Effects of a Changing World Essay Example | Topics and Well Written Essays - 250 words

Effects of a Changing World - Essay Example The areas affected most by the change from a bipolar world ruled by the U.S and the Soviet Union include the nature of intelligence gathered, changing use of intelligence by the government, and the influence of these intelligence on U.S domestic and foreign policies (Martland, 2008). For instance, as other powers such as China and Brazil continue to rise, the U.S intelligence has been forced to form unique intelligence alliances with its allies such as the British (Martland, 2008). Specifically, the social, economic, cultural, and political hegemony that emerged and spread in the 1990s implied that the U.S intelligence community had to treat intelligence as a hegemonic concept to gain insight into other societies. In particular, the current social hegemony in which people have the freedom and the right to exercise their civil powers has made the U.S intelligence community to change their perception towards intelligence (Dieseldorff, 2009).Thus, due to the civil powers brought about b y social, political, cultural, and economic hegemony, the intelligence community recognizes that hegemonic concepts have to be normalized (Dieseldorff, 2009). This changing nature of the world has quite a number of implications for the U.S intelligence community. For instance, the U.S intelligence is currently designed to establish and promote a culture of imperialism in which the U.S tries to dictate not only the internal affairs of other countries but also their social and economic features. For illustration, besides supporting the Iraqi and the Afghani Wars, the U.S intelligence has supported the installation and the creation of internal and sponsored governments in these subordinate states. Martland, P. (2008). â€Å"Spooks and Spies: a History of the British and US Intelligence Communities, 1909 to the Present†. Retrieved on September 2, 2012 from

Persistent Organic Pollutants (POPs). Environmental Toxicology Essay

Persistent Organic Pollutants (POPs). Environmental Toxicology - Essay Example According to studies it has been found that certain POPs such as chlordane, toxaphene and mirex have the ability to induce hepatotoxicity-related genes. These genes were induced in the human hepatocellular carcinoma cell line and were evaluated by using microarray and gene ontology studies. It was observed that certain pathways which were associated with hepatotoxicity such as metabolism of xenobiotics by apoptosis complement and coagulation cascades and cell cycle regulation, were up-regulated or down-regulated by POPs. POPs have the ability to express different genes and also help in understanding the hepatotoxic mechanism of POPs (Choi, Song, Lee, & Ryu, 2013). POPs are an important aspect of environmental toxicology and have been increasingly associated with increased risk of cancer and tumor pathogenesis. POPs belong to environmental endocrine disruptors or are an important part of aquatic ecosystem. It has been difficult to assess the toxinogenomic effects of POPs however an important mechanism is by their action on the aryl hydrocarbon receptor pathway in the fish. Through this pathway they induce cytosolic complex formation, translocation of the receptor and induction of the CYP1A (Zhou, et al., 2010). These effects are a step forward in understanding the toxicology of the POPs, however, stll further research is required in this challenging aspect of the POP mechanism. Zhou, H., Wu, H., Liao, C., Diao, X., Zhen, J., Chen, L., & Xue, Q. (January 01, 2010). Toxicology mechanism of the persistent organic pollutants (POPs) in fish through AhR pathway.  Toxicology Mechanisms and Methods,  20,  6,

My Alignment with the Values of the Bank Essay Example for Free

My Alignment with the Values of the Bank Essay According to Business Dictionary 2010, values can be defined as the important and enduring beliefs or ideals shared by the members of a culture about what is desirable and what is not. Each person has his or her own individual values and so does organizations. The values of organizations dictate its actions and behaviors. Corporate values can be said to play an important role in an organization and is imperative to success. And Access Bank PLC is known for its core values which are Excellence, Leadership, Empowered employees, Passion for customers, Professionalism, and Innovation. These values can be said to be responsible for its excellence and continuous strive to be the best both locally and globally. To attain a successful alignment between individual and organization values, there needs to be a synergy between the employee and the organization he or she works for. My alignment with these values are in no doubt because I as an individual always strive to be the best and these values should be cultivated by any individual or organization that strive to be the best. Firstly the value of Leadership, I as an individual that strive for excellence always want to be the leader. I strive to acquire all the necessary knowledge and expertise that makes me stand out as a leader that others look up to. So in this vein, contributing and believing in the Leadership value of Access Bank PLC is something that will come as second nature to me. Then there is excellence. This being part of my daily mantra is a value that aligning with will also come as second nature. I and Access Bank both believe in the value of excellence. As someone who strive to be the best and excel. Excellence is a watch word that applies to everything I do. I recognize the importance

