized and evaluated in Pakistan. KASBIT became a member of the Association to Advance Collegiate Schools of Business (AACSB), which is based in the US to ensure the quality and continuous improvements in collegiate management education. KASBIT was certified by ISO in January 2002 in recognition of the high quality control system that it has in place. By this virtue, KASBIT became the first ISO-9001 Certified Degree Awarding Institute in the Private Sector of Pakistan. BAHARIA UNIVERSITY: Pakistan Navy established Bahria Institute at Islamabad and Karachi in the late eighties. These Institutes were aimed at providing quality and uninterrupted education up to Intermediate level, to the children of naval personnel on their transfer from one station to another and in turn to contribute to the cause of promotion of education at the national level. Over the years these Institutes grew in size and facilities, leading to the starting of BBA and B.Sc(CS) classes in 1995. These programs have since been upgraded to BBA (Hons), BCS (Hons) and MBA, MCS Program which were introduced in Fall 1997 as evening programs run under the management of two independent Institutes one each at Karachi and Islamabad respectively. The institutes are known as Bahria Institute of Management and Computer Science short title BIMCS suffixed with the location i.e. Karachi or Islamabad. Objectives: Bahria University, though very young, has the will and determination to develop and attain the objectives set forth below: Ensure academic excellence through quality education in disciplined and peaceful learning environments. Establish Campuses, Research Institutes, Schools and Colleges across the length and breadth of Pakistan to turn population explosion into knowledge based force. Prepare the younger generation to become future leaders and managers for a prosperous and educated Pakistan, through development of their mental, moral and professional strengths. Ensure academic excellence through quality education in disciplined and peaceful learning environments. Constantly monitor and upgrade facilities and update  the curricula to keep pace with the emerging trends and technologies. Coordinate and provide facilities for exchange of knowledge and applied research in the newly emerging fields in collaboration with national and international Universities and research institutes. RES EARCH AREA: Human resource (HR) OBJECTIVE: Find out to what extend does employees performance influenced by motivation PROBLEM STATEMENT: Decreasing Employees performance satisfaction due to lack of motivational factors that drives employee’s productivity level at its best in educational sector. KEY RESEARCH QUESTIONS: 1. What Is the Relationship between Employees Performance and motivation? 2. How many types of motivation that drives employee’s productivity? 3. What Is the Effect of Intrinsic motivation On Employee’s Performance? 4. What is the Effect of Extrinsic motivation On Employee’s Performance? 5. What measures can be taken to increase employee’s motivation level? 6. What are the factors behind the low productivity of employee? 7. What should be the behavior of employer towards the employee’s job satisfaction? INDEPENDENT VARIABLES: Intrinsic Motivation 1. Recognition 2. Learning opportunity 3. Career advancement Extrinsic Motivation 1. Basic Pay 2. Performance Bonus DEPENDENT VARIABLES: EMPLOYEES PERFORMANCE LIMITATION: Insufficient Funds Small sample size Time barrier Hardly possibility that organization will provide authentic information regarding their employees Research can take place only within the city Being a student’s it’s hard to get perfect information regarding their whole scenario of problem DE-LIMITATIONS: Respondents will not provide appropriate response Employees will feel insecure while sharing their organizations’ point of view. Time conscious City situations SCOPE OF THE STUDY: This study will provide a better understanding to employers who have been facing employees low productivity level they can get a better understanding of how motivational factors can influence an employee’s performance level that ultimately helps in growth of organization. This study will helps organization to increase employees performance through a perfect combination of intrinsic or extrinsic motivational factors. And it can be use in different dimension of business where employers are facing low productivity of employees. HYPOTHESIS: H1: Recognition has an impact on Employees Performance. Ho: Recognition has not impact on Employees Performance. H1: learning opportunity has an impact on Employees Performance. Ho: learning opportunity has not impact on Employees Performance. H1: Career advancements have an impact on Employees Performance. Ho: Career advancements have not impact on Employees Performance. H1: Basic Pay has an impact on Employees Performance. Ho: Basic pay has not impact on Employees Performance. H1: Performance bonus has an impact on Employees Performance. Ho: Performance bonus has not impact on Employees Performance.

