Event Management ( portfolio work) Essay Example | Topics and Well Written Essays - 2500 words

Event Management ( portfolio work) - Essay Example or the seminar Innovation without Boundaries for Summit Solvay a training firm.   The seminar will entail training participants on Simple steps to make innovation work ,myths and misconceptions about innovation, how to avoid common pitfalls of innovative thinking, best practices to quickly launch projects to prove creative concepts, how to harness existing corporate culture to drive innovation and growth. boundaries.   The main objective is to make profit from the money invested and returns on investment.   The second objective is to ensure that participants gain skills that they can easily implement in the work place.   The third objective is to ensure continued growth of organizations through adaption of latest innovation strategies.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  The first objective will be achieved by having 200 plus participants attend the seminar. The second objective will be achieved by the quality of the presentations and interaction by the participants. A measure on the success of the seminar will be evaluated by participants being asked to respond to an evaluation questionnaire at the end of the seminar, Ramsborg et al (eds) (2008),. The success of the third objective will be assessed by the evaluation of the changes implemented in their organizations in a period of six months after the seminar.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     The seminar will take place on 25th August 2012. 8.30 am to 5.00pm at Intercontinental Hotel in London.   The target audiences for the seminar are c-level management, middle management, supervisors and all individuals involved in the innovative process in their organizations.   The seminar will give organizations a platform to discuss the strategies they need to adopt for their innovative future. embrace change and remain abreast of the competition. This is especially important for organizations that operate in more than one country. The seminar on Innovation without boundaries gives these organizations to empower its staff with cutting edge skills to

In 2012, the European Court of Human Rights endorsed the recognition Essay - 1

In 2012, the European Court of Human Rights endorsed the recognition of the right to truth. Does this open the way for greater accountability in future cases of abuse Critically Discuss - Essay Example The ruling in El-Masri differed from precedential rulings on extraordinary renditions in that it clearly broke the wall of secrecy which normally follows such cases at domestic level. The ruling was intended to ensure that justice was done and the European Conventions of Human Rights (ECHR) was protected, it can be interpreted as the recognition of the right of truth. Furthermore, it has provided the court direction in dealing with similar and related issues of human rights violations and will continue to strive effectively in safeguarding human rights. Prior to this landmark ruling, truth had not been taken or recognized as a right to both victims and nations2. The court in most instances only considered and recognized access to information when dealing with such cases. However, with the widespread secrecy of most of the extraordinary extraditions associated with terrorist suspects, cases of injustices, abuse of rights and lack of accountability continued to be on the rise. The ruling therefore motivates greater accountability in future cases dealing with human rights violation. Before ECtHR recognized truth as a right, there has been clamor for the right to truth in Europe3 due to public anguish towards the high number of cases caused by severe human rights violation and the impunity that the perpetrators of such acts have continued to enjoy even after having contravened the ECHR. Today, the right to truth is one of the most fundamental issues in Europe. It is taken to be the most recent human right construction. The recognition of it is a promising shift from conventional justice model towards a victim based remedy that is intended to benefit both survivors of human rights violation and European societies as a whole. To look at the right of truth and its impact in terms of accountability, decades of nation sponsored terror in European countries should be considered.

