Bdm Essay Example | Topics and Well Written Essays - 1250 words

Bdm - Essay Example 8.56135 7.77005 Inter-quartile range (IQR): The median happens to be in the middle of the sorted data. Similarly the first quartile can be defined as 1/4 of the way through the sorted data, and the third quartile to be 3/4 of the way through the sorted data. Second quartile is also known as the median. The range between the first and third quartiles includes half of the data. The size of the range (i.e., the difference between the third quartile and the first quartile) is another measurement of variability called the inter-quartile range or IQR. For normally distributed data: IQR = 1.35 From the above calculations it appears the reorganization exercise has not been a grand success. Though it appears to have tightened some loose ends but still the average output remains the same. Task-3: Table-2: Annual record of sales revenue & advertising expenditure for SarnesCo (000's) Period 1 2 3 4 5 6 7 8 9 10 11 12 Sales Revenue 100 130 160 175 180 190 190 180 220 250 255 260 Advertising expenditure 10 12 12 12 13 13 13 14 15 15 16 16 3 period moving averages for sales A3 = (160+130+100)/3 = 390/3 = 130 A4 = (175+160+130)/3 = 465/3 = 155 A5 = (180+175+160)/3 = 515/3 = 171.67 A6 = (190+180+175)/3 = 545/3 = 181.67 A7 = (190+190+180)/3 = 560/3 = 186.67 A8 = (180+190+190)/3 = 560/3 = 186.67 A9 = (220+180+190)/3 = 590/3 = 196.67 A10 = (250+220+180)/3 = 650/3 = 216.67 A11 = (255+250+220)/3 = 725/3 = 241.67 A12 = (260+255+250)/3 = 765/3 = 255 4 period moving averages for sales (it can be calculated similarly as above) A4 = Task-4: Task- 5: Business Presentation Material for the presentation SarnesCo, the manufacturer of machinery for the textile industry, wants to improve its assembly line SarnesCo appoints consultant, who in turn study the assembly...The range between the first and third quartiles includes half of the data. The size of the range (i.e., the difference between the third quartile and the first quartile) is another measurement of variability called the inter-quartile range or IQR. For normally distributed data: Taking a look at the mean, median figures of the production efficiency 'before' and 'after' the implementation of these steps, it is quite apparent that the consultants have not been able to improve the assembly line as much as desired by the company.

Indian Stock Exchanges Research Paper Example | Topics and Well Written Essays - 2250 words

Indian Stock Exchanges - Research Paper Example The researcher states that the Bombay Stock Exchange is â€Å"the oldest stock exchange in Asia† and one of the older ones in the world, having been in operation for 135 years. In 1875, it was known as the Native Share and Stock Brokers Association, and is sometimes known as the Stock Exchange Mumbai. It is astonishingly large: It has the most companies traded and is one of the top ten stock exchanges in the world with a total capitalization of $1.28 trillion. Its electronic trading handles the fifth largest number of trades in the world. It is the second stock exchange in the world to obtain ISO 9001:2000 certification and the second in the world to receive the â€Å"Information Security Management System Standard BS 7799-2-2002 certification for its BSE On-Line Trading System†. The BSE Index, SENSEX, is traded in Hong Kong. The BSE is a hybrid between an order-driven and market maker, quote-driven system. Historically, it used quote-driven systems, but anonymous scree n-based trading systems and the trading of debt and other loan-based assets is done using an order-driven system. However, quote-driven mechanisms still guide trading in many illiquid stocks. Trading occurs between 9:00 AM and 3:30 PM under most circumstances. This is about as long as the NYSE, which trades from 9:30 AM to 4:00 PM normally. The securities and stocks exchanged on the BSE are classified into a few different types of groups. â€Å"BSE has, for the guidance and benefit of the investors, classified the scrips in the Equity Segment into 'A', ‘B’,'T', ‘S', ‘TS' and 'Z' groups on certain qualitative and quantitative parameters†. These groups are classified based on the type of asset being traded, the way the asset is traded and an estimation of quality. F Group trading, for example, is of fixed income securities, while T Group trading are scrips traded per trade which is used for surveillance. S Groups are Indonext segment stocks, which means that TS Group stocks are Indonext stocks traded under trade-to-trade surveillance. Government securities are traded in the G Group. Z Group trades are companies that have failed to comply with listed requirements â€Å"and/or have failed to resolve investor complaints and/or have not made the required arrangements with both the depositories, viz., Central Depository Services (I) Ltd. (CDSL) and National Securities Depository Ltd. (NSDL) for dematerialization of their securities†. The BSE Sensex is calculated using a Free-float Market Capitalization Model. It is thirty blue-chip stocks, similar to the Dow Jones, which account for one-fifth of the capitalization of the exchange and are safe stocks with a proven track record. â€Å"The market capitalization is determined by multiplying the stock by the numbers of outstanding shares. This calculation is performed for all 30 stocks and then divided by the Sensex Divisor. The Divisor is derived from the original base value of 100 for the Sensex, so the index can be tracked over time. The Sensex is calculated every 15 seconds and then published to investors around the world in real-time† (. One study of the BSE found that a contrarian strategy, a strategy that tries to defy traditional wisdom such as Soros' famous pound-sterling coup.

