Internet Protocol V.6 (IPv6) Deployment and Security Concerns Essay

Internet Protocol V.6 (IPv6) Deployment and Security Concerns - Essay Example This paper will present a detailed analysis of the new version of the internet protocol (IPV6) and security issues and deployment concerns of the newest version of this Internet Protocol (IPv6). This paper will also follow the current problems with current Internet Protocol (IPv4) and related security issues. Hasenstein (1997) states that the the research and develoment on the internet protocol was started in the 1960s, the computing environment was not the like as it is nowadays. In addition, there was less number of consumers of internet as compared to today. At that time the telecommunications lines used to support the high-speed networks were not so powerful, quick, and error-free as they are today. Also, the appli ­cations transmitted over the internet involved smaller data packets, and there was not such a demand to transmit them in real time. As these demands on the internet began to grow, the designers and developers decided to create a modern and up-to-date internet protocol by taking the advantage of the current technology. Consequently, IPv4 was created (Hasenstein; Blumenthal and Clark; R. M. Hinden). According to Hinden (2003), the internet protocol version 6 is the advanced generation Internet Protocol version 4 that was intended to improve the features of IPv4. In addition, internet protocol version 4 was widespread in use that is still in dominant utilization. This IP4 version is the internet layer protocol intended for internetworks of packet-switched method. The fundamental driving force for the renovation of the internet protocol was the anticipated internet protocol version 4 addresses exhaustion that are reduced by increased number of users and machines connected to the internet. The newer version IPv-6 was initially released in December 1998 by the Internet Engineering Task Force (IETF). The IETF has published an internet standard specification

Education policies Essay Example for Free

Education policies Essay Education is so important in any given society. For this reason, it forms a major part of any government’s plans. The plans that any government wishes to implement as regards their education system is determined by existing policies. Factors which influence formulation of policies form the subject of this discussion. For orderly presentation, the essay is divided into three chapters namely the introduction, the main body and conclusion. The introduction gives definitions of key terms used in the essay as well as conceptual frame work, the main body outlines and discusses major factors which influenced education policies in African countries after achieving their independence and lastly the conclusion draws a summary of the essay. 1. 1 Statement of essay purpose This essay aims at discussing the factors which influenced education policies in African countries after their achievement of independence. The essay will outline these factors and later give a detailed discussion of each factor. 1. 2 Definitions of terms In order to make this discussion meaningful, it is imperative that definitions of key terms that are involved are done. The key terms involved in the discussion are education, policy and independence. The definitions of the terms are as given below Education. According to the United Nations Education, Scientific and Culture Organisation (1975:1), education is defined as â€Å"organised and sustained communication designed to bring about learning† Thus education in this context involves a lifelong process by which an individual is incorporated into the group and made capable of behaving in the ways expected by the society for an individual of a particular age, sex or status. Education can take place formally, non formally and informally. However, in this context the emphasis is on formal education. Policy  A policy is defined as a deliberate plan of action which is put in place to guide decisions and achieve intended outcomes. Policies differ from rules or laws. Rules or laws are established to compel or prohibit certain behaviours while policies guide actions towards desired goals. This discussion, however, focuses on education policies. Bartlett and Burton (2012:134), define an education policy as the â€Å"rafts of laws and initiatives that determine the shape and functioning of educational systems at both national and local levels. Therefore, education policies give direction to the functioning of an education system. Independence This is defined as the freedom from being governed or ruled by another country. African countries in this discussion acquired the freedom to rule themselves from colonial mast 1. 3 Conceptual Framework Blackmore (1999), states that there are three models of policy making namely popular participation, decree and delegation models. This discussion will refer to these three models in outlining and discussing the factors which influenced education policies in African countries after achieving their independence. These models are discussed in detail below. (a) Popular Participation Policy making model. (b) In this model, everybody is given an opportunity to contribute to the formulation of policies. People in African countries were given opportunities to make suggestions on changes to make to the education system. For example, Zambia’s educational reforms of 1977. (c) Decree Policy Making Model In this model, the head of state makes pronouncements on the direction to be followed in a given education system. (d) Delegation Policy Making Model This involves appointing a commission to review the education system of a given country. For example the Onide Commission was appointed to review the education system of Kenya in 1963. Policies are made with respect to the findings of the commission. CHAPTER TWO 2. 0 Main Body This chapter outlines and discusses the major factors that influenced education policies in African countries after achieving independence. These factors are as given and discussed below. Education for Economic Development The consideration given to education as an important vehicle for economic development is one of the factors which influenced education policies in African countries after achieving independence. Investment in formal education was considered as an essential precondition for economic growth. African countries learnt lessons from developed countries that a high basic platform of education was a catalyst to rapid economic development. There was a belief among developing countries that the modernisation, industrialisation and wealth of developed countries were the direct consequence of their educational systems. Coombs (1970) argues that during the 1960s education in developing countries was regarded as a sort of intellectual yeast which would ferment and transform pre industrial societies by promoting knowledge, skills and attitudes which were favourable to economic and social development. Therefore, education policies in African countries after the achievement of independence were directed at promoting education pro vision expansion in order to achieve meaningful development. In fact an argument is advanced by Anderson (1965), that analysis of evidence from major developed countries such as Britain, France, United States of America and Russia that in general terms, a thresh hold male literacy rate of 40 percent was required before there be any significant take off of economic development. To this end, African countries directed their policies on education after attaining independence towards increased access to education in order to reach the required thresh hold of literacy. Therefore, in the 1950s and 1960s, demand and plans for investment in formal education by African countries increased. Education was regarded to be a principal weapon in achieving economic growth. To this end rapid quantitative expansion of the education system became the order of the day in newly independent African countries. Man power Shortages. After attaining independence, African countries were confronted with shortage of manpower in various sectors of the economy. As a result of this scenario, they experienced economic stagnation. Man power shortages were heavily felt in technical and managerial fields. Thus, education policies in most African countries were directed towards resolving the man power shortages experienced. This situation was evident from what obtained in Kenya. As Eshiwani (1993:26), observes ‘’at independence in 1963, Kenya found herself with a high shortage of skilled manpower to run the economy. In order to solve this problem, a commission was appointed to advise the government on the formulation and interpretation of national educational policies. † Therefore, it