Efficient Market Theory :: essays research papers

Abstract According to the Efficient Market Theory, it should be extremely difficult for an investor to develop a "system" that consistently selects stocks that exhibit higher than normal returns over a period of time. It should also not be possible for a company to "cook the books" to misrepresent the value of stocks and bonds. An analysis of current literature, however, indicates that companies can and do "beat the system" and manipulate information to make stocks appear to perform above average. An understanding of the underlying inefficient "human" factors in the market equation is necessary in order to account for the flaw in Efficient Market Theory. Efficient Market Theory: A Contradiction of Terms Efficient Market Theory (EMT) is based on the premise that, given the efficiency of information technology and market dynamics, the value of the normal investment stock at any given time accurately reflects the real value of that stock. The price for a stock reflects its actual underlying value, financial managers cannot time stock and bond sales to take advantage of "insider" information, sales of stocks and bonds will not depress prices, and companies cannot "cook the books" to artificially manipulate stock and bond prices. However, information technology and market dynamics are based upon the workings of ordinary people and diverse organizations, neither of which are arguably efficient nor consistent. Therefore, we have the basic contradiction of EMT: How can a theory based on objective mechanical efficiency hold up when applied to subjective human inefficiency? As a case in point, America Online (AOL) offers a classic example of how investors can be misled by a company that uses the market system against itself. AOL, up until early November of this year, used an accounting system that effectively "cooked their books" and provided misleading figures on the company’s performance. Instead of accounting for its promotion expenses and costs as a regular expense, as normal companies do, AOL spread them over two years. This let AOL report annual profits based on revenue figures derived from denying actual expenses (as cited in Newsweek, November 11 edition). By deferring those costs, AOL over the years reported profits $385 million greater than they would otherwise have been. The company then used these non-existent profits to promote itself as a money-making opportunity for both stockholders and potential investors, artificially increasing its stock prices. This accounting practice is perfectly legal, but the information was kept private for over two years.

