The Role of Media in Reporting Child Abuse Essays -- The Media and Chi

The media began to report upon child abuse when society decided that it was no longer a family issue. A study conducted by Fishman in 1978, stated that crimes perceived as â€Å"family matters†, such as child abuse and wife beating, were keep private because they were too common to warrant interest from journalists (McDevitt, p. 264, 1996). In fact, public attention to child abuse as a problem within our society â€Å"has often been tied to media attention on the subject† (McDevitt, p. 262, 1996). The media’s role in reporting child abuse is to help deter child abuse perpetrators and to inform the public. The media has the ability to make a negative or positive impact on the preception of child abuse. The publications about child abuse inform the public about different types of child abuse and neglect and incidents that happen within their community, and how to report child abuse. They serve to â€Å"sensitize, arouse public opinion on issues, influence policymakers, and call problem agencies to account† (McDevitt, p. 270, 1996). Understanding Emotional Abuse Emotional abuse is prevalent within our society. Some child experts â€Å"argue that almost all parents are guilty of emotional maltreatment of child at some time or another† (Crosson-Tower, p. 211, 2010). However, it remains â€Å"the most difficult type of abuse or neglect to define or isolate† (Rees, p. 59, 2010). While physical abuse leaves detectable signs like scars and bruises, emotional abuse is hidden deep within a person. It lacks the public profile of sexual or physical abuse (Rees, p. 59, 2010). Emotional abuse can be understood as the â€Å"failure to provide children with an emotional environment conducive to adequate psychological, developmental and physical progress to ac... ... Goldman, R. (2011, March 7). Jorge and Carmen Barahona's alleged beating death of daughter called 'subhuman'. ABC News, pp. 1-2. Retrieved from http://abcnews.go.com/US/police-jorge-carmen-barahona-beat-death-adopted-daughter/story?id=13077739#.TyF0fPlG3xg Green, T. D. (2012, January 17). Alleged child rape, torture recounted in trial. The Leaf Chronicle, pp. 1-4. Retrieved from http://www.theleafchronicle.com/article/20120118/NEWS01/201180314/Alleged-child-rape-torture-recounted IJzendoom, M., Euser, E., Prinzie, P., Juffer, F., & Bakermans-Kranenburg, M. (2009). Elevated risk of child maltreatment in families with stepparetns but not with adoptive parents. 369-375: Child Maltreatment. McDevitt, S. (1996). The impact of news media on child abuse reporting. Child Abuse & Neglect, 261-274. Rees, C. A. (2010). Understanding emotional abuse. Arch Dis Child, 59-67.