can be stated that man power planning in newly independent countries of Africa gave a direction to the formulation of education policies. Consequently, the governments of newly independent countries of Africa saw it paramount to expand the education systems of their countries in order to produce more graduates from the education system that would fill the manpower gaps which were experienced in various sectors of the economy. Most technical and managerial jobs at independence in most African countries were occupied by foreigners. Therefore, the aim of most African governments was to decolonise the education systems, produce more output from secondary and higher education so that manpower to participate in national development could be realised. Fafunwa (1974), Contends that education development in African countries like Nigeria was treated as a national emergency for the reason of curbing manpower shortages in crucial areas of the economy. In order to meet the requirements of manpower in various sectors of the economy, the policies of African countries after independence were directed at increasing school enrolments, especially at the post primary level. Rapid expansion of secondary and higher education was considered as a pre requisite for sustainable economic growth. Enhancing education as a basic human right Newly independent African countries were confronted with a task of providing to every child their basic, essential right to education. The kind education that was to be provided was supposed to be relevant to the child in his or her African setting. For this reason, most newly African countries had massive capital and recurrent budgets towards the financing of primary education for all. The provision of education especially at elementary level to citizens of newly independent African countries was prompted by the 1948 Universal Declaration of Human Rights in which education is enshrined as a basic human right. As Bishop (1989:1), postulates, â€Å"Everyone has the right to education. Education shall be free at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. †Therefore, from the foregoing, newly independent African countries were compelled to provide education especially primary education on the grounds of human justice and equity. The newly independent African countries were supposed to consider primary education as the birth right of every child. This was due to the fact that education was seen as an effective way to give all children regardless of sex or family background an equal start in life. Furthermore, the leadership of newly independent African countries considered education to be the great equaliser that would help to narrow the wide disparities which were apparent in conditions of living in rural and urban communities. Before the attainment of independence, education in most African countries was a preserve for the elite. In order to correct this, African leaders made radical changes to their education systems to make them more accommodative to everyone. As Carmody (1994:23), contends â€Å"As in most African countries, from the early days Africa’s leaders viewed education as a powerful, often the most powerful vehicle for social transformation. Thus, as the UNIP government assumed power, among its immediate priorities were the elimination of racial segregation in schools and expansion of education provision. Tuition and boarding fees were abolished. † A point was also made by Bishop (1989), which in the days of the 1950s and 1960s massive expansion of education provision was regarded as the best means available for rooting out old prejudices and socio economic injustices. Therefore, education was regarded as basic human right which everyone needed to enjoy as provided in the foregoing arguments. In the pursuit of providing universal primary education, newly African countries set for themselves benchmarks. For example, the Addis Ababa conference on the development of education in Africa held in 1961 recommended that primary education was to be universal, compulsory and free by 1980. The conference further recommended that secondary education was to be provided to 30 percent of the children who completed primary school. Similarly, the conference of Arab states which met in Tripoli in 1966 also set 1980 as the target date for achieving universal primary education. To this end, it can be argued that one of the factors that influenced the formulation of education policies of African countries after achieving independence was related to the consideration that education was a basic human right which every citizen of a given country was supposed to enjoy . Hence, massive investment in the provision of education was undertaken by African countries after attaining independence in order to promote the achievement of universal primary education. As Court and Kinyanjui (1978:14), comment on the provision of Universal Primary Education in Tanzania. â€Å"President Nyerere had the choice of expanding the number of classes at grades V to VII so that those children entering primary education received seven years of schooling instead of four†. It can be concluded from the foregoing statement that the decision was arrived at because it enabled finances to be spent on the provision of 7 years of education to one child which helped him or her to become a useful member of society. African countries aimed at improving the access to education by increasing the number of school places which was facilitated by expanding already existing schools as well as construction of new schools in different parts of their countries. Promotion of Modernisation. African countries formulated their education policies with respect to the purpose of attaining modernisation. In order to influence modernisation in their countries, there was massive investment in education. This was a result of the belief that schooling would assist in the inculcation of modern ideas and attitudes. Bishop (1989), postulate that evidence seemed to indicate that schooling influenced the development of modern traits and ideas. To this end, schooling had some impact on modernisation. This was manifestated in higher levels of modernity among urban people and lower modernity among rural people. Consequently, many African leaders in newly independent countries felt modernisation of attitudes and behaviours was an important pre requisite for their countries’ development. According to Carmody (1994), education should socialise a nation’s population into modern values, attitudes and personalities. For this reason there was more emphasis on the expansion of education systems in newly independent African countries in order to enhance the access levels. Increased access to education meant increased modernity levels within a given country. In studies which were conducted be Inkeles and Smith (1974), indicate that education was the single most variable for modernisation. The studies indicate that each year of schooling improved a person’s score on their modernity scale by about 2 points. Education was also very effective in the development of positive attitudes and values. For this reason, formulation of education policies in newly independent African countries was influenced by the idea of modernisation. Modernisation was to be attained by every citizen in the newly independent African countries through education. Ensuring Citizens’ Political Participation The citizens’ participation in political affairs of their countries could be seen as one of the major factors which influenced education policies in African countries after achieving independence. Political participation of citizens of a particular country was linked to the notion of modernisation. This was due to the fact that knowledge was regarded as power. For this reason, many political leaders of African drafted educational policies which were responsive to the promotion of political participation of citizens in nation matters. This was highly evident in the content of education which was offered to the citizens . Again this could only be realised through the wide spread of education in African countries which most leaders promoted through the expansion of the education system. Cowan (1965), stressed that any political principle which governed education policy in independent African countries was supposed to regard as a top priority the provision of an education that would establish the most vigorous form of self government and independence. Therefore, extending schooling to a larger population would make more people politically and socially conscious and more active in the process of nation building. Thus, if equal political rights were to be enjoyed by everyone then everyone ought to have at least an adequate primary school education to participate more fully in the