The Impact Of School Phobia On Education Psychology Essay

The Impact Of School Phobia On Education Psychology Essay Phobia, which is a type of anxiety or fear, is a basic human emotion usually considered to be a response to objects or situations that threaten physical safety or emotional well-being. School phobia is a situational phobia found in early childhood whereby the child refuses to attend school due to a certain overwhelming fear. Many youngsters at some time in their school years might actually experience different forms of fears be it anxiety, phobia from games, answering a question in class, or even reading out loud in front of their peers. Furthermore, studies have shown that there are particular symptoms associated to school phobia that could vary from stomachaches, nausea, fatigue, shaking, racing heartbeats, to going on frequent trips to the toilet. Children who suffer from school phobia are exposed to panic attacks especially when the parent forces them to attend school without even realizing that there might actually be a critical problem which needs to be dealt with properly, inc reasing the youngsters worries and the guardians frustrations even more. Not only do children miss home while being away in the school setting, but they are also faced with a whole new world of brand new genuine experiences, challenges and pressures, be it social or academic; this sudden change will undoubtedly leave them feeling down, suffering from separation anxiety. Moreover, they are probably not so used to having so many rules set for them, that they will feel scared, exhausted or depressed. School phobia, School Avoidance, and School Refusal are terms used to describe children who avoid attending school. Persistent nonattendance at school has been the subject of considerable concern among educationalists for well over a century. Fears of the dark, birds, etcà ¢Ã¢â€š ¬Ã‚ ¦ are socially and legally more acceptable than avoidance of school. Certainly, school phobia generates massive anxiety in both parents and teachers. School refusal symptoms occur most often on school days, and are usually absent on weekends and during the summer holidays. On the other hand, the older children who are new attendees in a new school, the situation could leave them not to adapt to the new place and environment, since they may no longer feel comfortable due to the sudden change in their friendships, teachers, and classrooms. School phobia is also due to the feelings of insecurity; a child who is used to being at home around his/her parents all day will feel threatened or torn away from his/her beloved ones. The youngster will feel so worried and panicky that he/she will even experience fear from school buses if they had to return home in one. School phobia must be treated directly, however, if the child is severely affected, then it is best to ask for professional help such as a referral to his/her doctor or head teacher. For these reasons it was important to study this problem and find ways to solve it in order to help phobic children. 1.2 Purpose of the Study: This study talks about Childrens Phobia in Preschools because it will enlighten a positive issue and it will serve the society in a positive way, by helping parents as well as teachers solve a problem which has not been given enough importance in the past years. In order to be able to deal with children and help them with their problems and overcoming them and to be capable of reaching high objectives, one certainly need to carry out serious research and learn professional methods for dealing with certain dilemmas. In this research the researcher will be able to identify school phobia, learn more about school phobia and its nature, recognize the causes of school phobia, recognize the warning signals of school phobia, recognize the typologies of school phobia, identify the way to deal with phobic children, and identify the treatment of school Phobia. 1.2 Research Questions School phobia affects the childs education as well as his/her future. The problem usually starts with the child complaining or finding the silliest excuses just to keep him/her away from school. Some questions need to be answered such as: -What is a phobia? -Who is the phobic child? -How does the child develop phobia? -What is the role of the teachers and parents in identifying school phobia? -How can a phobic child be helped to overcome his phobia? Chapter Two Literature Review 2.1- Identifying School Phobia: Early investigations of persistent nonattendance talked only in terms of truancy; however, this simple view failed to explain the condition. Early pioneer studies found evidence that clearly linked truancy with delinquency. They realized that poor parental control, mental dullness, temperamental instabilities and broken homes were cited as important factors contributing to truancy. However; the first man to describe a form of absence that was later most commonly referred to as school phobia or school refusal was Dr. Broadwin in 1932, p 5: The child is absent from school for periods varying from several months to a year. The absence is consistent. At all times the parents know where the child is. He is near the mother or near the home. The reason for the truancy is incomprehensible to the parents and the school. This classical description has practically has practically become the very definition of school phobia. Other findings by Partridge (1939) noted a group of children he labeled as psychoneurotic. These children appear to differ from other truants in that they were obedient, reasonably well-adjusted and liked school. He regarded them as victims of an emotional bond between parent and child. In order words, these children suffer from s different type of school phobia, which is mainly derived from a poor or nil relationship of the parents with the child. It is basically then, an emotional problem that causes absences. 