Database Needs for Early Learning Programs Essay

The Outcomes and Targets for the recently passed Families and Education Levy are very high. At the heart of the levy is accountability and using data in timely ways to improve annual outcomes. In the realm of Early Learning the dollars will double and the number of children and professional staff served will increase dramatically. The need for reliable, accessible data is great. An HSD IT web based data system (ELNIS) was created in 2006 for the previous levy. It was deployed in the summer of 2007 and began to be used in the 2007-2008 school year. Hosted by the state of Washington, it is accessible to each agency under contract with the city through a city purchased computer and digital certificate. Help desk support and training are also provided by the city. In 2009 the state ECEAP program substantially changed its enrollment form. ELNIS no longer matches the data elements required by the state. It was decided, because the change came so late in the year, that it was not feasible to make the changes in ELNIS. For the 2009-10 and 2010-11 school years the data has been out of sync with enrollment forms for ECEAP. ELNIS was designed in 2005 with the hope of having a single early learning data base for ECEAP, Step Ahead, and Child Care Subsidy. This proved to be unfeasible given the time constraints and limited resources available to accomplish the task. Children are entered into multiple data bases that do not connect with each other, but all ECEAP children are also in ELNIS. In 2010 Creative Curriculum substantially change the child assessment tool, such that in the final year of the levy 2010-2011 the child assessment data is no longer uploaded into ELNIS. Again it was decided not to reconfigure ELNIS to match the changes in the assessments because of time and cost, until the new levy passed. The OFE monthly report drives the immediate need for data. Each month OFE requires a data set of demographics, attendance and assessment data be delivered on the last day month following the month reported. In the MOA each year between OFE and HSD the data elements are negotiated. The data reporting required for early learning in 2010-2011 is on pages 5 – 8 of this report. These will still form a substantial part of the required data, but there will be additional items and number of records will increase substantially. Further, each year an analysis is completed by the data and evaluation strategic advisor in August/September for the previous school year. The data is used to help managers and education specialists to improve the performance of the agencies in the next school year. This process begins by creating a large data set of assessments matched to each child who has been served. The early vision was that the data would be stored in ELNIS and download for use in evaluations ready to be reported or analyzed. ELNIS is capable of containing the demographic data (although it no longer matches the data collected for ECEAP families) for each child, the agency, site and classroom data, and the ECERS assessment. It can no longer upload the Embedded Child Profile Assessment data, the PPVT- 4 child data, nor any data about professional development. All of this data must be managed separately in Excel spreadsheets and appended to the download from ELNIS. Increased needs for data and new data elements The new levy includes six components of which are three are new and three are expanded: †¢Professional Development †¢Family Engagement and Outreach †¢Preschool †¢Kindergarten Transition †¢Home Visiting Program †¢Health and Mental Health Support for Children The new required elements for reporting are expected to include the following indicators of progress toward the outcomes: †¢Parent-Child Home Program (PCHP) – Caregivers/Adults will demonstrate increased positive behavior on the Parent and Child Together tool (PACT). †¢PCHP – Children will meet standard on the Child Behavior Traits (CBT) and the Teacher Rating of Oral Language and Literacy (TROLL). †¢Family Friend and Neighbor’s (FFN†S) Care Providers – Caregivers/Adults will demonstrate increased positive behavior on the Parent and Child Together tool (PACT). †¢Step Ahead Preschool Programs – Children enrolled will meet the Standard Score and/or make gains on the Peabody Picture Vocabulary Test-4 (PPVT-4) of Receptive English by the end of the preschool year. †¢Step Ahead Preschool serving children who are English Language Learners: Children will make statistically