Mission Critical: A Closer Look into the Performance Appraisal Process Essay

The performance management cycle begins with objective setting where the appraisee ought to be oriented about performance expectations for the given performance period. Throughout the period, performance is measured officially through the performance appraisal exercise, where the appraiser is given the chance to give performance feedback through an interview. The performance management system is meaningfully linked to rewards based on outcomes or results. Following all these, modifications are implemented to objectives and activities, including the drafting of an individual development plan for closing competency gaps (Clarke, Rogers, & Miklos, 1996). Types of Performance Appraisal Systems Traditionally, employee performance has been evaluated solely by supervisors. Recently, however, organizations have realized that supervisors see only certain aspects of an employee’s behavior. For instance, a manager might see only 30% of his staff’s behavior; the rest is observed by customers, peers, and support staff in other parts of the organization. Furthermore, the staff might behave differently around her supervisor than around other people. Consequently, to obtain an accurate view of the staff’s performance, these other sources should provide feedback. The buzzword for using multiple sources to appraise performance is 360-degree feedback (Gruner, 1997). Sources of relevant information include supervisors, peers, subordinates, customers, and self-appraisal. According to Conway and Huffcutt (1997), there is often very little agreement in the way that two supervisors evaluate an employee or that a supervisor and a peer might rate an employee. Interestingly, supervisors whose self-ratings agree with others’ ratings tend to be better performers than supervisors whose ratings are not consistent with others’ (Witt, 1996). Supervisor Appraisals By far, the most common type of performance appraisal is the supervisor rating. In fact, Bernardin & Beatty (1984) estimated that over 90% of all performance appraisals are conducted using supervisors’ ratings of performance. Supervisors are best able to evaluate the extent to which an employee contributes to the overall success of the organization. Through supervisors may not see every minute of an employee’s behavior, they do see the end result. A superior may not actually see a staff sign up customers but will review the overall output for the day. Peer Appraisals Whereas supervisors see the results of an employee’s efforts, peers often see the actual behavior. Peer ratings usually come from employees who work directly with an employee. An employee may be rated by those in the same level or position. However, other employees in the organization, those who often come in contact with the employee, can also provide useful information. Research has shown that peer ratings are fairly reliable only when the peers who make the ratings are similar to and sell acquainted with the employees being rated (Mumford, 1983). Most important, peer ratings have been successful in predicting the future success of promoted employees as they correlate highly with supervisor ratings (Cederbloom, 1989). But even through peer ratings appear promising, few organizations use them. One reason could be that peer ratings are lenient when used for evaluation purposes bit not when they are used only to provide feedback (Farh, Cannella, & Bedeian, 1991a). Research suggests that certain employees are more lenient in their peer ratings than are other employees. Saavedra & Kwun (1993) found that high performers evaluate their peers more strictly than do low performers. This difference in ratings is probably because employees compare others to themselves. Thus, the average employee does not appear impressive to a high performer but may to a less productive employee. Though peers may provide a unique view of performance, employees tend to react worse to negative feedback from peers than they do to feedback from experts (Albright & Levy, 1995). Employees who score high in self-esteem, high in self-monitoring, and low in individualism react most favorably to peer ratings (Long, Long & Dobbins, 1998). Subordinate Appraisals Subordinate feedback, also called upward feedback is an important component of 360-degree feedback, as subordinates can provide a very different view about a supervisor’s behavior (Whetstone, 1994). However, with the exception of students rating teachers, formal methods are neither common nor well regarded by managers (McEvoy, 1990). Subordinate ratings can be difficult to obtain because employees fear a backlash if they unfavorably rate their supervisor, especially when a supervisor has only one or two subordinates. However, subordinates’ feedback can be encouraged if supervisors appear open to employee comments (Baumgartner, 1994) and if the ratings are made anonymously (Antonioni, 1994). Interestingly, subordinate ratings correlate highly with upper management ratings of supervisors’ performance (Furnham & Stringfield, 1994). Research indicates that subordinate feedback can enhance managerial performance, especially that of poorly performing managers (Walker, 1997). This improvement in performance holds especially for areas targeted for improvement (Clarke et al, 1996). Customer Appraisals Though it would be unlikely that an organization would ask customers to fill out a performance appraisal instrument on an employee, organizations do value customer feedback. Informally, customers provide feedback on employee performance by filing complaints or complimenting a manager about one of his subordinates. Formally, customers provide feedback by completing evaluation cards (Farh et al, 1991a). Self-appraisal Allowing an employee to evaluate her own behavior and performance is a technique used by 12% of a sample of organizations (Lazer & Wikstrom, 1977). Research on self-appraisal, however, has demonstrated that self-appraisals tend to suffer from leniency (Meyer, 1980) and correlate moderately (r=. 29) with actual performance (Mabe & West, 1982) and poorly with subordinate ratings (London & Wohlers, 1991). However, when evaluations are made with clear rating standards and social comparison information, agreement is increased between self- and supervisor ratings (Keeping & Sulky, 1996). The leniency found in the self-ratings of US workers may not generalize to other countries. Farh, Dobbins, and Cheng (1991b) found that the self-ratings of Taiwanese workers suffered from modesty rather than leniency However, Furnham & Stringfield (1994) and Yu and Murphy (1993) found leniency in the self-ratings of Mainland Chinese employees. Further research is still needed to investigate potential cultural differences in Mainland Chinese ratings. Self-appraisals of performance appear to be the most accurate when the purpose of the self-appraisal is for either research or performance appraisal review interviews rather than for such administrative purposes as raises or promotions (Williams & Levy, 1992), and when employees believe that an objective record of their performance is available with which the supervisor can compare the self-appraisal (Farh & Werbel, 1986). Systems for Evaluating Performance  Trait-focused appraisal systems. A trait-focused system concentrates on employees’ attributes such as their dependability, assertiveness, and friendliness. Though commonly used, trait focused performance appraisal instruments are not a good idea because they provide poor feedback and thus will not result in employee development and growth (Kingstrom & Bass, 1981). For example, in a performance review meeting in which the supervisor tells an employee that she received low ratings on responsibility and friendliness, the employee is likely to become defensive. Furthermore, the employee will want specific examples the supervisor may not have available (Kingstrom & Bass, 1981). Behavior-focused performance appraisal systems. Behavior-focused instruments focus on what an employee does. Instead of rating them on personal traits, a behavior-focused instrument would rate him or her on specific behaviors. For example, in the case of a bank teller, some behaviors that may be rated on are as follows: â€Å"Knows customers’ names†, and â€Å"Thanks customer after each transaction. The obvious advantage to a behavior-focused system is the amount of specific feedback that can be given to each employee. Further, the focus on behavior rather than traits does not only reduce employee defensiveness but reduces legal problems (Kingstrom & Bass, 1981). There are various methods for rating behavior, as follows: Graphic rating scales. The most common rating scale is the graphic rating scale. Such scales are simple, with 5 to 7 points accompanied by words such as good and poor anchoring the ends of the scale. The obvious advantage to graphic rating scales is their ease of construction and use, but they have been criticized because of their susceptibility to such rating errors as halo and leniency (Kingstrom & Bass, 1981). Behaviorally anchored rating scales. P. C. Smith and Kendall (1983) developed behaviorally anchored rating scales (BARSs), which use critical incidents (samples of behavior) to provide meaning to the numbers on a rating scale. To use the scale when actually rating performance, the supervisor compares the incidents she has recorded for each employee to the incidents on the scale. This can be done in one of two ways. The most accurate (and time consuming) method compares each of the recorded incidents to the anchors and records the value of the incident on the scale that most closely resembles the recorded incident. The value for each incident is