2.2- The Clinical Presentation of School Phobia: The clinical representation of school phobia has been extremely well described by Hersov in 1977: The problem often starts with vague complains of school or reluctance to attend progressing to total refusal to go to school or to remain in school in the face of persuasion, entreaty, recrimination and punishment by parents and pressures from teachers, family doctors and education welfare officers. The following are the best ways to tell whether the child is or is not school phobic: Severe difficulties in attending school, often amounting to prolonged absence, severs emotional upset shown by such symptoms as excessive fearfulness, undo tempers, misery, etc. Staying home with the knowledge of the parents when should be at school at some stage of the course of the disorder. Absence of significant anti-social disorder such as stealing, living, and wandering. Children suffering from psychosis, gross physical illness, asthma, truancy and neurotic disorders other than school phobia are not considered suitable for investigation on the subject. All other factors need to be ruled out. 2.3- Causes: Peer difficulties, learning problems, depression, or parents who are overly anxious about these perceived physical ailments are common causes of school avoidance. Separation anxiety is another common diagnosis for school phobia but there can be other problems, too. School phobia is usually a symptom of other problems. If physical causes have been ruled out and the behavior is continuing, then parents might want to have an evaluation by a psychiatric specialist. A school-phobic child is usually afraid of leaving home in general, rather than afraid of anything in particular at school. For example, he may experience homesickness when staying at a friends house. Often the first test of a childs independence comes when he must attend school daily. Aside from poor attendance, these children usually are good students and well behaved at school. The parents are typically good parents who are conscientious and loving. Such parents are sometimes overly protective and close, and the child finds it difficult to separate from them (separation anxiety). He may lack the self-confidence that comes from handling lifes normal stresses without his parents help. Sometimes a change of schools, strict teacher, hard tests, a learning problem, or a bully may appear to be causes of childs fear of going to school. But such factors may be only part of the problem, and your child should still go to school while these problems are being resolved. 2.4- Symptoms of School nonattendance warning signals Children who fear school send warning signals that are hard to ignore. Mysterious illnesses that surfaced as excuses to escape school in the lower grades resurface in middle school, resulting in tardiness, cut classes, and unfinished homework assignments. Often a childs normal living patterns, including eating, sleeping, and school success, are disrupted. 2.5- Typologies of School Phobia Many people have attempted to classify phobia; however, Coolidge, Hahn, and Peck (1975), in a study of 21 cases, presented evidence of two times of school phobia that they called neurotic and characterological. The neurotic group was mostly young girls. The primary conflict in this group seemed to be centered on the childs symbiotic tie to the mother. The characterological group consisted mainly of older boys who were regarded as being generally more disturbed. This comparison was developed by Kennedy. He included parental characteristics and communication patterns to differentiate between the two different types. Another very interesting finding was that of Yule, Hersov and Treseder in the 80s; they found that there may be sub-types of school phobia and they outlined a crude classification based on likely treatment implications. Separation anxiety at first school entry complicated by poor parental management. It is argued that in such cases some form of in vivo (carried out inside a living organism, like in a test or experiment) desensitization is the most appropriate first step. School phobia occurring in a vulnerable child following a major change in schooling: usually, the problem is sparked off or started by additional home-related anxieties. Systematic desensitization alongside attention to practical issues in the childs physical and social environment is likely to be the most effective treatment option. 