political process of their country. Promotion of Social Equality and Removal of Divisions The attainment of social equality is among the major factors which influenced education policies in African countries after achieving independence. Education was regarded as an instrument of social equality which was critical in the upbringing of social responsibility. Therefore, education policies which were put in place by African countries after attainment of independence were directed towards the promotion of social equality within their countries. Consequently, more and more school places were created in most parts of African countries to bring about the issue of equality within their countries in the provision of education services. Equality in the provision of education was called for as it ensured that child was provided with varied and challenging opportunities for collective activities and corporate social services. Furthermore, Eshiwani (1993), points out that the promotion of social equality in the formulation of education policies in African countries after achieving independence helped young people to acquire positive attitudes of mutual respect which enabled them to live together in harmony and to make a positive contribution to the national life. This contribution to national life was not supposed to be extended to every part of the country, hence the need of social equality in the provision of education. Respect and Development of Cultural Heritage The formulation of education policies in African countries after achieving independence was influenced by the need for promoting respect and development of cultural heritage. Education policies were directed towards the promotion of respect, fostering and developing the rich cultures which African countries have. For this reason, policy formulation as regards this situation was clearly addressed in the content of education which African countries were to provide to their people. The content of education was adapted to the culture of the people in any particular African country. In support of this assertion, Eshiwani (1993), states that the commission which was assigned to review Kenya’s education system in 1963 recommended that Kenyan schools were to respect the cultural traditions of the people of the country, both as expressed in social institutions and relationships. Similarly, Damachi et al (1978), reports that education policies in African countries after attainment of independence were influenced by the need to enhance every aspect of human development which included the promotion of cultural heritage. Consequently, African countries were to state clearly their language of instruction in their education system both at lower and higher levels. This was done with the sole aim of promoting the preservation of cultural heritage and national unity. To this end the education policies which most African countries drafted after the attainment of independence were geared towards learners understanding of past and present cultural values and their valid place in contemporary society. Education for Self Reliance The education policies of African countries were influenced by the need for the curriculum offered to respond to the attainment of self reliance. Thus the recipients of such education were supposed to engage themselves in self employing activities. The curriculum of African countries emphasized practical subjects in order to ensure the acquisition of self reliance by learners. It was realised that the kind of education which was offered in some countries in Africa was too bookish and academic. The education system in most African countries separated manual work from learning. Thus theory was separated from practice. This situation further alienated young people from their societies. Therefore, education reforms in most African countries were inevitable so as reverse this trend. As Bishop (1989:116), reports â€Å"By the mid 1950s it was being argued once again that schooling should be reformed principally through curriculum reform to include more practical and vocational studies’’ Similarly, Carmody (1994), reports that Zambia’s First National Development Plan pointed to the need for increasingly relating secondary education to the needs of the country by diversifying the secondary school syllabus into technical and commercial fields and giving a new place to agriculture. Therefore, it can be pointed out that education policies in African countries were supposed to address the concept of self reliance. Academic schooling was to be placed side by side with technical and vocational training in African countries. Improvement of Education Efficiency The education policies of most African countries after achieving independence were influenced by the need of improving the efficiency of the education systems. In education systems of African countries, it was felt that there was no correlation between inputs and out puts as well as between costs and returns. Education policies were centred on the need of making the systems of education to be more efficient. That is, the education systems were supposed to achieve their output at the lowest cost and also get the greatest return for a given cost. According to Bishop (1989), most education systems in African countries after achieving independence were inefficient, particularly at secondary and higher levels. The inputs such as expenditure per student or teacher training did not seem to have the effects on test scores which educators anticipated. Therefore, education policies were designed in a manner that would make the education systems in newly independent African countries to be more efficient. Additionally, education in many African countries was dysfunctional. It relied heavily on rote learning and led to an inappropriate reverence for paper qualifications. Furthermore, most curricular in African countries were irrelevant to pupils’ future lives and created an imbalance with many school leavers unemployed. Consequently, African countries formulated policies which were aimed at addressing the challenges which were faced in education systems. Education as a means of fostering international consciousness Education policies in African countries were influenced by the need to foster international consciousness in learners. Education policies as complimented by the content of education provided to learners was supposed to ensure that positive attitudes towards other countries as well as the international community were upheld. This was emphasized because no country existed as an island. Each country depended on others for its prosperity. Therefore, it was essential that learners were provided with education that would instil international consciousness for the purpose of promoting cooperation among countries. CHAPTER THREE. 3. 0 CONCLUSION Education policies in African countries after their achievement of independence were influenced by a number of factors. Some of the major factors which influenced education policies in African countries included manpower shortages, recognition of education as a basic human right, consideration of education as a tool for development, modernisation, improving education efficiency, need for citizens’ political participation, and promotion of international consciousness among learners as well as self reliance. Changes in education policies were inevitable due to the fact that African countries experienced change in government. A change in government is associated with an ideological shift, thus aspects of the education system in a given country  will be in a continual state of reformation. Hence, changes occurred in education aspects such as content, teaching methodologies, assessment and structure. REFERENCES. Anderson, C. A (1974), Education and Development Re considered, Newyork: praeger Publishers. Bartlett, S and Burton, D (2012), Introduction to Education Studies, Los Angeles: Sage Publishers. Bishop, G (1989), Alternative Strategies for Education, London and Basingstoke: Macmillan Carmody, B (1994), The Evolution of Education in Zambia, Lusaka: Book World Publishers. Coombs, P. H (1970), The Need for a New Strategy of Education Development, Paris: UNESCO. Court, D and Kinyanjui, K, K (1978), Development Policy and Education Opportunity: The Experience of Tanzania and Kenya, Paris: Macmillan. Cowan, J. O (1965), Education and National Building in Africa, London: Macmillan Damachi, U. G, Routh, G and Abdel, R. A (1978), Development Paths in Africa and China, London and Basingstoke: Macmillan. Eshiwani, G. S (1993), Education in Kenya since Independence, Nairobi: East African Education Publishers Fafunwa, A. B (1974), History of Education in Nigeria, London: Macmillan Press. Inkeles, A and Smith, D (1974), Becoming Modern, Massachusetts: Harvard University Press.