summed and divided by the total number of incidents recorded for that dimension; this yields an average incident value, which is the employee’s rating for that particular job dimension (Smith & Kendall, 1983). In the second method, which is easier but is less accurate, all of the recorded incidents are read to obtain a general impression of each employee. This general impression is compared to the incidents that anchor each scale point. The scale point next to the incident that most closely resembles the general impression gained from the incidents then becomes an employee’s score for that dimension (Smith & Kendall, 1983). Evaluation of Performance Appraisal Methods We now come to the question of assessing which appraisal method is best. Research has shown that more complicated techniques such as BARS, forced-choice scales, and mixed standard scales are only occasionally superior to inexpensive and uncomplicated graphic rating scales (Giffin, 1989). In fact, behavioral anchors sometimes bias supervisors’ ratings by forcing them to concentrate on specific behaviors (Murphy & Constans, 1987). Yet graphic rating scales are seldom superior to these more complicated rating methods. Although the more complicated techniques are only more psychometrically sound, they still have some advantages over graphic rating scales. Because employees are directly involved in creating techniques such as BARS, they tend to see performance evaluation results as being more fair. Furthermore, many supervisors who make such ratings prefer many of the more complicated behavioral approaches. Finally feedback from BARS may lead to greater increases in future performance than feedback from graphic rating scales (Hom, DeNisi, Kinicki, & Bannister, 1982). Though many of the behavioral methods yield similar results, the same is not true when comparing subjective and objective ratings. A meta-analysis by Bommer, Johnson, Rich, Podsakoff, and Mackenzie (1995) indicated that objective and subjective results are only slightly correlated (r=. 39). Interestingly, there was a stronger relationship between objective and subjective ratings of quantity (r=. 8) than between objective and subjective ratings of quality (r=. 24). From a legal perspective, courts are more interested in the due process afforded by a performance appraisal system that in its technical aspects. After reviewing 295 circuit court decision regarding performance appraisal, Werner & Bolino (1997) concluded that performance appraisal systems are most likely to survive a legal challenge if they are based on job analysis, if raters receive training and written instructions, if employees are allowed to review results, and if ratings from multiple raters are consistent. Rating Errors Some of the errors that may be committed in appraising performance are discussed below: Distribution errors. A common type of error in evaluating employee performance involves the distribution of ratings on a rating scale; such errors are known as distribution errors. One kind of distribution error is called leniency error because certain raters tend to rate every employee at the upper end of the scale regardless of the actual performance of the employee. A related error is central tendency error, which results in a supervisor’s rating every employee in the middle of the scale. Still another error, strictness error, rates every employee at the lower end of the scale. These types of errors pose problems for an organization because two employees doing equal work will receive different ratings if one employee is supervised by a lenient rater and another by a strict rater. This problem can be eliminated partly by having several people rate each employee (Kane & Lawler, 1979), although this is not often feasible, especially in small brand offices with only one manager or supervisor. Halo errrors. A halo error occurs when a rater allows either a single attribute or an overall impression of an individual to affect ratings that she makes on each relevant job dimension. Halo effects occur especially when the rater has little knowledge of the job and is less familiar with the person being rated (Kozlowski, Kirsh, & Chao, 1986). Usually, halo error is statistically determined by correlating the ratings for each dimension with those for the other dimensions. If there are highly correlated, halo error is often said to have occurred. However, some authors argue that many times consistent ratings across several dimensions indicate not error but actual employee performance. Halo errors may or may not be a serious problem, but they can be reduced by having supervisors rated each trait at several times. That is, the supervisor might rate the employee on attendance one day and then rate her on dependability the next day (Balzer & Sulzky, 1992). Proximity errors. Proximity errors occur when a rating made on one dimension