Investment Example

Essays on Investment Essay Investment Criteria for Mr. Johnson Background of Johnson Angel Investments, LLC Johnson Angel Investments, LLC is an investment firm with Johnson Angel himself as the Chief Executive Officer. It specializes in funding upstart but promising businesses that has the potential of not only improving the way we live but also of generating revenue in the future. Johnson Angel Investments, LLC believes that lack of capital should not be a stumbling block for a great business idea to succeed. Thus, the firm funds the expansion of businesses that has potential of making it big in the market. Investment Criteria Proof of Concept The proposed product or service must already exist in the market. Proposed expansion, modification, upgrade etch must have a prototype for evaluation. If there are independent studies supporting the validity or efficacy of the product or service, it will be included in the evaluation. Development Stage It is highly encouraged that the business is already in operation in the market and has received positive reception from the market. Sustainable Competitive Advantage The proposed product or service should cater to a specific need or niche in the market and has a peculiarity that is absent from its competitors. It can also be an innovation that has the potential of creating demand in the market. Industry Proposed products or services that are in the Information Technology are preferred but that does not mean that the company does not entertain proposals from other industries. If you believe that your product or service has certain ingenuity that would make it in the market, feel free to submit your proposal. We will still review it. Geography For the proposed business that will be funded be monitored and visited, the location of the business has to be in the United States. Being in the United States will also allow easily facilitation of meetings and coordinated work. Present Profitability Ideally, the proposed business should manifest certain degree of profitability in the market. The product or service should already be available in the market and already registering at least $100,000 a year in sales. The sales will indicate acceptance and viability of the product or service in the market. Level/Amount of Investment Johnson Angel investments can invest up to $250,000 for your proposed business. If the business proves to be promising and requires additional investment above the mentioned $250,000, it is required that other investors be present for the investment to increase beyond $250,000. Still, if you believe that your product has the potential and requires more than $250,000 investment, Johnson Angel Investments, LLC may have other investors for you so feel free to submit it. Businesses that passed the criteria below are encouraged to email their business proposals for evaluation. Business proposals/plans should include a five year financial statement projection, an appropriate description of the product and or/or services, marketing plan and present operation. Feedback shall be given in a week either by an email or a phone call that could lead to John Investment Investments, LLC funding your business.