significant gains in English Language Acquisition at the end of the preschool year on the PPVT-4. †¢Step Ahead Preschool – Children will meet age level expectations at the end of the preschool year on Teaching Strategies Gold Child (TSG) assessment. †¢Children served by Step Ahead and SEEC and enrolled in full-day kindergarten – Children will meet the age-level expectations on Washington Kindergarten Inventory of Developing Skills (WaKIDS) . †¢SEEC Pre-K – Classrooms will meet the Environmental Rating Scale (ERS) standard at the end of the program year. †¢SEEC Pre-K – Teachers will meet standard on the Classroom Assessment Scoring System (CLASS) at the end of the program year. †¢Children enrolled in Step Ahead pre-K program will have fewer than 5 absences per semester. †¢Children served by a Step Ahead Preschool will be assessed at level 2 or higher on the district English assessment test at the beginning of Kindergarten. †¢Number of early learning and child care settings receiving targeted consultation or training. †¢% of children who enroll in kindergarten on time. †¢% of children enrolled in full day kindergarten. †¢% of children who attend 90% of school days. †¢% of children who meet the birth to 3-year indicator for health (TBD). †¢% of 4 year olds who meet standard on the curriculum embedded assessment in preschool. Early Learning Health †¢Number of early learning and child care settings and providers receiving targeted consultation or training. †¢Number of children in early learning and child care settings receiving developmental assessments. †¢Number of children in early learning and child care referred for mental health therapy and/or medical follow-up. †¢Number of low-income families linked to a health care home, Medicaid coverage, and/or other health care resources. Assessment Tools used to provide outcome and indicator data Formative Assessments †¢Child: Teaching Strategies Gold (administered fall, winter and spring of the pre-k year) †¢Classroom: Curriculum-embedded classroom checklist (administered annually) †¢CLASS: Annual voluntary observation of pre-k and kindergarten- 3rd grade teachers to measure teacher effectiveness. Summative Assessments †¢Child – PPVT-4 (administered fall and spring of pre-k ) †¢Child – WaKIDS ( administered fall and spring of kindergarten) †¢Classroom – ECERS ( administered annually) Performance Payment with OFE will likely include these Outcomes (indicators) 2010-11 Indicator BaselinesNumber of Students Meeting IndicatorPercent of Students Meeting Indicator Families demonstrating increased positive behavior on the PACT and the CBT 35/4283. 3% Children making gains in the Standard Score from the fall pre-PPVT to the spring post-PPVT 657/93570. 3% Children with a minimum of two assessments meeting age-level expectations on Teaching Strategies Gold397/546 73. 0% Children are in classrooms meeting an ECERS standard of 5 in each subscale or an average of 6 in all subscales. 397/636 62. 4% Indicator Targets2010-20112012-132013-142014-152015-162016-172017-182018-19 Families demonstrating increased positive behavior on the PACT and the CBT 83. 3% 84% 85% 86% 87% 88% 89% 90% Children making gains in the Standard Score from the fall pre-PPVT to the spring post-PPVT 70. 3% 73% 76% 80% 83% 86% 89% 90%. Children with a minimum of two assessments meeting age-level expectations on Teaching Strategies Gold 73. 0% 75% 78% 81% 84% 87% 89% 90% Children are in classrooms meeting an ECERS standard of 4 in each subscale or an average of 6 in all subscales. 62. 4% 67% 71% 76% 80% 85% 89% 90% Conclusions: ELNIS as currently configured will not meet the needs of the Early Learning System to report data to the funder, to use data for improving outcomes, or to manage data for contract payment purposes and monitoring. Either work needs to begin ASAP on reconfiguring ELNIS or a new data system needs to be created or purchased. Options include an HSD IT build or a purchase of a configurable off the shelf software system, such as Adsystech or ETO. Data will need to begin being reported to OFE in the fall of 2012, eight months from now. What options exist for meeting this need? What resources are available? What planning team should be assembled? Data Set currently required to be reported by OFE (2010-2011) SEEC Early Learning – Pre-K Source: HSD (monthly) Data ElementData TypeNotes YearNumericThe year of the period that the data is reported for. e. g. 2006 for reporting period December 2006. MonthNumericThe month of the period that