2.6 Theories of School phobia: 2.6.1 Psychoanalytic Theory It was obviously advanced by Freud in the early 1900s and subsequently modified and interpreted by others such as Klein, Arieti, Sperling, and Renik. As we all know, Freud developed his theory of personality development by proposing three interacting structures; the id, ego, and super-ego. The id referred to impulsive, instinctual trends within the personality concerned with the satisfaction of the basic emotional needs, in other words it referred to the libido. Freud argued that phobias arose from conflict of psychic energy (libido). However, later psychoanalysts felt that aggression and dependence also played a role in phobias. According to the psychoanalytic theory, this is how it develops: An early, poorly resolved dependency relationship between mother and child. Inadequate fulfillment of the mothers emotional needs, usually because of a poor marriage. A temporary threat to the childs security causing a transient increase in the childs dependency needs. Exploitation of this situation by the mother. A similar relationship between the mother and her own mother. Expression of hostility to the child, not only making him more dependent, but also by direct inhibition of any opportunity for the child to express aggressive or hostile feelingsà ¢Ã¢â€š ¬Ã‚ ¦ and also seductive behavior towards the child. Moreover, Development of strong hostility toward the mother, largely unconscious, and express by exploitation of the mothers guilt toward him and also by fears of the mothers safety cause by unconscious destructive wishes, thus forcing him to be with her to assure himself of her safety (Chiland and Young, 1990). The theory implied by this line of reasoning involves bringing the unconscious conflicts into open within the context of a therapeutic relationship. The conflicts are analyzed and a more mature way of satisfying dependency needs is sought. There has been great disagreement among psychotherapists, however, about whether the mother and child should be separated or treated together and how quickly a child should be made to confront reality and return to school. 2.6.2 Self Concept Theory: Leventhal and Sills point out that many of the descriptive findings associated with school phobia do not seem to support an explanation based solely on separation anxiety. They emphasize that many of these children maintain normal lives outside school hours. They proposed that the main feature relevant to school phobia is the finding that: These children commonly over-value themselves and their achievements and then try to hold on to their unrealistic self-image. When this is threatened in the school situation, they suffer anxiety and retreat to another situation where they can maintain their narcissistic self-image. This retreat may very well be a running to a close contact with mother. So, in other words, what Leventhal and Sills thought is that children with a superiority complex, when put down in any way, would avoid going to school and would rather stay in a safe environment. The treatment emphasized by self concept theorists involves bringing the home and school environment into balance. The parents need to be more realistic and her teachers more accommodating and at the same time the child needs confronting with reality by returning him to school as soon as possible. The therapist deliberately precipitates a crisis by forcing the family to address the issue of immediately returning the child to school. The therapist uses this situation therapeutically by helping the parents to resist the childs manipulative demands and win the power struggle. Anticipation and detailed planning is called for to ensure that the parents are successful. 2.6.3 Learning Theory: The principles underlying behavioral treatment are derived from learning theory. Learning theory has evolved from experimental studies in the laboratory. There theories explaining how phobic behavior is learned to compete for attention: Respondent, Conditioning, Operant Conditioning, and the Two-Stage Theory of Fear and Avoidance. Respondent Conditioning Theory: Phobic are regarded as conditioned fear and avoidance responses to specific stimuli. Repetition of the feared situation in association with the newly created phobic stimuli will strengthen the fear and avoidance responses to the stimuli. Operant Conditioning Theory: its main principle is that behavior is influenced by its consequences. Behavior that is rewarded is likely to occur more often whereas behavior that is punished will decrease in frequency. On the basis of this theory, one can argue that phobias and associated behaviors like temper; tantrums are maintained through positive reinforcements in the childs environment. Two-Stage Theory of Fear and Avoidance: Suggested that fear could motivate behavior and was not merely a conditional reaction to stimuli associated with pain. He further argued that fear reduction became an operant reward for avoidance of the noxious stimulus. A wide variety of behavioral techniques have been developed arising out of classical and operant paradigms as well as social learning theory, however, although behavioral approaches concern themselves with the immediate problem of returning the child to school, arguments surrounding the preparation for and the timing and pacing of the return parallel those in the psychodynamic camp. Increasingly therapists employ a mix of approaches tailored to take account of the unique range of child, family and school related issues that may be involved in any one case. Nonattendance at school is not a distinct, but rather, it is comprised of multiple syndromes; prominent examples are truancy, childhood phobia, and separation anxiety disorder. An intriguing aspect of