Cosmic Life and Death of a Star Essay examples -- physics science spac

Conception Nebula as Star Nurseries Stars are born in the interstellar clouds of gas and dust called nebulae that are primarily found in the spiral arms of galaxies. These clouds are composed mainly of hydrogen gas but also contain carbon, oxygen and various other elements, but we will see that the carbon and oxygen play a crucial role in star formation so they get special mention. A nebula by itself is not enough to form a star however, and it requires the assistance of some outside force. A close passing star or a shock wave from a supernova or some other event can have just the needed effect. It is the same idea as having a number of marbles on a trampoline and then rolling a larger ball through the middle of them or around the edges. The marbles will conglomerate around the path of the ball, and as more marbles clump together, still more will be attracted. This is essentially what happens during the formation of a star (Stellar Birth, 2004). If the nebula is dense enough, certain regions of it will begin to gravitationally collapse after being disturbed. As it collapses the particles begin to move more rapidly, which on a molecular level is actually heat, and photons are emitted that drive off the remaining dust and gas. Once the cloud has collapsed enough to cause the core temperature to reach ten-million degrees Celsius, nuclear fusion starts in its core and this ball of gas and dust is now a star. It begins its life as a main sequence star and little does it know its entire life has already been predetermined. Although this may sound like a simple enough process there are actually several variables that must be just right for birth to happen. For one, the mass of the collapsing particles is crucial and ther... ...e times the mass of the sun. In this case gravity is overwhelmingly strong and is able to crush the neutron star towards zero mass. The result is a black hole with a gravitational field strong enough to not even let light escape (Brusca, 2004). Bibliography Brusca, Stone. Cosmos, Physics 304. Arcata, CA: Dr. Stone Brusca, 2004. Miller, Coleman M. Introduction to neutron stars. University of Maryland. 22 Nov. 2004 Star death: post- main sequence evolution of stars. 22 Nov. 2004 Stellar Birth. 11 Jan. 2004. 22 Nov. 2004 Tyler, Pat. Supernova. NASA’s Heasarc: Education and Public Information. 26 Jan. 2003. 22 Nov. 2004 Cosmic Life and Death of a Star Essay examples -- physics science spac Conception Nebula as Star Nurseries Stars are born in the interstellar clouds of gas and dust called nebulae that are primarily found in the spiral arms of galaxies. These clouds are composed mainly of hydrogen gas but also contain carbon, oxygen and various other elements, but we will see that the carbon and oxygen play a crucial role in star formation so they get special mention. A nebula by itself is not enough to form a star however, and it requires the assistance of some outside force. A close passing star or a shock wave from a supernova or some other event can have just the needed effect. It is the same idea as having a number of marbles on a trampoline and then rolling a larger ball through the middle of them or around the edges. The marbles will conglomerate around the path of the ball, and as more marbles clump together, still more will be attracted. This is essentially what happens during the formation of a star (Stellar Birth, 2004). If the nebula is dense enough, certain regions of it will begin to gravitationally collapse after being disturbed. As it collapses the particles begin to move more rapidly, which on a molecular level is actually heat, and photons are emitted that drive off the remaining dust and gas. Once the cloud has collapsed enough to cause the core temperature to reach ten-million degrees Celsius, nuclear fusion starts in its core and this ball of gas and dust is now a star. It begins its life as a main sequence star and little does it know its entire life has already been predetermined. Although this may sound like a simple enough process there are actually several variables that must be just right for birth to happen. For one, the mass of the collapsing particles is crucial and ther... ...e times the mass of the sun. In this case gravity is overwhelmingly strong and is able to crush the neutron star towards zero mass. The result is a black hole with a gravitational field strong enough to not even let light escape (Brusca, 2004). Bibliography Brusca, Stone. Cosmos, Physics 304. Arcata, CA: Dr. Stone Brusca, 2004. Miller, Coleman M. Introduction to neutron stars. University of Maryland. 22 Nov. 2004 Star death: post- main sequence evolution of stars. 22 Nov. 2004 Stellar Birth. 11 Jan. 2004. 22 Nov. 2004 Tyler, Pat. Supernova. NASA’s Heasarc: Education and Public Information. 26 Jan. 2003. 22 Nov. 2004

Outline Home school and private school Essay

What two objects, people, subjects, or concepts are you going to compare and contrast?   What are the similarities between the two objects, people, subjects, or concepts? List as many similarities that you can think of. Learning, working yourself towards a diploma to a better future, material used is the same (textbooks, quizzes, test) What are the differences between the two objects, people, subjects, or concepts? List as many differences that you can think of. Homeschool you get more one on one help and attention, greater social interaction in public schools, fights and bullying aren’t as likely in homeschool, flexibility in schedules Are you going to focus on similarities, differences, or both? Explain your rationale. I think it’s important to focus on both I believe there are more difference than similarities when it comes to homeschool vs. public school What do you want your readers to learn and understand after reading your essay? What is the purpose of your essay? The purpose is to show that while homeschool and public schools are different they both have their positive benefits and you have to choose the one that best suits you and your family. What three parallel points of comparison or contrast will you address in your essay? For example, if you were going to compare and contrast two teachers, your three parallel points might be these: Each teacher’s homework policy Each teacher’s classroom conduct policy Each teacher’s demeanor Social Interaction Flexibility of schedule and submitting assignments. Bullying Issues Explain why this is an appropriate and workable topic selection for the final assignment. This topic is appropriate for me because my husband and I have actually been discussing moving our children from public to home school due to my child being bullied by an older child. So I feel like choosing this topic can teach me something and help me in the future to make decisions for my own children. 1. What is your chosen topic from the list? Home School vs. Public School 2. Will you be comparing or contrasting the items? I will be comparing and contrasting home school and public school there are many important differences as well as similarities. 3. Will you be organizing your essay point-by-point or by subject? Point by point 4. What 3 characteristics will you be comparing or contrasting? Social interaction in public vs. home school, bullying, and the flexibility of schedules between both 5. What is your brainstorming plan? I will jot my ideas down as they come to me, I will research the differences and similarities, then make a rough draft. Emails and written letters vary because of the time involved for both senders and recipients. Emails are typed, and letters are hand-written. Typing is much quicker compared to hand writing. Emails can be sent with the click of a button. Letters must be sealed, stamped, and sent by what is today deemed â€Å"snail mail†. Emails can be sent much quicker than hand written letters. A recipient can go into his or her email account and quickly review an email. Letter recipients must wait for the mail, open the envelope and unfold the paper. Recipients receive emails much faster than those receiving written letters. Ultimately, emails and written letters have various differences in the ways that the messages are written, sent, and received, but they also differ because of the popularity of each.