the data is reported for. e. g. 12 for reporting period December 2006 Child HSD IDNumeric1 = English 2 = Other than English 3 = English and another language 4 = not reported Student IDNumericEnter SPS Student ID after child is enrolled in Kindergarten Ethnicity CodeChar 25 categories from SPS Child’s Home LanguageNumeric Gender CodeChar 1 SEEC Agency CodeChar 4Corresponds with Agency name look-up table SEEC Site CodeChar 4Corresponds with classroom site look-up table SEEC Classroom Code Char 7Corresponds with classroom look-up table. SEEC StatusNumeric1 = Step-Ahead Pre-K 2 = Step Ahead Match SEEC TierNumericTier I – Step Ahead, Tiny Tots, Refugee Women’s Alliance, and Jose Marti Tier II – Denise Louie Education Center/Head Start Tier III – Non-Step Ahead Early Childhood Education and Assistance Programs (ECEAP) , Neighborhood House Head Start Tier IV – Comprehensive Child Care Program (CCCP), other Head Start Programs in the City of Seattle Days in Pre-K ProgramNumeric/NullTotal number of days the student has participated in the Pre-K program during the month. ECERS Average Subscale Scores and average totalNumericRange 1-7 ECERS – Met StandardYes/No/Null ECERS average score of 4 across all 7 elements Classroom Quality StandardYes/No/NullClassroom met quality standards Classroom LevelNumeric/NullClassroom score based on years of experience and training 1st Child Assessment – Social/Emotional DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR 1st Child Assessment – Physical DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR. 1st Child Assessment – Cognitive DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR 1st Child Assessment – Language DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR 2nd Child Assessment – Social/Emotional DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment or High/Scope COR 2nd Child Assessment – Physical DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment. or High/Scope COR 2nd Child Assessment. Cognitive DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment or High/Scope COR. 2nd Child Assessment – Language DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment or High/Scope COR. 3rd Child Assessment – Social/Emotional DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment or High/Scope COR. 3rd Child Assessment – Physical DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment or High/Scope COR. 3rd Child Assessment. Cognitive DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment. 3rd Child Assessment – Language DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment or High/Scope COR. Formative Assessment – ChildYes/No/NullChild met the standard in the final embedded assessment as adopted by the SEEC assessment workgroup. PCHPYes/No/NullParticipated in Parent-Child Home Program. SEEC Early Learning – Peabody Picture Vocabulary Test, Fourth Edition PPVT Source: HSD (twice yearly) Data ElementData TypeNotes Child HSD IDNumeric. Child AgeXX-XXChild’s age at time of test in years and months 1st assessment – standard scoreNumeric/NullStudent’s standard score from the 1st Peabody Picture Vocabulary Test. 1st assessment – raw scoreNumeric/NullStudent’s raw score from the 1st Peabody Picture Vocabulary Test 1st assessment – grade equivalent scoreNumeric/NullStudent’s grade equivalent score from the 1st Peabody Picture Vocabulary Test 1st assessment – age equivalent scoreNumeric/NullStudent’s age equivalent score from the 1st Peabody Picture Vocabulary Test 1st assessment – growth scale valueNumeric/NullStudent’s growth scale value from the 1st Peabody Picture. Vocabulary Test 1st assessment – percentile scoreNumeric/NullStudent’s percentile score from the 1st Peabody Picture Vocabulary Test 2nd assessment – standard scoreNumeric/NullStudent’s standard score from the 2nd Peabody Picture Vocabulary Test. 2nd assessment – raw scoreNumeric/NullStudent’s raw score from the 2nd Peabody Picture Vocabulary Test 2nd assessment – grade equivalent scoreNumeric/NullStudent’s grade equivalent score from the 2nd Peabody Picture Vocabulary Test 2nd assessment – age equivalent scoreNumeric/NullStudent’s age equivalent score from the 2nd Peabody Picture Vocabulary Test 2nd assessment – growth scale valueNumeric/NullStudent’s growth scale value from the 2nd Peabody Picture Vocabulary Test 2nd assessment – percentile scoreNumeric/NullStudent’s percentile score from the 2nd Peabody Picture Vocabulary Test. SEEC Early Learning – ECERS Source: HSD (twice yearly) Data ElementData TypeNotes SEEC Classroom Code Char 7Corresponds with classroom look-up table. 