Furthering Emotional Intelligence through Video Games

Furthering Emotional Intelligence through Video Games The field of serious digital learning games that aim to develop players empathy along with their cognitive competencies has made tremendous strides in the past decade. Today, virtual simulations and video games for social change have much to offer the field of education. Even though the benefits of these offerings are still making themselves apparent, a growing number of teachers are trying to stay on the front-end. Many teachers are experimenting with new ways to connect with students through the very same technologies that occupy hours of young peoples leisure time. Teachers are increasingly interested in whether and how digital games and simulations might contribute to civic engagement and action. If video gaming and virtual simulations are so appealing to young people, how can we better harness these forms of entertainment to foster emotional intelligence and empathy so that students can exhibit a more caring and active response to relevant social issues? How can computerized sim ulation games help foster global empathy and interest in global civic learning/action? How might simulations help learners to empathize and identify with the lives of global Others? These are just a few questions that contribute to classroom learning in significant ways. Before considering the value of video games and virtual simulations in relation to empathy, it is important to recognize why empathy should be taught in schools. In our era of globalization, there is a growing need to educate for global citizenship, especially as people across the globe become more and more connected. A true global citizen values empathy and the ability to understand other people across borders and cultural divides. As a significant factor of being human, empathy is often defined as an emotional state that involves feeling in oneself the feelings of others. Empathy is emerging as an especially significant disposition for global citizenship because it enables us to perceive the world through others perspectives, experience the emotions of others, and communicate and act in ways that consider others views and needs (Bachen et al., 2012, p. 438). As adults, we come to see ourselves not only as citizens of our local community, country, or ethno-cultural group, but also a s global citizens willing and able to empathize with other peoples and their situations elsewhere in the world. While students can certainly learn about the plight of disadvantaged peoples around the world, adding empathy to the learning experience helps them retain and relate to this knowledge in a more profound way: emotion plays a variety of important roles in thinking and learning. First, when we are processing information, we store it more deeply and integrate with our prior knowledge better when that new information has an emotional charge for us, when we feel something is at stake or matters (Gee, 2008, p. 35). In addition, just as empathy can be used to increase understanding of various global issues, the more students are asked to analyze and relate to global issues through the eyes of an Other, the deeper their empathic response becomes. As a result, empathy is a key component of social justice education. If a primary goal of social justice education is to cultivate a responsibility to take action, then we cannot truly teach social justice without empathy. Social justice education is based on a need to identify and change structural inequalities and disparities worldwide. An effective way to teach this is to provide students with opportunities to not only gain contextual knowledge but also have experiences that create empathic insights into the lives of people who are oppressed. Segal (2011) believes that when there is a shared definition of the empathic insights into discrimination, injustice, or inequality, individuals are better able and more willing to take action that promotes social justice (p. 268). Therefore, the capacity to experience empathy through a true contextual lens deepens our understanding of the society we live in and compels us to feel a social responsibility that can result in social justice. Segal (2011) states that exposing children to others who are different f rom themselves gives them an opportunity to practice affect sharing or mirroring and self/other-awareness while at the same time enhancing their awareness and understanding of different social conditions (p. 274). This awareness, in conjunction with empathy, can lead to a greater desire to take action for social change. Video games and virtual simulations are a simple and effective vehicle to connect students to the lives of people from various social groups. These tools are effective in promoting empathy within a social justice context because they feature compelling narratives that draw players into a given situation. The power of narrative thus serves as a fundamental aspect of educational gaming: Narrative-centered learning environments afford significant opportunities for students to participate in motivating story-based educational experiences. Virtual characters can engage users in a variety of task-oriented educational and entertainment roles. Fantasy contexts in educational games have been shown to provide motivational benefits to learning. Because of the power of story to draw audiences into compelling plots and rich settings through the promotion of suspension of disbelief and increased story involvement, narrative can contribute to learning in important ways. (McQuiggan et al, 2008, p. 1511) Besides hooking students into a story, narrative-based games invite players to adopt the point of view of a person who may be very different from the players own self, which then results in a number of judgments about the Other being altered, as the player exercises empathy: By encouraging us to exercise our moral imagination, we develop our capacity to more fully put ourselves in another persons situations and thus those different to ourselves in circumstance, identity or