affects the rating on the dimension that immediately follows it on the rating scale. With proximity error, only the dimensions physically located nearest a particular dimension on the rating scale are affected; the reason for the effect, in fact, is the close physical proximity of the dimension rather than the overall impression (Balzer & Sulzky, 1992). Contrast errors. The performance ratings one person receives can be influenced by the performance of the previously evaluated person. These errors can occur between separate performance evaluations of the same person. That is, the ratings received by one person on one performance appraisal will affect the ratings made on an appraisal six months later (Bravo & Kravitz, 1996). Contrast effects occur only when the person making the evaluation actually sees the employee perform and rates the employee during both rating periods. Even if a new supervisor reads that an employee’s previous evaluations were excellent but observes poor performance by the employee, she will probably continue to give excellent ratings – even though the employee’s performance deteriorated. Smither et al (1988) call this rating error assimilation. Sampling Problems Recency effect. Performance appraisals are typically conducted once or twice a year. The evaluation is designed to cover all of the behaviors that have taken place during the previous 6 months to a year. Research has demonstrated, however, that recent behaviors are given more weight in the performance evaluation than behaviors that occurred during the first few months of the evaluation period. Such an effect penalizes workers who performed well during most of the period but tailed off toward the end, and it rewards workers who save their best work until just before the evaluation (Bravo & Kravitz, 1996). Infrequent observation. Another problem that affects performance appraisals is that many managers or supervisor do not have the opportunity to observe a representative sample of employee behavior. Infrequent observation occurs for two reasons. First, managers are often so busy with their own work that they often have no time to â€Å"walk the floor† and observe their employees’ behavior. Instead, they make inferences based on completed work or employee personality traits (Conway & Huffcutt, 1997). This problem can be alleviated somewhat by having several raters evaluate the employee. Other raters can be other supervisors, peers, and even customers. A meta-analysis conducted by Conway and Huffcutt (1997) indicated that supervisor ratings on the average correlate . 34 with peer ratings. Thus, even though the two groups tend to agree with one another, the agreement is certainly not perfect. Cognitive Processing of Observed Behavior Observation of behavior. Just because an employee’s behavior is observed does not guarantee that it will be properly remembered or recalled during the performance appraisal. Cooper (1981) indicates that raters recall those behaviors that are consistent with the general impression of an employee (a halo). And the greater the time interval between the actual behavior and the performance rating, the greater the probability that halo and distortion errors occur. Furthermore, raters who are familiar with the job being evaluated recall more judgments about performance but fewer behaviors than do raters who are unfamiliar with the job (Cooper, 1981). But even though memory-based ratings lead to more distortion, in many circumstances they are more accurate than ratings made immediately after the behaviors occur (Murphy & Blazer, 1986). The reason for these increases in halo and accuracy is not clear. Supervisors perhaps realize that it will be a long internal between observation of employee behavior and the formal evaluation of that behavior and that they will not be able to remember specific behaviors. Thus, they form an overall impression of the employee and an ideal and a poor employee and evaluate the employee on the basis of comparison with the ideal (Murphy & Blazer, 1986). Emotional state. The amount of stress under which a supervisor operates also affects her performance ratings. Srinivas and Motowidlo (1987) found that raters who were placed in a stressful situation produced ratings with more errors than did raters who were not under stress. This finding is important because performance evaluations are often conducted hurriedly as supervisors evaluated employee performance so that they can return to their â€Å"real† work. Raters who like the person being rated may be more lenient and less accurate in rating employees than are raters who neither like nor dislike their employees. But this does not mean that a person who is liked will always receive higher ratings than someone who is disliked. The rater may overcompensate in an effort to be â€Å"fair†. The rater’s feelings or affect, toward an employee