Heuristic Evaluation Free Essays

string(134) " system been designed so that keys with similar names do not perform opposite \(and potentially dangerous\) actions\? | O O O|   | 2\." Usability Techniques Heuristic Evaluation – A System Checklist| By Deniese Pierotti, Xerox Corporation Heuristic Evaluation – A System Checklist 1. Visibility of System Status The system should always keep user informed about what is going on, through appropriate feedback within reasonable time. #| Review Checklist| Yes No N/A| Comments| 1. We will write a custom essay sample on Heuristic Evaluation or any similar topic only for you Order Now 1| Does every display begin with a title or header that describes screen contents? | O O O|   | 1. 2| Is there a consistent icon design scheme and stylistic treatment across the system? | O O O|   | 1. 3| Is a single, selected icon clearly visible when surrounded by unselected icons? O O O|   | 1. 4| Do menu instructions, prompts, and error messages appear in the same place(s) on each menu? | O O O|   | 1. 5| In multipage data entry screens, is each page labeled to show its relation to others? | O O O|   | 1. 6| If overtype and insert mode are both available, is there a visible indication of which one the user is in? | O O O|   | 1. 7| If pop-up windows are used to display error messages, do they allow the user to see the field in error? | O O O|   | 1. 8| Is there some form of system feedback for every operator action? | O O O|   | 1. | After the user completes an action (or group of actions), does the feedback indicate that the next group of actions can be started? | O O O|   | 1. 10| Is there visual feedback in menus or dialog boxes about which choices are selectable? | O O O|   | 1. 11| Is there visual feedback in menus or dialog boxes about which choice the cursor is on now? | O O O|   | 1. 12| If multiple options can be selected in a menu or dialog box, is there visual feedback about which options are already selected? | O O O|   | 1. 13| Is there visual feedback when objects are selected or moved? | O O O|   | 1. 4| Is the current status of an icon clearly indicated? | O O O|   | #| Review Checklist| Yes No N/A| Comments| 1. 15| Is there feedback when function keys are pressed? | O O O|   | 1. 16| If there are observable delays (greater than fifteen seconds) in the system’s response time, is the user kept informed of the system’s progress? | O O O|   | 1. 17| Are response times appropriate to the task? | O O O|   | 1. 18| Typing, cursor motion, mouse selection: 50-1 50 milliseconds| O O O|   | 1. 19| Sim ple, frequent tasks: less than 1 second| O O O|   | 1. 20| Common tasks: 2-4 seconds| O O O|   | 1. 1| Complex tasks: 8-12 seconds| O O O|   | 1. 22| Are response times appropriate to the user’s cognitive processing? | O O O|   | 1. 23| Continuity of thinking is required and information must be remembered throughout several responses: less than two seconds. | O O O|   | 1. 24| High levels of concentration aren’t necessary and remembering information is not required: two to fifteen seconds. | O O O|   | 1. 25| Is the menu-naming terminology consistent with the user’s task domain? | O O O|   | 1. 26| Does the system provide  visibility:  that is, by looking, can the user tell the state of the system and the alternatives for action? O O O|   | 1. 27| Do GUI menus make obvious which item has been selected? | O O O|   | 1. 28| Do GUI menus make obvious whether deselection is possible? | O O O|   | 1. 29| If users must navigate between multiple screens, does the system use context labels, menu maps, and place markers as navigational aids? | O O O|   | 2. You read "Heuristic Evaluation" in category "Papers" Match Between System and the Real World The system should speak the user’s language, with words, phrases and concepts familiar to the user, rather than system-oriented terms. Follow real-world conventions, making information appear in a natural and logical order. | Review Checklist| Yes No N/A| Comments| 2. 1| Are icons concrete and familiar? | O O O|   | 2. 2| Are menu choices ordered in the most logical way, given the user, the item names, and the task variables? | O O O|   | 2. 3| If there is a natural sequence to menu choices, has it been used? | O O O|   | 2. 4| Do related and interdependent fields appear on the same screen? | O O O|   | 2. 5| If shape is used as a visual cue, does it match cultural conventions? | O O O|   | 2. 6| Do the selected colors correspond to common expectations about col or codes? | O O O|   | 2. | When prompts imply a necessary action, are the words in the message consistent with that action? | O O O|   | 2. 8| Do keystroke references in prompts match actual key names? | O O O|   | 2. 9| On data entry screens, are tasks described in terminology familiar to users? | O O O|   | 2. 10| Are field-level prompts provided for data entry screens? |   |   | 2. 11| For question and answer interfaces, are questions stated in clear, simple language? | O O O|   | 2. 12| Do menu choices fit logically into categories that have readily understood meanings? | O O O|   | 2. 13| Are menu titles parallel grammatically? | O O O|   | 2. 4| Does the command language employ user jargon and avoid computer jargon? | O O O|   | 2. 15| Are command names specific rather than general? | O O O|   | 2. 16| Does the command language allow both full names and abbreviations? | O O O|   | 2. 17| Are input data codes meaningful? | O O O|   | 2. 18| Have uncom mon letter sequences been avoided whenever possible? | O O O|   | 2. 19| Does the system automatically enter leading or trailing spaces to align decimal points? | O O O|   | 2. 20| Does the system automatically enter a dollar sign and decimal for monetary entries? | O O O|   | #| Review Checklist| Yes No N/A| Comments| . 21| Does the system automatically enter commas in numeric values greater than 9999? | O O O|   | 2. 22| Do GUI menus offer activation: that is, make obvious how to say  Ã¢â‚¬Å"now do it†? | O O O|   | 2. 23| Has the system been designed so that keys with similar names do not perform opposite (and potentially dangerous) actions? | O O O|   | 2. 24| Are function keys labeled clearly and distinctively, even if this means breaking consistency rules? | O O O|   | 3. User Control and Freedom Users should be free to select and sequence tasks (when appropriate), rather than having the system do this for them. Users often choose system functions by mistake and will need a clearly marked â€Å"emergency exit† to leave the unwanted state without having to go through an extended dialogue. Users should make their own decisions (with clear information) regarding the costs of exiting current work. The system should support undo and redo. #| Review Checklist| Yes No N/A| Comments| 3. 1| If setting up windows is a low-frequency task, is it particularly easy to remember? | O O O|   | 3. 2| In systems that use overlapping windows, is it easy for users to rearrange windows on the screen? | O O O|   | 3. | In systems that use overlapping windows, is it easy for users to switch between windows? | O O O|   | 3. 4| When a user’s task is complete, does the system wait for a signal from the user before processing? | O O O|   | 3. 5| Can users type-ahead in a system with many nested menus? | O O O|   | 3. 6| Are users prompted to confirm commands that have drastic, destructive conseq uences? | O O O|   | 3. 7| Is there an â€Å"undo† function at the level of a single action, a data entry, and a complete group of actions? | O O O|   | 3. 8| Can users cancel out of operations in progress? | O O O|   | 3. | Are character edits allowed in commands? | O O O|   | 3. 10| Can users reduce data entry time by copying and modifying existing data? | O O O|   | 3. 11| Are character edits allowed in data entry fields? | O O O|   | 3. 12| If menu lists are long (more than seven items), can users select an item either by moving the cursor or by typing a mnemonic code? | O O O|   | 3. 13| If the system uses a pointing device, do users have the option of either clicking on menu items or using a keyboard shortcut? | O O O|   | 3. 14| Are menus broad (many items on a menu) rather than deep (many menu levels)? | O O O|   | 3. 5| If the system has multiple menu levels, is there a mechanism that allows users to go back to previous menus? | O O O|   | #| Revi ew Checklist| Yes No N/A| Comments| 3. 16| If users can go back to a previous menu, can they change their earlier menu choice? | O O O|   | 3. 17| Can users move forward and backward between fields or dialog box options? | O O O|   | 3. 18| If the system has multipage data entry screens, can users move backward and forward among all the pages in the set? | O O O|   | 3. 19| If the system uses a question and answer interface, can users go back to previous questions or skip forward to later questions? O O O|   | 3. 20| Do function keys that can cause serious consequences have an undo feature? | O O O|   | 3. 21| Can users easily reverse their actions? | O O O|   | 3. 22| If the system allows users to reverse their actions, is there a retracing mechanism to allow for multiple undos? | O O O|   | 3. 23| Can users set their own system, session, file, and screen defaults? | O O O|   | 4. Consistency and Standards Users should not have to wonder whether different words, sit uations, or actions mean the same thing. Follow platform conventions. #| Review Checklist| Yes No N/A| Comments| 4. | Have industry or company formatting standards been followed consistently in all screens within a system? | O O O|   | 4. 2| Has a heavy use of all uppercase letters on a screen been avoided? | O O O|   | 4. 3| Do abbreviations not include punctuation? | O O O|   | 4. 4| Are integers right-justified and real numbers decimal-aligned? | O O O|   | 4. 5| Are icons labeled? | O O O|   | 4. 6| Are there no more than twelve to twenty icon types? | O O O|   | 4. 7| Are there salient visual cues to identify the active window? | O O O|   | 4. 8| Does each window have a title? | O O O|   | 4. | Are vertical and horizontal scrolling possible in each window? | O O O|   | 4. 10| Does the menu structure match the task structure? | O O O|   | 4. 11| Have industry or company standards been established for menu design, and are they applied consistently on all menu screens in the system? | O O O|   | 4. 12| Are menu choice lists presented vertically? | O O O|   | 4. 13| If â€Å"exit† is a menu choice, does it always appear at the bottom of the list? | O O O|   | 4. 14| Are menu titles either centered or left-justified? | O O O|   | 4. 15| Are menu items left-justified, with the item number or mnemonic preceding the name? O O O|   | 4. 16| Do embedded field-level prompts appear to the right of the field label? | O O O|   | 4. 17| Do on-line instructions appear in a consistent location across screens? | O O O|   | 4. 18| Are field labels and fields distinguished typographically? | O O O|   | 4. 19| Are field labels consistent from one data entry screen to another? | O O O|   | 4. 20| Are fields and labels left-justified for alpha lists and right-justified for numeric lists? | O O O|   | #| Review Checklist| Yes No N/A| Comments| 4. 21| Do field labels appear to the left of single fields and above list fields? | O O O|   | 4. 2| Are attention-getting techniques used with care? | O O O|   | 4. 23| Intensity: two levels only| O O O|   | 4. 24| Size: up to four sizes| O O O|   | 4. 25| Font: up to three| O O O|   | 4. 26| Blink: two to four hertz| O O O|   | 4. 27| Color: up to four (additional colors for occasional use only)| O O O|   | 4. 28| Sound: soft tones for regular positive feedback, harsh for rare critical conditions| O O O|   | 4. 29| Are attention-getting techniques used only for exceptional conditions or for time-dependent information? | O O O|   | 4. 30| Are there no more than four to seven colors, and are they far apart along the visible spectrum? O O O|   | 4. 31| Is a legend provided if color codes are numerous or not obvious in meaning? | O O O|   | 4. 32| Have pairings of high-chroma, spectrally extreme colors been avoided? | O O O|   | 4. 33| Are saturated blues avoided for text or other small, thin line symbols? | O O O|   | 4. 34| Is the most important information placed at the beginning of the prompt? | O O O|   | 4. 35| Are user actions named consistently across all prompts in the system? | O O O|   | 4. 36| Are system objects named consistently across all prompts in the system? | O O O|   | 4. 7| Do field-level prompts provide more information than a restatement of the field name? | O O O|   | 4. 38| For question and answer interfaces, are the valid inputs for a question listed? | O O O|   | 4. 39| Are menu choice names consistent, both within each menu and across the system, in grammatical style and terminology? | O O O|   | 4. 40| Does the structure of menu choice names match their corresponding menu titles? | O O O|   | 4. 41| Are commands used the same way, and do they mean the same thing, in all parts of the system? | O O O|   | 4. 42| Does the command language have a consistent, natural, and mnemonic syntax? | O O O|   | 4. 3| Do abbreviations follow a simple primary rule and, if necessary, a simple sec ondary rule for abbreviations that otherwise would be duplicates? | O O O|   | #| Review Checklist| Yes No N/A| Comments| 4. 44| Is the secondary rule used only when necessary? | O O O|   | 4. 45| Are abbreviated words all the same length? | O O O|   | 4. 46| Is the structure of a data entry value consistent from screen to screen? | O O O|   | 4. 47| Is the method for moving the cursor to the next or previous field consistent throughout the system? | O O O|   | 4. 48| If the system has multipage data entry screens, do all pages have the same title? O O O|   | 4. 49| If the system has multipage data entry screens, does each page have a sequential page number? | O O O|   | 4. 50| Does the system follow industry or company standards for function key assignments? | O O O|   | 4. 51| Are high-value, high-chroma colors used to attract attention? | O O O|   | 5. Help Users Recognize, Diagnose, and Recover From Errors Error messages should be expressed in plain language (N O CODES). #| Review Checklist| Yes No N/A| Comments| 5. 1| Is sound used to signal an error? | O O O|   | 5. 2| Are prompts stated constructively, without overt or implied criticism of the user? O O O|   | 5. 3| Do prompts imply that the user is in control? | O O O|   | 5. 4| Are prompts brief and unambiguous. | O O O|   | 5. 5| Are error messages worded so that the system, not the user, takes the blame? | O O O|   | 5. 6| If humorous error messages are used, are they appropriate and inoffensive to the user population? | O O O|   | 5. 7| Are error messages grammatically correct? | O O O|   | 5. 8| Do error messages avoid the use of exclamation points? | O O O|   | 5. 9| Do error messages avoid the use of violent or hostile words? | O O O|   | 5. 10| Do error messages avoid an anthropomorphic tone? | O O O|   | 5. 1| Do all error messages in the system use consistent grammatical style, form, terminology, and abbreviations? | O O O|   | 5. 12| Do messages place u sers in control of the system? | O O O|   | 5. 13| Does the command language use normal action-object syntax? | O O O|   | 5. 14| Does the command language avoid arbitrary, non-English use of punctuation, except for symbols that users already know? | O O O|   | 5. 15| If an error is detected in a data entry field, does the system place the cursor in that field or highlight the error? | O O O|   | 5. 16| Do error messages inform the user of the error’s severity? O O O|   | 5. 17| Do error messages suggest the cause of the problem? | O O O|   | 5. 18| Do error messages provide appropriate semantic information? | O O O|   | 5. 19| Do error messages provide appropriate syntactic information? | O O O|   | 5. 20| Do error messages indicate what action the user needs to take to correct the error? | O O O|   | 5. 21| If the system supports both novice and expert users, are multiple levels of error-message detail available? | O O O|   | 6. Error Prevention Even bet ter than good error messages is a careful design which prevents a problem from occurring in the first place. | Review Checklist| Yes No N/A| Comments| 6. 1| If the database includes groups of data, can users enter more than one group on a single screen? | O O O|   | 6. 2| Have dots or underscores been used to indicate field length? | O O O|   | 6. 3| Is the menu choice name on a higher-level menu used as the menu title of the lower-level menu? | O O O|   | 6. 