practice can no longer be dehumanized or Other-ised as disgusting or subhuman' (McRobie, 2014, n.p.). Narrative-based games and simulations forge connections between humans from different parts of the planet, and the player can learn to better identify with and understand the plight of someone whom he or she may never otherwise meet in real life. Furthermore, this role-playing facet of gaming, with all of its imaginative capacity, can result in better identification with the Other as empathy continues to develop in the player: Empathy may be further developed when a player not only takes the perspective of another, but also begins to identify with the character represented (Bachen et al., 2012, p. 440). Increased identification with the media character has further benefit, as Bachen et al. (2012) explain that this leads to greater attention to and retention of messages associated with those characters (p. 440). As a result, educators can exploit games and virtual simulations because they not only connect students to various peoples across the globe, but ultimately can result in deeper learning because students become immersed in their learning and take more away with them by the end of the experience. A key difference between traditional written narratives (stories, novels, etc.) and virtual simulations is the ability to simulate (and virtually live) a real-life experience that a student would otherwise only read about. Video games and virtual simulations open up the possibility to interact with a time and place that can be worlds away: a virtual world provides an experience set within a technological environment that gives the user a strong sense of being there (Warburton, 2009, p. 415). Because of their narrative feature, videos games and virtual simulations present players with a character that they adopt, while living out a set of experiences from the perspective of the character (Gee, 2008). They allow for exposure to authentic content and culture and allow for reproduction of contexts that cannot be reproduced easily in real life: Most games for change simulate real physical casualties so that the player develops an awareness of a situation where war and genocide may be cent ral to everyday life (Huang and Tettagah, 2010, p. 138). This, in turn, allows students to experience complex and potentially dangerous situations without risk, virtually adopting the perils of the characters life, while simultaneously feel[ing] sympathy and/or empathy for the characters in the game (Huang and Tettagah, 2010, p. 138). Raphael et al. (2010) propose that [r]ole playing games permit players to explore institutional, geographical, and temporal settings that would otherwise be inaccessible, allowing players to learn from the consequences of choices made in the world of the game that would be impractical or dangerous to experience directly (p. 200). Within this role-playing context, players exercise agency, as they are given the freedom to experiment according to their own goals. Players are permitted to do and act according to their own judgments. This experimentation can help the player better understand the potential consequences of certain actions or choices. In virtu ally living out the consequences, the player is more likely to empathize with the character in the situation, which hopefully will lead to increased understanding of inequities around the world and the need for action to address issues of social justice. To put my discussion of game-playing, empathy and social justice into an educational context, I would like to present three examples of virtual simulations and video games that can be used in classrooms to encourage empathy and action. The first is called Real Lives (http://www.educationalsimulations.com/), a simulation game designed for middle and high school students in which the player is born into a life from any country in the world. For instance, students can experience life as a peasant farmer in Bangladesh, a factory worker in Brazil, a policeman in Nigeria, or a computer operator in Poland. As players adopt the perspective of the given identity, they apply knowledge to solve real problems while comparing different value systems as they play the game. Students must make a variety of decisions that involve work opportunities, financial standing, health, marriage and family life, and participation in civil society. The game prompts players to engage in ethical reflection, alway s in the context of challenges or opportunities prevalent to the given country (based on real-world statistics for the countrys poverty rate, infant mortality rate, and so on) (Raphael et al, 2010, p. 216). The efficacy of this game in creating empathic insights is evidenced by Bachen et al.s (2012) study, which did show that Real Lives had a considerable effect on players development of global empathy: Comparing students who played the game with those who participated in an alternate computer-assisted learning activity, we found that playing the simulation game was associated with significantly higher levels of global empathy (Bachen et al., 2012, p. 450). Games like Real Lives are well suited to developing personal responsibility or character. Raphael states games for social change lend themselves to exploring individual ethics rather than the ethics of institutions or society although they still introduce students to the dynamics of large-scale structures that shape lives giving them little power to alter those structures but demanding ethical evaluation of them (p. 219). As in Real Lives, games of responsibility can also force players to grapple with the question of how to live a good life in a society that may be imperfect and unjust (Raphael et al, 2010, p. 221). A second virtual simulation video game that evokes player empathy is Darfur is Dying (http://darfurisdying.com/). This online game is based on the genocide in Sudan and is described by the games developers as a narrative-based simulation where the user, from the perspective of the displaced Darfurian, negotiates forces that threaten the survival