Academic Performance of International Students Problems

Academic Performance of International Students Problems Gaw, K. F. (2000). Reverse culture shock in students returning from overseas. International Journal of Intercultural Relations, 24(1), 83-104. Retrieved from http://search.proquest.com.ezproxy.rit.edu/docview/57515934?accountid=108 Personal and academic challenges faced by the international student in Australia Abstract: This research study aims to determine the problems faced by an international student resulting in poor academic performances and also some of the factors that are responsible for the weakness in their study of Kings own Institute (KOI) Sydney. Being new to the abroad learning experiences,students certainly will face many challenges interms of their academic and personal life. Therefore,it will try to identify the problems behind the failures,which not only reduce their grades, but also creates problems in their personal and economic life too. The purpose of this study is to understand the learning experience of international students in this new learning environment. New culture, differences in the learning style, not knowing the proper ways of doing the class assignments,difficulties on managing the job schedule and management of class,difficulties in discourse, the difficulties on language problem further creates a difficulty of adjustment in the new environment. International stud ents from different countries at KOI makes valuable contribution of cultural and language diversity,but at the same time it creates cultural and language differences among student to another student and student with the lecturer and other staff member of the KOI. When student encounter new environment with unfamiliar face,certainly they feel awkward and shy to ask anything or anyone for help which further becomes problematic for them. Hence; the research will look at how things from the new environment are perceived by international students. The consequences of the research will not only be in finding the problems and its causes but also in finding the proper and positive ways to improve and resolve the existing problems and to lessen them somehow by finding out the causes behind the issue. What are the major issues that international students have to face? When they are newcomers in Australia will be the focus question for research. The significance of the study will benefit both the staff member and the future international students who will encounter similar problems at an early phase of starting new abroad experience away from their home. These issues and problems can help the department of KOI to try for more progressive ways to help out and solve the issues of students who are totally lost and confused. Qualitative research method was used for this research project where face to face interviews to try to understand the issues was conducted with the participants. Five international student from different nationality were taken as the respondent for the research interview and questions. Even though the research has its own significance,scope,aims and objectives,the research had some limitation which was unavoided. Because of the limited time and few respondents . The study would have been more authentic if larger group of people from diverse background and disciplines were interviewed to explore more things and see the comparability. The findings of the study showed other challenges apart from language barrier ranging from time management,adopting the Australian culture,the proper ways of doing the assignment without plaigairism and proper referencing of the source,accommodation,social isolation,and financial complication. In addition,the interview question with the international students highlighted how educational workshops,help from friend and colleagues,and individual study improved their difficulties and challenges and turn into a better experience of the new learning environment. All in all, the study will try to understand the views and the opinions of the various participants and try to resolve the issues by comparing and contrasting the problems faced by each participant and also will look at the experiences of the students on their journey of being an overseas student in a different country with different ways of learning. KEYWORDS: Determine, consequences, conducted, resolve, qualitative method, contrasting. The research problem: Studying aboard is a challenging thing for students interms of being able to adjust in every thing that will make things difficult in a new learning environment. The basic purpose of this research will be to seek out the various factors that cause problems for leading to academic failures and also in personal life at Kings Own Institute, Sydney. This research aims to investigate the factors that cause stressful situations for students resulting in poor academic performance and various other issues affecting their lives adversely. Most of the international students are from a second language background, which does not include learning in their first language. Even though they have to take some proficiency test (IELTS) in order to meet the entry criteria to the University and campus, they will have a hard time accessing the resources and also in understanding the lectures because of the new information in the new language too. The main complication faced by the international students is regarded with language and skills needed for academic reading and writing. (Ballard, B. Clanchy, J. (1997). Even though, language difficulties appears to be a problem for many international students,research has shown that mixture of academic experiences,expectations and differences in the learning and teaching practices also creates problem for them. (Ames, 1996; Bilbow, 1989). At a social level, the sense of loneliness, cultural shock, the necessity to find work, managing the class timetable and work schedule at the same time make them feel more isolated and frustrated in the early months. All of these problems are combined with the study and students also have to pass the demand of KOI to remain in the college here as mentioned in their visa status. The danger of failing the KOI subjects brings additional and heavy stress on students as this also decides their permission to stay in Australia too. There are many benefits offered by KOI at academic and social level but students are sometimes too occupied to benefit from these program and as a result,they fall behind their studies. Therefore, the scope of this research will be limited to International students at KOI who will be from non-English background countries, who will be both from the Bachelors as well as Masters strands. If the existing problems are not identified and resolved, then, it may lessen the motivation for the students to move ahead in their life and may cause long-term effects. Background: Australia is regarded as one of the most popular destinations for studying, especially for international students. Educational institutions are of high quality and so regarded around the world. Enrolment for higher studies has increased considerably in recent years. Universal understudies pick Australia for the Australian instruction encounter on offer and for the all around perceived, excellent capabilities. The chance to coordinate with a different scope of residential and universal understudies improves this experience. Australian organizations are additionally looking to widen and expand their understudy populace by creating solid associations and coordinated efforts with establishments abroad and encouraging the development of understudy trade through these organizations. Global understudies, aside from their prompt