Manifestations of Dementia

Manifestations of Dementia Melinda Godfrey GNUR543 St. John Fisher College Mrs. Yowell is a 90-year-old woman who is a resident of a long-term care facility. She was alert and mentally quite capable until about a year ago when she began to manifest signs and symptoms of dementia. A review of her medical records failed to document a thorough analysis of her dementia, but a diagnosis of â€Å"probable Alzheimer disease† was recorded. What are the common manifestations of dementia? The definition of Dementia is â€Å"a general term for loss of memory and other mental abilities severe enough to interfere with daily life.It is caused by physical changes in the brain. † (Common Types of Dementia, 2012). The first manifestations of Dementia usually are: * Loss of memory – generally the patient doesn’t notice the loss of memory but a loved one will. This is generally the entree into the physician’s office leading to a diagnosis. * Trouble focusing and follo wing conversations – the patient is unable to handle more than one task at a time and will not be able to perform a task and listen to or follow a conversation easily. * Impaired judgment and reasoning – patients become confused and are unable to cope as well when unexpected events come up.Other symptoms could include: mood changes, personality and behavior changes. As noted, dementia is not a disease itself but a cluster of cognitive changes. The onset symptom of dementia can vary depending on the disease or syndrome that is associated (Common Types of Dementia, 2012). The major dementia diseases or syndromes are: 1. Alzheimer Disease (AD) – AD accounts for 60 – 80% of the cases of dementia (Shadlen & Larson, 2012). 2. Dementia with Lewy Bodies (DLB) – DLB starts with progressive cognitive decline and usually the patient also has hallucinations, periods of lucidity and some rigidity.DLB has abnormal accumulations of protein structures in the patie nt’s brain (Dementia With Lewy Bodies Information Page, 2011). 3. Frontotemporal Dementia (FT) – FT is associated with the shrinking of the frontal and temporal anterior lobes of the brain (Frontotemporal Dementia Information Page, 2011). Generally the patient will have trouble with speech and behavior. 4. Vascular Dementia – This form of dementia results from many strokes. When a patient has a stroke, the blood flow is interrupted to the brain and the result is brain tissue damage (Types of Dementia, 2011).These patients normally lose their cognitive ability before their memory. 5. Parkinson Disease with Dementia – Approximately 40% of patients with Parkinson’s disease will have dementia (Parkinson’s disease, 2011). The nerve cells in the brain that make dopamine are slowly destroyed leaving no way for the brain to send messages. What other potentially treatable factors might have led to Mrs. Yowell’s deteriorating mental function? T here are many reasons that Mrs. Yowell may have impaired mental functioning (see Table 1). The first and easiest reason to rule out would be a urinary tract infection (UTI).A urine sample can show if there are white blood cells (indicating infection) present in the urine. The increased levels of bacteria in an elderly person’s body can cause toxicity which leads to the altered mental status (Midthun, 2004). Most noted changes are confusion, agitation and lethargy. Table 1| | (Shadlen & Larson, 2012)| Secondly, Mrs. Yowell could have vitamin deficiencies. For example, if a patient has low levels of thiamine they can develop Wernicke’s encephalopathy. This can cause damage in the brain to the thalamus and the hypothalamus.These patients will exhibit signs of confusion, loss of memory and hallucinations (Dugdale, 2010). If left untreated it can cause permanent damage but, it is usually corrected by injections of thiamine. Another cause of confusion/delirium in elderly pat ients is an adverse drug reaction or interactions with another drug. Mrs. Yowell could have been given a new medication that is directly affecting her mental status. Nearly 70% of residents in long term facilities take nine or more medications (Gillick, 2012). Elderly patients have slower clearance rates of drugs through their liver and kidney thus leading to drug