may interfere with the cognitive processing of actual performance information (Srinivas and Motowidlo, 1987). Research has also indicated that racial bias exists in performance evaluations. Kraiger and Ford (1985) conducted a meta-analysis of 74 studies and found that White raters gave higher performance ratings to White employees and that Black raters gave higher ratings to Black employees. Interestingly, this bias occurred only with studies involving real organizations; laboratory research seldom reveal racial bias in rating. Communicating Appraisal Results to Employees Perhaps the most important use of performance evaluation data is to provide feedback to the employee and assess his or her strengths and weaknesses so that further training can be implemented. Although this feedback and training should be an ongoing process, the semi-annual evaluation might be the best time to formally discuss employee performance. Furthermore, holding a formal review interview places the organization on better legal ground in the event of a lawsuit (Field & Holley, 1982). Normally, in most organizations a supervisor spends a few minutes with employees every six months to tell them about the scores they received during the most recent performance evaluation period. This process is probably the norm because most managers do not like to judge others; because of this dislike, they try to complete the evaluation process as quickly as possible (Field & Holley, 1982). Furthermore, seldom does evaluating employees benefit the supervisor. The best scenario is to hear no complaints, and the worst scenario is a lawsuit. In fact, one study demonstrated that dissatisfaction and a decrease in organizational commitment occurs even when an employee receives an evaluation that is â€Å"satisfactory† but not outstanding (Pearce & Porter, 1986). Finally, in the â€Å"tell and sell† approach to performance appraisal interviews, a supervisor â€Å"tells† an employee everything she has done poorly and then â€Å"sells† her on the ways in which she can improve. This method, however, accomplishes little. There are certain techniques that will make the performance appraisal interview more effective, and these are discussed in the following sections. Both the supervisor and the employee must have time to prepare for the review interview. Both should be allowed at least 1 hour to prepare before an interview and at least 1 hour before the interview itself (Pearce & Porter, 1986). The interview location should be a neutral place that ensures privacy and allows the supervisor and the employee to face one another without a desk between them as a communication barrier (Rhoads, 1997). Performance appraisal review interviews should be scheduled at least once every 6 months for most employees and more often for new employees. Review interviews are commonly scheduled 6 months after an employee begins working for the organization. It is important to note that while formal performance review interviews occur only twice a year, informal â€Å"progress checks† should be held throughout the year to provide feedback (Rhoads, 1997). While preparing for the interview, the supervisor should review the ratings she has assigned to the employee and the reasons for those ratings. This step is important because the quality of feedback given to employees will affect their satisfaction with the entire performance appraisal process (King, 1984). Meanwhile the employee should rate her own performance, using the same format as the supervisor. The employee also should write down specific reasons and examples that support the ratings she gives herself (King, 1984). At the outset of the interview, the supervisor should communicate the following: 1) the role of the performance appraisal – that making decisions about salary increases and terminations is not its sole purpose; 2) how the performance appraisal was conducted; and 3) how the evaluation process was accomplished. It is advisable that the supervisor also communicate her own feelings about the performance appraisal process (Kelly, 1984). The review process is probably best begun with the employee communicating her own ratings and her justification for those ratings. Research indicates that employees who are actively involved in the interview from the start will be more satisfied with the results. The supervisor then communicates his ratings and his reasons for them (King, 1984). At the conclusion of the interview, goals should be mutually set for future performance and behavior, and both supervisor and employee should understand how these goals are met (Cederbloom, 1982). On the whole, the performance appraisal process, with its inherent difficulties, may be leveraged on to improve organizational productivity. Proper management of this process shall help motivate employees, and ultimately, bring more to the enterprise’s coffers.