review pathways, set their sights on their future vocation ways, regardless of whether that is at home, in Australia or a third nation. The entrance to work is an ex ceptionally important resource in pulling in understudies to Australia, particularly in connection to contender nations, for example, the United Kingdom and United States(Australia,Educating globally advice from international education advisory council, p-50-58) Acceptance and demand for Internationalization and Globalization of the world have increased the flow of students from different parts of the world to Australia. The world is going thorug numerous changes in the field of science,technology,media and medicine which is revolutionisng the field of education too. ( NorzainiAzman, Yang Farina Abd. Aziz,2006) . Striving for better opportunities and dreams of a better life has always attracted overseas students to come to Australia. Multiculturalism and biodiversity among the people have further led overseas students to be positive about this country too. International students have always made a positive contribution to their Universities, or college. The flow of cultural diversity and exchange, the increment of financial revenue for the colleges through payment from tuition fees by international students and the cost of living expenses has further had ensured warm welcome for international students in various universities and educational institutes across Australia. Source:  Department of Immigration and Citizenship, Student visa program,Accessed on 18th January,2017,Retrieved from Australian social trends December 2011(ABS) The above graph clearly shows the variation and origin of students in Australia from various backgrounds because of which, all students both native and non-native have developed sensitivity to other students as a result of dealing with students from different backgrounds too. Having students from overseas have always made a positive contribution in Australia. Australia has always been regarded as a developed country in terms of providing facilities to the people in various fields. Employment, education, and the technological field have always been focused on and achieve success in various important fields and given opportunities to the people too. Renowned universities and colleges are found in Australia which provides the best education both practically and theoretically. International students have to deal with many problems. Differences in the education system compared to their home country makes it more confusing for them while doing the assignments and not knowing the accepted way to solve their problems too. Knowledge about the library resources ,proper style of referencing and formats are very necessary for students but they lack such skills which creates further problem for them. (Martin Zimerman, (2012),pp. 290 299). The important part for academic writing is to acknowledge the concerned sources, hence, not knowing the right way to reference the text and sources makes them more confused ,which in a way must be solved by seeking out help form the instructors who can help in summarizing the complex text through academic style. Furthermore, the Instructors can also arrange workshops appropriate for tutoring (Rebecca Moore Howard, p-799-781) Ways of performing their work and carrying it out have to followthe accepted method of the country in which they are working. The language barrier is another factor that makes it difficult for them understand the lectures being given because of their lecturers accent they are not familiar with. Students pretend to understand the lessons in order to be equal to the native speakers because of the limited language proficiency. When students are new to the learning environment they are unfamiliar with the people and the context of the study which makes them shyand introvertwhich makes them worried and tense during social interactions(Australian psychological association,2012) A Better Education determines a better future for the student. Education shapes the students present career and makes them ready for future opportunities so that they can sustain their living and have a better life. Therefore, it is required to address the personal and academic challenges faced by international students and find a possible solution to resolve those issues too. Not only students but the concerned and responsible organization should also show some interest in solving the issues faced by the students in order to help them progress in a more organizedway. Universities and colleges should also organize a workshop program where the international students can be a part of it and be familiar with Study Materials such as the library and make-up classes and extra language and also with other fellow classmates and also with the languages being used for the interaction. The arrangement of the cultural and recreational activities by the Educational institutes can develop a sense of group understanding among other students. Assisting students with clear guidelines required for the assignment, and helping them by providing the sample answers can make them do their assignment better. For the language barriers to be overcome, educational institutions must organize English Development Classes every week (like the ones existing at KOI) in order to be familiar with the various accents (lectures delivered in English), vocabulary, and words. This way, students can understand the topic being discussed in the class and contribute to their conversation being taught in the class too. Universities and colleges should be willing to assist the students socially, culturally and academically. Proper guidance from the teachers, Universities staffs, head of the Faculty members, and a support from their fellow classmates can surely make students lessen their problem regarding the assignment problems, language barriers and other related issues faced by the students. Better and mutual understanding among the teachers and the students will develop the sense of communication, which will help in notifying the issues being raised, existed and the ways to solve those problems in an effic ient and effective way too. Ethical consideration: Being ethical means that your project does not bring harm or disadvantage to anyone who takes part, including yourself-(Lambert, M. 2012). Carrying out an ethical research means to involve the collection of the information and data from people without any intention of harming them and putting them at risk. Therefore the researcher has to conduct the research in an ethical way. Research needs to be undertaken under the Legal frameworks and regulation which must be followed as per the rules and regulations of the concerned institutions. The research project needs to have a detailed plan of the research for the approval to prove the relevance of the research in order to start a research. After that, there needs to be approval from the participants too. Participants of the research have every right to know about the subject matter and need to agree before starting the research. The researcher needs to get approval from the participant and also should provide a consent form. The main aim of the research will be to find a reasonable solution rather than being used for the personal benefit of the researcher. Therefore some of the other factors to be followed during the research process are: Honesty: The researcher should be honest about the information given by the informants and try not to misinterpret or misrepresent it. It should be recorded in the way it is. The researcher should also avoid mis-leading the participants inorderto get an honest answers from them. . So, the researcher needs to be