Research Evaluation Tables Essay Example for Free

Research Evaluation Tables Essay Through this study, Henri intended to determine whether dynamism in performance measurement systems was appropriate for any change an organization underwent, or if there were circumstances where revision to the performance measurement systems were not needed.  Henri also intended to determine if the link between dynamic performance measurement systems and the performance of an organization were contingent on a level of internal or external change. The third goal of this study was to add additional data on this subject to the scant body of research available on the dynamism of performance measurement systems. | Research Methods| Henri used quantitative/confirmatory analysis in this study. Henri used a mail survey to gather data. The survey used seven point Likery-type scales to assess changes to the performance measurement systems, to determine innovativeness and learning orientation of the organization and organizational performance. All of the tools used in the questionnaire were validated in advance. | Audience| Henri focused this study on two main audiences. The first was to provide information to manager, executives, and professionals charged with running organizations. Henri also intended to add additional research for managerial accounting literature. | Research Evaluation| The researchers in this study used Likert Scale questions to assess performance measurement at the organization. Likert Scales are frequently used when a researcher wants to measure attitudes about a certain topic (Plano Clark amp; Criswell, 2010). The researchers also demonstrated the validity of the study by having experts in the field test the instrument in three different groups and provide feedback (Plano Clark amp; Criswell, 2010). One problem with this study was the response rate was only 24 percent which increases the risks of bias in the study (Bowling, 2005). This study is written to cover the topic of how performance measurement should change, and when, which is a practical topics for managers to review. The overall conclusion of this study found organizations willing to periodically review performance measures have better overall organizational performance. This information would be beneficial to my agency because we use performance measures to make decisions in the organization. Evaluating performance measures to ensure they are still applicable to our work will allow us to adjust performance measures to increase overall organizational performance. McCoy and Kinyua completed a cross-sectional study reviewing General Find disbursements over a 12-month period. McCoy and Kinyua chose to look at funding instead of expenditures because they determined it was more accurate and completed. The researchers looked at the population of the countries, the income levels, government funding and also funding sources to identify countries in need of disbursements from the Global Fund more than others. The data was all collected from spreadsheets that were found on the Global Fund website. The date was prepared and present in text, tables and charts. | Audience| This study was intended for executives and decision makers linked to the Global Fund, government officials, donors and health care professionals in the countries receiving money from the Global Fund. | Research Evaluation| This study took the information from public documents located on the Global Fund website. The complete information could be analyzed and because it was factual information and not interview data there were fewer opportunities for bias in the data (Plano Clark amp; Criswell, 2010). The esearchers in this study followed the process of quantitative data analysis (Plano Clark amp; Criswell, 2010). A significant problem with this study and the recommendations are the external factors in each country which guide leaders in how they decide to spend funds obtained. Each country is different and many of the countries served have had documented corruption problems which could influence the reliability of the information. This information and process used is useful for the policy makers the study was intended for, but for practical management it is not specific in making recommendations for changes. This process could be used in more practical ways if the planning led to gathering data specific to the situation. The process of determining how to disburse funds depending on need could be useful in my organization. We have a fund to provide financial assistance to patients that are not able to pay for services. Looking at this study, it is important that we develop some methods to determine need based on other funding sources to more objectively determine funding.

Analyzing Wilbur’s Orchard Trees, January :: Wilbur Orchard Trees January Essays

Analyzing Wilbur’s Orchard Trees, January By reading one of Richard Wilbur’s poems, one can get extremely confused while trying to find the actual meaning of the poem. Someone could take the easy way out and not try to get deep down into the poem to find the real meaning, or one could investigate the poem and learn what Wilbur is trying to get across to the reader. In "Orchard Trees, January," one could pick up what Wilbur is trying to say if one takes the time to think about it. On some of his poems, though, it is nearly impossible to know what he is talking about. Only the interpretation from Wilbur himself could help one who is completely baffled by one of his poems. Authors often write their poems at the spur of the moment, and the mood that the poet is in reflects the meaning of the poem. Centenary College was lucky enough for Richard Wilbur to come to the school and explicate many of his poems. This helps in dissecting Wilbur’s poems. When reading "Orchard Trees, January," it seems to be talking about how a tree survives the harsh winter until the spring arrives, upon which it appears new and more fresh than ever before. By looking deeper into the poem, there are details that one can pull out of it, which is probably what Wilbur wants to be known. In the poem, it seems that somebody is inside his or her dwelling place looking outside at a tree. The person is marveling at how the tree can withstand the cold weather, continuous snow, and other harsh conditions that the winter brings. Witnessed throughout the days of winter by the person in the window, the tree’s bark stays strong, however the winter snow has been able to penetrate it. The tree becomes frozen, but it is strong enough to live throughout the winter until the spring relieves its suffering. When spring finally arrives, the effects of winter can no longer harm the tree. The freezing stage is gone, and the tree can give forth new life and growth in the springtime. The true meaning of this poem could only be perfectly interpreted by Wilbur, himself. In "Orchard Trees, January," it seems that the interpretation previously given above is correct, although Wilbur may have some different stress points. There probably is an even deeper meaning in this poem that Wilbur could get across, but most of the time it is up to the reader to be able to pick it out and relate it to the poem.

“GOD” and “DOG” Essay

Growing up, my summers were often spent at my uncle’s ranch. My mom would drive me up and leave me for about 2 to 3 weeks. Those were the most fruitful and fun-filled summers of my life. At the ranch, I would be far removed from city life and its hectic schedule. Instead, I would spend my mornings in bed, often waking up late to have a very fine breakfast prepared by my aunt. My cousins were very accommodating and my friendship with them remains to be part of my most-treasured memories. We still keep in touch by E-mail, and sometimes see each other when our schedules allow. Idyllic and fun as it was, the most â€Å"haunting† and persistent memory I have of those summers at the ranch is that of Evan. Evan is one of my uncle’s farm hands’ son, and although he was only slightly older than we were, he had already started working at the farm since he was eight or nine. His friendship helped shape the way I am now, and made a positive impact in my life. His story and friendship became a personal cause for me, and I am hoping I could lay it down to make it into a more public advocacy. * * * At first I thought his name was Moe, because my cousins called him â€Å"Slow Moe. † He was shy and kept to himself, and never went out of his way to talk to us. Mon, my eldest cousin, had another, and simpler, nickname for him: â€Å"Stupid. † I felt sorry for him. And maybe that was why I tried my best to befriend him. It was not easy at first, but then he cracked a smile and the conversation went smoothly after that. One thing that struck me about â€Å"Moe† was that he was actually intelligent. He knew his work, and was really passionate about the horses he tended to. He knew a lot of things about their nature, how to keep them, and how to pacify them if they were agitated. His knowledge also applied to other animals. We had a great time talking about a lot of other things: about his life, my life, current events, the news, and even the gossip around town. Just about anything and everything was up for discussion. Moreover, he had his own opinions about a lot of issues and I found that really admirable. Sometimes he taught me things like how to ride a horse, or how to jump into the lake without landing so painfully on my stomach. He also taught me about constellations, their names and how to identify them. I also found out his real name was Evan, but he had learned to live with â€Å"Moe†. One night, I ventured asking why he was not in school. Evan just chuckled and said that those kids were â€Å"evil. † I later found out that Evan attended up to the first grade and then refused to go back. His last day at school was an ugly episode wherein some kids in his class called him all kinds of names and beat him almost to death. My cousins initially resented the time I spent with Evan, and even the few times I brought him along with us. He was an outsider, they protested. And they were ashamed to be seen in town with the â€Å"farm hand† with â€Å"no lights on up there. † But Evan eventually won them over, and with my cousins realizing that they have been wrong with the guy, they developed a better relationship with him. Soon, his nickname was rarely mentioned among us, and we started using his real name. Evan is a dyslexic. During that time, however, he was just plain â€Å"stupid. † I doubt if his parents ever knew his condition or cared about it. Evan was taught at home by his mom, who used pictures and drawings to get herself understood. Evan was alright with verbal explanation, but not written ones. I learned about his condition when we ventured into town with my cousins and stopped by a bookstore. He was looking at the sign outside the store and read the sign as â€Å"bokos†. I laughed and he immediately fell silent. I sensed something was wrong, but I kept quiet about it until we reached home. Because we were already close friends by that time, I asked him about it.. He admitted that he â€Å"couldn’t read,† and I told him I could not believe that. He seemed to be a smart and intelligent person, there is no way he was illiterate. He shook his head and insisted that he could not read. He explained that when he read, he always read it wrong. Evan explained that to him, E, M, and W all looked alike, as well as G, O and D. So he reads â€Å"GOD† and â€Å"DOG† as â€Å"OOO†. He further said that there are times that he could see the letters, and know what they are, but that they â€Å"danced around†. Like if he sees the word CAT, he can identify the letters C, A and T, but he could not string it together. Sometimes he’d see it as C, A and T, sometimes it’s A, C, and T. * * * Dyslexia is a disability that affects an individual’s reading and writing skills, a condition that is present in 10% of the general population in various forms and degrees (Dyslexia Action, undated, online). Today, an estimated 15% of American students suffer from dyslexia, and up to half of all Americans have some form of undetected learning disabilities. Other studies also report that as many as 2. 9 million school-aged American children have learning disabilities (Edwards, 2006, online. ) Heather Hardie, citing dyslexia expert Sylvia Moody, writes that dyslexia is simply difficulty with writing and reading, which may stem from short-term memory weakness, faulty information processing, and weak perceptual, spatial and motor skills. A dyslexic, therefore, can have problems with poor concentration and poor memory. It may manifest subtly, like when a child is slow in reading certain words, but reads them correctly; or it may be severe and obvious like in Evan’s case. Dr. Moody adds that a dyslexic may exhibit other symptoms and problems like bouts of forgetfulness, difficulties in organization and in keeping time. (Hardie, 2006, p. 26). The overall effects are dramatic. To a child suffering from dyslexia, school work may suffer. Reading is such a basic skill that’s required in nearly all school subjects that a dyslexic child is put at a great disadvantage, and often leading to problems with learning. The child usually fails in school. It can also lead to low self-esteem, delinquency, aggression, behavioral problems, and social withdrawal (Mayo Clinic Staff, 2007, online). This was clearly seen in Evan’s case. He was extremely shy and preferred to work away from us and mostly kept to himself. This was unfortunate, because his friendship made my summers at my uncle’s farm more memorable. I hate to think how many friendships were not developed because of dyslexia. How many children had wanted to reach out and say hi, but was stumped by the fear of being laughed at. The moniker and label â€Å"dyslexic† is bad enough, but being thought of as â€Å"stupid† is a million times worse. A child with dyslexia needs a supportive environment both at home and at school. A parent should explain to the child that it is not his or her fault, and patiently explain the condition to him or her, this will enable the child to cope and compensate for his or her disability. Parents of dyslexic children should also get in touch with teachers, and it might help if they find support groups that can provide both emotional support and good information (Mayo Clinic Staff, 2007, online). Dyslexic students grow up to be dyslexic adults, and in the workplace, dyslexia is not much kinder to those who suffer from it. In fact, Linda Goldman and Joan Lewis (2007) writes that information processing disorders, like dyslexia and attention deficit hyperactivity disorder, are considered legal disabilities, giving the suffered adequate legal protection against discrimination and requires employers to ensure fairness by making â€Å"reasonable adjustments† in terms of recruiting, training, employing and promoting employees with dyslexia (p. 16). Often a dyslexic worker produces below par work output, manifests poor timekeeping, and often fails to remember instructions. This puts him or her at greater risk to be terminated from work, especially if his or her condition goes undiagnosed and unrecognized (Goldman and Lewis, 2007, p. 16). Even so, most employees with dyslexia need only more time to do their work and to correct problems related to concentration and coordination. This is what â€Å"reasonable adjustments† are all about (Goldman and Lewis, 2007, p. 16). However, I take heart in the stories of a lot of people who have succeeded in spite of having dyslexia. Pamela Coyle (1996) chronicles the travails and successes of three of them: Sylvia Ann Law, David Glass and Jonathan Pazer. All of them are noted dyslexics, yet each one succeeded in their fields. Sylvia Law became a professor of, appropriately, law. She also teaches medicine and psychiatry. She is the author of several books and has served as lecturer, as well as strong influence in the fields of civil rights and poverty law. David Glass and Jonathan Pazer are both practicing lawyers. (pp. 64-67). Heather Hardie (2006, p. 24) adds businessman Richard Branson, comedian Eddie Izzard and architect Richard Rogers to the list. Their lives are shining examples of how dyslexia could be overcome, if only one does not give in to low self-esteem and engage in self-pity. More than that, a child with dyslexia should grow up in a supportive environment that would not only foster his development, but also instill in him or her the confidence needed to grow and live life. * * * The last time I saw Evan was more than two years ago. He had become a handsome and confident young man, and has a steady girlfriend who, along with Evan’s mother, is helping him study for a high school equivalency test. At the time, he was also working at a local fast food chain as a janitor, and at the local school doing odd jobs. But Evan still shies away from contact and conversation with strangers. For my part, I am happy to have met him at a time when I was growing up. He made me think and realize that people have their own problems, and it is difficult to judge them by what we see. Moreover, he made me realize that what’s more important is what we do not see. If I had not scratched below the surface, I would still be one of those kids who continue to call him â€Å"Slow Moe,† and that would have deprived me of a friend who had made my summers at the farm richer and more fulfilling with his stories, tips, and jokes. In a sense, I know I could never thank Evan enough for the impact he had in my life. But I know that I am thanking him with every child, dyslexic or not, that I tutor on reading and writing as a volunteer for our neighborhood pre-school. I am thanking him by not being mean to other people when they show a kind of â€Å"weirdness† or â€Å"stupidity. † I am thanking him by not judging people I meet right away. I wish I could do more. I want to tell Evan the next time I see him all about Sylvia Law and other people whom I think would influence him to do better with his life despite his disability. In fact, I hope to be able to tell people just how wrong they are at labeling dyslexic people â€Å"stupid. † What they need is love and support. They need all the leeway they can get to help them overcome their disability. They have all the potential to succeed in life, if we—friends, teachers, fellow students, employers, colleagues, and parents—only give them the chance. Acknowledgments: First of all, I want to thank (name of teacher) for giving us this assignment. This exercise has given me the opportunity to think about my life and appreciate a person who I never really thought much about before. Alvin John for proofreading all those drafts and giving suggestions that helped shape this paper. And of course, Evan for the friendship and the insights. References 2007. Dyslexia: Complications. Retrieved July 11, 2008, from Mayo Clinic, Web site: http://www. mayoclinic. com/health/dyslexia/DS00224/DSECTION=complications 2007. Dyslexia: Coping and Support. Retrieved July 11, 2008, from Mayo Clinic, Web site: http://www. mayoclinic. com/health/dyslexia/DS00224/DSECTION=coping Coyle, Pamela (1996). What Sylvia Law, Jonathan Pazer and David Glass confront when they read or write. ABA Journal, 82, 64. Retrieved July 10, 2008, from ABI/INFORM Global database. (Document ID: 10121349).

The Atomic Bomb Helpful or Harmful Essay - 3239 Words

The Atomic Bomb Helpful or Harmful There used to be a time in America when the name â€Å"Atomic Bomb† seemed fictional to some, non existent to others,and seemed only a dream to those in the science world. That time is long gone.The day that changed all ideas and opinions about what war was and what is has evolved to be was August 6,1945. President Truman had decided to drop the Atomic bomb in order to end the war and save as many lives as possible. The United States had dropped the bomb on Hiroshima in order to end the war almost instantly and avoid bloody invasion, thereby saving both American and Japanese lives. Whether or not to drop the atomic bomb was president Truman’s decision, faced with this decision Truman researched†¦show more content†¦An American military soldier stationed in Japan tells his of what he saw in Japan, â€Å"The mass fire bombings that went on for days and would of kept on going if it wasn’t for the atomic bomb. Our B-29’s for months were flying over Tokyo and Yokohamama,dropping firebombs. We were deliberately trying to burn everybody to death in those to cities so what was worse?†(Takaki 29) The Bomb put and end to the war, unlike the mass killings the air raids provided with no real accomplishments. As the war went on, the Japanese made it very clear to the Americans that they would not be surrendering and the Americans kept on increasing the military pressure. Truman believed that the attacking would not stop until Japan provided an unconditional surrender. On July 26,1945 Truman issued the Potsdam Declaration which stated that Japan accept â€Å"unconditional surrender† or be willing to face â€Å"utter devastation of the Japanese homeland.† (Takaki 38) Truman gave the Japanese ample time to avoid destruction and the deaths of their people, yet they did not respond, surrendering would only seem like a dishonor to their land.(O’Neal 54) So with all the plans being thought up the atomic bomb was being prepared to go off. The Manhattan Project that was started in 1943 (Blow 53) to study and test the bomb was coming to an end as Truman made his final decision on whether or not the bombShow MoreRelatedScientists and Weapons of Mass Destruction860 Words   |  3 Pagesweapons on earth. An example for a nuclear weapon is an atomic bomb called â€Å"little boy† and â€Å"fatman,† which were a gun-type weapon and the implosion-type. These were the first atomic bombs dropped by United States on Hiroshima and Nagasaki. Many scientists and engineers in the â€Å"Manhattan Project† developed these bombs. About 140,000 deaths were reported from the Hiroshima bombing. These innocent people were killed within seconds from these atomic bomb created from obligated scientists. Scientists and engineersRead More Truman, the Atomic Bomb, and the Shaping of the Postwar World6419 Words   |  26 PagesTruman, the Atomic Bomb, and the Shaping of the Postwar World ABSTRACT Historians have questioned the decision to drop atomic bombs on Japan in 1945. Evidence shows that President Truman weighed not only military information in his decision to use the bomb, but also considered postwar politics and foreign policy when he considered dropping the atomic bomb on Japan. An analysis of his personal papers offers a different reasoning for using the bomb than what was commonly known at the time. TheRead MoreThe Economic Effect on Japan during Post World War II Essay1720 Words   |  7 Pages The Economic Effect on Japan during Post World War II Japan’s economy was greatly affected by the atomic bombs dropped on both Hiroshima and Nagasaki. Japan’s economic recovery as a result of this incident transformed Japan’s economic growth which has become known as the â€Å"Economic Miracle.† The bombs caused Japan to reconstruct many more facilities in which the economy moved forward. The Economic Planning Agency, which used to be known as the Economic Stabilization Board, helped Japan to becomeRead MoreHow Much Radiation Levels Of Millerem The Public1704 Words   |  7 Pagestherapy. Henri Becquerel discovered after multiple experiments that it was the material itself that gave off the rays. Later on Marie Curie named it radioactivity. She found out the elements which are thorium, polonium, and radium. Radiation was really helpful during World War 1. 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