A Social Family Institution in India

Location: India has an area of approximately 3,287,580 sq. kilometers. It serves as a border to the Bay of Bengal the Indian Ocean, and to the Arabian Sea located to its west. Directly north of India are the Himalayas, the world†s biggest mountain range. India also serves as a neighbor to several different countries. Myanmar and Bangladesh located to its east, China, Nepal and Bhutan to the north, Sri Lanka to the South, and finally Afghanistan and Pakistan on the northwest. Topography: India is separated into 4 main regions, these are the Ganges, Indus Plains, Desert zone, and the Southern Peninsula. Physiologically India is divided ten times. A senior male usually heads families in India. In the senior males household a family can be very large. The senior male†s family can include his unmarried children, married children alongside their wives and kids, unmarried younger brothers and sisters, and married brothers with their wives and children. It is common however for families to separate once the father dies. This idea of family is true for both nuclear family and extended family. As already stated above the size of a typical Indian family is very large. The senior male is responsible for providing the financial assistance to the family while his wife takes care of the house. She assigns chores to all of the females in the household. The Elderly are taken care upon dearly by their family members. The marriage traditions in India have been in existence for a very long time. The have a long and important set of rules that are carefully followed by most. A marriage arrangement is a big responsibility for the parents of both the female and male. A marriage is arranged based primarily on religion, family wealth, and the hope for a good biological reproduction. Marriages in India are no different than in most of the countries around the world. It is a very special event for the bride and grooms family and friends. For both the male and the female marriage is a big change not only socially but mentally as well. Only once married is one truly considered to have made the transition to adulthood. Married couples display a strong for male children. Males are desired more because of financial contribution the may supply for the family. Girls on thew other hand are some times viewed as very big liabilities, The more one has the more liable one is. They are viewed as very expensive to support and require very expensive dowries once they are married. Families that have many girls and very few or no males are in great danger of experiencing financial disaster. The roles played by males and females in the Indian society have a very strong presence. Their roles have changed very little in the last couple of decades. Males are the dominant sex in the society. Females have very little power or control over their lives. The male†s main role is to provide financial stability. India†s educational system is one that is very similar to that held by the British. It consists of five levels of education. Level one is preprimary, followed by primary (which in the American system would equal grades 1-5), middle class (middle school), secondary (9 and 10 grades), and finally higher levels (11 and 12 grades). India s governments is currently working very hard to make the peoples education a top priority. The Indian government supplies the people with free education, even with free education only about half of the children attend school. It is viewed by the Indian people that it is more important for the males to attend school than it is for the females. Out of the 50 Indian population is illiterate, 66% of these are females. Higher education in India is not very big. Out of all of the people that attend primary and secondary education less than 10% go on to higher education. It†s popularity however is increasing greatly compared to past years. India†s collegiate system is divided into three. One of these three types is the religious college. These are colleges found by politicians and by wealthy families. They did this in order to gain popularity amongst the people. Government colleges constitute the second type; these are colleges that are found on the outskirts of big cities. They lack private investments and are therefor founded by the government. The third type is called Professional colleges. These are colleges that mainly receive both government and private aid. Professional colleges are the beset of colleges to study carriers such as medicine, engineering etc. 2-India Literacy rate is very high in numbers but very low in percentages. They have over 400 million people that can read but this constitutes only about 56% of the population. 1- India runs its government under a constitution created in 1949. The president of India is elected by the parliament and serves a term of five years. The Prime Minster of India is also a very powerful man in this country. It is said that he has more power than the president. Lok Sabah, otherwise know as the Lower House of Parliament is controlled by the ministers. The federal Parliament consists of no more than 250 members. The President appoints twelve of them and most of the others are appointed by their state. The Lower House has no more than 545 members. Just like the president they serve terms that last fore five years. In case of a national emergency the president can overrule any state government.

Differences Between The British political System and Others †Government Essay

Differences Between The British political System and Others – Government Essay Free Online Research Papers I am going to discuss Russian and English government system. There are a little bit differences between this two government systems. First, England has democratic monarchy and Russia is democratic country. In theory British Queen has absolute power, but in reality it is just tradition. Queen just sign the laws and speak the speeches which has been written for her by members of government. In Russia the President keep the power in his hands. He can give his own opinion about any law which government gave him to sign up. But President in Russia should also listen peoples opinion about laws and their recommendation. I don’t know much about British government system but I think English Prime Minister has more power and freedom than Russian. I think that just a few per cent of people hear about Russian Prime Minister Fradkov, but everybody knows Tony Blair. There are five parties in Russian government, but they don’t play really big role in Russian political system and Prime Minister don’t really follow them. There is opposite meaning about Prime Minister in England. The Prime Minister in England like main face of country and he also need to support his party. In Russia main parties support communism but people in Russia remember the communists days in Russia and just small part of Russian can dare to vote for communists parties. There are three main parties in Britain. The conservative party are also support by richest sections of society and large part of working class, Iain Duncan Smith is leader of this party. The main British party is Labour party. The Prime Minister of Great Britain is also leader of this party from May 2002. Middle and working classes always vote for Labours. The Liberal Democrats pa rty headed by Charles Kennedy is more poorly, than two previous parties, but all classes of society vote for Liberals. In the end I want to say, that there are no ideal political system in the world. English government is very traditional. I think that it is disadvantage and advantage at the same time. And the biggest problem in Russia that every politician lies to people. Research Papers on Differences Between The British political System and Others - Government EssayQuebec and CanadaAppeasement Policy Towards the Outbreak of World War 2Assess the importance of Nationalism 1815-1850 EuropePETSTEL analysis of IndiaBringing Democracy to AfricaThe Effects of Illegal ImmigrationNever Been Kicked Out of a Place This Nice19 Century Society: A Deeply Divided EraCapital PunishmentTwilight of the UAW

Analysis of Patrick Henry essays

Analysis of Patrick Henry essays In the speech, "The Virginia Convention," Patrick Henry set out to convince the Virginia delegates that the war with England was inevitable and the longer they waited the harder the war would be to win. Patrick Henry uses the art of persuasion to win over his audience. In the essay, The Crisis, No. 1, Thomas Paine set out to persuade the people of each colony should stand up and fight for their freedom. He set out to convince the colonists that the tyrant England had binded the colonies in her grasp and transformed the colonists into slaves. In the, Notes on the State of Virginia, Thomas Jefferson sets out to convince the State of Virginia that whites are the superior race and that all African Americans that have been emancipated should be exported to another country. All of the authors institute effective use of the range of appeals, logos, ethos, and pathos giving the speech a quality of concrete mental and physical wholeness. The logos contribution of Henry's address makes use of solid facts to convince the people of Virginia that fighting or slavery are the only possible outcomes of their meeting. He uses this as a fear factor to persuade the people that fighting is the only way to maintain their freedom. These logical facts are used mainly in the third and fourth paragraphs and he also ends his assertions with questions. "Are fleets and armies necessary to work a love and reconciliation?" asks Henry of his audience. This arrangement of writing, a question, serves not only to state the obvious motive that the "fleets and armies" are not on American soil to promote peace, but to suppress the colonies and this shows the Convention a justification in their actions to fight not flight. Another purpose is achieved in the second part of the question to appeal to ethos, "love and reconciliation". This shows that while America is working for love and reconciliation, England is sending fleets and armies. The c ...

Recognition and Diagnosis of Dementia Essay Example | Topics and Well Written Essays - 1000 words

Recognition and Diagnosis of Dementia - Essay Example Normal changes in elderly people are that they have slower thinking and problem-solving processes, may not pay close attention and concentrate like they used to, and have a harder time recalling people or events that occurred in their lives (White et al., 2014; Patient, 2014). Other typical issues are that they may take time trying to find the right word and have some signs of forgetfulness, but still have the same personalities and still remember important events and conversations.  Dementia, however, comes in a number of packages, with occasional overlays between two or more diagnosis. For example, in less common forms of dementia, there is Pick’s Disease, Creutzfeldt-Jakob’s Disease, Huntington’s Disease, Parkinson’s Dementia, or Lewy Body Dementia. In a combination of Pick’s Disease, which tends to be more common in women, and Lewy Body Dementia, an elderly female can have hallucinations about things that are happening or she thinks are happen ing, and she can also become extremely fearful of someone when there was no cause for that thinking process (White et al., 2014).   Therefore, it is essential to have a diagnosis made so appropriate treatment can be started and the elderly can live a more healthy and happy life.  Families may see the first signs of dementia but not fully understand what it is (Jeffries & Agrawal, 2009). A primary care physician (PCP), however, may see the same symptoms and realize that tests need to be made to determine for sure what is happening. Yet, in a growing society of elderly people.