Human Resources and Strategic Planning at KFC

Human Resources and Strategic Planning at KFC Introduction: In this assignment I select the KFC I am in view of myself as HR higher manager. KFC is the globally reputed fast food chain; it has the variety of branches in the world. The HR department is one of the greatest in the world. They not only give quality of products and services but also working on staff training and development programs. For success of companies, largely planned objectives and complete Human Resource plan play the very important role. We obvious illustrate that the purpose of HR possessions is entirely understand and chains the disturbing way of the company. The maintaining of complete human resource planning in additional definite planned goals linked the advertising, financial records, monetary, prepared and tools, in the human resource management common services branch. In main, the human resource strategy must desire to detain the public factor of what a company are the expectancy to reach in the average to extensive phrase. 1:Understand how the HR plan supports the strategic objectives: What is strategic planning? Strategic planning is an organization instrument, phase. While through any organization instrument, it is second-hand for one reason single: to assist an association does an improved job to center of attention its power, to make certain to facilitate member of the association are operational on the way to the similar achievements, to review and regulate the companies way in reply to a shifting atmosphere. In small, intended arrangement is a restricted attempt to generate elementary decision and events that form and direct what an association is, what it does, and why it does it, with a meeting point on the future. What is the difference between strategic planning and long-range planning? While a lot of use these conditions interchangeably, strategic planning and long-range planning be different in their importance on the unspecified atmosphere. Long-range planning is normally careful to suggest the growth of a plan for accomplish an objective or set of objective over a phase of more than a few days, with the supposition that present information about future circumstances is adequately dependable to make sure the plans dependability over the period of its completion. In the behind fifties and early on sixties, for instance, the US. Financial system was comparatively steady and not at all unsurprising, and, hence, long arrangement was together stylish and helpful. On the extra hand, tactical arrangements assume that an organisation must be quick to respond to a powerful, varying atmosphere (not the steadier atmosphere unspecified for long-range planning). What is a strategic plan? In tactical development it is dangerous to officially think how our business will achieve its aim. The reply to this problem is a planning. Here is a diversity of official meaning for policy, but each person basically has the same opinion that a planning is the reply to the problem, how? Strategy is only a set of events that allow an association to attain consequences. Planning is a method of compare our organisations strength with the varying atmosphere in arrange to obtain a thought of how most excellent to whole or provide customer desires. Basically, there are three dissimilar category of planning: governmental, programmatic, and purposeful. The differentiation between the groupings is the meeting point of the planning Strategic capability: In the company group of procedures, capabilities or ability they build a lengthy useful advantages. When a company workers understand faster that organisation is running effectively, as evaluate to contest employees their applying marketable information. The company are not competent to continuously developing, classifying, creating, place into performing, assess, and expand knowledge will not be competent to fight successfully. So the ability of the organisation to seems available ability and gets our hand on innovative ones forms its largely suitable to ready for action profit. These parts of writing bring in information to fast look into workout this potential. 1.2:analyses how the HR planning impact on the strategic plan: Peoples are most important asset of any organisation. Many organisations are using this phrase important role that employee plays in organisation success. In the organisation the hr manager active in various human resource management actions, and in big organisation that have a HRM department. Human resource management is the important strategic tool for any organisation. Forecasting demand: In the organisation the impotent factor of human resource planning is predicting the figure and types of people, compulsory to get collectively decision making aims. For the reason that it is an open structure that we stay in, a combination of administrative issues, as well as prepared for action plan, ability, arrangement, and production can force the demand for employees. For example, process of advanced machinery is commonly accompanied by fewer requirements for low-skilled workers and extra demand for information lobar force. Forecasting Supply: The organisation has forecast its upcoming needs for workers, it then goes on to the subsequently investigate that is from everywhere can it fulfilled its wants. It therefore requirements to decide if there are enough figures and types of workers and how many are qualified for the reasonable position. Supply examination thus, involves arrangement for procurement: who, from where, how and when of staffing. It scans the inside and outside surroundings for the best-fit applicant for the positions in enquiry. Job analysis : In the company the job analysis is the process to assembling the responsibility of each day situation which is known equally to single employees. Job specification: A work requirement condition, the smallest ability that an individual must go beyond to perform a certain work fruitfully. It classifies the information, ability, and feelings wanted to do the work successfully. Together the work explanation and requirement are vital documents when HR executive start staffing and selecting. 2: Understand the legal and organisational frame works for the employment of staff: Define recruitment: In the organisation the procedure of searching and arranging to apply for vacancy is called recruitment. The staffing of fresh worker is depends on company requirement. The employment procedures inform us how many workers will be need to satisfying the corporation require. Objectives of recruitment: The key purpose of staffing of the candidates is; à ¢Ã¢â€š ¬Ã‚ ¢ List of purpose of the company can be assessment.à ¢Ã¢â€š ¬Ã‚ ¢ For exchange HR, it gives different chances.à ¢Ã¢â€š ¬Ã‚ ¢ The recruitment improves the production. It gives the information workers or employees will be necessary in the organisation according to the requirements. Methods of recruitment/sources: For the searchings of talent workers and moving them to applying for the vacancy is a recruiting procedure. Following are the methods of organisation are use for recruitment for choosing the peoples in company. These procedures are 1: Internal sources 2: External sources Methods of recruitment: Now we can talk about inside staffing resources; Internal resources: 1. Promotion :-In the organisation workers are promote from one area to another area with many advantage 2. Departmental exam:-This process is use by government division to choose workforce for superior level of position. 3. Transfer :-. In the organisation workers are move from one sector to another sect according to their skill and practice. 4. Retirement :-Many company call back workers who have already retire from the company. 5. Internal advertisement :-In this process vacancies are announce in the notice board. Employees, who are concerned, are request to apply for the post. 6. Employee recommendation :-In this procedure workers are ask to suggest peoples for jobs. External resources: 1. Management consultant :-Management advisor helps the organisation by providing them with administrative personnel. 