4| Are menu choices logical, distinctive, and mutually exclusive? | O O O|   | 6. 5| Are data inputs case-blind whenever possible? | O O O|   | 6. 6| If the system displays multiple windows, is navigation between windows simple and visible? | O O O|   | 6. | Are the function keys that can cause the most serious consequences in hard-to-reach positions? | O O O|   | 6. 8| Are the function keys that can cause the most serious consequences located far away from low-consequence and high-use keys? | O O O|   | 6. 9| H as the use of qualifier keys been minimized? | O O O|   | 6. 10| If the system uses qualifier keys, are they used consistently throughout the system? | O O O|   | 6. 11| Does the system prevent users from making errors whenever possible? | O O O|   | 6. 12| Does the system warn users if they are about to make a potentially serious error? O O O|   | 6. 13| Does the system intelligently interpret variations in user commands? | O O O|   | 6. 14| Do data entry screens and dialog boxes indicate the number of character spaces available in a field? | O O O|   | 6. 15| Do fields in data entry screens and dialog boxes contain default values when appropriate? | O O O|   | 7. Recognition Rather Than Recall Make objects, actions, and options visible. The user should not have to remember information from one part of the dialogue to another. Instructions for use of the system should be visible or easily retrievable whenever appropriate. | Review Checklist| Yes No N/A| Comments| 7. 1 | For question and answer interfaces, are visual cues and white space used to distinguish questions, prompts, instructions, and user input? | O O O|   | 7. 2| Does the data display start in the upper-left corner of the screen? | O O O|   | 7. 3| Are multiword field labels placed horizontally (not stacked vertically)? | O O O|   | 7. 4| Are all data a user needs on display at each step in a transaction sequence? | O O O|   | 7. 5| Are prompts, cues, and messages placed where the eye is likely to be looking on the screen? | O O O|   | 7. | Have prompts been formatted using white space, justification, and visual cues for easy scanning? | O O O|   | 7. 7| Do text areas have â€Å"breathing space† around them? | O O O|   | 7. 8| Is there an obvious visual distinction made between â€Å"choose one† menu and â€Å"choose many† menus? | O O O|   | 7. 9| Have spatial relationships between soft function keys (on-screen cues) and keyboard function keys been preserved? | O O O|   | 7. 10| Does the system gray out or delete labels of currently inactive soft function keys? | O O O|   | 7. 11| Is white space used to create symmetry and lead the eye in the appropriate direction? O O O|   | 7. 12| Have items been grouped into logical zones, and have headings been used to distinguish between zones? | O O O|   | 7. 13| Are zones no more than twelve to fourteen characters wide and six to seven lines high? | O O O|   | 7. 14| Have zones been separated by spaces, lines, color, letters, bold titles, rules lines, or shaded areas? | O O O|   | 7. 15| Are field labels close to fields, but separated by at least one space? | O O O|   | 7. 16| Are long columnar fields broken up into groups of five, separated by a blank line? | O O O|   | 7. 17| Are optional data entry fields clearly marked? O O O|   | 7. 18| Are symbols used to break long input strings into â€Å"chunks†? | O O O|   | 7. 19| Is reverse video or color highligh ting used to get the user’s attention? | O O O|   | 7. 20| Is reverse video used to indicate that an item has been selected? | O O O|   | 7. 21| Are size, boldface, underlining, color, shading, or typography used to show relative quantity or importance of different screen items? | O O O|   | 7. 22| Are borders used to identify meaningful groups? | O O O|   | 7. 23| Has the same color been used to group related elements? | O O O|   | 7. 24| Is color coding consistent throughout the system? O O O|   | 7. 25| Is color used in conjunction with some other redundant cue? | O O O|   | 7. 26| Is there good color and brightness contrast between image and background colors? | O O O|   | 7. 27| Have light, bright, saturated colors been used to emphasize data and have darker, duller, and desaturated colors been used to de-emphasize data? | O O O|   | 7. 28| Is the first word of each menu choice the most important? | O O O|   | 7. 29| Does the system provide  mapping :  that is, are the relationships between controls and actions apparent to the user? | O O O|   | 7. 30| Are input data codes distinctive? | O O O|   | . 31| Have frequently confused data pairs been eliminated whenever possible? | O O O|   | 7. 32| Have large strings of numbers or letters been broken into chunks? | O O O|   | 7. 33| Are inactive menu items grayed out or omitted? | O O O|   | 7. 34| Are there menu selection defaults? | O O O|   | 7. 35| If the system has many menu levels or complex menu levels, do users have access to an on-line spatial menu map? | O O O|   | 7. 36| Do GUI menus offer affordance: that is, make obvious where selection is possible? | O O O|   | 7. 37| Are there salient visual cues to identify the active window? | O O O|   | 7. 8| Are function keys arranged in logical groups? | O O O|   | 7. 39| Do data entry screens and dialog boxes indicate when fields are optional? | O O O|   | 7. 40| On data entry screens and dialog boxes, ar e dependent fields displayed only when necessary? | O O O|   | 8. Fexibility and Minimalist Design Accelerators-unseen by the novice user-may often speed up the interaction for the expert user such that the system can cater to both inexperienced and experienced users. Allow users to tailor frequent actions. Provide alternative means of access and operation for users who differ from the â€Å"average† user (e. . , physical or cognitive ability, culture, language, etc. ) #| Review Checklist| Yes No N/A| Comments| 8. 1| If the system supports both novice and expert users, are multiple levels of error message detail available? | O O O|   | 8. 2| Does the system allow novices to use a keyword grammar and experts to use a positional grammar? | O O O|   | 8. 3| Can users define their own synonyms for commands? | O O O|   | 8. 4| Does the system allow novice users to enter the simplest, most common form of each command, and allow expert users to add parameters? | O O O|   | 8. | Do expert users have the option of entering multiple commands in a single string? | O O O|   | 8. 6| Does the system provide function keys for high-frequency commands? | O O O|   | 8. 7| For data entry screens with many fields or in which source documents may be incomplete, can users save a partially filled screen? | O O O|   | 8. 8| Does the system automatically enter leading zeros? | O O O|   | 8. 9| If menu lists are short (seven items or fewer), can users select an item by moving the cursor? | O O O|   | 8. 10| If the system uses a type-ahead strategy, do the menu items have mnemonic codes? | O O O|   | 8. 1| If the system uses a pointing device, do users have the option of either clicking on fields or using a keyboard shortcut? | O O O|   | 8. 12| Does the system offer â€Å"find next† and â€Å"find previous† shortcuts for database searches? | O O O|   | 8. 13| On data entry screens, do users have the option of either clicking directly on a field or using a keyboard shortcut? | O O O|   | 8. 14| On menus, do users have the option of either clicking directly on a menu item or using a keyboard shortcut? | O O O|   | 8. 15| In dialog boxes, do users have the option of either clicking directly on a dialog box option or using a keyboard shortcut? O O O|   | 8. 16| Can expert users bypass nested dialog boxes with either type-ahead, user-defined macros, or keyboard shortcuts? | O O O|   | 9. Aesthetic and Minimalist Design Dialogues should not contain information which is irrelevant or rarely needed. Every extra unit of information in a dialogue competes with the relevant units of information and diminishes their relative visibility. #| Review Checklist| Yes No N/A| Comments| 9. 1| Is only (and all) information essential to decision making displayed on the screen? | O O O|   | 9. 2| Are all icons in a set visually and conceptually distinct? O O O|   | 9. 3| Have large objects, bold lines, and simple areas been use d to distinguish icons? | O O O|   | 9. 4| Does each icon stand out from its background? | O O O|   | 9. 5| If the system uses a standard GUI interface where menu sequence has already been specified, do menus adhere to the specification whenever possible? | O O O|   | 9. 6| Are meaningful groups of items separated by white space? | O O O|   | 9. 7| Does each data entry screen have a short, simple, clear, distinctive title? | O O O|   | 9. 8| Are field labels brief, familiar, and descriptive? O O O|   | 9. 9| Are prompts expressed in the affirmative, and do they use the active voice? | O O O|   | 9. 10| Is each lower-level menu choice associated with only one higher level menu? | O O O|   | 9. 11| Are menu titles brief, yet long enough to communicate? | O O O|   | 9. 12| Are there pop-up or pull-down menus within data entry fields that have many, but well-defined, entry options? | O O O|   | 10. Help and Documentation Even though it is better if the system can be used without documentation, it may be necessary to provide help and documentation. Any such information should be easy to search, focused on the user’s task, list concrete steps to be carried out, and not be too large. #| Review Checklist| Yes No N/A| Comments| 10. 1| If users are working from hard copy, are the parts of the hard copy that go on-line marked? | O O O|   | 10. 2| Are on-line instructions visually distinct? | O O O|   | 10. 3| Do the instructions follow the sequence of user actions? | O O O|   | 10. 4| If menu choices are ambiguous, does the system provide additional explanatory information when an item is selected? | O O O|   | 10. | Are data entry screens and dialog boxes supported by navigation and completion instructions? | O O O|   | 10. 6| If menu items are ambiguous, does the system provide additional explanatory information when an item is selected? | O O O|   | 10. 7| Are there memory aids for commands, either through on-line quick reference or prompting? | O O O|   | 10. 8| Is the help function visible; for example, a ke y labeled HELP or a special menu? | O O O|   | 10. 9| Is the help system interface (navigation, presentation, and conversation) consistent with the navigation, presentation, and conversation interfaces of the application it supports? O O O|   | 10. 10| Navigation: Is information easy to find? | O O O|   | 10. 11| Presentation: Is the visual layout well designed? | O O O|   | 10. 12| Conversation: Is the information accurate, complete, and understandable? | O O O|   | #| Review Checklist| Yes No N/A| Comments| 10. 13| Is the information relevant? | O O O|   | 10. 14| Goal-oriented (What can I do with this program? )| O O O|   | 10. 15| Descriptive (What is this thing for? )| O O O|   | 10. 16| Procedural (How do I do this task? )| O O O|   | 10. 17| Interpretive (Why did that happen? )| O O O|   | 10. 8| Navigational (Where am I? )| O O O|   | 10. 19| Is there context-sensitive help? | O O O|   | 10. 20| Can the user change the level of detail available? | O O O|   | 10. 21| Can users easily switch between help and their work? | O O O|   | 10. 22| Is it easy to access and return from the help system? | O O O|   | 10. 23| Can users resume work where they left off after accessing help? | O O O|   | 11. Skills The system should support, extend, supplement, or enhance the user’s skills, background knowledge, and expertise —-not replace them. #| Review Checklist| Yes No N/A| Comments| 1. 1| Can users choose between iconic and text display of information? | O O O|   | 11. 2| Are window operations easy to learn and use? | O O O|   | 11. 3| If users are experts, usage is frequent, or the system has a slow response time, are there fewer screens (more information per screen)? | O O O|   | 11. 4| If users are novices, usage is infrequent, or the system has a fast response time, are there more screens (less information per screen)? | O O O|   | 11. 5| Does the system automatically color-code items, with little or no use r effort? | O O O|   | 11. | If the system supports both novice and expert users, are multiple levels of detail available. | O O O|   | 11. 7| Are users the initiators of actions rather than the responders? | O O O|   | 11. 8| Does the system perform data translations for users? | O O O|   | 11. 9| Do field values avoid mixing alpha and numeric characters whenever possible? | O O O|   | 11. 10| If the system has deep (multilevel) menus, do users have the option of typing ahead? | O O O|   | 11. 12| When the user enters a screen or dialog box, is the cursor already positioned in the field users are most likely to need? O O O|   | 11. 13| Can users move forward and backward within a field? | O O O|   | 11. 14| Is the method for moving the cursor to the next or previous field both simple and visible? | O O O|   | 11. 15| Has auto-tabbing been avoided except when fields have fixed lengths or users are experienced? | O O O|   | 11. 16| Do the selected input device(s) match user capabilities? | O O O|   | 11. 17| Are cursor keys arranged in either an inverted T (best for experts) or a cross configuration (best for novices)? | O O O|   | 11. 18| Are important keys (for example,  ENTER  ,  TAB) larger than other keys? O O O|   | 11. 19| Are there enough function keys to support functionality, but not so many that scanning and finding are difficult? | O O O|   | 11. 20| Are function keys reserved for generic, high-frequency, important functions? | O O O|   | 11. 21| Are function key assignments consistent across screens, subsystems, and related products? | O O O|   | 11. 22| Does the system correctly anticipate and prompt for the user’s probable next activity? | O O O|   | 12. Pleasurable and Respectful Interaction with the User The user’s interactions with the system should enhance the quality of her or his work-life. The user should be treated with respect. The design should be aesthetically pleasing- with artistic as well as functional value. #| Review Checklist| Yes No N/A| Comments| 12. 1| Is each individual icon a harmonious member of a family of icons? | O O O|   | 12. 2| Has excessive detail in icon design been avoided? | O O O|   | 12. 3| Has color been used with discretion? | O O O|   | 12. 4| Has the amount of required window housekeeping been kept to a minimum? | O O O|   | 12. 5| If users are working from hard copy, does the screen layout match the paper form? | O O O|   | 12. | Has color been used specifically to draw attention, communicate organization, indicate status changes, and establish relationships? | O O O|   | 12. 7| Can users turn off automatic color coding if necessary? | O O O|   | 12. 8| Are typing requirements minimal for question and answer interfaces? | O O O|   | 12. 9| Do the selected input device(s) match environmental constraints? | O O O|   | 12 . 13| If the system uses multiple input devices, has hand and eye movement between input devices been minimized? | O O O|   | 12. 14| If the system supports graphical tasks, has an alternative pointing device been provided? O O O|   | 12. 15| Is the numeric keypad located to the right of the alpha key area? | O O O|   | 12. 16| Are the most frequently used function keys in the most accessible positions? | O O O|   | 12. 17| Does the system complete unambiguous partial input on a data entry field? | O O O|   | 13. Privacy The system should help the user to protect personal or private information- belonging to the user or the his/her clients. #| Review Checklist| Yes No N/A| Comments| 13. 1| Are protected areas completely inaccessible? | O O O|   | 13. 2| Can protected or confidential areas be accessed with certain passwords. O O O|   | 13. 3| Is this feature effective and successful. | O O O|   | System Title:__________________________ Release #: _____________________ _____ Evaluator: __________________________   Date: __________________________ Primary Source Making Computers-People Literate.  © Copyright 1993. By Elaine Weiss ISBN: 0-471-01877-5 Secondary Source Usability Inspection Methods.  © Copyright 1994. By Jakob Nielsen and Robert Mack ISBN: 1-55542-622-0 SCREEN SHOTS Homepage Navigations via Categories Shipping and Returns Policies Frequently Asked Questions Navigations via Hyperlinked Images External Links Result Filtering How to cite Heuristic Evaluation, Papers