In 1901 Maude and George became engaged and he presented her with a Essay

In 1901 Maude and George became engaged and he presented her with a single large stone diamond ring in a gold setting of a style popular at the time - Essay Example The various legislations related to the consumer law protect the rights of a person as a consumer, whether it is of dispute regarding the sale and purchase of the goods/services, or it is of dispute regarding the quality of the goods. As a consumer, a person's rights are expressed as a series of "guarantees" that a seller automatically makes to you when you buy any good or service ordinarily purchased for personal use.(1)Apart from these dimensions of the dispute , the consumer law protects the rights of those consumers who engage in the distance selling. The concept of distance selling includes the selling and buying of the goods/services through the phone. mail etc. An increasing range of goods and services are available to consumers1 shopping in these ways2. The Businesses that normally sell by distance means, the have systems in place for trading in this way.(DSR)(2) the concept of distance selling always includes those elements specified in consumer protection acts. Like any oth er consumer law provisions, it needs a consumer, business; contracts-it should be a distance contract, financial service, Supplier, Working days regarding the business. In given case, Sophie was given diamond ring by her aunt which was later modified by herself has been stolen by Lee, the burglar. Later on Sophie discovered this particular ring in Ebay from whom she came to know that the same has been kept for the exhibition by one Evan, who received this ring from his US based aunty .At present the ring is with the sandy who is the fianc of Evan. The issue in the problem is whether Sophie has to face any obstacles, if decided to recover the ring from Sandy and if so, what may be those obstacles. Before stumble on the barriers, first we shall look upon the possible claims which can be raised by Sophie to recover the ring under various provision of the law. Since the particular ring was examined by the experts before the resetting, Sophie has enough evidence to prove the ring is possessed by her through the witness's testimony. Moreover The photographs of the original pattern of ring has been taken .So the connection of original and modified rings can clearly be proved.(evi)(3) Moreover, Sophie can claim the possession of the ring on the basis of report of Birmingham Jewellery Quarter where she valued the ring as well as on the report of insurance company where the ring was insured. The company has already compensated her also. Apart from this, Lee the burgler already pleaded guilty about the stolen ring among other thing, even though he has given vague statement on this matter. The enquiries by the Ebay also showed that ring was owned by them originally, but a

Describe Essay Example | Topics and Well Written Essays - 500 words

Describe - Essay Example time for students as they don’t need to leave the university to look for various services.ISU has well trained, equipped and experienced lecturers who teach the students and provide them with knowledge on their various courses. In addition, the university has a well equipped library and resource center where they do their private studies and research. The University offers different leisure time activities for both children and adults. These activities benefit the students, campus staff, and their children. The University hosts an extraordinary variety of events: lectures, performances, exhibitions, concerts, readings, film screenings, and more, many of which are student planned and run. The University events calendar keeps track of all daily happenings on and around campus. Many relatives, friends, and many other people visit the campus during the fun times. The university supports student efforts to take the lead in shaping the learning and living environment. Many student organizations work with the Student Activities Office and other university groups to plan events and bring exciting guests, artists, and speakers to campus. The ISU community is well-equipped with everything that could be found anywhere else outside the University.ISU has a website where one can obtain help and information on the University. The has a meeting room, where students hold various meetings for both academic and co-curricular matters. The meeting room is updated with technology, river views, Wi-Fi, and a welcoming, knowledgeable staff to help make meetings a success. The University has a bookstore where students get books and other learning materials easily and at low costs. It also has a game center. The game center serves as a hub for experiential education, persuasive play research, and innovative production in the fields of games for change. The game center seeks to encourage collaboration and establish a foundation for research at ISU on serious games and virtual