clear in front of the participants about the research and the processes involved in tithe participants of the researcher should be made very clear about the purposes of the study, and also about the methods being used while conducting the research Objectivity: The researcher should be neutral and should avoid biasness interms of sex,race and ethnicity. Prevention of harm and risks, honest and truth, Privacy, confidentiality, anonymity intervention are some of the things to be kept in mind before and during the research. The researcher should avoid bias between the participants too. Confidentiality: The researcher should protect the confidential information and the recorded data given by the informants. Personalinformations and secrets shared by them should not be disclosed and should be kept confidential. Anonymity: In some case the informants are not willing to share their name and contact details. Therefore their anonymity should alswyas be respected and protected making sure that it is not disclosed anywhere. Anonymity of individuals and organisations also has to be maintained(Bryman Alan and Emma Bell,2007) Legality: The researcher should follow and obey the rules and regulations thats needs to be followed without any intention of harming or causing problem to anyone. Survey of Literature: The literature review will look at the research that has been done in the past and published by various authors on the subject matter and the solution for resolving the issues for the challenges faced by an international student for the backwardness in their study and poor performances making their life more stressful. Some of the literature review on the regarded subject matter is mentioned below; Loneliness and international students an Australian study,2008, Journal of studies in international education. United States: Sage Publications, Inc. , 2008. Vol. 12, no. 2 (Summer 2008), p. 148-180. In a study of international student security, consisting of 200 intensive interviews with students, resident onshore in Australia, it was found that two-thirds of the group had experienced problems of loneliness and/or isolation, especially in the early months where students feel more lonely because of having no friends at all and also because of the loss of regular contact with their families, relatives, and friends. According to Higher Education Research Development, Volume 10, Issue 1, 1991, Overseas students bring to Australia a very different cultural, social and intellectual experience from that which awaits them. Reviews of previous studies suggest that their beliefs, values, and attitudes to knowledge, to styles of learning and study, can lead to study shock. A questionnaire survey of a sample of 133 first year overseas students mainly from Singapore, Malaysia and Hong Kong, most of whom were studying for a Bachelor of Business degree, and 76 Australian-born first year students mainly of British and European origin from the same classes, showed that compared to local students the overseas group had significantly greater difficulties adjusting to academic requirements, particularly with regard to managing the demands of study, specifically study methods, independent learning, language skills, participation and time management. Danny Ong, 2009, A UNSW press book, The international students handbook, Living and studying in Australia. The last two decades have seen a second wave statistics of international students coming to Australian Universities. The enormous growth in the number of such students is unequaled around the world. The majority of these students have very positive experiences and surveys generally show a high level of satisfaction. However, many hazards await students, and the Universities and the relevant government have shown a varying ability to address these optimally. Issues such as finding suitable accommodation, health care including a mental health care, homesickness, the costs of living and travel, and the safety of the students are all significant concerns. Andrade, Maureen Snow, (2006) writes, International students in institutions of higher education in English-speaking countries make valuable educational and economic contributions. For these benefits to continue, universities must become more knowledgeable about the adjustment issues these students face and implement appropriate support services. This review identifies factors that influence the adjustment and academic achievement of international students. Adjustment challenges are primarily attributable to English language proficiency and culture. Achievement is affected by English proficiency, academic skills, and educational background. Understanding international student adjustment issues has global implications for intercultural education too. Learning at University: The International Student Experience, Meeri Hellsten and Anne Prescott,  volume 5, no. 3, 2004, International Education Journal: The The journal explains how lack of communication between students and teahers adversely affect the students learning. The stereotype of Asian background students of being slow,and passive infornt of their colleagues and teacher makes them feel like they cant contribute in class discussion because of the inferiority of making mistakes. Yes. Um they [teachers] think its a job. They ask something. We say nothing cause we wanna say but (inaudible) shy. And Im afraid sometimes Ill make a mistake. The above statement from one of the student from the journal mentioned how assumption of an individual can create problems for communicating and also in learning process. The journal also stated how leaving away from family,friends and relatives is an awful experience for younger international students interms of acculturations,adaptation to the new learning environment,and communication problem which lacks support from the teaching staff too. The findings from the study in the journal mentioned the busy schedules of the teaching staff because of which even the students wanted help from the teacher,the student was unable to get any support to solve the issue. Aims and objectives of the Research: The international students come to Australia with the aim of studying and getting a qualification which will lead them to a better life in Australia or other English speaking countries. The aim is to become proficient in English and live possibly in English speaking countries. This is one of the pressures on the students as their parents are pressurizing them . Thats an external challenge but there are numerous challenges arising during their study and stay in Australia. The students not only have to be aware of the program but at social level and academic level the students have to be aware of how they use their English on different profession, socialpeople,academic reading and writing. This review expects to give keen data furthermore, direction not just for ebb and flow and future universal research understudies in Australian colleges, additionally for different instructive administrations and significant government organizations to give more successful support to them (Joanne sin Wei Yeoh,University of Tasmania,pg-1) The social challenges are cultural, in that Australia has very different culture part of which is based on English culture and but part of it now is based on mixed race background of the many other country people who live in Australia. For example; as stated by the (Australian bureau statistics ABS, 2012), the second most spoken language in Australia is Mandarin (1. 6per cent), Italian (1. 4 per cent) and Arabic (1. 