2. Employment agencies:-In the organisation they give a agreement to service organization. The HR administration will make all the arrangement. 3. News paper advertisement :-In the organisation announcement for the new vacancy in trade journals, national and local news papers; all requirement are mention. 4. Internet advertisement :- It is a rule of the company to use the internet for employment. 5. Walk in interview :-Another method of staffing is walk in interview method. Advantages of internal recruitment: An important benefit of inside staffing are follows; à ¢Ã¢â€š ¬Ã‚ ¢ The procedure gives easier to the company to keep the time. à ¢Ã¢â€š ¬Ã‚ ¢ Requirement for separate opening program is not necessary. à ¢Ã¢â€š ¬Ã‚ ¢ This procedure enhances the worker skill. Disadvantages of internal recruitment In the organisation difficulty of inside staffing are follows; à ¢Ã¢â€š ¬Ã‚ ¢ In this procedure we are not possible to acquire fresh skill peoples. à ¢Ã¢â€š ¬Ã‚ ¢ There is probability of authority and smooth spot. à ¢Ã¢â€š ¬Ã‚ ¢ Workers unsatisfied due to unfair staffing. Selection: In the organisation the process of select the right employees on the behalf of the accurate vacancy. Appointment analysis: The organisation human resource department cans analysis the vacancy. Advertisement: In the organisation the vacancy can be announce through different channel, for example electronic and print media. Application form: In the organisation a vacant request form are fix with the job vacancy. Written test: In the organisation useful peoples applying for the written test. Interview: In the organisation the peoples who select in the examination test, call for interview. Medical examination: If the candidates pass the interview the organisation calls for the medical examination. Initial job offer: If the candidates pass the examination, the company issues the call letter. Acceptance/rejection letter: It is a right of peoples who agree or not agree for this letter. Induction:- The worker is introducing to the organisation and other employees of the company. Kinds of choice test: The following are the choice tests are implementing by different association depending upon their necessities. Following are the selection test; 1. Aptitude test 2. Intelligence test 3. Personality test 4. Performance test Induction: Starting assembling with in a company for fresh hire candidate is called orientation. Induction is a process of brining in the employees who is newly chosen to the organisation for the job. The initial purpose is that what the organisation do, type of work and etc. fresh workers brining in the company and former worker are running at there, is renowned as brining the new peoples in the organisation. This program is arranged the main office or branch level for the whole fresh workers. Usually all the fresh candidates are called jointly to the workforce preparation place for the induction program. Motivation: In the organisation wishes, requirement and wants of the workers are simply motivated by unique wishes, desires and wants. 3:Understand the effect the organisational environment on staff: Culture: Organisation culture, a common perception held by the organisation members, a system of sharing meaning. Company culture is a method of mutual value held that differ the company from the different company. This arrangement is common with the importance on earlier of test, the key character of organisation values. The newly research suggest seven character tic of primary culture; à ¢Ã¢â€š ¬Ã‚ ¢ improvement and risk taking : à ¢Ã¢â€š ¬Ã‚ ¢ awareness to feature: à ¢Ã¢â€š ¬Ã‚ ¢ Outcome direction: à ¢Ã¢â€š ¬Ã‚ ¢ workers arrangement: à ¢Ã¢â€š ¬Ã‚ ¢ group direction: à ¢Ã¢â€š ¬Ã‚ ¢ forcefulness: à ¢Ã¢â€š ¬Ã‚ ¢ permanence: THE CHANGING WORKFORCE WORK LIFE BALANCE AND GROWING CORPORATE INTEREST: In the quantity of change in labor force demographics have bring work- life balance issue to the notice of company. The main revolutionize connected to require for family-friendly remuneration is the quantity of women in the U.S. workforce, which has additional than double since 1970. Furthermore, women are outstanding in the workforce after marriage and after having children, growing the quantity of dual-career households in America. The generously proportioned number of single women with children in the workforce in the past two decades and there is greater than before demand for family-friendly work policy. WORKING PRACTICES: Included method: a lot of institutions, normally those with a strong administrative culture, apply a down to top method to change management. It has lot of benefits, including apply for valid strategy and best co- ordination Understand the grievance, discipline and dismissal process: 4: understand the grievance, discipline and dismissal process: Grievance: Grievance process is characteristically planned to determine grievance as quickly as do and the low stage possibility in the company. The initial process nearly always workers try to decide the grievance with his or her direct administrator. If it cannot be decide at this level it is normally discuss with the union steward and the manager. Collapse at this level typically brings in the individual from the company business affairs section and determined the grievance pass to the services manager, who normally discuss it with the union complaint committee. Unsuccessful effects at this stage give way to the company senior supervision and physically a delegate from the national union. At the last, if those possessions are ineffective in determine the complaint; the last level is for the complaint go to negotiation called grievance negotiation. Discipline issue: The written verbal mildest form of discipline is warning. It is the primary level of disciplinary procedure. This notice is a temporary record of warning which is located in the supervisor file on the workers. The purpose data and outcomes interview with the workers are position in the written verbal warning. What distinguish infect the written verbal warning from the verbal warning. The verbal warning always is put in writing for this level of procedure. Suspension: After that the disciplinary level is suspension or lay off. Frequently it taken only if the previous step has been put into practice without the desire result. Exceptions where suspension is given without any earlier verbal or written waning. Frequently happen if the violation is of a serious nature. Dismissal: The disciplinary deed is called the layoff of a worker. The administration vital disciplinary punishment is dismissing the difficulty member of workforce. Dismissal is use only for the mainly serious fault. Yet it may be the only logical alternative when a worker attitude critically interferes with a division or the organisation procedure. A dismissal assessment should be given long and hard consideration, for almost all individuals being fire from the work is an affecting trauma. In adding administration should think the opportunity that a dismissed worker will take lawful action to struggle the decision. Employment Tribunal: Employment Tribunal, ACAS and Other Agencies position unusual agencies like employment tribunal and ACAS in UK play significant task concerning employment matter, these agency help workers to use their human rights concerning service, and gives employer some intelligence of way concerning employment rule. Employment tribunal is the lawful organization which attend to the case of both the parties and give their decision. Conclusion : HR Planning for KFC is quite efficient and impact on personal as well as working life of personnel, however as discussed above need some precious steps to resolve the above issues to enable effective with efficient strategy in human resource planning. Employees performance is merely based on policies and strategies implement by the HR department and approved by top management.