Mentorship In Louise Erdrichs Trackss Essay Example For Students

Mentorship In Louise Erdrichs Trackss Essay Mentorship: From Childhood to the Man Louise Erdrich explores the inner conflicts of an Indian tribe in her novel Tracks. By the end of the novel, the tribes’ accord is broken by the lure of the white man’s money and land reform. The divisions among the tribe are epitomized by the physical separation of the Chippewa people into different colors that correspond to their different land allotments. However, one chapter in particular contrasts with the tribe’s tendency towards discord. Chapter 5, in which Nanapush and Eli overcome their differences and unite in an attempt to avoid starvation lends hope to the ominous series of events throughout Tracks which show conflict developing from unity. The great snow storm they experience together not only binds them but forces Eli to turn to his Chippewa roots in order to survive. Thus, the true lessons of life can be learned through the mentorship of one man’s life becoming transparent though one another. In Chapter 5, we see the climax of the relationship between Nanapush and Eli. Like everybody else in the book, Eli shows up at Nanapush’ residence to seek wise counsel. Unfortunately for Eli, Nanapush is not amazed by the adversities in which Eli is experiencing. We see this within the beginning of the chapter. We see the inner child of Eli, trying to get the attention of the man, Nanapush. Eli tries to gain Nanapush’ attention; by making comments under his breath and banging his head against the table. All the while Nanapush is attentive, but is also not entertaining the temper tantrum of the child. The eruptions through the dialogue finally spring out when Eli starts with, â€Å"How much a man endures?† Nanapush’ response is small but powerful by simply stating, â€Å"What Man?† (p.97) Nanapush r. . ves from what may feel like only a season. And that’s most of the time. They are typically put into your life for you to learn and build up specific characteristics about yourself. But sometimes people come into your life in what may seem a lifetime. These kind of relationships are built upon constantly. With Eli and Nanapush, they embarked upon a relationship that build upon the grounds that they needed each other to survive. Eli needed Nanapush for wisdom to survive and cope with the adversities and lessons of life. Nanapush needed Eli to physically survive in the dire time of need. And when we look at the after affects of the lessons that Nanapush gave to Eli, I realized that Eli then stepped forward to mentor his younger brother. So after the lessons were over between Nanapush and Eli, so the passing of the torch has begun for Eli to share the wisdom with Nector.

Lawless Love Essays - Hermia, Demetrius, Helena,

Lawless Love Throughout the book, A Midsummer Night's Dream, William Shakespeare depicts the theme of lawless love through the actions and personalities of his characters. The way he portrays Hermia's relationship with Lysander and the results their eternal love, as well as the portrayal of Helena and her devotion to Demetrius are two prevalent examples of lawless love. Helena exemplifies lawless love with her lack of concern about consequences that she could have brought upon herself. She was deeply in love with the person that was engaged to her best friend. Helena talks with Hermia about her love for Demetrius in the quote below. : ?Helena- ?O, teach me how you look and with what art you sway the motion of Demetrius' heart' Hermia- ?I frown upon him, yet he still loves me.' Helena- ?O, that your frowns would teach my smiles such skill!' Hermia- ?I give him curses, yet he gives me love.' Helena- ?O, that my prayers could such affection move!' Hermia- ?The more I hate, the more that he follows me.' Helena- ?The more I love, the more he hateth me.' ? page 20-21 In the quote above, Hermia and Helena are having an in-depth conversation about Demetrius and his love interests. Helena would do anything to have the man she loved, Demetrius notice her. Helena's love knows no boundaries; she refuses to accept the fact that her one true love is to be married to her best friend Hermia. All this is soon changed by the infamous Puck and his potent flower. Puck's flower was created when Cupid was aiming his bow, and missed he struck a flower in the woods. When the dew is placed on the eyes of any living animal during their sleep, they will fall in love with the next animal that they see when they wake. Puck observes all of the problems that Hermia, Helena, Lysander, and Demetrius have created and comes up with a plan to fix them by using cupids flower to make Demetrius fall in love with Helena. Puck makes more of a problem when he puts dew on both of the men. They both awake and fall madly in love with Helena.Helena thinks that they are playing a joke on her and she is confused. The quote below shows an excerpt from the book in which Helena is confused and thinks that the men are teasing her. : ?Helena- ?Wherefore was I to this keen mockery born? When at your hands did I deserve this scorn? Is ?t not enough, is ?t not enough, young man, That I did never, no, nor never can Deserve a sweet look from Demetrius' eye, But you must flout my insufficiency?' ? Helena, left completely confused by Lysander and Demetrius, believes that they are playing a cruel joke her. She does not think that it is cupid's flower causing this situation. Hermia, who Lysander was head over heels in love with, cannot believe he had fallen out of love with her. Hermia is determined to win back her sweet Lysander no matter what. Puck sees how hurt and confused Hermia is and again alters Lysander's emotions by the use of cupid's flower. Hermia and Helena both loved someone so much that they were blinded by their love for that person. They did whatever they had to do to keep their true loves. This is what lawless love is Love that has no boundaries, love that is not defined by words. Emotions and actions run lawless love not rules. The characters of Helena and Hermia are what lawless love is all about which is blinded love and actions driven by emotions and devotion for their loved one. Shakespeare

Native Women essays

Native Women essays a). It would be difficult for a French Catholic historian who was a devout Catholic to write a book about Kateri Tegawitha that would show respect for her people, and be critical of those who have written about her before because it was normally unusual for a native to embrace Christianity so wholeheartedly. In the 17th century, the Mohawk and French were deadly enemies in constant struggle with each other. Many of the French were anti-Iroquois (including Mohawk), Xavier Garneau being the most influential of them all. He despised them, calling them des loups alteres du sang, translated means blood thirsty wolves. (Steckley 1999:60; Smith 1974:28) The Mohawk considered a barbaric and degraded race were ferocious and wild, as the animals that roamed the land with them. Many writers look at strength and courage, as well as her intent. b). The portrayal of Chipewyan and Dene women are so negative and misleading because these women seen as submissive workers dominated by their husbands and fathers. They had no respect, considered lowly by their men. One in particular, Matonabbee, a Chipewyan trader; according to traditional Chipewyan culture included polygamy, with a man having two or three wives. Mantonabbee treated his wives as the economic assets; he acquired through trade but also through murder, theft and threat, an exceptionally large amount of pelts and European trade goods. Marriage was a way of hiring workers. (Steckley 89) It is their determination that drives them. In the case of Thanadelthur, here is a woman who gave her all in order to accomplish her task. She pushed herself to the limits when trying to reach another tribe to establish trade relations. However, she only did this to secure a better future for her people. c). The Mikmaq Mercenary Myth is popular among historians and other writers because of their connection to the French. It might answer the question o ...