school nonattendance syndromes is that their form and features are modeled by the varying contributions of causative factors, including genetic endowment, brain dysfunction, family psychopathology, and individual symptoms. This makes school nonattendance an especially useful model for the study of the development of psychopathology in childhood (Martin and Greenwood, 1995). . This suggests that the study of this group of disorders from socioeconomic and cultural viewpoints would provide a new understanding of the disorders and their causes, and how cultural influences on the development of the child are mediated. Childrens rejection of school will in turn bring societys rejection of children. The society has a great role this whole issue, since children will not be able to overcome the phobia so easily if the society shows rejection and disapproval. 2.7- Psychodynamic Treatment of School Phobia Early treatment of school phobia was largely psychoanalytically based. Two studies were mostly implemented, the traditional psychodynamic treatment and the family therapy. Traditional Psychodynamic Studies, these studies are interpreted as those focusing treatment on the individual child or the mother-child relationship. The analytic treatment was focused entirely on the child, but they realized the importance of treating both the mother and child. Treatment with respect to the father was felt to be most efficiently handled by helping the mother clarify and restructure her feelings about her husband rather than dealing with the father direct. The dilemma in this study is whether the child should or shouldnt return to school immediately. Studies showed a slight difference in percentages when it came to decide which method was more effective, hence it remains undecided (Blagg, 1987). Family Therapy (By Skynner): These approaches transcend the parent-child dyad in addressing the entire family system. School phobia is regarded as symptomatic and sometimes protective of faulty family functioning. Treatment approaches consistently emphasize the importance of early return to school although the manner by which this is achieved varies greatly from therapist to therapist. Skinner refers to his approach as a conjoint family psychotherapy. The central problem within school phobia is seen as the parents failure to help their child relinquish omnipotent demands for exclusive possession of the mother. Skinner argues that school phobic children are protected from the challenges of reality by their mothers. Skynner claims that bonds within these families run vertically from parent to child with a consequent weak relationship between spouses. The main elements are stressed in this treatment: The whole nuclear family is included in treatments as well as other family members where necessary. An emphasis is placed upon non-verbal communication and confrontation of the parents over the hidden rule system. Attention is directed to the here and now of family interactions although past events may be considered as and when they arise There is a focus on an early return to school. An effort is made to weaken the mother-child bond and strengthen the marital bond. In the more straightforward cases, interpretation of the problem develops insight in parents enabling the family to marshal its own resources and solve the problem. Skynner advocates the use of medicine to help in the confrontation stage. In addition, excessively timid pupils are helped by attendance at psychotherapy groups. Only minimal attention is paid to school factors Skynner feels that school phobia is best understood as a psychosocial problem rather than a purely medical intra-psychic or even intra-familial disorder. It is interesting to note that the early traditional study emphasize the importance of the conformation of the feared situations; however, the later studies favored immediate, even forced, return to school. 2.8 Behavioral Approaches and Treatment of School Phobia: The behavioral approaches are divided into three: treatment based on classical conditioning, treatment based on operant conditioning paradigm and treatment based on social skills training. Systematic Desensitization: This approach involves working the child through carefully graded fear hierarchy starting with the least feared situations, building up to most feared situations. At each stage the child is helped overcome any anxiety by concentrating on a behavior that is antagonistic to the anxiety. Emotive Imagery: It is a technique that some behavior therapists have found to be very powerful. They use normal relaxation procedures in conjunction with systematic desensitization. In this approach the therapist develops imagined scenes that conjure up feelings of excitement, self-assertion and general positive effect as means of inhibiting anxiety. Flooding or implosion: These procedures involve immediate confrontation of the maximally feared situation without any careful preparation via graded exposure to less threatening circumstances. The subject is maintained in the intense feared situation until the anxiety shows visible signs of waning on the classical extinction model. The assumption here is that the subject feels anxiety as a result of prior classical conditioning the vivid presentation of the condition stimuli and the absence of any primary unconditioned stimuli will eventually lead to the extinction