3 per cent) respectively. There are many Chinese; there are many Italian and many Arabic and people from all over the world. Andtherefore, there are different cultural habits, and attitudes with which the student must become familiar and must learn not to object to the practices of other people. Thats a very difficult thing for some people. Therefore, the research will look at some of the issues and the questions, which will help for getting more informations. How the international students cope with various challenges occurring in the new learning environment? As a part of the social challenge, there is the food, much of which can be very different to their home country and then there is the behavior of people that are regarded a bad mannered, not standing back for other people or for women. For example in Australia, walking on the left is important, especially in the crowded areas. These are all the things to which students have to get used. But, intellectual or mental problems are also considerably important. The education in Australia is of much more personally oriented rather than group oriented. In that its aimed at individuals and therefore, in that one has to learn virtually twolanguages. One is the language of social interaction and one is the language of professional interaction and the vocabularies of each of those are very important. The research basically aims to evaluate the different factors behind the poor academic performance of the international students of KOI and its effects on their personal life which challenges their stay in Australia. The objectives of the research will be to identify the various challenges faced by the students of KOI and try to find effective solutions and accomplish the aim of resolving those issues and problems in order to make it easier for them to tackle such problems in an easy way. How will they try to understand the different methods of learning? The method of learning in Australia is very much the personal responsibility of the student and they have to get involved in learning as a person not as a member of a group. They have to individualize their learning because the learning that they were doing is the learning so that the person can cope in the society. So, they must as said above have two different vocabularies for personal interaction and the vocabulary language needed for academic interaction. These two languages are very important and are too often neglected by incomers to the society in Australia. The Personal interaction and personal vocabulary for one on one conversation is regarded as extremely important in Australia. The ability to get on with other people in on one on one talk is very important. Inbusiness or in professions there are specific vocabularies and there is almost a specific grammar and this has to be learned by practice. So, in school or for the new comers they have to learn, how to get on with people they dont know and thats important. What are the disadvantages and advantages of being a Non-Native speaker at KOI? Firstly the language used in class is English and the language used by the lecturers and teachers is also English and may be of a kind of English that is different to what you learned because while the lecturers are English speakers, many of them are from non-English speaking cultures. So, some of them would make a difference. The disadvantage also is that the learning of vocabulary learned is specific and one has to learn all the words that deal with that language and in order to get control of the vocabulary needed to cope with that particular profession. Are there a advantage of being a non-native speaker, there are some, in that everyone at KOI, there are many different language background and therefore everyone is forced to speak a clear version of the English language and they are expected to deal with students being aware of that kind of problem and how you use the English at different sector socially, professionally and academically. Research Design: This research study will use a qualitative approach. This methodology will have great role as regard to researcher as they will be involved in every steps taken before and during the research process, planning and reporting. Qualitative approach helps for doing the social issues as there is an active participation and interaction both between the researchers and the individuals involved in it. Thematizing(What is going to be studied), how the research should be designed,How the interviews will be conducted and recorded, are some of the key points to be followed during the process of research based on qualitative research. Here, qualitative researcher must be personally involved in every research process as researcher is the final person to decide what must be included in that particular subject of research. (Anne Sofia Fink, 2000). Interviews have a moral issues; they concern interpersonal exchange of information resulting data about the human personal life and condition. Maintainingconfidentiality,informed consent and secrecy is problematic issue to handle during the data collection from this methodology. The qualitative method will help us get the information through in-depth interviews of the related focus group. It is at this point that the information from the focused group is emphasized. Center gatherings are thought up settings, uniting a particularly picked area of the populace to examine a specific given topic or subject, where the connection with the assemble prompts to information and results. Theresearch will be reliable only if the research question is carried out in similar group of respondents in similar context to get similar results(pg-284-290,Louis cohen,Lawrencemanion and Keith morrission). Since the focused group is normally at the undergraduate level and post-graduate level (dependin g on the countries they are originated from), the participants will be limited and would randomly be selected as its not possible to include every one of them. Students ranging from 4-7will be included from diverse subject background and nation. Interview with several respondents and questions of same topic increases comparability which reduces bias among the participant and their opinon about the topic. (p-355,6th edition,Louis cohen,Lawrencemanion and Keith morrission) Quantitative research is based on numbers and statistics but Qualitative research is not related to the numeric data and  information so everything needs to be recorded as the methodology seek to collect information about a small  number of respondents (Saunders, Lewis, Thornhill, 2009). Recordings from audio will be taken with the approval of the participants in order to study the tone and their way of expression. Everything must be recorded and analyzed in order to include all information and not to miss out on any information provided by the participants. As mentioned above, Interview was taken among students which included the following question: 1. What were the major difficulties you faced while you were new in Australia? 2. What measures did you take to resolve those challenges? 3. What were your expectations before applying and coming to Australia? 4. What were the differences you found in terms of culture between Australia and your home country? 5. What did you do to cope up with following things? Differences in culture Homesickness Job schedules and class management Assignment stress And language problem References: American Psychological Association. (2012). Shyness. Retrieved on January 31st 2017, from http: //www. apa. org/topics/shyness/index. aspx Andrade, Maureen Snow. International students in English-speaking universities Adjustment factors. Journal of Research in International Education 5. 2 (2006): 131-154. Ames, M. (1996). Oxford Brookes: The international student experience. Oxford: Oxford Brookes University.