accumulation (Gillick, 2012).There should be a regular review of medications in order to anticipate and keep on top of any potential changes. Discuss in detail the organic brain/neuronal alterations that are typical of Alzheimer disease? The changes that occur in the brain with Alzheimer’s disease (AD) are threefold. The first is amyloid plaque, this is abnormal clumps of protein found outside of the nerve cells. The protein pieces are in the fatty membrane that is around the brains nerve cells. The amyloid is a protein that is snipped from a larger protein (amyloid precursor protein) during metabolism (Copstead, 20 10).These clumps form plaque and can block cell-to-cell signaling (Common Types of Dementia, 2012). In a healthy brain the fragments are broken down and eliminated before they turn into plaque. Without the ability to signal the brain may also activate the inflammatory response. At this point it is still not known whether the plaque causes or is created by AD. Secondly, inside the nerve cells there is a protein called tau. This protein is normally helps maintain the cell structure allowing proper nutrition and signaling. The tau protein in AD is changed into twisted strands, called tangles (Common Types of Dementia, 2012).It is said that the changes are brought on by the phosphorylating enzymes which are activated by inflammatory changes, lipid abnormalities and aging (Copstead, 2010). Thirdly, the brain is losing connectivity between nerve cells and cells are dying which results in permanent brain damage. Other changes in the brain include shrinking of the hippocampus and cortex. AD also shows an increase in ventricles. The progression of the damage in the AD brain is predictable. According to the Alzheimer’s research center, the plaques and tangles spread through the cortex in a predictable fashion (Common Types of Dementia, 2012).Summary Scientists believe that the cause of AD is multi-factorial. IT could be a combination of genetics, lifestyle and environmental factors. Specifically, it is believed that a person with diabetes, depression or heart disease is more likely to develop AD (Copstead, 2010). There is a link to a gene, APOe4 that is thought to be associated with late onset AD. However, studies have shown it is not present in some cases of AD and is present in cases with no AD (Common Types of Dementia, 2012). At this point the definitive diagnosis of AD can only be obtained after death (Common Types of Dementia, 012). This means that clinicians must ask the right questions to diagnose this disease. AD is still quite unknown as to the order of the changes that occur in the brain. As more research is conducted we will be able to identify the manifestations of the disease earlier and slow the progression of AD. References Common Types of Dementia. (2012). Retrieved March 14, 2012, from Alzheimer's Association: http://www. alz. org Copstead, L. -E. C. (2010). Pathophysiology. St. Louis: Saunders. Dementia With Lewy Bodies Information Page. (2011, December 28).Retrieved March 8, 2012, from National Institute of Neurological Disorders and Stroke: http://www. ninds. nih. gov Dugdale, I. M. (2010, February 6). Wernicke-Korsakoff Syndrome. Retrieved March 10, 2012, from Medline Plus: http://www. nlm. nih. gov/medlineplus Frontotemporal Dementia Information Page. (2011, December 28). Retrieved March 8, 2012, from National Institute of Neurological Disorders and Stroke: http://www. ninds. nih. gov Gillick, M. M. (2012, February 22). Medical Care of the Nursing Home Patient in the United States. Retrieved March 10, 2012, from UpToD ate: http://www. uptodate. com Lexicomp. 2012). Retrieved February 5, 2012, from Lexicomp: https://online-lexi. com Midthun, M. R. (2004). Criteria for Urinary Tract Infections. Retrieved March 4, 2012, from Medscape: http://www. medscape. com Parkinson’s disease. (2011, September 26). Retrieved March 5, 2012, from PubMed Health: http://www. ncbi. nlm. nih. gov Shadlen, M. -F. M. , ; Larson, E. B. (2012, February 10). Evaluation of Cognitive Impairment and Dementia. Retrieved March 5, 2012, from UpToDate: http://www. uptodate. com Types of Dementia. (2011, June 23). Retrieved March 14, 2012, from Cleveland Clinic: http://my. clevelandclinic. org