New England Patriarca Mafia Essay -- essays research papers fc

Organized crime in the United States keeps the FBI and other law enforcement agencies in a never-ending investigation of criminals suspected of the infiltration of legitimate businesses. A notorious twentieth century organized group was the New England Patriarca Mafia, or N.E.P.M.. Originating in 1915, the N.E.P.M. evolved over the early twentieth century decades, until 1954 when Raymond Loredo Salvatore Patriarca was donned as boss* and promptly began to expand its power. Due to mafia-related language that will be present throughout the paper, a page of definitions is supplied at the end of the paper. Defined words throughout the paper will be noted with an asterisk, â€Å" * †.   Ã‚  Ã‚  Ã‚  Ã‚  To gain a basic knowledge for what organized crime really is and how the N.E.P.M. falls into this category, a short summary of legal characteristics is required. As defined by the President’s Commission on Law Enforcement and Administration of Justice, organized crime is, â€Å"A society that seeks to operate outside the control of the American people and their governments. It involves thousands of criminals*, working within structures as complex as those of any large cooperation, subject to laws more rigidly enforced than those of legitimate governments. Its actions are not impulsive but rather the result of intricate conspiracies, carried on over many years and aimed at gaining control over whole fields of activity in order to amass huge profits† (P.C.C., 1970). Organized crime is a collective result of the commitment, knowledge, and actions of three components: (1) Criminal groups, who are core persons tied by racial, linguistic, ethnic or other bonds; (2) Protectors, who are persons who protect the group’s interests; and (3) Specialist support, which are persons who knowingly render services on an side-job basis to enhance the group’s interests. In order to thrive, an organized crime group needs many different elements. First, it needs an ensured continuity of members, clients, supporters, funds, etc. Additionally, it needs structure, criminality, violence, memberships based on common grounds, and a willingness to corrupt a power and profit goal. Generally, mafia organized crime groups disguise themselves behind the ownership of a legitimate business to avoid questioning from the Internal Revenue Service (I.R.S.) regarding any financial sources. The ille... ...il 2005 Connelly, Richard J. and Jim Calogero. â€Å"Raymond Patriarca Dies at 76: Reputedly Ruled N.E. Organized Crime.† Boston Globe 11 July 1984. 6 April 2005 Internal Revenue Service. Report of Income Unreported on Individual Income Tax   Ã‚  Ã‚  Ã‚  Ã‚  Returns. Report No. 1104. Washington, D.C.: Government Printing Office, 1979. Lawrence, J.M. â€Å"Judge Ok’s Suites vs. Crooked Feds.† Boston Herald 18 Sept. 2004. 6 April 2005 Machi, Mario. New-England - Boston, MA. 1997. PLR International. 5 April 2005 Organized Crime/Drug Branch, Criminal Investigation Division. An Introduction to Organized Crime in the United State. Washington, D.C.: Government Printing Office, 1993. Pace, Denny F. and Jimmie C. Styles. Organized Crime: Concepts and Controls. Englewood Cliffs, N.J., Prentice Hall: 1975. Pennsylvania Crime Commission. Report on Organized Crime. Harrisburg: 1970. Reuter, Peter. The Organization of Illegal Markets: An Economic Analysis. Washington, D.C.: Government Printing Office, 1985. U.S. President’s Commission on Organized Crime. The Impact: Organized Crime Today: Report to the President and the Attorney General. Washington, D.C.: Government Printing Office, 1986.

California, a Place, a People, a Dream

California, A Place, a People, a Dream In â€Å"California, A Place, a People, a Dream,† James J. Rawls gives his version of the California dream, and describes the paradoxes that are associated with that dream. According to Rawls, the California dream is a love affair with an idea, a marriage to a myth, or fantasy. (Rawls 22, 23) Everyone has their own version of the California dream. It might be something, or nothing at all. As I began reading Rawl’s essay, I found it interesting how the world views the environment that you live in, and how different they think your life is from theirs. The California dream is often viewed in the imaginations of Americans and immigrants as the optimal land of opportunity, sunshine, jobs, and Hollywood glamour. â€Å"Founded on expectation and hope, the California Dream promises to fulfill our deepest longings for opportunity and success, warmth, sunshine and beauty, health and long life, freedom, and even a foretaste of the future,† says Rawls. (Rawls 23) For many people, they think of California as their own perfect world. According to Rawls, one paradox for California is a land of great expectations and disappointment. The gold rush experience was forged on this paradox of expectation. (Rawls 26) For many people their expectations of California came from what they heard: California is the land of great opportunity. Another paradox is growth. In 1962, California became the most populous state. Land was being quickly developed into track homes, and twisted freeways. By 1973, cities across the state 1. were passing ordinances to limit growth. The land of dreams and opportunities was quickly turning into a land of nightmares. The paradox of plenty and getting rich is what immigrants and people from other parts of America believed California was all about, and part of the California dream. Many argue that the dream that once was is no longer a reality with all of the social, political, and environmental issues. This morning I read a blurb on the internet that named the ten most expensive cities in the United States to live in were located in California: Palo Alto, San Francisco, Pasadena, and Newport Beach were a few of those named. I have often read about the American dream, but not the California dream. Being a native Californian, perhaps I have taken for granted all that California has to offer, as it just seems part of my every day life. I could never understand why my in-laws would always say how lucky I was to live in California, and so close to the beach. Why did they make such a big deal when they visited? There were beaches in New Jersey where they were from. They always insisted on going to Santa Cruz or Monterey each time they came to visit. They live three hours away from the beach, or shore as they called it. Until I visited the east coast, little did I realize at the time how living on the east coast was very different from living on the west coast. It is hot and humid during the summer, and cold and wet during the winter. At least in the bay area the seasons are not so drastic. I do not believe there is a California dream. I have always felt that people make their own dreams. For some it is the roll of the dice, and luck. For others it is the way things were meant to be. Promise and paradox are at the center of the California dream. † (Rawls 29) â€Å"In spite of the withering analysis of the past, the promises of California remain undiminished, bringing 2. new generations of newcomers from around the world. † (Rawls 29) There are new perceptions and new dreams. Everyone dreams. Whether it is a life in a different place – or where they currently live people have been dreaming since the beginning o f time – and will continue to dream. What one perceives as the California dream, another may perceive it as something entirely different. 3.