Moral Realism :: Judgment Fact Moral Ethics Essays

Moral Realism In this paper, I examine the connection between judgments of fact and moral judgments in an attempt to discern whether moral judgments are simply a subset of judgments of fact. I will look mostly at an argument posed by many moral realists that takes moral facts to be â€Å"supervenient natural facts which are independent of our theorizing about them†1 and in which moral judgments are determined by objective facts which relate to human flourishing or pleasure and pain. I will also, though, take a look at the fact/value gap and determine the effect on the connection between moral judgments and judgments of fact of an attempt to close this gap. In the article â€Å"Moral Realism and Moral Judgments†, Frederik Kaufman argues that judgments of fact display a certain degree of conceptual sensitivity to error which is not present in moral judgments. He concludes from this that moral judgments cannot be a subset of judgments of fact. In setting up his argument, Kaufman claims that for the most part we form judgments of fact in virtue of natural facts being a certain way, entailing that correct judgments are causal consequences of natural facts.2 Under this conception, moral judgments, if they are indeed a subset of judgments of fact, must also be causal consequences of natural facts3. This conception also gains for the moral realist the idea that moral knowledge is possible, for if there is a causal connection, then the moral judgments gained are gained because of certain natural facts. The next question necessarily revolves around the delivery mechanism. Moral realists must argue that moral judgments have at least an initial plausibility, for if grave errors are made in either the causal connection or the delivery mechanism, it would not seem that there would be a valid reason for believing that any of the moral judgments we make are judgments of fact. As David Brink argues, â€Å"the degree of credibility of considered moral beliefs probably corresponds more closely with the credibility of these [credible theoretical beliefs] Ãâ€" All I claim is that considered moral beliefs have initial credibility.†4 Taking this to be true, Kaufman argues that there is every reason to believe that on the whole our moral judgments will tend to be true. Furthermore, when we take the moral realist’s argument that morality has a deep connection with human flourishing, there are evolutionary reasons, Kaufman believes, for believing that there is a connection between moral judgments and actions that for the most part promote our well being.

Psychology Vocabulary

Psychology (Myers, 8E) Chapter 10 Study online at quizlet. com/_h108 1. cognition the mental activities associated with thinking, knowing, remembering, and communicating a mental grouping of similar objects, events, ideas, or people a mental image or best example of a category a methodical, logical rule or procedure that guarantees solving a particular problem. Contrasts with the usually speedier — but also more error-prone -use of heuristics a simple thinking strategy that often allows us to make judgments and solve problems efficiently; usually speedier but also more error-prone than algorithms a sudden and often novel realization of the solution to a problem; it contrasts with strategy-based solutions a tendency to search for information that confirms one's preconceptions the inability to see a problem from a new perspective; an impediment to problem solving a tendency to approach a problem in a particular way, often a way that has been successful in the past the tendency to think of things only in terms of their usual functions; an impediment to problem solving judging the likelihood of things in terms of how well they seem to represent, or match, particular prototypes; may lead one to ignore other relevent information estimating the likelihood of events based on their availability in memory; if instances come readily to mind (pe rhaps because of their vividness), we presume such events are common the tendency to be more confident than correct — to overestimate the accuracy of one's beliefs and judgments the way an issue is posed; how an issue is framed can significantly affect decisions and judgments 15. belief bias 2. concept prototype algorithm he tendency for one's preexisting beliefs to distort logical reasoning, sometimes by making invalid conclusions seem valid, or valid conclusions seem invalid clinging to one's initial conceptions after the basis on which they were formed has been discredited our spoken, written, or signed words and the ways we combine them to communicate meaning in a language, the smallest distinctive sound unit in a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix) in a language, a system of rules that enables us to communicate with and understand others the set of rules by which we derive meaning from morphemes, words, a nd sentences in a given language; also, the study of meaning the rules for combining words into grammatically sensible sentences in a given language beginning at about 4 months, the stage of speech developing in which the infant spontaneously utters various sounds at first unrelated to the household language the stage in speech development, from about age 1 to 2, during which a child speaks mostly in single words beginning about age 2, the stage in speech development during which a child speaks mostly two-word statements early speech stage in which a child speaks like a telegram — â€Å"go car† — using mostly nouns and verbs and omitting auxiliary words Whorf's hypothesis that language determines the way we think 16. 3. belief perseverance language 4. 17. 18. phoneme morpheme 5. heuristic 19. 20. grammar 6. insight 21. semantics 7. confirmation bias fixation 22. syntax 8. 23. 9. mental set babbling stage 10. functional fixedness representativeness heuristic 24. one-word stage two-word stage telegraphic speech linguistic determinism 11. 25. 26. 12. availability heuristic 27. 13. overconfidence 14. framing

Assey

Adrian Gauci Learning and Development Strategy – Adrian Gauci – Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci EMPLOYEE DEVELOPMENT †¢ Employee Development of HR development is about the provision of learning, development and training opportunities in order to improve individual, team and organisational performance. †¢ The definition of development suggests a fulfilment of innate potential and ability through continuous involvement rather than just timely interventions to satisfy gaps in knowledge and ability.Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Learning and development †¢ Learning and development is the process of acquiring and developing knowledge, skills, capabilities, behaviours and attitudes through learning or developmental experiences. It is concerned with ensuring that the organization has the knowledgeable, skilled, engaged and committed workforce it needs. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Learning and development Learning is a continuous process that not only enhances existing capabilities but also leads to the development of the skills, knowledge and attitudes that prepare people for enlarged or higher-level responsibilities in the future. †¢ As explained by Honey and Mumford (1996): – ‘Learning has happened when people can demonstrate that they know something that they did not know before (insights, realizations as well as facts) and when they can do something they could not do Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci BA (Hons), MA, before (skills). ’Adrian Gauci Learning and development †¢ Development is concerned with ensuring that a person’s ability and potential are grown and realized through the provision of learning experiences or through self-directed (self-managed) learning. It is an unfolding process that enables people to progress from a present state of understanding and capability to a future state in which higher-level skills, knowledge and competencies are required. †¢ Training involves the application of formal processes to impart knowledge and help people to acquire the skills necessary for them to perform their jobs satisfactorily.Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci KEY L&D TERMS †¢ LEARNING: Learning is relatively permanent changes in behaviour that occurs as a result of practice or experience. †¢ EDUCATION: The development of Knowledge, values and understanding required in all aspects of life rather than the knowledge and skills relating to particular areas of activity. †¢ DEVELOPMENT: the growth or realisation of a person's ability and potential throug h the provision of learning and educational experiences. Training: The planned ; systematic modification of behaviour through learning events, programmes, and instruction which enable individuals to achieve the levels of knowledge, skills and competence to carry out their work effectively. Source: Armstrong-handbook of Personnel Management practices. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Elements of learning and dev Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci Characteristics of formal and informal learning Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci ROI †¢ Return on investment (RoI) is advocated by some commentators as a means of assessing the overall impact of training on organizational performance. It is calculated as: Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Learning and development strategy Learning and development strategy represents the approach an organization adopts to ensure that now and in the future, learning and development activities support the achievement of its goals by developing the skills and capacities of individuals and teams. It can be described similarly as strategic human resource development, defined as follows. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Learning and development strategy It is fundamentally concerned with creating a learning culture that will encourage learning and will provide the basis for planning and implementing learning activities and programmes.†¢ This concept of a learning culture is associated with that of the learning organization. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Diss ertation Supervisor Adrian Gauci Elements of L;D strategy Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci A learning culture A learning culture is one that promotes learning because it is recognized by top management, line managers and employees generally as an essential organizational process to which they are committed and in which they engage continuously. †¢ Reynolds (2004) describes a learning culture as a – ‘growth medium’, which will ‘encourage employees to commit to a range of positive discretionary behaviours, including learning’ and which has the following characteristics: empowerment not supervision, self-managed learning not instruction, long-term capacity building not short-term fixes. Reynolds suggests that to create a learning culture it is necessary to develop organizational practices that raise commitment amongst employees and – ‘give employees a sense of purpose in the workplace, grant employees opportunities to act upon their commitment, and offer practical support to learning’. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci The learning organization The learning organization, as defined by Senge (1990) †¢ The learning organization is one – ‘where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together’. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian GauciThe learning organization †¢ Harrison (2000) learning organization remains persuasive beca use of its – ‘rationality, human attractiveness and presumed potential to aid organizational effectiveness and advancement’. †¢ Wick and Leon (1995) refer to a learning organization – as one that ‘continually improves by rapidly creating and refi ning the capabilities required for future success’. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci EMPLOYEE TRAINING Training is an important part of an organization’s long-range strategy: – Global competition and flatter organizational structures require multi-skilled employees – Focus on life-long learning – Diverse employees with varying cultural values – Developments in information technology require new skills and training strategies – Increased motivation – Individual goals equating with those of the organisation – Social benefits eg traning from government â€⠀œ Newly acquired skills for future use Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ BENEFITS OF T;D TO ORGANISATIONS Provision of trained human resources Improvements of existing skills Increased employee knowledge Improved job performance Improved customer service Greater staff commitment Increased value of the organisation's human assets The personal development of employees Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci PROCESS OF TRAINING †¢ SYSTEMATIC TRAINING †¢ PLANNED TRAINING Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci PLANNED TRAINING †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Identify and define training needs Define the learning required Define the objectives of training Plan training programme Decide who provides the training Implement the training Evaluate training Modify training programmes basis on the evaluation. MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci BA (Hons), Adrian Gauci DEFINING TRAINING NEEDS †¢ †¢ †¢ †¢ †¢ †¢ †¢ JOB TRAINING ANALYSIS ORGANSATIONAL ANALYSIS PERFORMANCE APPRAISAL JOB ANALYSIS CUSTOMER FEEDBACK OBSERVATION OF EMPLOYEES RECORDS OF EMPLOYEES PERFORMANCEAdrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci TRAINING OBJECTIVES †¢ †¢ †¢ †¢ PREREQUISITE EXPERIENCE AND ABILITIES EDUCATINAL OBJECTIVES BEHAVIOURAL OBJECTIVES CRITERIA FOR ASSESSMENT Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Learning and Development Activities Learning  and  Development  Activities †¢ case  study  exercises †¢ action  learning  activities †¢ modern  apprenticeship †¢ Employee  mentoring †¢ Group  /  Departmental  Ã‚  Exercises †¢ Situation  Simulation Management  coaching   †¢ Corporate  University †¢ Instruction  Lectures †¢ Outdoor  Learning  Activities   †¢ Training  by  role  playing See Page 1022 (Appendix in Armstrong Book) Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci The Training System Needs Assessment Evaluation Training Objectives Implementation Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Training Techniques On-the-job †¢ †¢ †¢ †¢ Job rotation Apprenticeships Coaching Mentoring Delegation by supervisor †¢ Work shadowing †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Off-t he-job †¢ Lectures & videos Vestibule training Role-playing/Cases Simulation Self-Study & Programmed Computer-based (CBT) Virtual reality Web-based/Intranet Video-conferencing Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Training & Development Strategies Cognitive T&D Strategies Environmental Behavioural Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci Training Evaluation Criteria Reaction Organizational results Training Evaluation Criteria Behaviour Knowledge Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci LEARNING ORGANISATION †¢ Learning might be the acquisition of a new skills, new knowledge, a modified attitude or a combination of all three. †¢ The process of acquiring knowledge through experience that leads to a change in behaviour. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci LEARNING ORGANISATION An organization that has an enhanced capacity to learn, adapt and change – Systems thinking – Personal mastery – Mental models – Shared vision – Team learning Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci LEARNING ORGANISATION (CONTD. ) Garvin (1993) has suggested that LO are good at doing five things: †¢ Systematic problem solving-relying on scientific methods, insisting on data rather than assumption. Experimentation Kaizen (continuous improvements) †¢ Learning from past experience †¢ Learning from others †¢ Transferring knowledge quickly and efficiently throughout the organisation Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci SIX FACTOR MODEL OF LO Kandola a nd Fullerton have produced a six factor model of a LO: †¢ Shared vision †¢ Enabling structure †¢ Supportive culture †¢ Empowering management †¢ Motivated workforce †¢ Enhanced learning Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci LEARNING STYLES Kolb & Honey and Mumford Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci LEARNING STYLES Learning style theory can be used in the design and conduct of learning events or personal development programmes. Learning situations can be designed to fit the learning style of participants. Coffield (2005) stressed the importance of individuals’ ‘thinking styles’ – that is, their automatic way of organizing and processing information during learning – and of their ‘learning strategy’, meaning the pproach they adopt to try to overco me the limitations of their natural thinking style. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci EXPERIMENTAL LEARNING CYCLE Kolb provides one of the most useful descriptive model of the adult learning process. The LC suggests that there are four stages that follow from each others. †¢ Concrete experience: either planned or accidental †¢ Reflective observation: looking back at the experience. †¢ Abstract conceptualisation: seen as generalising from reflection and developing hypotheses based on experience and knowledge. Active experimentation: Testing the concepts or ideas in new situation. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci KOLB`S LEARNING STYLES †¢ ACCOMMODATIVE: Strong preference for concrete experience and active experimentation, learning by errors. †¢ DIVERGENT: preference for concrete experiences , but to reflect on these from different perspectives. †¢ ASSIMILATIVE: Indicates that knowledge is gained by incorporating experiences into already existing cognitive structure. †¢ CONVERGENT: prefer to experiment with ideas.Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci KOLB`S LEARNING STYLES †¢ Accommodators who learn by trial and error, combining the concrete experience and experimentation stages of the cycle. †¢ Divergers who prefer concrete to abstract learning situations and refl ection to active involvement. Such individuals have great imaginative ability, and can view a complete situation from different viewpoints. †¢ Convergers who prefer to experiment with ideas, considering them for their practical usefulness.Their main concern is whether the theory works in action, thus combining the abstract and experimental dimensions. †¢ Assimilators who like to create their own the oretical models and assimilate a number of disparate observations into an overall integrated explanation. †¢ Thus they veer towards the reflective and abstract dimensions. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci The Axis Concrete Experience – CE (feeling) ——- Abstract Conceptualization – AC (thinking) Active Experimentation – AE (doing)—– Reflective Observation – RO (watchin g)Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Divergers and Assimilators †¢ Diverging (feeling and watching – CE/RO) – These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations several different viewpoints. Kolb called this style ‘Diverging' because these people perform better in situations that require ideas-generation, for example, brainstorming.People with a Diverging learning style have broad cultural interests and like to gather information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the Diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback. Assimilating (watching and thinking â⠂¬â€œ AC/RO) – The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are more important than people. These people require good clear explanation rather than practical opportunity.They excel at understanding wide-ranging information and organising it a clear logical format. People with an Assimilating learning style are less focused on people and more interested in ideas and abstract concepts. People with this style are more attracted to logically sound theories than approaches based on practical value. These learning style people is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor †¢ Adrian Gauci Convergers and Accomodators †¢ Converging (doing and thinking â₠¬â€œ AC/AE) – People with a Converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. People with a Converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems.People with a Converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A Converging learning style enables specialist and technology abilities. People with a Converging style like to experiment with new ideas, to simulate, and to work with practical applications. Accommodating (doing and feeling – CE/AE) – The Accommodating learning style is ‘hands-on', and relies on intuition rather than logic. These people use other people's analysis, and prefer to take a practical, experiential approac h.They are attracted to new challenges and experiences, and to carrying out plans. They commonly act on ‘gut' instinct rather than logical analysis. People with an Accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent and useful in roles requiring action and initiative. People with an Accommodating learning style prefer to work in teams to complete tasks. They set targets and actively work in the field trying different ways to achieve an objective.Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor †¢ Adrian Gauci HONEY ; MUMFORD LEARNING STYLES Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci HONEY ; MUMFORD`S LEARNING STYLES †¢ ACTIVIST: a dynamic learners without bias †¢ REFLECTOR: an imaginative learner and the person, who observes phenomena, thinks about them and then choose how to act. †¢ THEORIST: Who adapt and apply their observations in the form of logical theories. PRAGMATIST: a commonsense learner who only likes to study if they can see a direct link to practical problems. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci HONEY ; MUMFORD`S LEARNING STYLES †¢ 1. Activists who involve themselves fully without bias in new experiences and revel in new challenges. †¢ 2. Reflectors who stand back and observe new experiences from different angles. They collect data, refl ect on them and then come to a conclusion. †¢ 3.Theorists who adapt and apply their observations in the form of logical theories. They tend to be perfectionists. †¢ 4. Pragmatists who are keen to try out new ideas, approaches and concepts to see if they work. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Ad rian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci Kolb vs Honey ; Mumford Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci INDIVIDUAL BARRIERS TO LEARNING †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ LACK OF INFORMATION TIME MONEY APATHY ANDLACK OF MOTIVATIO CULTURE AGEISM SPECIAL NEEDS SOCIO-ECONOMIC STATUS LACK OF CONFIDENCE Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor