North American Civilization

North American Civilization Elizabeth Smith HIS 115 North American civilization began about 35,000 years ago in the time of the last ice age. A large land mass connecting Eurasia and Alaska brought the first Native American ancestors into North America. As the Ice Age ended, the sea levels rose, submerging the land bridge into the Ocean, thus leaving the ancestors of the Native Americans deserted on a remote continent. After crossing the land bridge, the Native Americans increased and shaped a mixture of cultures and several civilizations. Early North American Cultures The route from Siberia to Alaska led the first descendants as well as animals to this new land. Over many years, settlement broadened throughout America, Central, and South America of the first inhabitants (Axia College, 2010). These early American’s were nomadic. Hunting and gathering as the main source of surviving is how the first American civilizations grew and adapted to the land. The cultures of early Americans grew vastly, learning economic, social, and political skills. Early Americans adapted to the land by hunting the terrain and the water. Animals became a major source of food as well as fish and other aquatic organisms. Native Americans had to adapt to the environment to strengthen their civilization. Many families organized male members to hunt and gather food to share with the neighboring settlements. Women also contributed to society. Agriculture dominated the role of the women. Planting, harvesting, and other domestic roles helped settlements to grow and flourish in their environments. Advancements in agriculture of Mesoamerica strengthened civilizations of many early Americans such as the Mayas and the Aztecs (Axia College, 2010). Cities developed, small villages, many languages, and cultures evolved through economic, religious, and political advancements. Essentially, an empire formed through the efforts of early civilizations; however, new exploration from Europe would soon expand North American civilization. Changes in European society fueled the need to discover new and vast lands. This great conquest began with the Portuguese in the forefront of discovery. The Portuguese created much advancement in shipbuilding, which helped with successful voyages into the Atlantic Ocean (Axia College, 2010). The voyages led to the discovery of Newfoundland as well as a new trade route along the African and Asian coasts. During this time, Europeans were eager to explore new routes for trade, as well as the possibility to expand land opportunities (Axia College, 2010). With the advancement of technology, economics, and political evolution, Europeans were eager to discover new lands for expansion. Factors such as overpopulation, religion, and government politics were creating situations for Europeans to explore the possibilities of transatlantic expansionism (Axia College, 2010). Spain dominated the first efforts of exploration and colonization. Explorers such as Christopher Columbus, Hernando Cortez, and the Pizarro brothers, were the first to discover the new land of the America’s. As the Spanish continued to explore the civilizations of the Mayas and the Aztecs became dominated and conquered. Spanish colonization was easily established due to the diseases brought to the land, the Native Americans could not adapt to such sicknesses and therefore, the Spanish conquered Central and South America (Axia College, 2010). An Empire created, the Spanish soon convinced other Europeans to expand to settlement of the Americas. English expansionism became top priority of Queen Elizabeth I. English merchants, politicians, and reformation encouraged expansion and colonization of America. Many efforts took place; however, English colonization did not occur until the later in the fifteenth century. Over a span of many of thousands of years, settlers of America migrated, adapted, and flourished with great societies. Early Americans traveled to the continent through the land bridge, forming an environment that flourished with great economic, political, and religious advancements. With new, land discoveries, the Spanish, Portuguese, and English colonized and explored the America’s with the ambition to produce new wealth, land, and religious freedoms from their own lands, thus expanding and colonizing across the Atlantic. Gutierrez Map How and where are Native Americans presented on this map? Native Americans are presented on this map along the coasts of the Americas. Some were given descriptions of being cannibals, other societies were reflected as wealthy with temples and other riches, and others reflected the types of animals that inhabited the land. How might have the map’s indication of where Native Americans lived strengthen European claims of sovereignty? The map’s indication of Native American societies strengthened the European claims of sovereignty through its imperial claims. What do the Spanish and French coats of arms in the upper left hand corner of the map represent? The Spanish and French coat of arms in the upper left hand corner of the map represents the treaties of Cateau Cambresis signed between Spain, France, France, and England in 1559, which brought peace to Europe. What does the Portuguese coat of arms in the lower right corner of the map represent? The Portuguese coat of arms in the lower right corner of the map represents Portugal’s fleet off the Coast of Africa, which is dominating the southern Atlantic. Reference Axia College. (2010). Week One Overview. Retrieved February 21, 2010, from Axia College, Week One, rEsource. HIS115—U. S. History to 1865 Course Website.

Goal Setting Worksheet Essay

1.Describe one academic goal that you have created using the SMART criteria. How do SMART criteria contribute to your academic goals? One goal I have created is to continue to attain the highest points possible each week in college. SMART criteria contribute to my academic goal by helping me identify what I need to focus on to complete this goal. By concentrating on how to set my goal to the guidelines of SMART (Specific, Measureable, Attainable, Realist, and Timely) I am able to set reasonable steps to complete this goal within the timeframe specified. 2.Describe one professional/career goal you have created using the SMART criteria and Career Plan Building Activities results. How did the results of the Career Interest Profiler and Career Plan Building Activity on Competencies contribute to your professional goal development? Using the SMART criteria I have set a goal to research jobs I am interested in pertaining to the IT field and find out which certifications I will need on top of my degree to help me attain that edge over other prospective candidates. The results from my Career Interest Profiler and Career Plan Building Activity on Competencies reaffirmed my choices on the career I have chosen. As the other career fields I have been interested in were also on the profiler I feel like I am in connection with my competencies and am pursuing a career that I will not only excel at, but be happy with. 3.Describe the stress and time-management strategies you have learned this week that will help you achieve your goals. Of the stress and time management strategies I have learned this week I feel that overcoming procrastination will aid me the most. There are times when the list of things I need to accomplish by the end of the week seems quite daunting, and sometimes I feel procrastinating tendencies. The ultimate cure for this is for me to stop making excuses and accomplish my tasks at hand. Another helpful strategy for me will be utilizing a planner. With all of the time consuming tasks that I will need to accomplish, having them allocated to time slots and dates on a planner will help keep me organized, ensure to not miss deadlines, and effectively de-stress me at the same time. 4.Describe how you will balance academic expectations and your personal and professional responsibilities. I will balance academic, personal, and professional responsibilities and expectations by creating a time chart and not overextending my abilities. I plan to assess each aspect of my life pertaining to academic, personal, and professional goals by effectively prioritizing each in its order of importance or necessity to me. By doing this I can then effectively plan my time to meet my perspective responsibilities as well as eliminate unnecessary stress. 5.How can understanding the importance of SMART criteria and your career interests and competencies help you move towards your career and academic goals? Understanding the importance of SMART criteria and my career interests and competencies can help me achieve my career and academic goals by allowing me to see which areas I am competent in and which areas I need to focus my time on to be more proficient in. Knowing where your weaknesses are is the first step to improving on them and advancing in your career or academic goals. By utilizing SMART criteria I can set realistic and obtainable goals for myself, effectively not setting myself up for failure. If I am able to set a goal to be specific, measurable, attainable, realistic, and timely I am sure to succeed at not only completing them successfully, but completing goals within a reasonable amount of time as well.

The Determinants of Consumer Price Index in Indonesia

[pic] THE DETERMINANTS OF CONSUMER PRICE INDEX IN INDONESIA Instructor DR. Moussa Larbani Prepared By Ali Faris(G0912449) Imala Hussain(G0822498) Ma Yue(G0918271) Mia Fathia(G0827756) Nurma Saleah(G0912298) Suthinee Suayngam(G0916798) Ulfah Hidayatun(G0815892) ECON 6030 ADVANCE QUANTITATIVE METHOD Term Paper Kulliyah of Economics and Management Sciences Department of Business Administration 2009/2010 Abstract The most well known and widely quoted economic indicator is the CPI (Consumer Price Index).It represents an estimation of the change in prices of consumer goods and services. Generally, it represents a measurement of our expenses on goods and services we use to meet our day-to-day needs. Severe problems to the overall economy can be caused if the prices of consumer goods and services are abruptly changed. This paper attempts to examine the factors that influence the Consumer Price Index. We observe four variables, namely, money supply, gross domestic product, interest rate, and share price.By utilizing quarterly data from 1996 to 2008, this study applies multiple regressions method to find the best model and factors which can explain Consumer Price Index. The result indicates gross domestic product, interest rate, and stock price significant effect to consumer price index, whereas money supply does not have significant effect. This study also finds that the highest Adjusted R2 as goodness criteria of the model is derived when we include all the factors in the model.Hence, we can conclude that those factors have either strong or weak contribution to consumer price index. Keyword: Consumer Price Index, 1. INTRODUCTION From the beginning of civilization, tribes, countries and nations have always been looking for ways to attain prosperity and growth so as to improve the standard of living for their own people. From the times of Caesar to leaders of today such as John F. Keneddy, things haven’t changed much. To attain prosperity one of the most important things is to maintain a healthy economy.However there are many factors that threaten a healthy economy such as inflation, economic recessions and many other factors. Despite all these threats and inevitable slumps and declines in economy, an economy can be monitored and as such Consumer Price Index is one of the most important economic indicators. Using consumer pricing index, the health of the economy can be in check and the state can take necessary preventive measures otherwise not taken could lead to devastating effects in the form of high unemployment, bankruptcies, major financial losses etc.The CPI is a fixed-basket price index as it represents the price of a constant quantities basket of goods and services purchased by the average consumer. CPI is one of the most frequently used  statistics for identifying periods of inflation or deflation. This is  because large rises in CPI during a short period of time typically denote periods of inflation and  large drops in CPI du ring a short period of time usually  mark  periods of  deflation. It is compiled by the Department of Labor's Bureau of Labor Statistics.In order to get the final result for the CPI, wide researches of the prices of the included in the consumer basket goods and services are made. Then they are entered into a special computer program that makes the calculations. The importance of CPI is viewed in the fact that the estimations of other products, services and benefits are directly linked to the levels of the CPI. For example, if the CPI experiences an increase in its value, then the Social Securities benefits will rise as well. Other things that are directly linked to CPI include: †¢ Wages †¢ Lease agreements Union contracts †¢ Benefit statements and etc. Severe problems to the overall economy can be caused if the prices of consumer goods and services are abruptly changed. Most people associate the concept of CPI with inflation. An increase in the value of the CPI means that an increase in inflation has been observed. When inflation increases the purchasing power of money is lost and people will change their spending habits as they meet their purchasing thresholds and producers will suffer and be forced to cut output. This can be readily tied to higher unemployment rates.The whole economy falls into a recession. The objective of this paper is to find a linear regression model that will accurately estimate the consumer pricing index of Indonesia by using the following independent variables, 1) money supply, 2) Gross domestic product, 3) interest rates and 4) stock prices. In economics, money supply is the total amount of money available in an economy at a particular point in time. There are several ways to define â€Å"money†, but standard measures usually include currency in circulation and demand deposits.The gross domestic product (GDP) or gross domestic income (GDI) is a basic measure of a country's economic performance and is the m arket value of all final goods and services made within the borders of a country in a year. It is a fundamental measurement of production and is very often positively correlated with the standard of living. An interest rate is the price a borrower pays for the use of money they do not own, for instance a small company might borrow from a bank to kick start their business, and the return a lender receives for deferring the use of funds, by lending it to the borrower.Interest rates are normally expressed as a percentage rate over the period of one year. Stock Price in this paper is referred to as Stock Market index which is based on a statistical compilation of the share prices of a number of representative stocks. We observe four variables namely, money supply, gross domestic product, interest rate, and stock price. By utilizing quarterly data from 1996 to 2008, this study applies multiple regressions method to find the best model and factors which can explain Consumer Price Index (S ee appendix 1 and 2). 2. METHODOLOGY 2. 1Bivariate Pearson CorrelationPearson [pic]is typically used to describe the strength of the linear relationship between two quantitative variables. Often, these two variables are designated [pic](predictor) and [pic](outcome). Pearson [pic] has values that range from -1. 00 to +1. 00. The sign of [pic]provides information about the direction of the relationship between [pic] and [pic]. A positive correlation indicates that as scores on [pic] increase, scores on [pic]also tend to increase; a negative correlation indicates that as scores on [pic] increase, scores on [pic]neither increase nor decrease in a linear manner.The absolute magnitude of Pearson [pic] provides information about the strength of the linear association between scores on [pic] and [pic]. For values of [pic]close to 0, there is no linear association between [pic] and [pic]. When [pic]= +1. 00, there is a perfect positive linear association; when [pic]= -1. 00, there is a perf ect negative linear association. Intermediate values of [pic]correspond to intermediate strength of the relationship (Warner, 2008). 2. 1. 1Assumption for Pearson [pic] (Warner, 2008)The assumptions that need to be met for Pearson [pic] to be an appropriate statistic to describe the relationship between a pair of variables are as follows: 1. Each scores on [pic] should be independent of other [pic] scores (and each score on [pic]should be independent of other [pic]scores). 2. Scores on both [pic]and [pic]should be quantitative and normally distributed. 3. Scores on [pic]should be linearly related to scores on[pic]. 4. [pic], [pic]scores should have a bivariate normal distribution. 2. 1. Computation of Pearson [pic] (Warner, 2008) Formula to calculate Pearson [pic]from the raw scores on [pic]and [pic]is as follows: [pic](2. 1) 2. 1. 3Correlation matrix (Warner, 2008) A correlation matrix usually denoted by R; it contains the correlations among all possible pairs of [pic]variables. Th e entire set of correlation in an R matrix is as follow [pic] R = [pic][pic] Note several characteristics of this matrix. All the diagonal elements equal 1 (because the correlation of a variable with itself is, by definition, 1. 0).The matrix is â€Å"symmetric† because each element below the diagonal equals one corresponding element above the diagonal. 2. 2Multiple Regressions Multiple Regression analysis provides an equation that predicts raw score on a quantitative [pic] variable from raw scores on [pic] variables, with [pic]. The predictor or [pic] variables are usually also quantitative, but it can also be a dichotomous variable (dummy variable). Usually, regression analysis is used in non experimental research situations, in which the researcher has manipulated none of the variables.In the absence of an experimental design, causal inferences cannot be made. However, researchers often select at least some of the predictor variables for regression analysis because they be lieve that these might be â€Å"causes† of the outcome variable. If an [pic] variable that is theorized to be a â€Å"cause† of [pic]fails to account for a significant amount of variance in the [pic] variable in the regression analysis, this outcome may weaken the researcher’s belief that the [pic] variable has a causal connection with [pic].On the other hand, if a [pic] variable that is thought to be â€Å"causal† does uniquely predict a significant proportion of variance in [pic] even when confounded variables or competing causal variables are statistically controlled, this outcome may be interpreted as consistent with the possibility of causality. (Warner, 2008) 1. The Multiple Regressions Model Equation The raw score version of regression equation with [pic] predictor variables is written as follows [pic](2. 2) here [pic]is the predicted score on the outcome ([pic]) variable, [pic]is the intercept or constant term, [pic]are regression coefficients, an d [pic]are predictor variables. The [pic]regression coefficient represent partial slope. The [pic] slope represents the predicted change in [pic] for a one-unit increase in[pic], controlling for [pic](i. e. , controlling for all other predictor variables included in the regression analysis). The standard score version of a regression equation with [pic] predictors is represented as follows: [pic](2. ) where [pic]is [pic]scores on [pic], [pic]are beta coefficient that is used to predict The beta coefficients in the standard score version of the regression can be compared across variables to assess which of the predictor variables are more strongly related to the [pic]outcome variable when all the variables are represented in [pic]score form. Beta coefficient may be influenced by many types of artifacts such as unreliability of measurement and restricted range of scores in the sample. (Warner, 2008) 2. Model buildingThis paper use Stepwise regression model building to develop the leas t squares regression in steps, either to forward selection backward elimination, or through standards stepwise regression. The coefficient of partial determination is the measure of the marginal contribution of each independent variable, given that other independent variables are in the model. 2. 2. 3Statistics Sum-of-squares terms. Several regression statistics are computed as functions of the sums of-squares terms: [pic] (2. 4) Partitioning of variation.The regression equation is estimated such that the total sum-of squares can be partitioned into components due to regression and residuals: SST = SSR+ SSE(2. 5) Coefficient of determination. The explanatory power of the regression is summarized by its â€Å"R-squared† value, computed from the sums-of-squares terms as [pic](2. 6) R2, also called the coefficient of determination, is often described as the proportion of variance â€Å"accounted for†, â€Å"explained†, or â€Å"described† by regression. It i s important to keep in mind that a high R2 does not imply causation.The relative sizes of the sums-of-squares terms indicate how â€Å"good† the regression is in terms of fitting the calibration data. If the regression is â€Å"perfect†, all residuals are zero, SSE is zero, and R2 is 1. If the regression is a total failure, the sum-of-squares of residuals equals the total sum-of-squares, no variance is accounted for by regression, and R2 is zero. Adjusted R2. The R2 value for a regression can be made arbitrarily high simply by including more and more predictors in the model. The adjusted R2 is one of several statistics that attempts to compensate for this artificial increase in accuracy.The adjusted R2 is given by: [pic](2. 7) n = sample size (e. g. , number of years of data in calibration period) p = number of predictors in the model, not counting the constant term As shown by the equation, R2 with hat is lower than R2 if the model has more than one predictor. Adding predictors has the effect of increasing the difference between R2 with hat and R2. Adjusted R2 is also useful in comparing among models. ANOVA table and definition of â€Å"mean squared† terms. The sums-of-squares terms and related statistics are often summarized in an Analysis of Variance (ANOVA) table: [pic] Source= source of variationSS= sum-of-squares term df= degrees of freedom for SS term MS= â€Å"mean squared† terms The mean squared terms are the sums-of-squares terms Standard error of the estimate. The residual mean square (MSE) is the sample estimate of the variance of the regression residuals. The population value of the error term is sometimes written as ? e2 while the sample estimate is given by se2 = MSE(2. 8) where MSE has been defined previously. The square root of the residual mean square is called the root-mean-square error (RMSE), or the standard error of the estimate. [pic](2. 9) The subscript â€Å"c† is attached (RMSEc) in (4. ) to distingu ish the RMSE derived from calibration from the root-mean-square error derived by cross-validation (see later). F ratio or â€Å"overall F†. Recall that the explanatory power of a regression is given by the regression R2, which is computed from sums-of-squares terms. The F-ratio, or overall F, which is computed from the mean squared terms in the ANOVA table, estimates the statistical significance of the regression equation. The F-ratio is given by [pic](2. 10) The advantage of the F- ratio over R2 is that the F- ratio takes into account the degrees of freedom, which depend on the sample size and the number of predictors in the model.A model can have a high R2 and still not be statistically significant if the sample size is not large compared with the number of predictors in the model. The F- ratio incorporates sample size and number of predictors in an assessment of significance of the relationship. The significance of the F- ratio is obtained by referring to a table of the F distribution, using degrees of freedom {df1,df2}, where df1 and df2 are the degrees of freedom for the regression mean square and residual mean square from the ANOVA table.How to reject or accept F-test (for overall significance) HO: ? 1 = ? 2 HA : ? 1 and ? 2 not both zero ? = . 05 Decision: Reject Ho if the f-stat falls in the rejection area (p values > ? = . 05) [pic] T-test. The T-test shows if there is a linear relationship between the variable xi and y. The test statistic: [pic](2. 11) How to reject or accept T-test (for individual significance) HO: ? 1 = 0 HA : ? 1 ? 0 ? = . 05 Decision: Reject Ho if the test statistic for each variable falls in the rejection region (p values < . 05) [pic]Confidence interval for estimated coefficients. If the regression assumptions on the residuals are satisfied, including the normality assumption, then the sampling distribution of an estimated regression coefficient is normal with a variance proportional to the residual mean square (MSE). Th e variance of the estimator also depends on the variances and covariances of the predictors. The idea is best illustrated for the case of simple linear regression, for which the variance of the regression coefficient is given by [pic](2. 12)Where Se2 is the residual mean square, xi is the value of the predictor in year xi with hat is the mean of the predictor, and the summation is over the n years in the calibration period. The 100 (1 ? ?) % confidence interval is [pic], where t? /2 is obtained from s t distribution with n-2 degrees of freedom. For more than one predictor, the confidence intervals for regression can be computed similarly, but the equation is more complicated. The equation for the variances and covariances of estimated coefficients is expressed in matrix terms by [pic](2. 13) where X is the time series matrix of predictors.This equation returns a matrix, with the variances of the parameters along the diagonal, and the covariances as the off-diagonal elements (Weisber g 1985, p. 44). The appropriate degrees of freedom of the t distribution is df = n ? K ? 1, where K is the number of predictors in the model, and n is the sample size. Multicolinearity The predictors in a regression model are often called the â€Å"independent variables†, but this term does not imply that the predictors are themselves independent statistically from one another. In fact, for natural systems, the predictors can be highly intercorrelated. Multicolinearity† is a term reserved to describe the case when the intercorrelation of predictor variables is high. It has been noted that the variance of the estimated regression coefficients depends on the intercorrelation of predictors. Haan (2002) concisely summarizes the effects of multicolinearity on the regression model. Multicolinearity does not invalidate the regression model in the sense that the predictive value of the equation may still be good as long as the prediction are based on combinations of predictors within the same multivariate space used to calibrate the equation.But there are several negative effects of multicolinearity. First, the variance of the regression coefficients can be inflated so much that the individual coefficients are not statistically significant – even though the overall regression equation is strong and the predictive ability good. Second, the relative magnitudes and even the signs of the coefficients may defy interpretation. For example, the regression weight on a tree-ring index in a multivariate regression equation to predict precipitation might be negative even though the tree-ring index by itself is positively correlated with precipitation.Third, the values of the individual regression coefficients may change radically with the removal or addition of a predictor variable in the equation. In fact, the sign of the coefficient might even switch. Signs of multicolinearity. Signs of multicolinearity include 1) high correlation between pairs of predictor variables, 2) regression coefficients whose signs or magnitudes do not make good physical sense, 3) statistically non-significant regression coefficients on important predictors, and 4) extreme sensitivity of sign or magnitude of regression coefficients to insertion or deletion of a predictor variable.Variance Inflation Factor (VIF). The Variance Inflation Factor (VIF) is a statistic that can be used to identify multicolinearity in a matrix of predictor variables. â€Å"Variance Inflation† refers here to the mentioned effect of multicolinearity on the variance of estimated regression coefficients. Multicolinearity depends not just on the bivariate correlations between pairs of predictors, but on the multivariate predictability of any one predictor from the other predictors. Accordingly, the VIF is based on the multiple coefficient of determination in regression of eachpredictor in multivariate linear regression on all the other predictors: pic](2. 14) where Ri2 is the multip le coefficient of determination in a regression of the ith predictor on all other predictors, and i VIF is the variance inflation factor associated with the ith predictor. Note that if the ith predictor is independent of the other predictors, the variance inflation factor is one, while if the ith predictor can be almost perfectly predicted from the other predictors, the variance inflation factor approaches infinity. In that case the variance of the estimated regression coefficients is unbounded.Multicolinearity is said to be a problem when the variance inflation factors of one or more predictors becomes large. How large it appears to be a subjective judgement. According to Haan (2002), some researchers use a VIF of 5 and others use a VIF of 10 as a critical threshold. These VIF values correspond, respectively, to Ri2 values of 0. 80 and 0. 90. Some compute the average VIF for all predictors and declare that an average â€Å"considerably† larger than one indicates multicolinea rity (Haan, 2002).At any rate, it is important to keep in mind that multicolinearity requires strong intercorrelation of predictors, not just non-zero intercorrelation. The VIF is closely related to a statistic call the tolerance, which is 1/VIF. Some statistics packages report the VIF and some report the tolerance (Haan 2002). 3. MODEL SPESIFICATION AND DATA SOURCE Based on the theory review in the previous section, we build the following specification to capture the determinants of money supply in Indonesia: CPI = ? 0 + ? 1M1 + ? 2GDP + ? 3IR + ? 4SP + ? The variables are defined as followed: 1.Money supply (M1) is M0 (physical currency) and demand deposits, which are checking accounts. This is used as a measurement for economists trying to quantify the amount of money in circulation. The M1 is a very liquid measure of the money supply, as it contains cash and assets that can quickly be converted to currency. 2. Gross Domestic Product (GDP) is the income of individuals or nations after adjusting for inflation. 3. Consumer price index (CPI) is an index number measuring the average price of consumer goods and services purchased by households. 4. Interest rate (IR) is a fee paid on borrowed capital. . Share Price (SP) is the price of one share of stock. This paper uses quarterly data, from quarter 1 of 1996 to quarter 2 of 2008 that is taken from International Financial Statistic. We also use SPSS software to regress the model above. 4. VALUATION 4. 1Model Estimation We will present the result of data analysis using Multiple Regression Analysis. Multiple Regression analysis provides an equation that predicts raw score on a quantitative [pic] variable from raw scores on [pic] variables, with[pic]. The best model is indicated by the highest Adjusted R2 and the lowest standard errors.In this study, consumer price indexes (CPI) were predicted from the following variables: money supply (M1), gross domestic product (GDP), interest rate (IR) and share price (SP). The sample size[pic]is 50. 4. 2Bivariate correlation In this part, we will observe the strength of the linear relationship between each independent variable and CPI. Table 1. Correlations | | |CPI |M1 |GDP |IR |SP | |1996Q1 |11. 716111 |19. 30 |4. 771904 |3. 788341 |3. 853983 |0. 065642 | |1996Q2 |11. 766373 |19. 4 |4. 819983 |3. 822246 |3. 858643 |0. 036398 | |1996Q3 |11. 827298 |19. 17 |4. 717570 |3. 877778 |3. 863081 |-0. 014697 | |1996Q4 |11. 879324 |19. 16 |4. 810590 |3. 909344 |3. 872063 |-0. 037281 | |1997Q1 |11. 889998 |18. 98 |4. 934683 |3. 905124 |3. 897606 |-0. 007518 | |1997Q2 |11. 914423 |18. 72 |4. 941414 |3. 921527 |3. 906252 |-0. 015275 | |1997Q3 |12. 002958 |23. 38 |4. 78997 |4. 036802 |3. 924765 |-0. 112037 | |1997Q4 |12. 039144 |26. 19 |4. 477901 |4. 111444 |3. 959830 |-0. 151614 | |1998Q1 |12. 262335 |26. 33 |4. 624532 |4. 270861 |4. 140733 |-0. 130127 | |1998Q2 |12. 314070 |32. 16 |4. 495154 |4. 363053 |4. 309088 |-0. 053965 | |1998Q3 |12. 484700 |34. 93 |4. 308177 |4. 530508 |4. 491942 |-0. 038566 | |1998Q4 |12. 457244 |35. 20 |4. 294247 |4. 12515 |4. 538626 |0. 026111 | |1999Q1 |12. 510708 |34. 11 |4. 396215 |4. 536868 |4. 585091 |0. 048223 | |1999Q2 |12. 512071 |30. 34 |4. 767910 |4. 478028 |4. 578437 |0. 100409 | |1999Q3 |12. 533785 |24. 52 |4. 754038 |4. 455257 |4. 555728 |0. 100470 | |1999Q4 |12. 525806 |21. 68 |4. 830264 |4. 422381 |4. 555029 |0. 132648 | |2000Q1 |12. 689215 |19. 58 |4. 798267 |4. 536245 |4. 79349 |0. 043104 | |2000Q2 |12. 725801 |18. 46 |4. 615507 |4. 572988 |4. 589384 |0. 016396 | |2000Q3 |12. 796032 |17. 98 |4. 534614 |4. 630870 |4. 611431 |-0. 019440 | |2000Q4 |12. 817033 |17. 80 |4. 436443 |4. 654596 |4. 639514 |-0. 015082 | |2001Q1 |12. 894097 |17. 85 |4. 423641 |4. 715383 |4. 668689 |-0. 046693 | |2001Q2 |12. 957670 |18. 26 |4. 396349 |4. 769620 |4. 695093 |-0. 74527 | |2001Q3 |12. 980581 |18. 88 |4. 453272 |4. 786409 |4. 731538 |-0. 054871 | |2001Q4 |12. 967675 |19. 20 |4. 357638 |4. 787355 |4. 758569 |-0. 02878 5 | |2002Q1 |13. 014972 |19. 32 |4. 495629 |4. 812124 |4. 804455 |-0. 007668 | |2002Q2 |13. 038967 |19. 18 |4. 670443 |4. 813862 |4. 813371 |-0. 000492 | |2002Q3 |13. 083051 |18. 87 |4. 499660 |4. 860963 |4. 830240 |-0. 030724 | |2002Q4 |13. 67842 |18. 42 |4. 383610 |4. 856585 |4. 856372 |-0. 000213 | |2003Q1 |13. 119451 |18. 20 |4. 382903 |4. 894774 |4. 879052 |-0. 015721 | |2003Q2 |13. 127729 |17. 68 |4. 568618 |4. 880785 |4. 881073 |0. 000288 | |2003Q3 |13. 168067 |16. 44 |4. 706932 |4. 890676 |4. 889544 |-0. 001132 | |2003Q4 |13. 145558 |15. 43 |4. 867750 |4. 851847 |4. 910358 |0. 058511 | |2004Q1 |13. 193018 |14. 0 |5. 023394 |4. 869902 |4. 926710 |0. 056808 | |2004Q2 |13. 243557 |14. 28 |5. 023446 |4. 905169 |4. 946239 |0. 041070 | |2004Q3 |13. 296856 |13. 88 |5. 055704 |4. 940406 |4. 956855 |0. 016449 | |2004Q4 |13. 303815 |13. 54 |5. 255827 |4. 925389 |4. 972241 |0. 046852 | |2005Q1 |13. 357168 |13. 36 |5. 375579 |4. 954380 |5. 001198 |0. 046817 | |2005Q2 |13. 415743 |13. 29 |5. 03708 |4. 996403 |5. 019906 |0. 023503 | |2005Q3 |13. 477237 |13. 78 |5. 410051 |5. 046527 |5. 037628 |-0. 008900 | |2005Q4 |13. 539065 |15. 78 |5. 387751 |5. 110080 |5. 135998 |0. 025918 | |2006Q1 |13. 570606 |16. 34 |5. 539352 |5. 124611 |5. 157502 |0. 032891 | |2006Q2 |13. 608447 |16. 23 |5. 624725 |5. 145281 |5. 164111 |0. 018831 | |2006Q3 |13. 676882 |16. 00 |5. 78345 |5. 191494 |5. 176234 |-0. 015260 | |2006Q4 |13. 679898 |15. 35 |5. 839146 |5. 174745 |5. 194761 |0. 020015 | |2007Q1 |13. 732362 |14. 70 |5. 885796 |5. 206364 |5. 219177 |0. 012812 | |2007Q2 |13. 777640 |14. 08 |6. 039466 |5. 223014 |5. 222613 |-0. 000401 | |2007Q3 |13. 848229 |13. 56 |6. 144445 |5. 264208 |5. 239273 |-0. 024935 | |2007Q4 |13. 855779 |13. 11 |6. 305412 |5. 52354 |5. 259836 |0. 007483 | |2008Q1 |13. 930695 |12. 94 |6. 292750 |5. 309960 |5. 292817 |-0. 017143 | |2008Q2 |14. 023264 |12. 95 |6. 172412 |5. 392000 |5. 199684 |-0. 192316 | |   |   |   |   |   | |0. 175227 | From the table above, we found the sum square value of error is 0. 175. Predict Consumer Price index (CPI) for a quarter in which the logarithmic of GDP is 12. 89 logarithmic of Interest Rate is 17. 5 and logarithmic of Share Price is 4. 42 LCPI = -4. 927 + 0. 769 (LGDP) + 0. 007 (LIR) – 0. 090 (LSP) = -4. 927 + 0. 769 (12. 89) + 0. 007 (17. 52) – 0. 090 (4. 42) = 4. 72 Confidence interval for the mean LCPI value : [pic]; [pic] [pic] [pic] Prediction interval for the mean LCPI value : [pic]; [pic] [pic] [pic] CONCLUSION We have employed multiple regression analysis method, which involve five variables which are expected to affecting money supply. They are consumer price index, interest rate, stock price, GDP, and money supply [M1]. The data are selected from Indonesia international financial statistics.In the recent years Indonesia has been successfully controlling its money supply to get stability in economic circumstances. From the study we found out that there is strong relations hip between consumer price index [CPI]and GDP. When the Gross Domestic Product [GDP] increases, it will also increase consumer price index as these two have linear relationship. Also there is strong correlation between money supply and consumer price index, which means that mean of CPI increase when money supply increases. Addition to this there is positive correlation between stock price and CPI, when stock price increase it tend to increase CPI.However there is negative correlation between interest rate and CPI, when interest rate increases, CPI decreases. From our finding it shows that R-square is 96 percent, which means it is a good model to describe the relation between CPI and other variables we use in the study. REFERENCES Lawrence S. Meyers, Glenn Gamst, and A. J. Guarino. (2006). Applied Multivariate Research Design and Interpretation. Thousand Oaks, London, and New Delhi: Sage Publications. Miles, Jeremy and Mark Shevlin. (2001). Applying Regression & Correlation: A Guide for Students and Researchers. London: Sage Publications. Warner, R. M. (2008).Applied Statistics From Bivariate Through Multivariate Techniques. Los Angeles, London, New Delhi, Singapore: SAGE Publications. Watson, Collin J. and et al. (1993). Statistics for Management and Economics 5th Edition. Massachusetts: Allyn and Bacon. http://www. investopedia. com http://www. stock-market-investors. com http://www. wikipedia. org Appendix 1. Variables Data |   |M1 |Stock Price |CPI |INTEREST RATE |GDP | | | | | | | | |1996Q1 |53162. 00 |118. 14 |47. 8 |19. 30 |122530. 00 | |1996Q2 |56448. 00 |123. 96 |47. 40 |19. 24 |128846. 00 | |1996Q3 |59684. 00 |111. 90 |47. 61 |19. 17 |136940. 00 | |1996Q4 |64089. 00 |122. 80 |48. 04 |19. 16 |144253. 00 | |1997Q1 |63565. 00 |139. 03 |49. 28 |18. 98 |145801. 00 | |1997Q2 |69950. 00 |139. 97 |49. 71 |18. 72 |149406. 00 | |1997Q3 |66258. 00 |118. 99 |50. 64 |23. 8 |163237. 00 | |1997Q4 |78343. 00 |88. 05 |52. 45 |26. 19 |169252. 00 | |1998Q1 |98270. 30 |101. 96 |62. 85 |26. 33 |211575. 00 | |1998Q2 |109480. 00 |89. 58 |74. 37 |32. 16 |222809. 00 | |1998Q3 |102563. 00 |74. 30 |89. 29 |34. 93 |264263. 00 | |1998Q4 |101197. 00 |73. 28 |93. 56 |35. 20 |257106. 00 | |1999Q1 |105705. 00 |81. 14 |98. 01 |34. 11 |271226. 0 | |1999Q2 |105964. 00 |117. 67 |97. 36 |30. 34 |271596. 00 | |1999Q3 |118124. 00 |116. 05 |95. 18 |24. 52 |277558. 00 | |1999Q4 |124633. 00 |125. 24 |95. 11 |21. 68 |275352. 00 | |2000Q1 |124663. 00 |121. 30 |97. 45 |19. 58 |324232. 00 | |2000Q2 |133832. 00 |101. 04 |98. 43 |18. 46 |336314. 00 | |2000Q3 |135430. 00 |93. 19 |100. 63 |17. 98 |360783. 00 | |2000Q4 |162186. 0 |84. 47 |103. 49 |17. 80 |368440. 00 | |2001Q1 |148375. 00 |83. 40 |106. 56 |17. 85 |397956. 00 | |2001Q2 |160142. 00 |81. 15 |109. 41 |18. 26 |424077. 00 | |2001Q3 |164237. 00 |85. 91 |113. 47 |18. 88 |433905. 00 | |2001Q4 |177731. 00 |78. 07 |116. 58 |19. 20 |428341. 00 | |2002Q1 |166173. 00 |89. 62 |122. 05 |19. 32 |449087. 00 | |2002Q2 |174017. 00 |106. 5 |123. 15 |19. 18 |459993. 00 | |2002Q3 |181791. 00 |89. 99 |125. 24 |18. 87 |480725. 00 | |2002Q4 |191939. 00 |80. 13 |128. 56 |18. 42 |473469. 00 | |2003Q1 |181239. 00 |80. 07 |131. 51 |18. 20 |498546. 00 | |2003Q2 |195219. 00 |96. 41 |131. 77 |17. 68 |502690. 00 | |2003Q3 |207587. 00 |110. 71 |132. 89 |16. 44 |523382. 00 | |2003Q4 |223799. 00 |130. 03 |135. 9 |15. 43 |511733. 00 | |2004Q1 |219087. 00 |151. 93 |137. 93 |14. 80 |536605. 00 | |2004Q2 |226147. 00 |151. 93 |140. 65 |14. 28 |564422. 00 | |2004Q3 |234676. 00 |156. 92 |142. 15 |13. 88 |595321. 00 | |2004Q4 |245946. 00 |191. 68 |144. 35 |13. 54 |599478. 00 | |2005Q1 |244003. 00 |216. 07 |148. 59 |13. 36 |632331. 00 | |2005Q2 |261814. 00 |222. 23 |151. 40 |13. 9 |670476. 00 | |2005Q3 |267762. 00 |223. 64 |154. 10 |13. 78 |713000. 00 | |2005Q4 |271166. 00 |218. 71 |170. 03 |15. 78 |758475. 00 | |2006Q1 |270425. 00 |254. 51 |173. 73 |16. 34 |782779. 00 | |2006Q2 |303803. 00 |277. 20 |174. 88 |16. 23 |812968. 00 | |200 6Q3 |323885. 00 |292. 47 |177. 02 |16. 00 |870551. 00 | |2006Q4 |347013. 00 |343. 49 |180. 33 |15. 35 |873181. 0 | |2007Q1 |331736. 00 |359. 89 |184. 78 |14. 70 |920214. 00 | |2007Q2 |371768. 00 |419. 67 |185. 42 |14. 08 |962838. 00 | |2007Q3 |400075. 00 |466. 12 |188. 53 |13. 56 |1033260. 00 | |2007Q4 |450055. 00 |547. 53 |192. 45 |13. 11 |1041090. 00 | |2008Q1 |409768. 00 |540. 64 |198. 90 |12. 94 |1122080. 00 | |2008Q2 |453093. 00 |479. 34 |181. 22 |12. 95 |1230910. 00 |Appendix 2. Lag of Variable Data |   |lm1 |lsp |lcpi |lgdp |ir | |1996Q1 |10. 881099 |4. 771904 |3. 853983 |11. 716111 |19. 30 | |1996Q2 |10. 941075 |4. 819983 |3. 858643 |11. 766373 |19. 24 | |1996Q3 |10. 996819 |4. 717570 |3. 863081 |11. 827298 |19. 17 | |1996Q4 |11. 068028 |4. 810590 |3. 872063 |11. 879324 |19. 16 | |1997Q1 |11. 059818 |4. 934683 |3. 897606 |11. 889998 |18. 98 | |1997Q2 |11. 55536 |4. 941414 |3. 906252 |11. 914423 |18. 72 | |1997Q3 |11. 101311 |4. 778997 |3. 924765 |12. 002958 |23. 38 | |1997 Q4 |11. 268852 |4. 477901 |3. 959830 |12. 039144 |26. 19 | |1998Q1 |11. 495477 |4. 624532 |4. 140733 |12. 262335 |26. 33 | |1998Q2 |11. 603497 |4. 495154 |4. 309088 |12. 314070 |32. 16 | |1998Q3 |11. 538233 |4. 308177 |4. 491942 |12. 484700 |34. 93 | |1998Q4 |11. 524824 |4. 294247 |4. 538626 |12. 57244 |35. 20 | |1999Q1 |11. 568407 |4. 396215 |4. 585091 |12. 510708 |34. 11 | |1999Q2 |11. 570855 |4. 767910 |4. 578437 |12. 512071 |30. 34 | |1999Q3 |11. 679490 |4. 754038 |4. 555728 |12. 533785 |24. 52 | |1999Q4 |11. 733129 |4. 830264 |4. 555029 |12. 525806 |21. 68 | |2000Q1 |11. 733369 |4. 798267 |4. 579349 |12. 689215 |19. 58 | |2000Q2 |11. 804341 |4. 615507 |4. 589384 |12. 725801 |18. 46 | |2000Q3 |11. 16210 |4. 534614 |4. 611431 |12. 796032 |17. 98 | |2000Q4 |11. 996499 |4. 436443 |4. 639514 |12. 817033 |17. 80 | |2001Q1 |11. 907498 |4. 423641 |4. 668689 |12. 894097 |17. 85 | |2001Q2 |11. 983816 |4. 396349 |4. 695093 |12. 957670 |18. 26 | |2001Q3 |12. 009066 |4. 453272 |4. 731538 |1 2. 980581 |18. 88 | |2001Q4 |12. 088026 |4. 357638 |4. 758569 |12. 967675 |19. 20 | |2002Q1 |12. 020785 |4. 495629 |4. 804455 |13. 14972 |19. 32 | |2002Q2 |12. 066908 |4. 670443 |4. 813371 |13. 038967 |19. 18 | |2002Q3 |12. 110613 |4. 499660 |4. 830240 |13. 083051 |18. 87 | |2002Q4 |12. 164933 |4. 383610 |4. 856372 |13. 067842 |18. 42 | |2003Q1 |12. 107572 |4. 382903 |4. 879052 |13. 119451 |18. 20 | |2003Q2 |12. 181877 |4. 568618 |4. 881073 |13. 127729 |17. 68 | |2003Q3 |12. 243306 |4. 706932 |4. 889544 |13. 168067 |16. 44 | |2003Q4 |12. 18504 |4. 867750 |4. 910358 |13. 145558 |15. 43 | |2004Q1 |12. 297224 |5. 023394 |4. 926710 |13. 193018 |14. 80 | |2004Q2 |12. 328941 |5. 023446 |4. 946239 |13. 243557 |14. 28 | |2004Q3 |12. 365961 |5. 055704 |4. 956855 |13. 296856 |13. 88 | |2004Q4 |12. 412867 |5. 255827 |4. 972241 |13. 303815 |13. 54 | |2005Q1 |12. 404936 |5. 375579 |5. 001198 |13. 357168 |13. 36 | |2005Q2 |12. 475390 |5. 403708 |5. 19906 |13. 415743 |13. 29 | |2005Q3 |12. 497854 |5. 410051 |5. 037628 |13. 477237 |13. 78 | |2005Q4 |12. 510486 |5. 387751 |5. 135998 |13. 539065 |15. 78 | |2006Q1 |12. 507750 |5. 539352 |5. 157502 |13. 570606 |16. 34 | |2006Q2 |12. 624135 |5. 624725 |5. 164111 |13. 608447 |16. 23 | |2006Q3 |12. 688144 |5. 678345 |5. 176234 |13. 676882 |16. 00 | |2006Q4 |12. 757118 |5. 839146 |5. 194761 |13. 679898 |15. 5 | |2007Q1 |12. 712095 |5. 885796 |5. 219177 |13. 732362 |14. 70 | |2007Q2 |12. 826025 |6. 039466 |5. 222613 |13. 777640 |14. 08 | |2007Q3 |12. 899407 |6. 144445 |5. 239273 |13. 848229 |13. 56 | |2007Q4 |13. 017125 |6. 305412 |5. 259836 |13. 855779 |13. 11 | |2008Q1 |12. 923346 |6. 292750 |5. 292817 |13. 930695 |12. 94 | |2008Q2 |13. 023853 |6. 172412 |5. 199684 |14. 023264 |12. 95 | ———————– [pic] [pic] [pic]

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How has information technology changed the daily lives of enlisted men and women serving in conflict zones overseas - Research Paper Example With the aid of academic literatures, this paper also aims to define information technology as used in this paper to provide a background as to how information technology relates to the US military, and provide a historical background of the utilization of IT in the US military forces to probe on how technology has affected military forces across different eras. 2.0 Information Technology (IT) Generally, Information Technology or IT is the processing of information by the computer systems which are greatly used for communication, data security and storage (Stoyles, Pentland, & Demant, 2003, p. 4). Thus, information technology helps the people in gathering, sharing and storing of data in a convenient and fast manner. Moreover, according to Yadav (2006, p. 2), information technology includes television sets, published works, computers and the Internet (which are common technologies used at home and offices) and any other media platforms where people can acquire information. In the cont ext of the military forces, information technology relates to the Revolution in Military Affairs (RMA) wherein information technology is used for weaponry, surveillance mechanisms, processing of information, and organizational transformations of different military units (Goldman, 2005, p. 1). These benefits center on the organizational advantage of the force. Part of the utilization of information technology of the US corps is also to provide personal benefits to the military soldiers as privatization of housing through IT, skills development and telemedicine programs. 3.0 IT and the Military: History In the early days of war fighting, various nations have adopted new technologies that brought radical changes in fighting. The end of World War II has marked the birth of atomic bombs where it was later developed to hydrogen bombs (Perry, 2004, p. 235). As people become more knowledgeable on the use of technology, the weapons and war instruments have also metamorphosed to a more advanc ed state. Furthermore, as the Soviet Union and the United States of America are creating war technologies based on fatal situations, both countries have developed missiles (Perry, 2004, p. 235). War weaponry continuously evolved which now includes new systems as satellites, smart sensors and new aircrafts to name a few. However, during the 1990s, as information technology slowly shapes the American society, and likewise, the US military has also acknowledged the importance of such technological advancement to further develop its strategies and principles that will ensure the dominance of the forces of the US military (Dombrowski & Gholz, 2006, p. 1). As information technology in the military forces centers on the war fighting improvement, they have implemented â€Å"network-centric warfare,† thereby providing a centralized infrastructure that allows communication, detection mechanics, commanding and controlling systems, combat information and battleground bearings among other s that can be accessed by various military personnel (X. Wang, Wei, & H. Wang, 2012, p. 573). From the mechanical war instruments, the advent of more advance technologies paved way for the

Journal Essay Example | Topics and Well Written Essays - 750 words - 13

Journal - Essay Example Its own history has combined these factors to produce the present generation of poverty, nonexistent infrastructure and an inefficient state that cannot handle natural disasters in the most basic ways. From these points, I believe the Haitian people are falsely portrayed by the media as the world’s most resilient. They are poor, but we are told they do not complain. They are directly in the path of the region’s earthquakes and hurricanes, but we are told they survive. The truth is that the people of Haiti are suffering from the lack of vision, policy and strategy by its political leaders. Under the 18th century French rule, Haiti was among the French empire’s richest islands, exporting over 60 and 40 percent of the coffee and sugar, respectively, which Europe consumed. It does not matter that the close to one million African slaves that worked to produce the wealth did not have a share in it, but it remains that the wealth was there. I see the downfall of Haiti starting from the revolution that earned it independence. They were free, but the leaders destroyed its plantations and infrastructure. Their former French colonists contributed to the calamities of the new nation by demanding 150 million francs in order to grant them diplomatic recognition. That was already too costly for the country, even without considering half of it that was later demanded in 1830. The present-day Haitians are in difficult times, but I concur that they are only victims of historical circumstances. France has been wringing reparations for more than a century from the country until 1 947, forcing it to take loans from foreign banks at inflated interests. To finance the loans, 80 percent of Haiti’s national budget was being paid out to the foreign banks by 1900. From then, the modern breed of leaders started giving up on servicing the repatriations or solving the problems in Haiti, and instead shifted their focus to looting for personal

Are social networking sites useful for Literature review

Are social networking sites useful for recruitment(Facebook,twitter,linkedin) - Literature review Example s an act that involves finding the right people and is closely related to selection since both processes are aimed at getting employees with the right attitudes and competencies. In order to initiate recruitment process, a job must be advertised so that potential candidates can be attracted to that position (Breaugh & Starke, 2000). There are several recruitment methods that organizations use to choose their employees and they range from local newspaper adverts, billboards, recruitment agencies among others that have existed since time immemorial. The latest form of recruitment is online recruitment that entails the use of social networking sites such as Facebook, twitter and linkedln among other methods (Brown & Vaughan, 2011; Galanaki, 2002; Marler, 2009). Organizations have considerable freedom in selecting the people they choose based on their preferences, however, legislation tend to play a significant role in overseeing the recruitment process. Among the things that touches on the legality of recruitment process mainly touches on age, sex, race, and disability among others (Fu, 2007). Governments are introducing increased legislation concerning recruitment process mainly to protect the rights of its citizens against exploitation of the business community. Houghton and Joinson (2010) argues that ethical issues that surround the recruitment process are important factors that must be considered by any organization, lest they interfere with their integrity. However, in recent times, ethical dimensions of human resource have been downplayed in literature leading to, moving to emphasis on strategic it and best practice. To ensure good ethical standards, the tone set by recruitment team is very important since it represents the attitude of their organization together with its members (Decker, 2006). The growth rate of social networking sites is very high since twitter posted a growth rate exceeding 1300% within very few years of operations (Caers & Castelyns,

What are the advantages and potential risks of PR based on Corporate Essay

What are the advantages and potential risks of PR based on Corporate Social Responsibility - Essay Example There comes the term Public Relations, which is highly connected and linked with wide organizational structural framework in modern times. Whatsoever, an organization is practicing in any of the industry of the world, e.g. textile, cement, FMCG, chemical manufacturing, Information Technology, Construction and etc, it do need to maintain its strong reputation and standing among the various media personal, society at large, government bodies and other components of public relations. Because the maintenance of such smooth and swift relationships with the public at large, benefits the organization and its management in the long run and in carrying out its operational and functional procedures in a dynamic, effective and efficient manner. Public relations is a deliberate, planned and sustained endeavors on part of the organization to establish and maintain the aspects of mutual relationship and understanding between the Company (or individual) and the public and thus, this act of Company is considered as the dynamic key to its effective communication in all the major sectors of business, market, government, academic, CSR and not-for-profit (Pria.com.au). Public relations  can be defined as the practice of monitoring and managing the flow of  information  or data between individuals of Company or an  organization  itself and the  public and its various authorities. Broadly speaking, Public relations can include an organization or  any individual  attaining exposures and making interactions  to their audiences of different classes, using specifically the subjects of public interest and certain news information which do not demand any direct consideration or payment. Thus, the one of the major objectives which the Company aims to meet as a result of its association with public and maintaining its good relationships and connections with it, is

Promote Products Essay Example for Free

Promote Products Essay 1. 1 Choose a product or service that could be promoted. Explain how and why you would promote that product or service. Identify at least three types of personnel you could use to help you plan and organise the promotion. What role would they play? How would their skills and experience help you? At work we are currently promoting our GPS products. We have chosen to promote these via direct marketing and by targeting certain business types. I liaised with our sales consultants, who talk to these people on a daily basis, to advise on what language should be used and what information they felt was most relevant to put across. We needed a graphic designer to create and develop ideas for the letters and DL flyers being sent. I also needed to involve juniors in the business to assist with folding letters and stuffing envelopes as we had determined that this would be a cheaper option for the business than using a mail house. 1. 2 Make a list of resources you would need for the promotion and identify where you could get them. Explain any actions you would need to take in order to have the resources ready for promotion. The database we purchased contained 7,000 leads so we then needed to purchase paper, envelops, ink, return stamps and organise postage. Paper, envelopes and labels for return address were all ordered in advance from Staples. Ink was also pre-ordered to ensure we didn’t run out during the print job. We then liaised with Australia Post to determine the best way to post this number of letters. We chose their â€Å"clean mail† option which meant having to mark each envelope with a pre paid stamp before taking to the post office. This stamp was purchased through Australia Post.

Declaration of Independence Essay Example for Free

Declaration of Independence Essay Thomas Jefferson effectively uses anaphora and asyndeton to declare the separation of the British Colonies from British rule in the Declaration of Independence. The use of â€Å"We† in the Declaration of Independence represents the concrete will of the American People to take action in an effort to remedy the many grievances of the colonies against the British Crown. Thomas Jefferson incorporates the idea that the colonies were united in their cause: Independence from the British monarchy. The constant repetition of the anaphora becomes more and more serious until Jefferson declares, â€Å"We must, therefore, acquiesce in the necessity, which denounces our Separation, and Hold them, as we hold the rest of mankind. † His emphasis on the fact that this document represents the will of the people to take actions immediately against King George III for denouncing their separation reinforces the colonies’ aspiration for their own independent country in the strongest way possible. As a united country, the United States is bound to have its own policy and way of government. Jefferson implies â€Å"that as Free and Independent states, they have full power to levy War, conclude Peace, contract Alliances, establish Commerce† like any other independent state. The asyndeton stresses the contrasting ideas between a monarchial country and a democratic country; it helps to build the colonies as an ideal society in the eyes of the reader in an attempt to garner support from both the many intellectuals and politicians in Europe and the entirety of the population of the colonies. The goal was to obtain military and monetary support from abroad and loyalty at home by appealing to the readers’ sense of unity. The Declaration of Independence, a list of many grievances for independence, criticizes the British King’s imbalanced rule and policy over the American Colonies. Thomas Jefferson uses passion and logic devices to depict King George III as a corrupt leader among American Leaders and supporters. Jefferson states that the king â€Å"has plundered our seas, ravaged our coasts, burnt our towns, and destroyed the lives of our people. † When Jefferson gets to this section of the declaration he lists out the many grievances of the colonials. However, he does not make a simple list. Instead, he uses repetition and extreme specificity to describe every crime committed. This not only makes the list seem longer, but also depict the King as a beast bullying his feeble victim. The over exaggeration of this line is essentially propaganda against the King, creating a common hatred of King George III among all the American people. The Declaration of Independence also logically discusses the King’s crime in the American Colonies. The King â€Å"has kept†¦standing armies without the consent of† it’s â€Å"legislatures† and â€Å"for Quartering large bodies of armed troops among† them. These logical accusations present the king as a common enemy among the American people and abroad. Jefferson appeals to both a reader’s logic and passion in vilifying King George III and fanning the flames of rebellion. He gives specific examples of the King’s crimes, while phrasing them in an extremely emotionally charged manner. A passionate idea forms when reading the declaration of independence, and it serves as the catalyst of an all out war for American Independence is the ignition of a all out war for America’s Independence.

Methods and Practices of Performance Appraisal

Methods and Practices of Performance Appraisal This chapter provides the basis for the development of this study. It will give a general overview of the relevant literature and research on performance appraisal and organizational commitment in general but with a lot of emphasis on appraisal session, supervisory behaviours during appraisal and employees satisfaction with performance appraisal and affective commitment. A brief outline of performance management, performance appraisal and organizational commitment will first be discussed as a sort of general foundation followed by some relevant aspects of performance appraisal, affective commitment and ending with a summary of the chapter. The justification is that it will facilitate the conceptualization of the variables that will be examined in this study, indicate their envisaged relationships and further provide the basis for their empirical evaluation. Although the performance appraisal session is a component of the whole performance appraisal system (Giles Mossholder, 1990) however, it is still a major part of the appraisal system since it is the only avenue for gathering employees opinions and other information (Roberts, 2002). Similarly, supervisory behaviours during an appraisal session has been indicated to be a major aspect which contributes to the effectiveness of performance appraisal session (Martin Bartol, 1986) hence some key concepts of performance appraisal session and supervisory behaviours will be applied and used to formulate the argument that there should be a positive relationship between performance appraisal satisfaction and certain supervisory behaviours during a performance appraisal session. Similarly, extant literature and research (Dessler, 1999; Paul Anantharaman, 2004) has indicated that using performance appraisals to develop employees may increase their affinity to the organization hence this review will elucidate the logic for attempting to establish a positive link between performance appraisal satisfaction and affective organizational commitment and the significance of such a relationship to organizations. 2.2 A BRIEF OVERVIEW OF PERFORMANCE MANAGEMENT In the late 1980s and 1990s, organizations started implementing combined practices aimed at building a culture of performance which involved using strategies that were believed to enhance employees input towards the overall success of the organization referred to as performance management (IPM, 1992). However the majority of these practices (e.g. goal setting, assessment and review) were already being used by organization but as individual practices (Armstrong Baron, 2005). Armstrong (1998) sees performance management as a combined and well planned method used to further improve the success of an organization by increasing employees performance and developing the abilities of teams and individual employees however Fletcher (1993a cited in Armstrong Baron, 1998) sees it as a method used by organizations to invent and share their vision with the employees by enabling them appreciate their own part towards achieving the organizations vision and in so doing help to manage and improve the performance of both the employees and organization whereas Hendry, Bradley Perkins (1997) believe it is an efficient method used to enhance the performance of individuals and teams to realize the goals of the organization. The definitions above indicate that performance management is a tool used by organizations to achieve organizational aims by effectively managing the performance of employees and the organization as a whole. Some features of performance management include: different forms of appraisals (e.g. 360- degree appraisal, peer appraisal, self appraisal); reward strategies (e.g. performance related pay, competence related, contribution related pay); coaching and mentoring; career management/ succession planning and personal development plans. 2.3 OBJECTIVES OF PERFORMANCE MANAGEMENT According to Armstrong Baron (2005), the aim of performance management is to enhance the performance of employees and the organization by further improving good performance, having an idea of the visions of the organization, supporting individuals to achieve these aims and generally ensuring a conducive atmosphere for individual growth which will ultimately impact on the organization. Armstrong Baron, (1998) believe that the objectives of performance management could further be broken down to the following: A process which helps organizations to accomplish prolonged enhanced performance. It can act as a pillar of change towards building a more performance centred tradition. Improving employees motivation and commitment. Facilitating employee development, improving their work satisfaction and attaining their desired goals in a way that profits both employees and the organization. Strengthening team work and performance. Facilitating improved communication in the workplace amongst superiors and subordinates all year round due to continuous discussions. Affording the opportunity for employees to communicate their job desires and needs. Organizations assess the outcome of performance management by using opinions or attitude surveys of their employees, some factors used are: changes in employee attitude, motivation, productivity, achievement of financial target, changes in employees attitude, achievement of objectives, improved customer service, development of new skills and improved quality (Armstrong Baron, 2005). 2.4 DEFINITION OF PERFORMANCE APPRAISAL Performance appraisal is the process used to assess employees performance often times against some agreed work goals to enable organizations take some decisions. Performance appraisal is a formal process of supplying employees with an unambiguous feedback based on their work performance (Carroll Schneier, 1982 cited in Dobbins, Cardy Platz Vieno, 1992) but can also occur in an informal and sometimes highly biased form in any organization (Fletcher, 1997). Performance appraisal is believed to have originated from American but has been modified to suit the UK market (see Beer et al, 1978). An effective performance appraisal should seek to understand why goals have been / not been achieved to throw more light on the employees capabilities and by so doing understand what training/ development the employee requires (Anderson, 1991). Several definitions of performance appraisal have been put forward and some of them are: An opportunity for the individual and those concerned with their performance most usually their line manager to get together to engage in a dialogue about the individuals performance, development and the support required from the manager (CIPD ,2009). Performance appraisal is, the formal assessment and rating of individuals by their managers at, usually, an annual review meeting (Armstrong, 2006, p.9). A performance appraisal is a way to regularly record an assessment of an employees performance, potential and development needs. The appraisal is an opportunity to take an overall view of work content, loads and volume, to look back on what has been achieved during the reporting period and agree objectives for the next (ACAS, p.3). Performance appraisal is the process of defining expectations for employee performance: measuring, evaluating and recording employee performance in relation to those expectations; and providing feedback to the employee. While a major purpose of performance appraisal is to influence, in a positive way, employee performance and development, the process also is used for a variety of other organisational purposes, such as determining merit pay increases planning future performance goals, determining training and development needs and assessing promotional potential of employees. (Bartol Martin, 1991 p.421 cited in Coates, 1994). Performance appraisal is also defined as, a term once associated with a rather basic process involving a line manager completing an annual report on a subordinates performance and (usually but not always) discussing it with him or her in an appraisal interview (Fletcher, 2001, p.473) he further stated that though this description still holds true in some organizations that performance appraisal is now a general term used to describe so many practices used by organizations to evaluate employees and develop their capabilities, enhance performance and distribute rewards which implies that the use to which performance appraisal is put could impact on both supervisory behaviours and employees satisfaction. 2.5 PERFORMANCE MANAGEMENT AND PERFORMANCE APPRAISAL Although some organizations sometimes use the expressions performance management and performance appraisal to mean one and the same, there are differences between them. Performance management is, a comprehensive, continuous and flexible approach to the management of organizations, teams and individuals which involves the maximum amount of dialogue between those concerned (Armstrong Baron, 2005, p.14) while performance appraisal which is narrower entails supervisors assessing and scoring their subordinates in an appraisal review. Performance appraisal plays an important role in the performance management system because it is the medium used to explain the goals and objectives of an organization, it is also the main tool used for employees performance assessment and development. It is believed that with the emergence of performance management with its broader outlook, that performance appraisal now has a fundamental task in a more incorporated and vibrant set of human resources systems which implies that performance appraisal can accomplish more than it could on its own (Fletcher, 1997). Armstrong Baron (2005) highlighted some idealised features that differentiate performance management from performance appraisal since it has been noted that the two terms are often confused with each other (Bevan Thompson, 1991). Performance management Performance appraisal Joint process through dialogue Top down assessment continuous review with one or more formal reviews Annual appraisal meeting Ratings less common Use of ratings Flexible process Monolithic system Focus on values and behaviours as well as objectives Focused on quantified objectives Less likely to be directly linked to pay Often linked to pay Documentation kept to a minimum Bureaucratic- complex paperwork Owned by line managers Owned by the HR department Fig. 1- source Armstrong Baron, 2005 p. 15 2.6 DEFINITION AND COMPONENTS OF ORGANIZATIONAL COMMITMENT The phrase, organizational commitment is gradually becoming a vital organizational terminology because there is an indication that it has a positive relationship with employee behaviours that encourage organizational retention and performance (Chalofsky Krishna, 2009). OReilly Chatman (1986) defines organizational commitment as the foundation of an employees psychological attachment to the organization whereas Porter et al (1974) states that organizational commitment is comprised of three major elements: (a) strong conviction in and acceptance of the organizations aims, (b) readiness to go the extra mile for the organization, and (c) a strong desire to retain organizational membership. Meyer Allen (1991) noted that notwithstanding numerous researches, that there has been a lack of agreement with definition of concepts used in measuring organizational commitment. Moreover, the various definitions of commitment seem to point to three general components hence to minimise the issue of construct definition, they put forward three components of organizational commitment: 1. Affective commitment- the employee wants to stay because of an attachment and desire to identify and be involved with the organization. 2. Continuance commitment- the employee stays with the organization because of the need to after considering the costs related to leaving the organization. 3. Normative Commitment- the employee feels obligated to continue with the organization. These three components reflect the fact that commitment is a psychological condition that typifies the nature of the relationship an employee will have with the organization hence will affect the employees decision to exit or continue with the organization. (Meyer Allen, 1991), however they have dissimilar impact on employees behaviour (Lee Bruvold, 2003). The present study will focus on affective commitment because a Meta analysis of various researches that have tried to establish a link between work outcome and organizational commitment established that affective or attitudinal commitment showed the strongest relationship (Randall, 1990). Moreover, from the description of the three components of organizational commitment, it can be deduced that an employee that has an affective commitment for the organization will most likely exhibit more positive attitude, be willing to go the extra mile, be less likely to leave because of his/her attachment to the organization. 2.6.1 THE IMPORTANCE OF ORGANIZATIONAL COMMITMENT The importance attached to organizational commitment could be attributed to the fact that present day organizations lay much emphasis on teamwork, empowerment, and flatter organizational structures thereby making it a pre requisite that certain acceptable behaviours are required from employees which are often referred to as organizational citizenship behaviour. These behaviours are discretionary contributions that are organizationally related, but are neither explicitly required nor contractually rewarded by the organization, yet contribute to its effective functioning, (Meyer Allen, 1997 p.34). Although organizational commitment may be associated with certain aspects of a flatter organization (e.g. team working and empowerment) as mentioned above, however, it does not just happen because an organization operates a less bureaucratic structure. Organizations employ different outlook of organizational theory example, a unitarist view will elicit a different type of commitment from a pluralist view since these two outlook will employ different management control and forms of employees management (see Perkins, 1998 p. 14). Similarly, Caldwell et al (1990) noted that variations amongst organizations with respect to the human resources policies in place affect employees attitudes and reactions, a statement also echoed by Perkins (1998). Studies have indicated that commitment can promote the type of behaviours that yield desirable organizational outcomes (Dessler, 1999). Some of positive outcomes attributed to organizational commitment include: a positive relationship with motivation and involvement (Stumpf Hartman, 1984), affirmation of positive affect and loyalty (OReilly Caldwell, 1980), enhancement of some portions of job performance (Angle Perry, 1981) and a negative relationship with absenteeism (Angle Perry, 1981). 2.7 BASIC METHODS AND PRACTICES OF PERFORMANCE APPRAISAL Organizations differ in characteristics (e.g. management style, size, culture, technology and sector) which imply that they will most likely implement performance appraisal practice that they perceive will be suitable for them (Bretz et al, 1992). Similarly, Tolliday Zeitlin (1991) argues that the potential for performance appraisal with regards to its implications and definitions will be a consequence of the social and organizational stance of those who use them, however, an effective performance appraisal will be a gain for both the employees and the organization (Anderson, 1991). Some basic methods of performance appraisal according to ACAS (2008) include: Rating employees characteristics are rated on a scale ranging from outstanding to unacceptable. Comparisons with objectives employees are assessed based on how far they have met already agreed goals with supervisors. Critical incidents requires the supervisor to record employees positive and negative behaviour for a period of time. Narrative report the supervisor assesses the employees job performance using own words. Behaviourally Anchored Rating Scales involves the use of a number of rating scales which are tailored to suit each job. Most UK organizations use appraisal of personality, appraising job related abilities and rating scales (e.g. forced distribution and behaviourally based rating scale) which are methods used for assessment and comparison appraisal while result oriented appraisal and competency based appraisal are methods use for motivation and development appraisals (Fletcher, 1997 2004). His classification was based on the two broad uses of performance appraisal which will be highlighted below. Although management by objective (MBO) is also used in UK (*ANDERSON) it is widely used in the US to appraise senior executives and professional employees while the trait based rating scale is used for more junior employees Bretz et al, (1992). 2.8 PERFORMANCE APPRAISAL USES It has been stated that knowledge of the use to which performance appraisals is to be put is important to human resource development (Youngcourt et al, 2007) and essential to its design since different types of information may be required for different purposes (Cleveland, J.N., Murphy, K.R. Williams, R.E. (1989) and research has also shown that the use to which performance appraisal is put affects the rating process and results (Jawahar Williams, 1997; Ostroff, 1993). Organizations use performance appraisal to achieve numerous contradicting objectives (McGregor, 1957; Meyer, Kay French, 1965). However, some of the uses of performance appraisal are: taking reward decisions, performance improvement, employee motivation, improving communication between supervisors and subordinates, succession planning and as a formal assessment of inadequate performance (Fletcher, 1997). According to Youngcourt et al (2007) past literature/research (Cleveland, Murphy Williams, 1989, 2003) seem to point to the fact that there is a tendency for organizations to use appraisal to differentiate either among employees (the administrative use) or within employees (the developmental purpose). Cederblom (1982) also gave two broad classifications of performance appraisal use: counselling and development; evaluation and discussion of administrative decisions. Though it has been noted that appraisals can be put to multiple uses, the present study will use the two broad classifications listed above for ease of comparison with extant work. 2.9 A GENERAL SUMMARY OF PAST PERFORMANCE APPRAISAL STUDY AND LITERATURE Performance appraisals has received lots of attention from industrial and organizational psychologists (Nathan, Morhman Millman, 1991; Landy Farr, 1980) and most of these works especially the ones dealing with cognitive aspect of performance appraisal have been methodologically and conceptually sound (DeNisi, 1997 cited in Fletcher, 2001). Researchers have conceptualized rating instrument and process; characteristics of raters and ratees as a way of understanding cognitive aspect of performance appraisal but so far, have only been able to expound our knowledge of the rating formats (Landy Farr, 1980) yet, there is still no major positive impact on performance appraisal practice (Banks Murphy, 1985; Fletcher, 2001). There has been quite a number of review of extant literature and research on performance appraisal practice with their implication for future research (e.g. Levy Williams, 2004; Fletcher, 2001; Keeping and Levy, 2000; Arvey Murphy, 1998; Bretz, Milkovich Read, 1992; Cederblom, 1982). A brief summary of these reviews seem to indicate that researchers are still looking for ways of improving the practicality of performance appraisal process in organizations as stated by (Thorndike, 1949 cited in Bretz et al, 1992; Meyer, Kay French, 1965 cited in Fletcher, 2001; Kluger DeNisi, 1996; Fletcher, 1997 2001) but the direction so far shows that between 1950 and 1980, most research was dealing with ways to improve rating instruments used for appraisals which led to a call by Landy Farr (1980) for more studies on cognitive aspects of performance appraisal thereby resulting in a shift of attention in the early 1980s to a better understanding of the various behaviours exhibited by a supervisor during performance appraisal. The mid 1980s till late 1990s saw an increase in research dealing with how information is handled during performance appraisal (Arvey Murphy, 1998) which was brought to light by some researchers (e.g. Ilgen Favero, 1985; Dipboye, 1 985; Ferris Judge, 1991) when they noted that the social and situational factors affecting performance appraisal were being overlooked by researchers. In their review of extant performance appraisal research work of 1985 1990, (Bretz, Milkovich Read, 1992) writing from a US perspective noted that majority of these work were centred on supervisor/ subordinate personal qualities, psychometric issues, rating errors/accuracy, supervisor training, performance appraisal format, cognitive aspects of appraisal and feedback. They further stated majority of these work had taken place in the laboratory and had used students as respondents also, cognition has received the highest attention and even though it is quite understandable that researchers should focus a lot of attention on studying the rating aspects of performance appraisal since it entails difficult cognitive procedures, however, the performance appraisal process takes place in an applied social and political environment, hence it would be beneficial to assess the degree to which research is contributing to the performance appraisal process. This seems to be an echo of the call b y Banks Murphy (1985) that the huge focus on cognitive aspect of performance appraisal will most likely contribute to the widening gap between research and actual practice. Napier Latham (1986) noted that the lack of improvement in performance appraisal practice stems from the fact that researchers seem to focus on improving appraisal measurement rather than on the appraisal practicalities (Thorndike, 1949 cited in Bretz et al, 1992). Another review of existing study of performance appraisal from 1993 1998 carried out by Arvey Murphy (1998) further buttressed the issues raised in the Bretz et al (1992) review but Arvey Murphy also noted that research is now widening towards the notion of contextual aspect of job performance. Similarly, Fletcher (2001) writing from a UK perspective, while concurring with the views raised in the Bretz et al (1992) review also noted that there seems to be no considerable improvement in performance appraisal practice as most UK organizations indicate disappointment with their performance appraisal scheme which implies that performance appraisal not only yields unconvincing ratings but most likely is unsuccessful as an employee development and motivational tool as indicated by (Meyer, Kay French, 1965 cited in Fletcher, 2001). Keeping Levy, (2000), writing on performance appraisal reaction which is pertinent to the present work agrees with the views already noted by the studies above on performance appraisal practice in general but they further narrowed down their views to studies pertaining to appraisal reactions. They observed that performance appraisal effectiveness has been heavily researched with some of the work focusing on aspects like: appraisal frequency, faith in supervisor, participation, validity of ratings and employee reactions to performance appraisals. On the issue of appraisal reactions, they differentiated the various reaction measures that have received great deal of attention and they include: satisfaction, fairness, perceived utility, perceived accuracy but they pointed out that there seems to be some contradictions with measurements of reaction, concepts and the way some measures have been operationalized. They also noted that dependent variables should be of interest and use to human resource practice as indicated by Balzer Sulsky, (1990, cited in Keeping Levy, 2000) that most of the dependent variables so far used in extant studies are of little use to human resources practitioners while the important ones have so far been ignored by researchers. Cederblom (1982) had reviewed the appraisal session, another important area to the present study and stated that though some writers had indicated that there are some difficulties associated with an appraisal section that involves a joint discussion of development and salary, however most of these research had come up with inconclusive reports (e.g. Meyer et al, 1965; Cummings,1973 cited in Cederblom, 1982) thereby making it difficult to conclude on the noted difficulties, however some studies (e.g. Burke, Wetzel Weir, 1978 cited in Cederblom, 1982) indicated that certain discussion on reward during an appraisal session seems to increase employees satisfaction. Cederblom (1982) stated that there are some factors that have been shown to improve the effectiveness of a performance appraisal session which are: supervisors level of competence of employees job and performance; goal setting; supervisors support; encouragement of employees participation. 2.10 PERFORMANCE APPRAISAL SESSIONS The appraisal session involves the actual meeting of the supervisor and subordinate to discuss the subordinates past performance and possibly future goals, development and salary. It has been identified to be a key part of a performance appraisal system by contributing to its effectiveness since the appraisal session is the avenue for gathering employees opinion and other needed information Roberts (2002). There have been a number of researches on this area of performance appraisal (e.g. Burke Wilcox,1969; Greller, 1975; Burke at al, 1978; Fletcher, 2001; Asmub, 2008) however most of the studies have been centred on the appraisees experiences of the appraisal session though attention is now being directed towards the supervisors experience (Burke et al, 1978) Nathan, Morhman Millman (1991) noted that there are some shortcomings with most of the past researches as most of the them seem to have overlooked the interpersonal perspective in which appraisal occurs (Wexley Klimoski, 1984 cited in Nathan et al, 1991) and instead focused on pointing out the problems with supervisors even though they are the motivational impartial factors of the performance appraisal procedure and thus directing attention on how to reduce these errors with enhanced rating scale and training (Hogan, 1987, p.364). Their study substantiated the importance of the need for good interpersonal relationship as employees participation, the standard used to assess the employee and review of issues that are vital to the employees development are all affected by the type of supervisor/subordinate relationship. Similarly, Finn Fontaine (1984) put forward that supervisors and employees should relate together to categorize the major work attitudes that are very crucial to the appraisal which may likely involve the use of a well structured job analysis that will not only form the basis for measuring past performance but also form the foundation for building future performance. The organizational culture which affects means and manner of its communication will affect performance appraisal discussion (Maroney Buckely, 1992) since employees attitude is a function of their convictions which is guided by the organizations communication means and hierarchy (Nystrom Starbuck, 1984 cited in Maroney Buckely, 1992). Some guidelines given by Armstrong Baron (2005) for the appraisal session are: 1. Supervisors should come prepared by going through a list of the pre set goals and probably their record of employees performance for the year. They need to give consideration to the likely reasons that could have resulted in the employees high/low performance, changes that may have occurred between the last appraisal and the intended one. It is also advisable for employees to come prepared with their own records so they can contribute effectively. 2. The environment should be informal to allow for an open and honest discussion with less conflict. 3. The session should be carried out according to plans made earlier but should also allocate enough time for employees contribution. 4. Supervisors should ensure they give a positive, frank, and merited feedback which will motivate the employee especially when they are commended for high achievement. 5. The employees should have ample time to contribute so they can reveal the issues they are encountering and this also will make them feel the appraisal session was fair. 6. Allowing the employee to self appraise will afford the opportunity of seeing things from an employees perspective and will also form part of the appraisal discussion. 7. Employees performance that has been stated accurately should be the focus of the appraisal session rather than the supervisors personal view of the employee. 8. It is also advisable that both appraisee and appraiser jointly review probable causes of good/poor performance rather than it being just the supervisors views. 9. The supervisor as much as possible should stick to facts rather than discuss issues that will come as a surprise to the employee. 10. The agreed goals should be measurable and there should be a plan or discussion on how to achieve them and supervisors should ensure the session ends positively. The overview of performance appraisal uses; methods and practices; past performance appraisal research and appraisal session above is indicative of the fact that performance appraisal use, the discussion during an appraisal session (e.g. goal setting, feedback, participation, relationship between the supervisor and employee, rating score, salary and development discussion) will likely have an effect on employees satisfaction with the appraisal. Hypothesis 1: employees will be satisfied with their performance appraisal session when they have good interpersonal relationship with the supervisor, actively participate, adequate and constructive feedback, favourable rating and the appraisal discussion includes salary and development. 2.11 ISSUES AND CRITICISMS OF PERFORMANCE APPRAISALS Fletcher Williams (1992) noted that there have been issues regarding the use of performance appraisal which have lingered for years and a survey of some UK organizations (IRS, 2005, no 828, p.9) seem to buttress this point as most of the employees stated that there are issues in the way and manner performance appraisals are being delivered in organizations which they attributed to lack of training for line managers on how to develop effective performance appraisals, too much use of paperwork (IRS, 2005, no 828, p. 9). Similarly, Stroul (1987) stated that both management and employees are resentful of the mandatory yearly performance appraisal process (Stroul, 1987). Other issues noted with performance appraisal include Anderson (1993) also identified a number of problems related with performance appraisal: Classifying the standards that will be used for assessing performance. Gathering correct and sufficient data employee performance data. Managing conflicts between supervisors and subordinates. Defensive behaviour of most employees. The various issues noted above coupled with dissatisfaction with performance appraisal as indicated by organizations (Mount 1983; Stroul, 1987; Fletcher, 2001) has led to criticisms from several authors. Deeming (19