Is beauty best? Highs versus normally attractive models in advertising Essay

Abstract (Summary) Several studies investigating the positive effects of including highly attractive models (HAMs) in advertising have failed to unilaterally support their use. A study explores the differential effects of pairing highly versus normally attractive models with different types of attractiveness-relevant products. Contrary to past research, the results suggest that HAMs are not the most effective choice for all categories of attractiveness-relevant products. The research also explores the method by which the match between model attractiveness and product type influences advertising effectiveness. Results suggest that a match between a model and a product improves ad effectiveness not necessarily through the elicitation of product arguments from model appearance, but instead by heightening perceptions of the model’s expertise about the product.  » Jump to indexing (document details) Full Text (7266 words) Copyright American Academy of Advertising Spring 2001 [Headnote] Several studies investigating the positive effects of including highly attractive models (HAMs) in advertising have failed to unilaterally support their use. This paper explores the differential effects of pairing highly versus normally attractive models with different types of attractiveness-relevant products. Contrary to past research (Kahle and Homer 1985; Kamins 1990), the results suggest that HAMS are not the most effective choice for all categories of attractiveness-relevant products. This research also explores the method by which the match between model attractiveness and product type influences advertising effectiveness. Results suggest that a match between a model and a product improves ad effectiveness not necessarily through the elicitation of product arguments from model appearance, but instead by heightening perceptions of the model’s expertise about the product. The inconsistent support for the use of highly attractive models (HAMs) in advertising has led one group of researchers to state that â€Å"physical attractiveness seems to have been granted greater influence than can be supported empirically† (Caballero, Lumpkin, and Madden 1989, p. 21). To better understand these inconsistencies, researchers have explored the importance of a convergence between the product and the message communicated by a model’s image, that is, a model-product type match-up (e. g. , Baker and Churchill 1977; Caballero and Solomon 1984; Joseph 1982; Kahle and Homer 1985; Kamins 1990; Park and Young 1986; Peterson and Kerin 1977). Although prior research has argued that HAMs are most effectively matched with attractiveness-relevant products (e. g., Kahle and Homer 1985; Kamins 1990; Peterson and Kerin 1977), the mixed results from HAM-attractiveness-relevant product match-ups may be because there are different types of attractiveness-relevant products (Bloch and Richins 1992) that may not all be appropriate for use with highly attractive people. Furthermore, much of the past model-product type match-up research has tended to compare HAMs with unattractive models (e. g. , Caballero and Solomon 1984; Kahle and Homer 1985; Kamins 1990) instead of considering more realistic, normally attractive models (NAMs) as counterpoints. The sparse use of unattractive people in advertising (Caballero and Solomon 1984) and the greater usage of NAMs suggest comparing HAMs with NAMs is more ecologically valid. The purpose of the present research is two-fold. First, the different attractiveness-relevant product types (Bloch and Richins 1992) are incorporated into the model-product type match-up literature, and the types of attractiveness-relevant products that are most effectively paired with HAMs or NAMs are delineated. Because beautiful people may be perceived as having better lives that are free of the problems of normal people (Dion, Berscheid, and Walster 1972; Kanner 1994), advertisements for problem-solving attractiveness-relevant products may be more effective if the models are normal looking. Second, this research attempts to determine whether model-product type match-ups influence ad effectiveness either directly, through the elicitation of product arguments from the picture, or indirectly, through his or her perceived credibility. Previous research has explored the effect of model-product type match-up on perceptions of model credibility (Kamins 1990; Maddux and Rogers 1980), product evaluations, purchase intentions, or other measures of ad effectiveness (Caballero, Lumpkin, and Madden 1989; Kahle and Homer 1985; Kamins 1990). However, the relationship between spokesperson credibility and ad effectiveness (i. e. , product evaluations, purchase intentions) has not been explored under match-up conditions. Literature Review Highly Versus Normally Attractive Models The appearances of HAMs are both idealized and unrealistic and have been called â€Å"haunting images of perfection† (Richins 1991, p. 71). The elements of HAM beauty include a beautiful facial appearance (Richins 1991), as well as thinness (Striegel-Moore, Silberstein, and Rodin 1986). Contrary to these icons of flawlessness, â€Å"normal† attractiveness is defined here as a more average or moderate weight, height, and facial beauty, that is, more representative of a â€Å"real† woman. Normally attractive models are considered attractive but not beautiful in the idealized manner of HAMs. An important difference between HAMs and NAMs is in the attributions made about each. Highly attractive models tend to be associated with the â€Å"what is beautiful is good† stereotype, in that beautiful people are believed to have more positive life outcomes (e. g. , more successful careers, better marriages) and not suffer from the problems of â€Å"normal† people (Dion, Berscheid, and Walster 1972; Kanner 1994; Walster et al. 1966). Whereas NAMs are considered to be somewhat attractive, they are perceived to be normal people to whom these more positive life outcomes are not attributed. Problem-Solving Versus Enhancing Products Attractiveness-relevant product types are introduced into the match-up literature to delineate not only those that are best paired with HAMs, but also those that may be best paired with NAMs. A major distinction that can be drawn between types of attractiveness-relevant products is whether the product is associated with a potentially problematic area of life and appearance (Bloch and Richins 1992). One group of attractiveness-relevant products (called problem-solving products) serves to fix or hide beauty liabilities or flaws such as acne or dandruff. Other products (called enhancing products) serve more aesthetic purposes