1st ECERS score – Space and FurnishingsNumeric/NullAverage score for subscale 1st ECERS score – Personal Care RoutinesNumeric/NullAverage score for subscale 1st ECERS score – Language and Reasoning Numeric/NullAverage score for subscale 1st ECERS score – Activities Numeric/NullAverage score for subscale 1st ECERS score – Interaction Numeric/NullAverage score for subscale 1st ECERS score – Program StructureNumeric/NullAverage score for subscale 1st ECERS score – Parents and StaffNumeric/NullAverage score for subscale 1st ECERS cumulative classroom scoreNumeric/ NullAverage score across all subscales 2nd ECERS Score – Space and FurnishingsNumeric/NullAverage score for subscale 2nd ECERS Score – Personal Care RoutinesNumeric/NullAverage score for subscale 2nd ECERS Score – Language and Reasoning Numeric/NullAverage score for subscale 2nd ECERS Score – ActivitiesNumeric/NullAverage score for subscale 2nd ECERS Score – InteractionNumeric/NullAverage score for subscale 2nd ECERS Score – Program StructureNumeric/NullAverage score for subscale 2nd ECERS Score – Parents and StaffNumeric/NullAverage score for subscale 2nd ECERS cumulative classroom scoreNumeric/NullAverage score across all subscales. Early Learning – Parent-Child Home Program Source: HSD (twice yearly) Data ElementData TypeNotes YearNumericThe year of the period that the data is reported for, e. g. , 2006 for reporting period December 2006. MonthNumericThe month of the period that the data is reported for, e. g. , 12 for reporting period December 2006. Child HSD IDNumeric Student IDNumericEnter SPS Student ID after child is enrolled in Kindergarten Ethnicity CodeChar 25 categories from SPS, Other, Bi-Racial/Multi Racial Gender CodeChar 1 AgeNumeric In Parent-Child Home Visitor ProgramYes/NoStudent has participated in the Parent-Child Home Visitor Program during the month. Parent-Child Home Visitor Program – Provider CodeNumeric292 = Atlantic Street Center 304 = Neighborhood House at Rainier Vista 305 = Neighborhood House at New Holly 310 = Southwest Youth and Family Services Parent-Child Home Visitor Program – Total Number of VisitsNumeric/NullCumulative number of visits during the month. 1st Child Behavior Traits (CBT) Assessment – Cooperation with Adults Domain Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 1st CBT Assessment – Attention to Task Domain. Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 1st CBT Assessment – Engagement in Developmentally Appropriate Tasks Domain Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 2nd CBT Assessment – Cooperation with Adults DomainNumeric/NullScore ranges 1-4 2nd CBT Assessment – Attention to Task DomainNumeric/NullScore ranges 1-4. 2nd CBT Assessment – Engagement in Developmentally Appropriate Tasks DomainNumeric/NullScore ranges 1-4 3rd CBT Assessment – Cooperation with Adults DomainNumeric/NullScore ranges 1-4 3rd CBT Assessment – Attention to Task DomainNumeric/NullScore ranges 1-4 3rd CBT Assessment – Engagement in Developmentally Appropriate Tasks DomainNumeric/NullScore ranges 1-4 1st Parent and Child Together (PACT) Assessment – Parent-Child Interactions Domain Numeric/NullScore ranges 1-4 average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 1st PACT Assessment -Positive Parenting Behavior Domain Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 2nd PACT Assessment – Parent-Child Interactions Domain Numeric/NullScore ranges 1-4 2nd PACT Assessment – Positive Parenting Behavior Domain Numeric/NullScore ranges 1-4 3rd PACT Assessment – Parent-Child Interactions Domain Numeric/NullScore ranges 1-4 3rd PACT Assessment – Positive Parenting Behavior Domain Numeric/NullScore ranges 1-4. 1st Teacher Rating of Oral Language and Literacy (TROLL) Assessment – Language ScoreNumeric/NullScore ranges 0-20 (5 items with maximum of 4 points for each item) 1st TROLL Assessment – Reading ScoreNumeric/NullScore ranges 0-20 (5 items with maximum of 4 points for each item) 1st TROLL Assessment – Print Concept ScoreNumeric/NullScore ranges 0-12 (3 items with maximum of 4 points for each item) 2nd TROLL Assessment – Language ScoreNumeric/NullScore ranges 0-20 (5 items with maximum of 4 points for each item) 2nd TROLL Assessment – Reading ScoreNumeric/NullScore ranges 0-33 (8 items with maximum of 4 points for each item; one Yes/No item scored 1/0 ) 2nd TROLL Assessment – Print Concept ScoreNumeric/NullScore ranges 0-28 (7 items with maximum of 4 points for each item).