of the anxiety response (Sharpe, 2000). Operant-based treatment approaches are concerned with changing the reinforcement contingencies affecting an individuals behavior. It involves maximizing the incentives for being in school by building into the school program extra positive reinforcement and minimizing incentives for remaining at home during the school day by removing positive reinforcement (like greater personal freedom, extra adult attention): This treatment is based in reinforcement. Natural reinforcement is added in the individuals life in preference to the introduction of more artificial reinforcement like sweets. Nevertheless, in certain cases, tangible reinforcements may be necessary in the early stages of the treatment program. Many children who suffer from school phobia have major problems in relationships with bodes language and posture. It is true that many children may need sheltering from ridicule but others need help in improving their bodily skills. This treatment involves attention in many areas such as: Body posture especially the subjects stiffness and lack of mobility in the trunk and limbs. Nervous mannerisms such as giggling, facial grimacing, and tone of voice, eye contact

Black Americans Struggle in Baldwins Stranger in the Village :: Stranger Village Baldwin Essays

Black Americans' Struggle in Baldwin's Stranger in the Village In ?Stranger in the Village? (1955), James Baldwin, a writer born and raised in Harlem, experiences extreme emotions during his stay in a 'tiny Swiss village'(127). James Baldwin?s feelings of inadequacy and insecurities of being an American black man bring out a rage in him toward the white man's power over him. His deep feelings of outrage, bringing back hurtful memories as a black child in America, are revived as he is forced to endure the unintentional cruelties of the villagers. Baldwin asserts that even the most simple-minded white man has more control and history over Baldwin than Baldwin's desire to reclaim his culture. As his outrage mounts, Baldwin admits that the black man intends to make the white man stop acknowledging him as an 'exotic rarity and recognize him as a human being'(131). Baldwin further reveals he is tired of getting looked at with curiosity and deception; he desperately yearns to be accepted as an American man. Furthermore, Baldwin's anguish at the loss of the American Negro slave's history, as it was taken away from them, enrages and saddens him, yet he doesn't truly blame the white man because the white Americans were only following in the footsteps of the Europeans of the past. In this context, from Baldwin's perspective, Europeans experienced no dilemma of cons cience towards the black man, and he just 'did not exist for Europe'(132). Americans, on the other hand, faced a moral conflict to recognize the black man?s identity without poisoning their own (133). Despite his rage and aggressive support of the black man?s struggle in America, he strove for humane treatment in a racist society. Baldwin sought to bring about acceptance and a better future for black Americans and having feelings of inadequacy and insecurity determined him to bring change to America: ?This world is white no longer, and it will never be white again?(135). This statement is not meant to be taken at face value.

Male and Female Roles

Male and female roles have changed dramatically since the beginning of the 21st century. Men were known as the bread-winners. Their responsibility was to go to work and bring home money to take care of their family. While women stayed at home and took care of all the cooking and cleaning. The female role also consisted of bearing and taking care of all the children. Things have changed women can also get good jobs and bring home as much money as men and sometimes even more money than men. In a major step forward, women demanded and were granted the right to vote in the United States in 1920s. Women should not have to stay at home and take care of the children, cook, and clean. Taking care of children alone should be considered a full time job, before adding cooking and cleaning. In the 1960s the invention of the birth control pill came about that let women control when they had kids. Contraceptives made planning a family around a career easier for women; careers no longer had to take a backseat to family. The great depression was hard on many families. Many men suffered losses of income and unemployment. Women embraced this abrupt status change and rose to the challenge of finding work to support their family. Then the equal opportunities movement came about meaning that employers could not discriminate against women in hiring and promotion, and providing further protection for women in the workplace, even though men still make more money than women. Along with being the primary breadwinners a male’s role may consist of a few manly chores such as taking out trash, fixing cars, and cutting grass but, some males have taken on the female role. According to the U. S. Bureau of Labor Statistics, less than one percent of dads were stay-at-home fathers in 2006. Men account for only 19 percent of single parents who live with their children. However, that still means there were 159,000 stay-at-home fathers as of 2006, according to the U. S. Census Bureau. There is a thriving community of stay-at-home fathers who are quite proud of their role in the family and support their â€Å"bread-winning† wives fully. Most women, who work full time with families, still have the primary responsibility of taking care of the children and home. Women want to get out and have a life, not just stay at home and do chores. Women also want to take care of their children. Mothers want to be the one that see their baby’s first crawl or first word. Mothers want to get that child up in the morning, dress her and see her off to her first day of school. Mothers tend to be more nurturing than fathers. For example when a child fall off her bike for the first time a mother will probably run to that child and put a bandage on. Whereas a father will most likely try to brush it off and get the child to try again. I totally agree that males should be the primary bread- winners. Then if a woman wants to work part time or go back to school she can. Sometimes taking care of the children and chores can be split in half between male and female, so no one feel that one is doing more work than the other. If a woman wants to get out the house sometime and have a life maybe she could join a social club, have a few girlfriends, or volunteer with different community organizations. I do not think a woman should have to be the primary bread- winner, the primary caregiver to the children, and still do most of the cooking and cleaning. Some women have to be the primary breed winners. If a woman is left alone to take care of her children she have no choice but to become the primary bread-winner, the primary care giver, and do most of the cooking and cleaning because maybe she will not have any help. Even though a female is left alone all the work of taking care of children and a home still goes on. In 2005, nearly 4 in 10 babies in the U. S. were born outside of marriage according to the centers for disease control. References * Women's Roles Vs. Male's Roles in the 21st Century | eHow.com http://www.ehow.com/info_8630273_womens-males-roles-21st-century.html#ixzz2RIpkA17n

Ballard Integrated Managed Services Essay

Ballard Integrated Managed Services, Inc. (BIMS) is an organization that provides food service and housekeeping services to corporations and institutions on a contractual basis. Ballard Integrated Managed Services, Inc. (BIMS) has a contract with Douglas Medical Center (DMC). As general manager of the Douglas Medical Center site for Ballard Integrated Managed Services, Inc. (BIMS), Barbara Tucker is responsible for three divisions at this site, each with its own management staff. The food service division, led by Flora Torres, is responsible for providing daily meals for the 5,300 staff members, nurses, and doctors as well as the public in the six cafeterias. In addition, they prepare specialized meals for patient care.The hospitality division, managed by Henry Dumas, is responsible for refreshing each hospital room, including changing the linens on empty beds, replacing towels, and sanitizing bathrooms, which includes maintaining the public areas: hallways, lobbies, and elevators. T he Physical Plant Maintenance division, led by Matt Lee, is responsible for the nonmedical equipment and physical aspects of the medical center (University of Phoenix). Overview The problem is that in recent months, the general manager, Barbara Tucker, noticed a decline in staff morale, a higher turnover rate, an increase in the amount of sick time used, and poor work ethics. Exit interviews did not provide new information on employees’ sudden changes. Even though replacing staff is not difficult to accomplish, it is costly. Barbara agreed to have the human resources manager, Debbie Horner, conduct a survey focusing on what would motivate employees. Debbie asked questions that pertained to work conditions, shift hours, quality of training, and level of compensation, fair treatment, internal company communications, and job security. Demographic questions were also asked so Debbiecould separate responses by division. Debbie hypothesized that the variables would correlate high employee turnover ratio to low employee morale. Data Collected Quantitative has two kinds of variables, reported numerically. Discrete is  one of the variables, which can only assume certain values, containing gaps between the values. Quantitative data collected based on numbers;the information collected can be analyzed using various statistical techniques. The analysis helps the researcher create meaningful patterns and take a deeper look into the data. The most important use of quantitative data is in hypothesis testing and can support researchers in reaching conclusions. The main methods used to collect quantitative information are using questionnaires that require input of the user’s response. Ballard Integrated Managed Services, Inc. (BIMS) placed questionnaires in the payroll checks for two pay periods, and employees were asked to return them to the Human Resources Manager. Types and Methods of Data Collected The type of data collected in the BIMS Employee Survey is quantitative. According to â€Å"Problem Gambling Institute of Ontario† (2013),†Quantitative data is information that is measured and expressed as numbers. Scores on standard tests like the SOGS, scores on scaled questions (e.g., a five-point scale), and records of sessions attended, are examples of quantitative data.