Accounting And Control-Free-Samples for Students-Myassignment

In the present case following are the variable expenses Direct material hence variable expenses Direct material hence variable expenses Indirect material hence variable expenses Direct labor not permanent hence variable expenses Administrative (inspector’s monthly salary) Indirect labor not permanent hence variable expenses Administrative (inspector’s monthly salary) Revenue per unit is $8 hence contribution per unit become $8-$6.6=$1.4 per unit. Fixed cost i.e. cost related to Annual machine and building depreciations is $75000. Hence breakeven units (in KG’s) become $75000/1.4= 53572 Kilograms. In the present case expected production for the year is 50000 kilograms which are below then the breakeven level hence it is suggested to the organization to do not operate in the coming year. 2.As per Cost volume profit analysis, a company should operate when sale volume of the company becomes either equal to breakeven point or above than breakeven point. The breakeven point is a level of sales where company’s operation would result in neither profit nor loss. Whenever production of the company becomes higher than this level then company’s operation will result in profits. In the present case, it is recommended to the company to operate in the year 2018 only if when company sale become 53472 kilograms or higher. Cost volume profit analysis depends on three assumptions i.e. fixed cost remains constant, variable cost per unit remains constant and sale price per unit remains constant (Kryvinska, Auer, & Strauss, 2011). If all these three assumptions hold good then results formed from cost volume analysis become always relevant and become reasonable for the company in making a decision without actually incurring a loss. Subject: Advise for reduction of risk of operating loss Jerahm and Angel are facing the dilemma regarding the operation of the Crunchy chips problem due to the importation of Chinese potato chips. Jerahm and Angel could make profits by revising their cost structure and so that operation becomes started to give a loss. As per cost volume profit analysis cost structure of any organization includes two types of costs one is a variable cost, which changes due to change in volume of sale and other is a fixed cost which remains contestant at each level of production and will not change due to increase and decrease in the level of production (Hansen, Mowen, & Guan, 2007). In the present case, only fixed cost of the organization is depreciation and all other costs are a variable cost. When company’s operating level was 150000 kilograms company’s contribution margin was higher and eligible to set off fixed cost but when company’s operating level come down to 50000 kilograms company’s contribution margin become lower and become ineligible to set off fixed cost. In the present case change in cost structure is not profitable because whenever company’s production becomes lower then it is recommended to make fixed expenses as a variable expense, but in the present case except depreciation, all expenses are already variable. The way to reduce operating loss is to either reduce variable cost per kilogram or increase sale volume (Horngren, 2009). If it is possible for the company to reduce its cost per kilogram regarding any or all variable cost then company become able to reduce loss because the decrease in variable cost per unit results in an increase in contribution per unit and increase in total profit. Another way to reduce operating loss of the organization is to increase sale volume. Increase in sale volume will result in the same contribution per unit but the increase in the total contribution and such increase in contribution will result in increase total profit. Hence as per cost volume profit analysis, it is advisable to the orga nization to either increase sale volume of decrease variable cost per unit. Hansen, D., Mowen, M., & Guan, L. (2007). Cost management: accounting and control. Cengage Learning. Horngren, C. (2009). Cost accounting : A managerial emphasis, 13/e. Pearson Education India. Kryvinska, N., Auer, L., & Strauss, C. (2011). An Approach to Extract the Business Value from SOA Services. International Conference on Exploring Services Science , 42-52.

Strategic plan 2 Essay Example | Topics and Well Written Essays - 500 words

Strategic plan 2 - Essay Example After evaluating its strategic planning in terms of the first five steps proposed by Chabotar (2006), this essay would present and assess the next five steps of strategic planning, to wit: (6) strategic and other indicators, (7) evaluation, (8) action steps, (9) revenue and costs; and (10) assessment. Cornell University identifies specific goals and missions per colleges and divisions, in addition to the over-all university mission, vision, and objectives. By closely monitoring the progress of these colleges and divisions, the scope of achievement in organizational goals is clearly measured. In evaluating the strategies enumerated, the CASH model would be a tool to assess the viability of the plan. There is a need to refine budget and capital planning processes, seeking greater transparency, accountability, and alignment of resources with priorities. In addition, the strategies should maximize the investment return of Cornells endowment and other financial capital, within acceptable levels of risk, in order to better support the institutions academic mission. To achieve the clearly defined organizational goals and objectives of Cornell University, the following action plan is recommended: (1) Continue to invest in areas of long-standing disciplinary and interdisciplinary strength, which have given Cornell a well-deserved reputation for academic distinction; (2) Provide competitive pay and benefits, and research support to recruit and retain the best faculty and staff; (3) Increase scholarship support for students over the next five years and reduce self-help and debt levels, which now exceed those of our peers. Ensure that undergraduate and graduate financial-aid policies are consistent with recruitment and enrollment priorities; and (4) Ensure outstanding academic administration by refining deans search procedures and improving succession planning, among others. (Cornell University, Strategic Plan, 2009) As both revenue and cost are critical inputs to a

What Employers Want to See in a Business Writing Course Essay

What Employers Want to See in a Business Writing Course - Essay Example The topics that are expected to be covered by professors that would enable students to write in a business-manner at the end of the course are writing style, format, structure and ethics in business writing. The writing style in business is formal and professors must be able to teach students what constitute a formal writing in business correspondence. It involves the correct selection of words, the appropriate framing of thoughts and professionalism in tone. The format in business writing must also be taught by professors for students to know how to package their letters in a business manner. Format conveys professionalism and this is important in the world of business to be taken seriously. Structure in business writing is also important and it meant more than the arrangement of thoughts but also on how to arrange them concisely. This will help students to get their ideas across clearly and concisely. Finally, professors must also guide students about the appropriateness of business correspondence. This would include ethics in business writing and how to maintain professionalism.

Cmn 277 Essay Example for Free

Cmn 277 Essay Frequency of cause: how many times you have been exposed into message a. Cumulative (more than one time) multiple b. Non-cumulative (base on taking one) 6. Nature of outcome a. Cognitive (do with fighting against what we believe) b. Affective (do with emotion or feeling) c. Behavioral (perform) EX. The table is soft, but I think it is hard (cognitive); â€Å"I don’t like tables any more† (affective); I will not buy it. (Behavioral) 3) Phases of effects research: research topics, theories, and typical research in the direct effects era, limited effects era, and conditional effects era 1. Direct effects era Research topics and theories a. Looking at political propaganda b. Media perceived to be influential c. EX. â€Å"Hypodermic needle† and â€Å"magic bullet† theories (media are powerful) Research: research focus on content of media; little research on media effects 2. Limited effects era Research topics and theories a. Why are media not powerful? b. Ex. Selective exposure and selective retention theories Typical research: survey and content analysis 3. Conditional effects era Research topics and theories a. Looking for more subtle effects b. Looking for conditions when effects may occur Typical research: broadened range of methods B) Research Methods Overview 1) Basic problems in media effects research 1. Problems of exposure: when someone consume the message, different level of exposure. 2. Problems of measurement 3. Problems of causality (you like to try everything) 2) Causal models: basic one-way model, supplemental models, and alternative causal models 1. Basic one-way model X- cause, independent (nature) Y- effect, dependent (depend on X) X Y 2. Supplement causal models The basic is right, but maybe two or more ways . Multiple causes model X X Y X b. Mutual causation model X Y c. Intervening model (not directly) X Z Y 3. Alternative causal models One-way model here is false a. Reverse causation model X Y b. Third-factor model X Y Z 3) Data collection methods: description, advantages, and disadvantages of content analysis, surveys, and experiments 1. Content analysis Numerical description of media a. Advantages Ident ifies what is in the media message that starts in message b. Disadvantages By itself, cannot demonstrate cause and effect . Surveys Asking representative sample, external validity a. Advantages 1) Representative sample of people 2) Measures naturally occurring events b. Disadvantages 1) Limited to questions 2) Cannot measure time order 3. Experiments Expose people to something: measure effects, internal, validity a. Advantages 1) Can observe/manipulate events 2) Can observe time order b. Disadvantages 1) Often uses limited sample of people 2) Artificial setting and situations C) Uses and Gratifications Theories 1) Uses and Gratifications defined and the uses and gratifications model 1. Defined What happens before and during media exposure helps determine the effects of exposure 2. Model Psychological forces: individual, what you believe Social forces: outside influence, from others or†¦ (Both happen at the same time) Reasons for exposure conditions of exposure: what do you feel media effects Example: Desire to vote correctly Professor urges you to engage in political process 2) Some reasons for media exposure (list of common media gratifications) 1. Surveillance Try to learn something, figure something out 2. Entertainment Look for to prove your mood 3. Interpersonal activity 1) You want to watch famous people, so you watch the TV show (2) You watch TV show, you want to talk to others about it. 4. Para social interaction We keep the relationship (you watch Opera, you believe her because she tells you what to do) 5. Personal Identity You watch TV show to improve yourself and expand your knowledge in the fields you are interested in. The similarity is between you and c haracters. D) Cultivation Theory 1) Constructed nature of social reality 1. The mind begins as a blank slate 2. Our reality is constructed for us by social interactions and institutions 3. Part of the reality we construct is based on television reality 4. Television reality is wrong 2) Television reality: what is wrong with it; the consistency of the patterns Entertainment television presents a distorted view of America and the world. 62% characters are male People under 18 are only 1/3 of actual People over 65 are only 1/5 of actual Crime is 10 times as common as actual Medical and criminal justice workers many times as common as actual 3% of TV characters are responsible for an older adult 3) The Cultivation process: parts of the process 1. Where attitudes come from Belief 1 Belief 2 attitude judgment Belief 3 EX. Beliefs and attitude toward police officers Police use brutality Police protect people Police abuse power 2. The cultivation model Viewer’s exposure to TV demographics 1) Exposure to TV demographics a. Who is on Television b. What they do and what happens to them 2) Viewers’ beliefs about people, places, and other social phenomena a. Who is out there in the world b. What they do and what happens to them 3) Views’ attitudes a. Based on beliefs about people, places, and other social phenomena b. We infer importance status, and relative social place; we make judgments c. Mainstreaming process 4) Further specifications 1. When does Cultivation not occur? a. When direct experience differs from TV b. When people view critically c. When the TV message is not uniform 2. When is cultivation most likely to occur? a. When the message resonate with direct experience b. When 5) Cultivation research: Content analyses and surveys 1. Content analysis of television 2. Survey research a. Exposure to TV b. Beliefs c. Attitudes 6) Criticisms of the theory 1. Difficult to establish causality 2. Too broad E) General Media Effects Theories 1) Social Learning 1. Overview We can learn behavior by watching other’s behavior 2. How it works a. Basic model: Attention to performance of behavior b. Important conditions 1) Identification with model 2) Model rewards/consequences 3) Situational motivations The situation should be the same c. Categorizing the theory 1) Causes change 2) Individual-level 3) Long-term 4) Non-cumulative (only need to see performance once) 5) Behavioral focus 2) Excitation Transfer 1. Overview The excitement we get from media content can exaggerate our feelings 2. How it works 1) Physiological arousal (transfer) Media content can be arousal Expose to arousing content 2) Exaggeration comes from misunderstanding the cause of arousal. 3) Categorizing the theory 1. Causes change 2. Individual level 3. Short-term 4. Non-cumulative 5. Affective focus 3) Exemplification A lot of times we see examples of people in news, we think about the represent issue, use the examples to judge issues. 1. How it works 1) People understand issues in terms of effect on other people 2) News stories supply examples of people and situations (exemplars); often extreme causes. ) People treat exemplars as typical cases 4) Exemplars are often easy to recall when a. No firm impression of actual situation b. Example created emotional reaction 5) Process Exposure to examples in News 6) Net effect: extreme, incorrect beliefs and judgments about social issues 2. Categorizing the theory 1) Causes change 2) Individual-level 3) Long-term 4) Non-cumulative 5) Cognitive focus 4) Dese nsitization a. The more you see bother the content, the less it bother you (content that used to bother you). b. How it works 1) Applies to affect-producing content 2) Basic model Repeated exposure 3) Outcome can be affected or behavior change c. Categorizing the theory 1) Causes change 2) Individual-level 3) Long-term 4) Cumulative 5) Affective focus (first) 5) Catharsis Not very supported, but very interesting media provide opportunity for us to add up emotions. (Media content lets us imagine away negative feelings) 1. How it works 1) We have negative experience 2) Media provide venue for fantasizing 3) Basic model Negative feelings 2. Categorizing the theory 1) Causes change 2) Individual-level 3) Short-term 4) Non-cumulative 5) Affective focus ) Reinforcement Some media content encourage us to stay as we are (media reinforces what we already think, feel and do) 1. How it works 1) Builds from 2 basic observations a. Not everyone reacts to media content b. Many people already behave as suggested by content 2) Basic model Exposure to content 2. Categorizing the theory (does not cause change) 1) Reinforces 2) Individual-level 3) Long-term 4) Non-cumulative 5) Cognitive/affective/behavioral focus F) Media Violence and Aggression 1) Basic models of violence effects 1. Exposure to violence in media Exposure Exposure Exposure 2. Exposure to violence in media 2) The research: content analysis, experiments, and survey studies 1. Content analysis (1) Count of violent acts Six percent of all TV shows have violence and have six hours (2) Perpetrators Good guys commit violence 3) Consequences (terrible) 70% of violent acts down, half of them show no harm or no pain. 4% content 2. Survey studies (1) One-time How much violence can you observe? Generally conducted on Children Ask teacher to measure the aggression in Children Ask children how much TV they watch Lots of TV= lots of aggression (2) Over-time 1961: increased exposure=increased aggression 1971: increased exposure=increased aggression Being exposed to violence= aggressive behavior (causal nature) 3. Experiment Field experiments: outcomes based on previous experience Look at previous behavior, control predict Violent is related to aggressive Trying to find out what people are doing naturally Less control 3) Criticisms of the research Causal model cannot show relationship with certainty Why is there so much violence? Easily produced Easily understood G) Sexually Explicit Content ) Issues in sexually explicit content research: the basic categorization scheme, kinds of dependent variables, ethical concerns 1. The basic categorization scheme (1) Sexually violent a. Sex involves in movies (2) Nonviolent degrading More or less can teach bad things for male and female relationship (3) Nonviolent non-degrading Love, equal power between (4) Nudity It is not real about sex (5) Child por nography 2. Kinds of dependent variables (1) Arousal What people will be like when show something? (2) Beliefs What people think about the sexual content? (3) Attitudes (4) Behavior What’s your sexual activity? Take safe or not? 3. Ethical concerns People do the content worries about 2) Effects of non-violent sexually explicit content: degrading and non-degrading content 3) Effects of sexual violence: what makes sexual violence different than other violence, typical sexual violence content types and exposure effects We only see it in media Typical sexual violence content types: the outcome 4) Criticisms of the research Hard to do this experiment H) Race in Crime News 1) Theoretical approaches to possible effects 2) Race and crime news: how various racial groups are depicted 3) Explaining differences in news coverage I) Mass Media and Gender 1) Theoretical approaches to possible effects 2) Remember audience differences 3) Entertainment media and advertising: content patterns, the role of media producers, research on effects of exposure to body images J) Media Media and Health 1) Theoretical approaches to possible effects 2) Representations of mental disorders 3) Representations of physicians: current and past 4) Entertainment-Education 5) Media Obesity: characteristics of common portrayals (of food and people), nutritional knowledge K) Public Opinion 1) Public opinion defined 2) Spiral of Silence ) Criticisms of Spiral of Silence We need more research, dont work very well in the USA. L) Agenda Setting, Priming, ; Framing 1) The agenda setting effect: the public agenda, the media agenda, how the media communicate the importance of issues, the basic model 2) Agenda setting research: survey research at one time, survey research over time, and experiments 3) Conditions that affect when agenda settin g happens: individual differences and issue obtrusiveness 4) Issue priming: the priming effect and research Use the issue to judge the leaders 5) Framing: the news framing effect Does take in account what it said. M) Mass Media and Presidential Elections 1) Relationship between candidates and journalists 2) Patterson’s Game Schema Theory a) Hypothesis: general thesis and model b) Opposing approaches to elections: how journalists and voters approach elections c) Effects of this disparity d) Why this has occurred e) Strengths and weaknesses (criticisms) of the theory N) Effects of Internet Use 1) Internet use affects quality of interactions 2) Internet use replaces interpersonal communication 3) Internet use replaces traditional mass media People dont have recourses to do multiple things. You dont know when someone watching you. Internet people can get really diversity information III. Discussion section content since examination #1 A) Sex Roles on Television and Stereotype Threat B) Video game and music video findings C) Voter turnout trends and campaigns Important thing to know who tends to vote. Education level, race graphics Why? Old people are home, and others. VEP is better than the VAP Learn about the candidates and decide how you to vote Watch the news and look for issue information about the conditdates Want to decide how to vote I don’t want to become a police officer Viewer’s attitudes Viewer’s beliefs Performance of behavior Learning of behavior Exaggeration of feelings Arousal Examples used in beliefs and judgment about issues Recall of examples Acceptance of depicted behavior Reduced emotional response Perform Reduction of original feelings Various releases of feelings Exposure to others acting out feelings Predisposition reinforcement Aggressiveness Aggressiveness Social learning Aggressiveness Excitation transfer Aggressiveness Desensitization Fear

Music Censorship Essay -- Censoring Censorship Music Lyrics Essays

Music Censorship   Ã‚  Ã‚  Ã‚  Ã‚  Today, in the 1990's, citizens in our society are being bombarded with obscene material from every direction. From the hate lyrics of Gun's 'N Roses to the satanic lyrics of Montley Crue and Marilyn Manson to the sexually explicit graphical content of today's movies, the issue is how much society is going to permit and where we, as a society, should we draw the line. The freedom of speech has always been considered a right, but that doesn't mean that you can shout, "Fire!" in a crowded movie theater. The real question is whether such material is harmful or dangerous to our society.   Ã‚  Ã‚  Ã‚  Ã‚  Many people are asking whether or not we should censor offensive material. They believe that some material is too obscene for society to hear or see. The advocates of censorship get riled up because the movie rating council doesn't give a move an R-rating for having the occasional f-word. One rap group, 2 Live Crew, has already had one of their albums banned because in one song they used explicit references to male genitals and 87 references to oral sex. They used the word "bitch" more than 100 times and the f-word more than 200 times.   Ã‚  Ã‚  Ã‚  Ã‚  Although most people agree that we are being overwhelmed with offensive material, there is no consensus on how to deal with the problem. There are three possible solutions. The first is the possibility of government censorship, which would include laws and penalties for breaking these laws. The second solution is self-imposed censorship by individuals and corporations. The third solution is total free speech with no censorship.   Ã‚  Ã‚  Ã‚  Ã‚  The first possible solution is government censorship. In the past government legal actions have been taken to control offensive messages. For example, in 1988, the Ku Klux Klan wanted to appear on a Kansas City, Missouri public access cable channel. The city council decided that it would be better to shut the public access cable channel down instead of letting the KKK air their show. Later, under the pressure of being sued, the city council reversed their decision.   Ã‚  Ã‚  Ã‚  Ã‚  Critics of this sort of action agree that these offensive messages do exist, but legal action is not the way to deal with them. They believe that no individual acts the way the messages portray just because the messages exist. Another belief is that legal actions will intimidate creative people because it mak... ...ce Clay, considered offensive by some, shouldn't be censored from those who find him humorous   Ã‚  Ã‚  Ã‚  Ã‚  Freedom of speech is an important part of any democratic country. While some people may find Rush Limbaugh's portrayal of President Clinton offensive, his show should not be censored. This is the price that we pay to live freely in a democratic society. Censorship does not have to be the solution. You always have the right to change the channel or put down a book. You have control over what you hear, see, or read. You are not forced to see or hear the offensive speech.   Ã‚  Ã‚  Ã‚  Ã‚  Opponents of the "first amendment view" believe that "just saying no" is not enough. For example, children most likely will not say no. This is why these people believe that the government should at least have the right to censor what children see.   Ã‚  Ã‚  Ã‚  Ã‚  Some people believe that censorship is the answer, others do not. I believe that this issue will be left up to the courts to decide. I fear that the media may become a swamp of regulations with no more entertainment value whatsoever, and I hope that this never happens. I think that the first amendment is a great right and that we should never abridge it.

Comparative Essay: Landscape

STAGE 5: PDM – COMPARATIVE ESSAY (Landscape) Landscape artworks are a significant component in the expression of art, it is a well-established genre used extensively throughout the global art industry. Traditionally the principle subject of a landscape composition was to successfully portray a scenic view realistically, but evidently as observed over time has progressed. As demonstrated in contemporary artworks, cultural influences, technological advances and other aspects have contributed to the development of the landscape genre. The persisting genre of landscape art has gradually evolved overtime in order to achieve the different objectives of modern artists in the art-world, including a considerable motion towards landscape expressionism over realism. Bill Henson and Fred Williams are examples of artists, whom have extensively explored the landscape theme and possess a considerable understanding of the style, both employ landscape as a source of insight to compose their artworks but there are notable variations between the two artists and how they apply individual techniques. This contrast can be distinguished in the painting by Williams and the photo captured by Henson. The selected artwork by Williams is a painting, comprised as a piece of a Landscape Series, which is a succession of Australian Landscape depictions. Oil paints stretched on canvas was used to compose the painting, as opposed to Henson’s Type â€Å"C† colour photograph. The chosen sample work by Henson though denied a title; is a piece of his Untitled Series [2001-2002]. As recognised in many artworks including Williams’ landscape, oil paints on canvas is a renowned art medium. A subtle or progressive blending of colours can be achieved with oil paints by the artist when required, furthering the intensity and vastness of an artwork. Vibrant depths can also be produced by this medium, complimented by natural lustre and distinctive contrast between shade and tone. Whereas Type â€Å"C† colour photograph, applied to Henson’s photograph is merely a colour photographic print, lacking digital manipulation. It involves the process of exposing the three different layers to various colours in order to adjust or emphasise the composition of colour. This process can be achieved both manually and digitally to adjust the colour balance of a print. Two well-established artists, evidently existing in differing art media and with separate artistic intentions, apply differently the processes they use to achieve their purpose. As identified within the artwork by Williams, the paint was thickly and spontaneously applied on the canvas in order to visually represent a natural landscape, which mainly consisted of woodland. Progressive but solid strokes were also used predominantly to compose the artwork, furthering the aspect of abstract within the image produced. In comparison to Williams’ painting, the photograph captured by Henson is of a traditional process, employing Type â€Å"C† colour photograph. Within the artwork there is, though limited, inclusion of artificial components or manipulation of the image to assist his artistic intention. Within the art industry there are many styles and ways to approach the subject matter of an artwork, more generally these include structural and subjective components. The identified landscape sample by Williams is a respectable example of abstract art, encompassing a number of structural elements that cooperate to achieve the main purpose of the artist work. For example the use of contrasting colours, such as orange and blue in approach of the abstract style, and the use of visual language are applied to create a focused composition. A subjective element including the form of atmosphere and theme imposes a sense of an unconformity, and represents the vastness of the landscape, through exaggeration of the natural features within the artwork. As opposed to Williams’ landscape artwork, the image captured by Henson is considered realism but potentially expressionism. In consideration of the structural aspects that contribute to the approach to the subject matter, the composition of colours used presents to the audience an intense situation generally circulating the notion of weather. The photograph is an establishing-shot taken of the natural environment, focusing dominantly on the physical elements of nature, aspects such as the light is provided from a natural source that contributes to the instinctive interpretation. Also an oppressive atmosphere is presented by the subjective element; this is also contributed to by the colour and the appearance of weather. The intentions of an artist are essential in art making, whether it be painting or photography, by applying different art techniques and styles the purpose can be achieved effectively or as how it is intended by the artist. In Williams’ untitled painting it depicts an abstract, Australian landscape, through this Williams intends to reveal or exhibit the vastness of the Australian environment. It informs the audience of Williams’ interpretation of the subject matter, and emphasises on the intensity of the setting through the structure of colours and shades, imposing a fierce atmosphere. This can also be a representation of Australia’s dry climate, and potentially the fire hazard that Australia constantly exists in. And the trees are an indication of the life that exists in Australia, the use of contrasting colours – in respect to blue and orange – demonstrates this; the composed blue appeasing the rampant orange. Henson’s photograph of a natural environment exposes to the audience an element of weather, more specifically oppressed by the natural element. The use of contrasting colours – generally black and white – allows this to be done effectively, showing more prominently the inconsistency of the weather. And confided by the clouds a collapse of light exists; similarly to a concept of a ‘silver lining’ in relation to this visual language, that there is a glimpse of hope to escape the oppressive circumstances. As established from Fred Williams’ and Bill Henson’s artworks, it is evident that landscape has been a prominent and recognised genre throughout the art industry. But in accordance to the style and the artist’s intentions such landscapes are illustrated in various ways through different manners and techniques, exposing the vastness of the genre.

Pip wants to be a gentleman Essay

‘It was evident that he had nothing around him but the simplest necessaries, for everything that I remarked upon turned out to have been sent in on my account from the coffee-house or somewhere else. ‘ Another character who displays this quality is Magwitch: even though he is a convict, he is a good man. ‘I believe too that he dragged one of his legs as if there were still a weight of iron on it, and that from head to foot there was Convict in the very grain of the man†¦ but Magwitch †¦ is still a good man’. This is a direct contrast with Mrs Joe for whom even her funeral was sham and pompous. ‘I was much annoyed by the abject Pumblechook, who, being behind me, persisted all the way as a delicate attention in arranging my streaming hatband, and smoothing my cloak. ‘ Newman describes how a true gentleman’s concern is to make 2 ‘everyone at their ease and at home’, and Herbert’s behavior is an example of this. When he sees Joe as he visits Pip in London, Joe is feeling uncomfortable and out of place and Herbert tries to correct that by asking polite, easy to understand questions, and, when it was still awkward, he left, to allow Pip and Joe to talk alone. He also comforts Pip when he first comes to London by giving him some fruit, which he thinks he will be used to because he is from the country. Wemmick exhibits this trait too. He ensures that his father is always kept ‘clean, cheerful, comfortable and well cared for’. He also has his house with a moat surrounding it because it makes his father feel secure when he leaves him for work. However, at work Wemmick acts very differently, he leaves his gentlemanly side behind and puts his business-like, ‘postbox’ mouth on, as he remarked ‘Walworth is one place, and the office is another’. At one point when Pip is asking his advice Wemmick even says that if Pip had asked him the same question at home he would have answered completely differently. Whereas Jaggers is always the same official, business-like person at home and at work, he is always the lawyer and is very intimidating. True gentlemen will only see and bring out the good in other people, Joe sees the good; for example when he tells Pip about his father. Although Joe’s father often got drunk and beat Joe’s mother and Joe himself, Joe didn’t complain or try to make Pip feel sorry for him, he just said â€Å"he were that good in his hart†. Jaggers does not bring out the good in others. When Pip went for tea at Jaggers’s house, the worst was brought out in him, and his companions, which led them to a sizeable argument: ‘Drummle, without any threat or warning, pulled his hands out of his pockets, dropped his round shoulders, swore, took up a large glass, and would have flung it at his adversary’s head†¦ ‘. Although Pip doesn’t exhibit many of the other traits of a gentleman, he is self-aware throughout the narrative. When Pip realizes that he loves Estella he can still admit to himself that she makes him miserable because she torments him and says to himself, ‘Pip, what a fool you are! ‘ Estella is also self-aware, she understands that Miss Havisham has made her into a heartless monster, and she explains this to Pip. ‘You had not your little wits sharpened by their intriguing against you, suppressed and defenseless†¦ imposter of a woman’. Dickens’ true gentlemen help people out and are modest about the favours they have done. As Newman says of a true gentleman2 ‘He makes light favours while he does them, and seems to be receiving when he is conferring. ‘ Pip illustrates this trait well. He arranges a place for business for Herbert. This is Pip’s first real act of generosity, though it’s ironic because it is made with the money from his own benefactor. However, whenever Pumblechook does favours, he does them because he hopes for something in return. When he arranged for Pip to play at Miss Havisham’s, he is trying to ingratiate himself with Mrs Joe, and Pip, so when Pip gets money from Miss Havisham, Pip will feel obliged to give him a share – as without Pumblechook it would never have happened. When Pip first moves to London to be a gentleman, everyone in his village thinks that Pumblechook is Pip’s ‘patron, companion and friend’. This, of course, is not true; as Pip would have rather Pumblechook had never tried to get him a job at Miss Havisham’s. Being sensitive must be an important factor of being a good person. Biddy displays this characteristic, as she relises how Pip has hurt Joe. However, she also tells us that Joe never complained of Pip, hurting him. Estella is very insensitive, although this isn’t entirely her own fault. She says of Pip at the beginning of the novel, ‘coarse hands and thick boots’, which really offended, and affected Pip for the rest of his life. Although, she has got a spark of humanity in her as she keeps warning Pip not to fall in love with her. Like the star she is named after she always keeps cold and distant from Pip. Dickens’ gives Orlick as an example of a completely evil character. Orlick murdered Mrs Joe, and tried to murder Pip. He killed Mrs Joe when Pip was old enough to ‘kill off’ his parents and gain his independence. Dickens doesn’t want us to understand Orlick, or feel a drop of sympathy for him. He is Pip’s alter ego, he does the things Pip would never dare do, or unconsciously thought. Dickens is showing us that if you have money, this does not necessarily make you a gentleman. Drummle is an obvious example that money and class alone do not make a gentleman. On the other hand, Joe and Herbert, who are poor, are the main examples of true gentlemen in the text; they show the true qualities that compose a good person. Pip is a developing character, and therefore changes from a small innocent little boy, into a snob, and then a much more mature, wiser and sadder Pip develops at the end of the narrative. I feel that Pip is a gentleman though at the end, throughout he is self aware, and he has done favours to Herbert. With Magwitch there for Pip to care for and love, he managed to mature and grow out of the sham and elitist younger Pip. I think that all these qualities that make up a good person are definitely still relevant today. Just as the factors that constitute a good person are the same for the poor, as for the rich in Dickens’s time, they are just as important to people now as they were then. If Joe or Herbert came into this century we would admire the gentlemanly characteristics in them, just as Pip saw the good in them in the nineteenth century. Bibliography 1. Newman, Newman on the Gentleman (1852) 2. Mahoney. J, Great Expectations for GCSE, Ashford Colour Press, Hampshire (1994). 1 Sarah Burton 10S 2nd January 2004 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Great Expectations section.

Chapter 14 Essays

Chapter 14 Essays Chapter 14 Essay Chapter 14 Essay Name: Course: Lecturer: Date: Chapter 14 1. Case Incident 1 1.1 Principles of Distributive negotiations used by Sherman Sherman used aggressive distributive principles of negotiations where he pushed for a first offer in order to be at an advantage. He knew there was a blind spot that would make the deal unsuccessful, and took advantage of the blind spot. He aim was to extract the best deal from Bristol-Myers for Apotex. He inserted the clause requiring Bristol-Myers to pay $60 million if Federal Trade Commission would reject their agreement. His aim was to get as much as he could from Bristol-Myers, and never at one time considered what Bristol-Myers would get in turn. 1.2 Behavior of Sherman Sherman did not act ethically considering he launched their generic drug before the negotiations were done. This is not ethical considering he was only entering into the negotiation on the bet of the Federal Trade Commission rejecting the deal that would result. When he realized it might not be so, he decides to go ahead with the launching of the generic drug before the negotiations were over. His misrepresenting of facts was unethical. 1.3 The Role of Deception in Negotiations Evidence from several cases has indicated that deception does allow short-term benefits from the negotiation. However, in this case, the deception used will put the company at a long-term advantage considering Apotex will be selling the drug for quite a long time. However, deception above anything else leads to lack of trust from the other party involved, and this could hinder future negotiations. Deceptions can also be used to get as much as one can from the negotiations, or putting the company at the best position as possible. 2. Case Incident 2 2.1 Factors determining success of mediation Mediation can never be successful if both parties to the dispute are not willing to come to an agreement. Both parties should be willing to consider the other party’s concerns in order for a solution to be realized. In situations where there cannot be a fair agreement, it is hard for mediation to be successful considering mediations are supposed to provide a deal that is fair to both parties to the conflict. In addition, when the issue is so detrimental to one side, mediation might fail to come to a fair solution. 2.2 Seeking justice When two parties are seeking justice from their dispute, it is hard to use mediation to come up with a solution. The purpose of mediation is to have a fair solution for both parties, one that will provide a win-win situation. However, this is not the purpose of justice. Justice seeks to make the one with the mistakes pay for them. Therefore, mediation cannot provide justice. 2.3 Mediators Should Have the Reasons the Parties Are Making Their Demand In order for mediators to know what will be best for both parties to a dispute, they will need to know that the reasons for their claims are. I think knowing the reasons for the parties to make their claim assesses whether it will be fair for the other party. Fire instance, if workers were demanding a higher pay, it would be worth to know the reasons in order to find out whether it will be fair to the employer. 2.3 Disparity between Employers and Employees in the Use of Mediation According to the EEOC, 85% of employees agree to mediation, while only 30% of employers agree to it. I think the disparity exists from the belief that the employees are the ones to gain from the employer, while the employer will have to part with more money in most cases considering majority of disputes will involve extra costs such as improved working conditions, pay hike among other reasons. In most cases, the employers want to maintain the status quo while the employees want improvements on some things.

Business Report Essay Example | Topics and Well Written Essays - 2500 words

Business Report - Essay Example This helps us to engross in a business scenario design and recommend substitute strategies ensuring a comprehensive market appraisal. Later in the document contains the endorsements for the modifications in the structure of the organization, bearing in mind the finest probable manner of handling the business collection and human possessions. An investigation is commenced with the financial assets and broad-spectrum corporation possessions as well as product expansion founded on the gaining of innovative understanding (Augustin, 2011). Consequently, the document recommends designing the impression of strategic alteration in operational administration, and scrutinizes any global plans for the firm. Precisely, this analysis offers in depth strategic SWOT analysis of the corporation’s businesses and operations. The firm’s explanation delivers a perfect and impartial opinion of the company’s key strengths and weaknesses and the prospective opportunities and threats. T his will aid to express strategies that supplement the trade by allowing you to comprehend their followers, patrons and competitors better. Introduction Sainsbury was established in 1869 and nowadays functioning in over 1,106 hypermarkets and suitability stores. The company has around 157,000 employees in all over the World. The slogan of the company is that we (the company) place our clients at the heart of the whole thing we fix and have devoted in their stores, their contemporaries and their channels to distribute the greatest likely shopping experience. Their resilient philosophy and values are the part of their uniqueness and essential to their success (Rowley, 2003). Core values The core values of the company are given as: Accomplishment improved every day – the company emphasizes on enlightening its facilities. Countless services drive sales, however, there is a condition that better provision is pointing to higher sales. Discrete accountability team delivery even thou gh teamwork is invigorated, right a distinct in the firm has accountability in the conference service standards. Retain it modest, humble and well-organized services are obtainable (j–Sainsbury, 2013). Admiration for the discrete employee – each discrete worker within the company is appreciated for his extravagance services. The income of the business is intended for dissemination and improvement of the corporation (Yong, James, Kevin, and Donna, 2011,). Strategy The values of the J Sainsbury are the section of their extended term strategy of development. The company is ready to review and reinforce their strategy, in order to create a decent business sense and provision of an actual competitive benefit (Wrigley, 2000). Business Performance The J Sainsbury has had one more efficacious year, outdoing the flea market in what residue a hard trading atmosphere. Their segment of the grocery shop is the uppermost for an era at 16.8% and they are at the moment the UK’s second major grocer ensuing 35 uninterrupted quarters of like for like sales progress. We endure to aid customers Live Well for Less and stared like for like auctions up 1.45 for the 28 weeks up to 28 the September 2013 (Francis, 2011). Business case The J Sainsbury recognizes as true as their values and their 20 x 20 sustainability obligations play an immense part in their accomplishment. They deliver opportunities for the employees to discriminate themselves with client, dealers,

Quantitative tools Essay Example | Topics and Well Written Essays - 500 words

Quantitative tools - Essay Example The main problems in relation to the staff and reservations managers in particular, that the company does not have good relations with its unions, which is very important, as unions serve a kind of legal protection of managers' rights. Another problem is that employees complain about the lack of voice and the lack of professional training, which is also essential for the improvement of their job characteristics and supporting their skills at the appropriate level. (Bassett, 1992) The specifics of reservations managers' work is in the surrounding they work, which is usually represented by a large room with a great number of workers doing the same work, and thus demanding huge attention. 2 managers out of each 10 work part time, weekends, nights, or holidays. That's why, to improve the operation of this staff, it is necessary to develop a strict schedule of work, with optimization of the workers' quantity together with increasing the quality of their work. To optimize the quantity of workers, it is obvious, that some of them should be fired. To avoid psychological and legal problems with the staff shortage, I suggest using of the out placing strategy, when the Going Inc. will find new jobs for those, who are fired, with the salaries and preferences known beforehand for each worker to be fired.