Arnolds Works and Hidden Radicalism In Them

Arnold's Works and Hidden Radicalism In Them Matthew Arnold was born in 1822 in Laleham-on-Thames in Middlesex County, England. Due to some temporary childhood leg braces, (Machann, 1) and a competitiveness within the large family of nine (Culler xxi) young Matthew earned the nickname Crabby. His disposition was described as active, but since his athletic pursuits were somewhat hindered by this correction of a bent leg (Machann 1), intellectual pursuits became more accessible to him. This may have led him to a literary career, but both his parents were literary (his mother wrote occasional verse and kept a journal, Machann 1) and scholarly, also, and this may have been what helped to accomplish the same aim. His father, Thomas Arnold, was a celebrated educator and headmaster of Rugby School, to which Matthew matriculated. He later attended Oxford, and, after a personal secretary-ship to Lord Lansdowne (Machann, 19) he was appointed Inspector of Schools. He spent most of his adult life traveling around England and sometimes the continent observing and reporting on the state of public schools, and his prose on education and social issues continues to be examined today (Machann xi). He also held the Chair of Poetry at Oxford for ten years, and wrote extensive literary criticism (Culler, xxii). Arnold is probably best known today for this passage of his honeymoon-written (Machann, 31) Dover Beach, the only poem of Arnolds which may be called very famous. This is the last stanza of the poem. Ah, love, let us be true To one another! For the world, which seems To lie before us like a land of dreams, So various, so beautiful, so new, Hath really neither joy, nor love, nor light, Nor certitude, nor peace, nor help for pain; And we are here a on a darkling plain Swept with confused alarms of struggle and flight, Where ignorant armies clash by night. (Strand and Boland, 185-186) This poem, a love poem doubtless, in the end directs us to a love beyond all earthly love, and a rejection of the world as a place of illusions. Religion was the central idea of Arnolds life, but he thought that poetry was an excellent, and, in fact, vital part of the new society, which he thought absolutely necessary to understanding the spiritual component of life. He wrote in his The Study of Poetry, But for poetry the idea is everything; the rest is a world of illusion, of divine illusion. Poetry attaches its emotion to the idea; the idea is the fact. The strongest part of our religion to-day is its unconscious poetry. (463), and We should conceive of [poetry] as capable of higher uses, and called to higher destinies, than those which in general men have assigned to it hitherto. More and more mankind will discover that we have to turn to poetry to interpret life for us, to console us, and to sustain us. (464). So this poet, who was actually not primarily a professional poet for a large part of his life, but instead accomplished all of his great poetic feats during his time off from his employment inspecting schools (Britannica article), argued that poetry was of paramount importance to everyone, and necessary for spiritual health. What kind of poetry would a man like this write? He naturally excelled at lyric and elegy (Schmidt 486,) but he really thought the truly impersonal epics the classic virtues of unity, impersonality, universality, and architectonic power and upon the value of the classical masterpieces (Britannica article) were the highest form and the best model of poetry. He wrote some long dramatic and narrative poems, such as Empedocles on Etna Sohrab and Rustum, and Tristram and Iseult, with classical and legendary themes. He had a classical education at Rugby and Oxford, but distanced himself from the classics (though he thought of them as being the bastion of sanity (Schm idt 486,) but he was also the first Poetry chair at Oxford to deliver his lectures in English instead of Latin (Culler, xxii)). He gave a lecture On Translating Homer, but in it refused to translate it himself, and instead provided criticism on the latest two translations. He was very religious, but also was critical of the established religions of his Victorian time, and wrote most of what now passes with us for religion and philosophy will be replaced by poetry (Harmon, 464,) which must have been a somewhat shocking claim in his time coming from a man employed in more than one capacity to mold young minds. He was a product of his time, but had deep personal reservations about the state of his world. His poetry has been criticized, even his greatest poems, as being an allegory of the state of his own mind. (Culler, xvii). His talents appear to have lain in the personal poems the lyric and the elegy, such as Dover Beach, but his ambitions perhaps lay in what he considered a higher form of poetry the epic. Empedocles on Etna, for example, doesnt have the immediacy and the musicality of Dover Beach or even his famous (at the time) sonnet Shakespeare: Others abide our question. Thou art free. We ask and ask Thou smilest and art still, Out-topping knowledge. For the loftiest hill, Who to the stars uncrown his majesty, Planting his steadfast footsteps in the sea, Making the heaven of heavens his dwelling-place, Spares but the cloudy border of his base To the foild searching of mortality; And thou, who didst the stars and sunbeams know, Self-schoold, self-scannd, self-honourd, self-secure, Didst tread on earth unguessd at. Better so! All pains the immortal spirit must endure, All weakness which impairs, all griefs which bow, Find their sole speech in that victorious brow. (Culler 26) This poem has the fourteen lines of a sonnet, and the final rhyming couplet, but has additional stanza breaks that Shakespeares sonnets did not. Perhaps in this kind of laudatory poetry (perhaps imitating the original form of classical elegies, which were replete with flatteries) Arnold didnt think he was worthy to directly imitate his subjects sonnet form. This example of Arnolds poetry shows his mastery of language even awkward constructions like Self-schoold, self-scannd, self-honord, self-secure trip off the tongue and make sense without seeming simplistic. He uses some of Shakespeares language (didst, thou,) but doesnt make this sound like a piece of Elizabethan poetry, either. He brings the reader to think about what in Shakespeare he or she might have read that is out-topping knowledge. The comparison in the second stanza is definitely classical in origin (perhaps the Colossus of Rhodes, or the battles of the Titans and the gods in Greek mythology), showing Shakespeare metaph orically large enough to stand on earth and live in heaven. We humans on earth can only contemplate his lower parts, his base (Machann says that it is an image of Shakespeare as a lofty mountain, 15.) It is a good way of capturing the wonder and mystery of great art. We ask and ask, as Arnold says, be we dont fully understand a masterpiece or how its creator made it. Also, its just self-conscious enough to show Arnolds modesty about his own talent. He doesnt put himself in the class with Shakespeare, or with Homer or writers of the other classical epics. He hasnt quite reconciled himself, I think, to the idea that the future of poetry lay in the personal, which was a kind of poetry he himself was able to write very well. Arnolds poetry, especially his lyrics and elegies, are often interesting and thought-provoking. His mastery of English is complete, and his diction shows his full Latin and Greek education, with the deep understanding of the origin of Latinate English words. But he does not shy away from good Anglo-Saxon words, either, like Shakespeare does not, and is fully able to use both high-flown language (such as in Empedocles on Etna, These rumblings are not Typhos groans, I know!/These angry smoke-bursts/Are not the passionate breath/Of the mountain-crushd, tortured, intractable Titan king, Culler 65) and very simple, lovely images, such as stars and sunbeams know. His elegy Memorial Verses to Wordsworth is considered one of the best elegies in English. (Schmidt, 485) Arnold was a product of his time the old Victorian world of religion and classical education but he also anticipated the new modern focus on self-choice and the value placed on the personal. He was a poetic talent with a flair for thoughtful poems, with the ability to create beautiful and lasting images. Works cited: Machann, C. Matthew Arnold: A Literary Life, New York: St Martins Press, 1998 Arnold, Matthew. Encyclopedia Britannica. 2006. Encyclopedia Britannica Online. 8 Oct. 2006 http://www.britannica.com/eb/article-9009580. Culler, A. D., Ed., Poetry and Criticism of Matthew Arnold, Boston: Houghton Mifflin Company, 1961. Strand, M., and Boland, E., Eds., The Making of a Poem, New York: W.W. Norton and Company, 2000 Harmon, W. Ed., Classic Writings on Poetry, New York: Columbia University Press, 2003. Schmidt, M. The Lives of the Poets, New York: Alfred A. Knopf, 1999

Participant Observation (Business Research Method) Essay

Participant Observation (Business Research Method) - Essay Example 2006, p. 342). Participant observer is basically carrying out a naturalistic approach to conducting research and it seems to be a commitment that attempts to adopt the perspectives of studies shared in the day to day experiences. Participant observation has been described as an ongoing and intensive observing, listening and speaking with some explanations (Ely, 1991, p. 42). Many researchers use participant observation as an umbrella term for all qualitative data gathering and data handling. Participant observation includes going out or staying out in search for qualitative data gathering, and thus the observer may learn a new language in order to express the experiences about the lives of people that the researcher comes to know. With this type of research approach, the researcher is prompted to be immersing himself in a specific culture and also learning how he can get rid of the same immersion so that he will be able to intellectualize what he has seen and heard. He will express them in writing, speaking to others and will try to convince others (Bernard, p. 2006, p. 344). Participant observation is therefore more likely to be a fieldwork, but all fieldworks are in contrary not participant observation. ... sanctioned and socially approved answers for a survey research to provide socially desirable responses to describe oneself in terms judged as desirable and to present one-self favorably (Craighead and Nemeroff, 2002, p. 1557). Social desirability affects the accuracy of data to be gathered. It is mainly influenced by the way questions are prepared or asked. Many of survey research questions are more likely to create chances of social desirability so that respondents answer questions in a pre-made answer formats. Engel and Schutt (2005, p. 234) stressed that social desirability effects are more likely to occur when discussing issues that are of controversial in nature or when researcher expresses a view that is not popular or not widely accepted. When survey researcher or interviewer asks the participants with certain ready-made questions, especially when the questions have highly desirable answers, respondents feel conflicts between a desire to conform to the definition of good respo ndent behaviour and a desire to respond and appear to the interviewer to be in a socially desirable category. In surveys with pre-made multiple choice questions, social desirability is more likely to occur among the respondents. Operational Definition An operational definition, in the context of data collection and research, is an obvious, brief, complete and careful description of a measure. Social scientist uses operational definition as a measure to explain various conceptual terms (Sprague, Stuart and Bodary, 2008, p. 205). As different types of data were gathered, operational definition is very fundamental. The operational definition is a significant one in a situation at which the decision is to be taken about something regarding whether it is correct or not, or something having the

Effectiveness of Business Communication Essay Example | Topics and Well Written Essays - 1250 words

Effectiveness of Business Communication - Essay Example The essay "Effectiveness of Business Communication" paper aims to proffer pertinent issues relating to the analysis of business communication and the strategies to effectively communicate in teams by using the list of "Advantages and Disadvantages of Teams" that provides an example how teams have worked in one’s workplace. Communication is a process which aims to transfer and implement the meaning of symbols from one person, group or organization to another. According to Workplace Communication, â€Å"business communication is defined as the imparting or exchanging of information and the sharing of ideas or feelings. It entails the process of creating meaning†. The current paper aims to proffer pertinent issues relating to the analysis of business communication and the strategies to effectively communicate in teams. The manner by which individuals communicate in the work setting depends on various factors. Using the list of "Advantages and Disadvantages of Teams", the e xamples of how teams have worked effectively incorporated the common elements noted for a successful teamwork that included the following: increased knowledge and information; increased diversity of perspectives and views; increased tendencies to unanimously accept a proposed solution; and manifestation of higher levels of performance. In one’s work setting, for instance, it was clearly imminent and proven that the increased information and knowledge works well. A team has access to more data and share crucial information.