Organizational Psychology and Development An Exciting Career Opportunity 2019

As one of the fastest growing and most highly compensated fields in psychology, organizational psychology and development may be well worth considering as a career choice. A brief Wikipedia search defines organizational psychology and development as a field that goes beyond general psychology and applies psychological principals to the work place. Organizational psychology is used to increase productivity and improve the quality of workers lives. Programs such as the Organizational Psychology and Development degree at American InterContinental University teach students how to understand the dynamics of human behavior and how to use that knowledge to solve organizational challenges. A Bachelors Degree in Organizational Psychology and Development can lead to numerous job opportunities. American InterContinental University boasts that its graduates hold positions in human resources, training and development, and customer service. Management consulting in the areas of strategic planning, quality management, and organizational change are but a few additional possibilities laid out in the most recent Occupational Outlook Handbook from the U.S Department of Labor. .ucf149df24802a5dea3f741c09870ebc6 { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .ucf149df24802a5dea3f741c09870ebc6:active, .ucf149df24802a5dea3f741c09870ebc6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .ucf149df24802a5dea3f741c09870ebc6 { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .ucf149df24802a5dea3f741c09870ebc6 .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .ucf149df24802a5dea3f741c09870ebc6 .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .ucf149df24802a5dea3f741c09870ebc6:hover .postTitle { text-decoration: underline!important; } READ How to Ace the Dreaded Phone InterviewWith further training through graduate education, the opportunities in organizational psychology and development continue to expand. Many graduates go on to specialize in disciplines such as employment law, personnel selection, coaching and development, and organizational design. Another increasingly popular job function is management coaching in which a specialized psychologist counsels management on aspects like organizational culture and group dynamics. One of the attractive aspects of organizational and development psychology is that it encompasses a wide array of disciplines. Depending on the specific career path, disciplines like social psychology, clinical psychology, statistics, economics, and even business law may be utilized. The possibilities are indeed endless. According to the U.S. Department of Labor, overall employment in the field of psychology is expected to grow faster than average through the year 2018. Specifically for organizational psychologists, demand will increase to facilitate workplace diversity and discrimination issues and to boost employee retention. The overall job outlook certainly looks promising. .u2a9a0e26869194a2bdfff56b79d652b6 { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u2a9a0e26869194a2bdfff56b79d652b6:active, .u2a9a0e26869194a2bdfff56b79d652b6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u2a9a0e26869194a2bdfff56b79d652b6 { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u2a9a0e26869194a2bdfff56b79d652b6 .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u2a9a0e26869194a2bdfff56b79d652b6 .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .u2a9a0e26869194a2bdfff56b79d652b6:hover .postTitle { text-decoration: underline!important; } READ New Mexico Colleges and Universities Pursuing Online and Campus Based Education in New MexicoAlthough a graduate degree is required to earn the average median income of $71,400 reported in the Occupational Outlook Handbook, a bachelors degree can be a good first step towards specializing in organizational psychology. The Bachelor of Business Administration in Organizational Psychology and Development at American InterContinental University can also serve as preparation for a Master of Business Administration in Organizational Psychology and Development if that is a students ultimate goal. There are several professional organizations to check out for more information about the field of organizational psychology. The Society for Industrial and Organizational Psychology (www.soip.org) has up-to-date news related to the field as well as a directory of smaller local groups. The Professional I-O Psychologist Network (www.piop.net) also has information about research, jobs, and internships in the field. Finally, College-Pages.com is a user-friendly website that can help prospective students locate a suitable online degree program. For many students, organizational psychology and development could turn out to be an ideal career. .u7b8696bff1912669fd30dbb28403c701 { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u7b8696bff1912669fd30dbb28403c701:active, .u7b8696bff1912669fd30dbb28403c701:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u7b8696bff1912669fd30dbb28403c701 { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u7b8696bff1912669fd30dbb28403c701 .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u7b8696bff1912669fd30dbb28403c701 .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .u7b8696bff1912669fd30dbb28403c701:hover .postTitle { text-decoration: underline!important; } READ Criminal Justice Associate Degree Online Understanding and Beating ProcrastinationRelated ArticlesHuman Resources and Skills Development CanadaOutsourcing Your Human Resources DepartmentWhat is Human Resource DevelopmentCareer in Sociology Potential Occupations for the Professional with a Sociology DegreeBachelor Degree in Business Online Improve Employment Prospects with Formal Training in BusinessMaster of Science in School Psychology Preventing Depression in School-Aged Children

Cultural Revolution And Its Effect On The World Essay

Students in Cultural Revolution in 1960s China In 1960s, the wave of revolution spread all over the world, as well in China. It is said that China was experiencing an energetic and fanatical revolution from 1966 to 1976 called â€Å"Culture Revolution† which was directed against some specific fields of Culture such as foreign capitalism literature and traditional customs. The purpose of the President Mao is to consolidate the regime and clean the opponents. But how could the people believe him so easily? The answer is that most of Chinese people lacked of education and had personality cult to Chairman Mao due to China Communism Party propagation. For example, my high school teacher said every family had a portrait of Mao on the wall of their houses when he was very young. Thus it is inevitable that Mao became more and more arrogant and opinionated. He thought the restoration of capitalism and wrongly started an anti-capitalism movement from bottom people to top central leaders. 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