† The Ballard Integrated Managed Services, Inc. (BIMS) Employee Survey consisted of 10 questions that required the employees to rate his or her level of job satisfaction on a scale from one to five,one meaning very negative and five meaning very positive. Quantitative methods of collecting data are good because it is relatively easy to collect, score, and analysis data from a large group (Problem Gambling Institute of Ontario, 2013). Level of Measurement It is important to recognize that there is a hierarchy implemented in the level of measurement concept. At each level of the hierarchy, the current level includes all of the attributes of the previous level as well as adding something new(Trochim, 2006).The ordinallevel of measurement used in the Ballard Integrated Managed Services, Inc. (BIMS) Employee Survey classified as discrete. The attributes in the ordinal level can be rank-ordered in this level of measurement, but the distances between the attributes are not the same. Description of Coded Data The surveygiven to employees at Ballard Integrated Managed Services, Inc.  (BIMS) attempted to identify the root cause for the decrease in morale. The survey consisted ofquestions that focused on the relationships between employees, management, and the company. Ballard Integrated Managed Services, Inc.(BIMS) employs more than 400 people at the Douglas Medical Center site, but only 17.3% participated in the survey. The data from the survey coded as follows: Q1.How well do you enjoy working for BIMS? Out of the 78 employees surveyed, 15 answered very negative, 21 answered negative, 15 answered neutral, 13 answered positive, 13 answered very positive, and one didn’t answer. Q2. You enjoy your assigned shift. Out of the 78 employees surveyed, 14 answered very negative, 22 answered negative, 13 answered neutral, 14 answered positive, 12 answered very positive, and three didn’t answer. Q3. Your request for your desired shift was fulfilled. Out of the 78 employees surveyed, 15 answered very negative, 21 answered negative, 15 answered neutral, 13 answered positive, 13 answered very positive, and one didn’t answer. Q4. How many times have you called in sick in the last month? Out of the 78 employees surveyed, 15 answered very negative, 21 answered negative, 12 answered neutral, 12 answered positive, 15 answered very positive, and three didn’t answer. Q5. You are well trained for work. Out of the 78 employees surveyed, 13 answered very negative, 22 answered negative, 14 answered neutral, 14 answered positive, 14 answered very positive, and one didn’t answer. Q6. You are paid fairly for the work you do? Out of the 78 surveyed, 20 answered very negative, 30 answered negative, 19 answered neutral, six answered positive, Zero answered very positive, and three didn’t answer. Q7. Your supervisor treats you fairly. Out of the 78 surveyed, 15 answered very negative, 21 answered negative, 15 answered neutral, 13 answered positive, 14 answered very positive. Q8. Your supervisor’s boss treats your division fairly. Out of the 78 surveyed, 15 answered very negative, 22 answered negative, 12 answered neutral, 13 answered positive, 12 answered very positive, and four didn’t answer. Q9. The company is good at communicating. Out of the 78 surveyed, 17 answered very negative, 32 answered negative, 24 answered neutral, five answered positive, zero answered very positive. Q10. You do not fear that you will lose your job. Out of the 78 surveyed, 17 answered very negative, 22 answered negative, 12 answered neutral, 15 answered positive, 10 answered very positive, and two didn’t answer. Out of the employees who took the survey, 12 were supervisors, 32 worked in the food division, 36worked in the housekeeping division, and nine worked in the maintenance division of the company. According to the survey of 17.3% the average length of employment with Ballard Integrated Managed Services, Inc. (BIMS) is three years and five months. Conclusion The conclusion drawn from the questionnaire is that the majority of participants in the Ballard Integrated Managed Services, Inc.(BIMS) survey are dissatisfied with the company. Out of the 17.3% of employees who participated answered all 10questions one or two being very negative. Dissecting the questionnaire by department showed that only nine out of 78 worked in maintenance. This could indicate satisfaction by maintenance department or that the employees elected not to participate. The other two departments, food and housekeeping participated equally in the survey. Barbara Tucker can use theoutcome of the survey to support her management team motivate their employees. The objective to discuss immediate changes to implement without affecting the budget, such as shift changes, department changes, and opencommunication. Once the employees notice a change in the company, it will boost employee morale resulting in a decrease in turnover (University of Phoenix). References Problem Gambling Institute of Ontario. (2013). Retrieved from http://www.problemgambling.ca/EN/ResourcesForProfessionals/Pages/DataCollecti on.as px Trochim, W. M. K. (2006). Levels of Measurement, Research Methods Knowledge Base, Retrieved May 12, 2008 fromhttp://www.socialresearchmethods.net/kb/measlevl.php University of Phoenix. (). Ballard Integrated Managed Services, Inc., Part I. Retrieved from University of Phoenix, QNT351-Quantitative Analysis for Business website.