of his or her refugee camp. It offers a faint glimpse of what its like for the more than 2.5 million who have been internally displaced by the crisis in Sudan (http://www.darfurisdying.com/aboutgame.html). I have used this game in my classroom teaching with grade seven students and have observed that many enjoy the experience because of the game-based challenges that students must be overcome as their characters risk their lives to protect their village while still seeking to maintain survival. Huang and Tettegah (2010) state that the goals of the developers and instructional designers of Darfur is Dying include raising awareness so that the player/user shares fear, empathy, and other emotions associated with victims of war. Darfur is Dying was developed with goals to educate, provide support and inspire (p. 142). Characters depict actual situations that occur in real life, summoning the players emotive capacity as s/he virtually becomes a displaced Darfurian who must take serious risks while completing seemingly mundane daily tasks, such as gathering food and water. I use this game in my classroom with the hope that students develop empathy for the character, based on the experiences portrayed in the game, and that this leads to cultural awareness and a deeper human connection to the peoples of Sudan. In other words, empathy becomes the main learning outcome as opposed to acquiring specific content. Finally, Against All Odds (http://www.playagainstallodds.ca/) is a third internet-based video game simulation for social change that can be used to teach empathy within a social justice framework. The game was developed by the United Nations Refugee Agency and is designed to teach 12- to 15-year-old players about the plight of refugees. Players take on the role of a refugee, and play through stages, from depiction of persecution and flight from their native country to eventual integration into a foreign country as an asylum seeker. I find this game particularly pertinent today, especially in view of our current political climate and the displacement of Syrian refugees. Many students are hearing about these issues in the news and in discussions at home, but do not fully understand what it means to be a refugee, the struggles refugees face, and how individual citizens in Canada might be able to aid in this situation. Raphael et al. (2010) argue that virtual simulation games that promot e empathy, such as Against All Odds, can encourage students to seek out more knowledge beyond the game and make efforts to act rather than merely observe: playing or developing games may increase students motivation to learn and drive them to consult sources outside the game, inspire critical reflection on history and politics and how they are represented, provide multiple viewpoints on contested events and ideas, allow players to draw on distributed knowledge and develop skills in leadership and collective action that can be used to tackle real-world political problems, or afford opportunities to explore ethical choices and develop empathetic understanding by projecting oneself through an avatar into places and times otherwise inaccessible. (p. 200) My ultimate goal in using video game simulations such as Against All Odds is to promote civic action. It is not enough for students to know about a problem, empathize with those affected, and then go on living their normal lives without further reflection. I hope that the empathy that is established by the game playing incites students to take action, even in a small way, so that they understand that global citizenship is an active task and that we are each individually responsible for the Other. Given that a fundamental part of social justice is developing a community of citizens who take action, it is important that students who play video game simulations such as Real Lives, Dying in Darfur, and Against All Odds are provided with an outlet to both show understanding of empathy and take action. The question that remains for me is what can students do with this experience? Based on their experiences playing one or more virtual simulation games, students can now create their own video game simulations presenting a day in the life of a refugee of their choosing. Using online software called Twine, students can create a narrative that allows players to choose various paths, much like a choose-your-own-adventure book. As students create their game, they demonstrate an understanding of the daily struggles faced by a particular refugee, thus exhibiting empathy for lives of people who may be very different from themselves. In order to make this task an activist one, my middle-schoo l students will be asked to create their game for a younger student in our neighbouring elementary school. This allows students to do something with what they have learned, and as they share the game with a younger child, they take on the role of educator and active citizen. Social justice video games can provide real opportunity for reflection and learning in todays classrooms. For teachers who wish to engage students in learning about real world issues, or who are seeking alternative resources to enhance student learning, pairing young peoples interest in games with a serious social justice topic has the potential to result in powerful educational experiences. The narrative component of virtual simulation games is a real hook that can entice students to learn about the lives of people around the world, and the interactive features require students to both become the character while exercising agency to solve authentic civic problems. The problem-solving aspect of these virtual games puts students in the shoes of the Other, allowing them to better understand hardships and hopefully strongly empathize with a life that may otherwise seem distant and irrelevant. While video game simulations are not a magic solution to increasing student engagement or devel oping empathy, they certainly can be a great tool that allows students to realize that they play an important role in making change around the world.

Alice Walkers Journey with Self-Esteem Essay -- essays research paper

Many writers choose to write memoirs about terrible incidents that changed their lives. Alice Malsenior Walker is one of those writers. She was born on February 8, 1944 in Eatonton, Georgia. She considers her life to be very successful for several reasons. Walker graduated from high school as valedictorian. She was involved with the civil rights movement in Mississippi where she lived for seven years. During that time she also got married to a lawyer and had her daughter Rebecca. From an early age she was introverted and quite shy, most likely due to a terrible accident. She immediately retreated into solitude, reading poems and stories and then finally writing. â€Å"Beauty: When the Other Dancer Is the Self†, by Alice Walker, is an essay that reflects on her ideas of beauty as a child, a teenager, and as an adult. Walker spent a great deal of time outside, due to the overcrowding in a small house with eight children (St. James). While playing outside at age eight, she was sh ot with a BB gun in the eye, causing her to lose not only her vision in her right eye, but her self esteem as well. She describes several events in her life that are significant in the formation of her identity. Alice Walker’s past reliance of being a physically cute girl, how confident she feels both before an after her surgery, and her constant feeling of being criticized are all factors that make her the woman that she is today. In order for Alice Walker to know the difference between the positive stares that she got when she was younger and the negative glances that she got when she was older, she had to experience that there was a difference between the two. Before the terrible BB gun accident, there was not a doubt in her mind that when people looked at her they saw an adorable little girl. She said, "It was great fun being cute." Afterwards, she believed that all they saw was "a glob of whitish tissue, a hideous cataract† (Walker 3). She compared the beautiful child that she was, to the ever-growing adult that she grew to become. She had a constant inner struggle between the person that she knew she was and the person that she appeared to be. â€Å"Now when I stare at people—a favorite pastime, up to now—they will stare back. Not at the ‘cute’ little girl, but at her scar† (Walker 3). Years later in her home, a woman arrived to take the photo for the back of Walker ’s book. The woman as... ...all that she could with her vision, while she still had it. Although many of us take our physical normalities for granted, Alice Walker choose to share her personal hardships and experiences to show how she has grown to become the writer that she is today. Her positive memories of being an adorable child have shaped her to realize what both ends of the spectrums are like, and what she will never be again. Low self-esteem soon followed, and as Walker grew, she also learned how to cope with the abysmal comments that she was destined to hear. However, as she grew into womanhood, her knowledge that she was still the same person thrived. Although being constantly judged, Alice Walker made light of the situation and realized that she loves the woman that she has become. Works Cited â€Å"St. James Encyclopedia of Pop Culture: Alice Walker.† Gale Group: 5 pars. On-line. Internet. 25 Jan. 2004. Available http://www.findarticles.com/cf_0/g1epc/bio/2419201268/p1/arti cle.jhtml Walker, Alice. "Beauty When The Other Dancer is the Self." The Blair Reader Second Edition. Ed. Laurie Kirszner, and Stephen R. Mandell. Upper Saddle River, NJ: Prentice Hall, 2002. 1-7.

Perspective Journal- The Punisher :: essays research papers

Perspective Journal- The Punisher This story is based on a movie called The Punisher which was about an FBI undercover agent, Frank Castle. Frank has all his family murdered while away on a vacation and through out the movie seeks revenge. This operation was ordered by the main villain in the movie, Howard Saint. Howard Saint has every reason to be justified for calling the operation to murder Frank Castle’s family. Howard wouldn’t have been involved in the killing of Frank Castle’s family if Frank had just stayed within his limits and not go around flashing his FBI badge at every person in the society. Howard Saint was a good person who was just involved in making his life through dirty ways. Like everyone else, Howard wanted to be rich. He didn’t care how he made his money and went to all different extremes to make sure he was rich. Howard Saint’s life was always under scrutiny even when he wasn’t doing anything illegal. Someone’s life being under scrutiny for something he is not even doing is very anger provoking and because of that Howard felt that he might as well do the evil things he was being scrutinized for. Howard Saint illegal businesses never had to do with any crime against the society. He had an addiction and had to feed it. He was addicted to cocaine and he couldn’t do anything about it. If the FBI had just allowed him to do his own cocaine, no damage would have occurred and every family would have lived. Howard Saint turned â€Å"wasteful† towards the end of the movie. He began wasting people’s lives and killing anyone randomly. He went to these extremes because he had lost everything he had because of the revenge plot by Frank Castle. Howard lost his house, all his money was blown up and most importantly his family was burnt right in his face. These actions were a result of a quick conclusion by Frank Castle that Howard was the main person involved in the cocaine ring. Any human being who is picked up and used as an example for any crime has the authority to go to any measures to revenge. Perspective Journal- The Punisher :: essays research papers Perspective Journal- The Punisher This story is based on a movie called The Punisher which was about an FBI undercover agent, Frank Castle. Frank has all his family murdered while away on a vacation and through out the movie seeks revenge. This operation was ordered by the main villain in the movie, Howard Saint. Howard Saint has every reason to be justified for calling the operation to murder Frank Castle’s family. Howard wouldn’t have been involved in the killing of Frank Castle’s family if Frank had just stayed within his limits and not go around flashing his FBI badge at every person in the society. Howard Saint was a good person who was just involved in making his life through dirty ways. Like everyone else, Howard wanted to be rich. He didn’t care how he made his money and went to all different extremes to make sure he was rich. Howard Saint’s life was always under scrutiny even when he wasn’t doing anything illegal. Someone’s life being under scrutiny for something he is not even doing is very anger provoking and because of that Howard felt that he might as well do the evil things he was being scrutinized for. Howard Saint illegal businesses never had to do with any crime against the society. He had an addiction and had to feed it. He was addicted to cocaine and he couldn’t do anything about it. If the FBI had just allowed him to do his own cocaine, no damage would have occurred and every family would have lived. Howard Saint turned â€Å"wasteful† towards the end of the movie. He began wasting people’s lives and killing anyone randomly. He went to these extremes because he had lost everything he had because of the revenge plot by Frank Castle. Howard lost his house, all his money was blown up and most importantly his family was burnt right in his face. These actions were a result of a quick conclusion by Frank Castle that Howard was the main person involved in the cocaine ring. Any human being who is picked up and used as an example for any crime has the authority to go to any measures to revenge.

White Shark :: essays research papers

This book is about a man shark that was created during World War two. The man shark was an experiment by the Russians for war. The Russians were transporting it in a u-boat the u-boat was shot and sank by enemy airplanes. The U boat plunged down to the sea floor thousands of feet below sea level .In 1996 two Submersibles went down on a documentary for national geographic. They discovered a brass box that looked like a coffin but It was too ling to be a coffin the rectangular shaped box was about 9 feet long and 3 feet wide. They finally decided to take it to the surface to find out what was in the coffin looking box. When the box was aboard the ship there was a curious crewmember that had wanted to see what was inside the box. The man thought it wouldn’t harm anybody so he lifted the cover a bit and out of the darkness of the box sprang a man shark with metal claws and metal teeth. The creature took the man to the bottom and fed on its kill. The man shark found its way to a p lace called waterboro there it had killed people and sea creatures. Then it had found its way to land and killed a bunch more people and animals. On an island there was an institute for marine life but mainly white sharks. It was mainly by a man named chase he studied the man shark. And then finally the shark man came on the island and tried to kill chase but chase tricked the man shark into going into an air compression chamber. There he turned up the pressure and boom! The man shark exploded into bits. The main character of White shark is chase Simon he is about 5 feet 6 inches tall he has dark hair and he is pretty strong he is about in his twenties. He is a nice person that loved animals especially white sharks and he is also smart brave and nice The main character traits for chase are that he is determined and brave. I choose determined because he was very interested in white sharks so he was determined to learn about them and find out new things about them and why they do things. Chase is brave because he was swimming with great whites and he also killed the man shark and he was the only one that did it.

Food Delivery Essay

Introduction Food is a basic necessity. The industry which deals with preparing food items/products refers to the food service industry. The food service industry is and will always remain in high demand because of its genre. These industries include restaurants, fast foods, school and hospital cafeterias, catering operations, food carts and food trucks etc. Restaurants and fast foods mainly contribute to the food service industry. 1 Fast food generally refers to the type of restaurants that sell quick, inexpensive take-out food. During a relatively brief period of time, the fast food industry has helped to transform not only diet, but also landscape, economy, work-force, and popular culture. The extraordinary growth of the fast food industry has been obsessed by fundamental changes in society. The whole experience of buying fast food has become so habitual, that it is now taken for granted, like brushing your teeth or stopping for a red light. Restaurants and fast foods are meant for same services except that restaurants offer a large menu including a variety of cuisines as compared to fast foods, which usually offers a small menu with quick service. Another difference between a restaurant and fast food is, restaurants offer meals that are cooked and prepared and is eaten at the premises while fast food usually is pre-cooked meals or serves meals that are cooked easily. Diners may eat it inside the store or they can order their food â€Å"to-go†. In fast foods you usually pay before eating unlike full service restaurants. 2 Foodservice organizations in operation in the United States today have become an accepted way of life, and we tend to regard them as relatively recent innovations. However, they have their roots in the habits and customs that characterize our civilization and predate the Middle Ages. Certain phases of foodservice operations reach a well-organized from as early as feudal times. Religious orders and royal households were among the earliest practitioners of quantity food production. Records show that the food preparation carried out by the abbey brethren reached a much higher standard than food served in the inns at that time. The royal household, with its hundreds of retainers, and the households of nobles, often numbering as manyas 150 to 250 persons, also necessitated an efficient foodservice. In providing for the various needs, strict cost accounting was necessary, and here, perhaps, marks the beginning of the present-day scientific foodservice cost accounting. 3 The history of food delivery services traces its inception over sixty years. Since this time food delivery services still have the same basic principle to ensure that members of the community can have a hot, tasty and enjoyable meal. The first meal delivery services are believed to have been started during Wartime, London. As a result of the Blitz, many Londoners had lost their homes and their ability to cook for themselves. In response to this need the WVS (Women’s Volunteer Service) produced meals and delivered them to people who had lost practically everything. This caring approach was carried on in various areas of the UK where injured servicemen were provided meals by volunteers in the local vicinity. After the war the first true food delivery service evolved in Hemel Hempstead in 1947. The recipients were still servicemen who were incapable of cooking their own meals but instead of the vans used to transport meals today, these early services apparently used prams, lined with felt and even straw to ensure that the meal was delivered warm. Understandably this type of service was extremely labour intensive requiring a vast network volunteers, each with good cooking knowledge and skills. Today, the processes involved incorporate mass production principles. In the UK food delivery services operate in a number of different ways. There are agency led programmes, typically ran in conjunction with local councils to cater for the local population. There are also private services that cater for those people that would like the benefits of food delivery but do not necessarily meet all of the criteria. In the modern age there are also a number of different ways in which the food is delivered. Some programmes deliver meal that are cooked in a central location and then kept warm as they are delivered. Other programmes cook the food, allow it to cool and then cook the food before delivery in mobile units that both cook and deliver the food. The final type of programme delivers frozen meals that can be heated by the recipient in the microwave or oven. Modern technological research and development related to the food service have brought many advances in methods of food delivery service and in part from the production system and from the complicity of modern day food service operation. 4 Nowadays there are a range of different fooddelivery services out there catering for the elderly, disabled and also those with special dietary requirements. It is commitment development to caring and ensuring people eat well that has been a consistent theme throughout the of food delivery services. The objective of this study is to know the status of selected Food Delivery Service in Legazpi City which delved into the status, perception of respondents, problems encountered, and the possible intervention may be offered to solve the problem. Statement of the Problem The study focuses on the food delivery services offered by Fast Food Establishment in Legazpi City. Specifically it sought to answer the following questions. 1. What is the status of food delivery service in Legazpi City, In terms of; a. Packages Offered b. Marketing Strategy c. Time 2. What is the perception of the respondents in a Fast Food Establishment in Legazpi City in terms of; a. Packages b. availability of order c. Time 3. What are the problems encountered by respondents. In terms of; a. Time b. Weather Condition c. Food Presentation 4. What are the possible interventions that may offered to solve the problem encountered; in term of; a. Time b. Weather Condition c. Food Presentation Assumption of the Study 1. The Status of Food Delivery services offered by Fast Food Establishment in Legazpi City varies in terms of packages offered, marketing strategy, and time. 2. The perception of the respondents in a Fast Food Establishment in Legazpi City in terms of packages, availability of order, and quality of the food. 3. There are problems encountered by the respondents in terms ofas 150 to 250 persons, also necessitated an efficient foodservice. In providing for the various needs, strict cost accounting was necessary, and here, perhaps, marks the beginning of the present-day scientific foodservice cost accounting. 3 The history of food delivery services traces its inception over sixty years. Since this time food delivery services still have the same basic principle to ensure that members of the community can have a hot, tasty and enjoyable meal. The first meal delivery services are believed to have been started during Wartime, London. As a result of the Blitz, many Londoners had lost their homes and their ability to cook for themselves. In response to this need the WVS (Women’s Volunteer Service) produced meals and delivered them to people who had lost practically everything. This caring approach was carried on in various areas of the UK where injured servicemen were provided meals by volunteers in the local vicinity. After the war the first true food delivery service evolved in Hemel Hempstead in 1947. The recipients were still servicemen who were incapable of cooking their own meals but instead of the vans used to transport meals today, these early services apparently used prams, lined with felt and even straw to ensure that the meal was delivered warm. Understandably this type of service was extremely labour intensive requiring a vast network volunteers, each with good cooking knowledge and skills. Today, the processes involved incorporate mass production principles. In the UK food delivery services operate in a number of different ways. There are agency led programmes, typically ran in conjunction with local councils to cater for the local population. There are also private services that cater for those people that would like the benefits of food delivery but do not necessarily meet all of the criteria. In the modern age there are also a number of different ways in which the food is delivered. Some programmes deliver meal that are cooked in a central location and then kept warm as they are delivered. Other programmes cook the food, allow it to cool and then cook the food before delivery in mobile units that both cook and deliver the food. The final type of programme delivers frozen meals that can be heated by the recipient in the microwave or oven. Modern technological research and development related to the food service have brought many advances in methods of food delivery service and in part from the production system and from the complicity of modern day food service operation. 4 Nowadays there are a range of different food delivery services out there catering for the elderly, disabled and also those with special dietary requirements. It is commitment development to caring and ensuring people eat well that has been a consistent theme throughout the of food delivery services. The objective of this study is to know the status of selected Food Delivery Service in Legazpi City which delved into the status, perception of respondents, problems encountered, and the possible intervention may be offered to solve the problem. Statement of the Problem. The study focuses on the food delivery services offered by Fast Food Establishment in Legazpi City. Specifically it sought to answer the following questions. 1. What is the status of food delivery service in Legazpi City, In terms of; a. Packages Offered b. Marketing Strategy c. Time 2. What is the perception of the respondents in a Fast Food Establishment in Legazpi City in terms of; a. Packages b. availability of order c. Time 3. What are the problems encountered by respondents. In terms of; a. Time b. Weather Condition c. Food Presentation 4. What are the possible interventions that may offered to solve the problem encountered; in term of; a. Time b. Weather Condition c. Food Presentation Assumption of the Study 1. The Status of Food Delivery services offered by Fast Food Establishment in Legazpi City varies in terms of packages offered, marketing strategy, and time. 2. The perception of the respondents in a Fast Food Establishment in Legazpi City in terms of packages, availability of order, and quality of the food. 3. There are problems encountered by the respondents in terms of time, weather condition, and food presentation. 4. There are possible intervention that may be offered to solve the problems encountered by the respondents in terms of of time, weather condition, and food presentation. Scope and Delimitation of the Study This study will discuss about Fast food Delivery Services in Legazpi City. It includes packages offered, marketing strategy, and time as well as the perception of the respondents in a Fast Food Establishment in terms of packages, availability of order, and time. It also includes the problems encountered by the respondents in terms time, weather condition, and food presentation. There are possible intervention that may offered to solve the problems encountered in terms of time, weather condition, and food presentation. The population of the study were four (4) owner or manager, twenty-five (25) customer and four (4) delivery man or runner of a fast food delivery services with a total of thirty-three (33) respondents. This study will focus on four well known Fast – Food Chains that offered delivery services in Legazpi City, including McDonald’s, Jollibee, Graceland and Chowking, Fast Food Chains not cited on the above statement are not included in this study. Significance of the Study. This study is significant to the following concern individuals. Franchisees. Findings of this study will provide them additional knowledge and strategies on how to increase their usual sales result of this study will be able to encourage potential investors. This study will also provide some information about how to manage a food delivery service. Delivery Man/Runner. Findings of this study will give the workers the benefit and compensation regarding Customers. Findings of this study will provide them information about what to expect with different ways of delivering the food to the customer. It will also give them an idea about their service that they avail. Researchers. Findings of this study will give the students an exposure and knowledge on how the food delivery is being process. And to further explain the food delivery process. Future Researchers. Results will lead them through further research. The result being gathered may be used as reference for their further studies and better understanding. Notes Delivery Man (though you could be female) and Runner is sometimes used in a few locations who sell meals that can be delivered.

Mr. Rogers Essay

I grew up in a community named North Miami located. My upbringing developed my core beliefs of religion, family, loyalty, compassion and honesty. It also taught me that all things worthwhile require hard work. Becoming a Neonatal Nurse through school will prove challenging and intense, but has the lifelong reward of a career that has meaning and value to me. My goal is to become a Neonatal nurse specialist to obtain professional, hands on experiences in Neonatal care units. My interest in nursing started when I was 6 years old, when I volunteered to help my aunt at the clinic she worked in as a nurse. Over the summers, I learned a lot about healthcare, nurturing, and empowerment. I also discovered through the interactions with the residents how therapeutic and comforting an encouraging smile, a friendly conversation and a helpful hand could be. I established strong relationships with several of the residents. I especially treasured my time with Charlene, a funny 56 year old resident. She showed me that helping others is one of life’s greatest gifts. For that wisdom, I will always be grateful. Eager to learn more, I shadowed my aunt during her daily rounds at a local clinic she worked in, observing her genuine care as she completed her daily routine. She proved she knew as much about the person as she did about the health concern; I was impressed by the connection she had with each of her patients. My experience took an unexpected turn about midday when I participated in the labor and delivery of a baby to a mother that was in her late 20s. As the delivery neared, I stepped away to make room for the medical team However, the mother was quick to call me back to her side asking me to help her hold her legs as she delivered. It was at that moment that I realized the connection I had made with her, even though I was a complete stranger only hours before. This experience solidified my desire to pursue nursing. Upon arriving in high school I’ve learned that I was going to be able to learn the standardize steps of taking care of my future patients on my own. It took a few minutes for me to compose myself, then I said, â€Å"Okay, where do I start? † As the days passed, my confidence grew with every task that I’ve completed. Training and instinct immediately took over and my adrenaline was surging. No pulse. No breathing. No responsiveness. I started chest compressions, those are the things I’ve learned in act of becoming Neonatal nurse. My upbringing and education thus far have helped define who I am, and who I would like to become. My hard work and dedication to helping others can be furthered by continuing on through high school and college where I will gain a new level of knowledge and skill that will be represented in the field in places where these are needed the most.