by enhancing beauty (e. g. , jewelry, lipstick, perfume) instead of masking defects. Enhancing products either may be inherently beautiful (e. g. , jewelry) or may enhance beauty through their application to the user (e. g. , lipstick). Regardless of their method of enhancing beauty though, the use of enhancing products is not catalyzed by the existence of a beauty problem. A product’s classification depends on whether the product-related body attribute is perceived positively or negatively (e. g. , a consumer may use mascara either to thicken puny eyelashes or to enhance beautiful eyes). Advantages of Normally Attractive Models? Prior research suggests that the match-up between product type and model beauty may be more important than the models attractiveness alone and that a NAM may sometimes be more effective. Kahle and Homer (1985) demonstrate that a â€Å"well-matched† celebrity endorser for an attractiveness-relevant product should be physically attractive (versus unattractive) to convey information about the quality and benefits of that product. Kamins (1990) findings also indicate that physically attractive (versus unattractive) celebrities are best matched with attractiveness-relevant (versus irrelevant) products. Although these findings do not take into account the advantages of NAMs or recognize the important distinctions between different kinds of attractiveness-relevant product types, both Kahle and Homer (1985) and Kamins (1990) support the importance of matching spokesperson image with product characteristics. Similarly, Baker and Churchill (1977) find that when the product is related to romance (e. g., perfume), men had higher purchase intentions when the female model was attractive. However, when the product was unrelated to romance (e. g. , coffee), male subjects indicated greater purchase intent if the model was less attractive. In a study by Caballero and Solomon (1984), more tissues were purchased when they were paired with an unattractive (versus attractive) model. Although the authors proposed that this response was due to the unusual (for advertising) and perhaps more noticeable nature of the model, an alternative explanation may be that an unattractive appearance may be more convergent with sickness. Consumers may not perceive the HAM as suffering from such mundane problems as an illness that requires tissues, whereas the less attractive model’s more realistic appearance may have made her a more credible spokesperson. HAM Versus NAM Match- Ups Some of the research investigating model-product type match-ups has assessed match-up effectiveness by measuring spokesperson credibility (Kamins 1990; Maddux and Rogers 1980). Two components of spokesperson credibility typically recognized are source expertise and trustworthiness. Expertise refers to the perceived ability of a source to make valid claims, whereas trustworthiness pertains to the believed willingness of the spokesperson to make those claims (Hovland, Janis, and Kelley 1953; Ohanian 1990). Model Attractiveness and Trustworthiness. There is evidence to suggest that NAMs may be perceived as more trustworthy than HAMs because of consumers’ perceived similarity between themselves and the NAMs. Deshpande and Stayman (1994) demonstrate that enhanced identification and similarity with a source can increase perceptions of source trustworthiness. If a woman perceives herself to be physically more similar to a NAM, a greater perceived attitudinal similarity between the receiver and the source may drive the receiver to like the source more (O’Keefe 1990; see also Berscheid 1985; Byrne 1969). A greater liking for the source may influence source trustworthiness positively (e. g. , O’Keefe 1990; Simons, Berkowitz, and Moyer 1970), which may in turn influence the consumer to like and trust the source more. Therefore, H1: NAMs are perceived to be more trustworthy than HAMs. There is no hypothesized relationship or interaction between product type and model condition on trustworthiness. Trustworthiness pertains to a personality trait of the endorser, regardless of the endorsed product. Model Attractiveness-Product Type Match-Up and Model Expertise. Models may be more credible if they either have some physical characteristic that is associated with a product schema or demonstrate some characteristic that indicates that the product has accomplished what it claims, which thus suggests expertise based on experience (Lynch and Schuler 1994). Stemming from their attributions about beautiful people, consumers may believe that HAMs know more about the presentation and elements of a beautiful image, including the kinds of products used to enhance beauty. In addition, HAMs may be perceived as having more experience accentuating beautiful features or surrounding themselves with aesthetic things. Thus, H2: HAMs are perceived to have greater source expertise for enhancing products than are NAMs. Highly attractive models may not be perceived as having the problems that purportedly are solved by problem-solving products (e.g. , Dion, Berscheid, and Walster 1972; Kanner 1994) and therefore are believed to have little expertise using such products. Alternatively, consumers may be more likely to believe that a NAM has struggled with and, as evidenced in the ad, â€Å"conquered† the problem using the advertised product. Therefore, NAMs may be more congruous with the schema associated with enhancing products (Lynch and Schuler 1994). H3: NAMs are perceived to have greater source expertise for problem-solving products than are HAMs. Model Attractiveness-Product Type Match-Up and Product Evaluations. If a viewer can convert the visual imagery of an endorser into product information, the model’s image may serve as an argument for product efficacy (Bloch and Richins 1992; Downs and Harrison 1985; Kahle and Homer 1985; Lynch and Schuler 1994; see also Rossiter and Percy 1980). There is general evidence that product arguments may be elicited from pictures (e. g. , Mitchell and Olson 1981) and that, in high involvement situations, pictures containing product-relevant information can strengthen product beliefs and result in more positive product attitudes than can pictures that only influence affect (Miniard et al.1991). If a viewer believes that a model possesses some physical characteristic that indicates the model has improved his or her appearance with the product, then the viewer may believe that the product was responsible for that improvement (Lynch and Schuler 1994). The pairing of an enhancing product and a HAM may serve to reinforce the argument for product quality and efficacy for enhancing beauty by demonstrating the enhancer’s ability to highlight beautiful features (Petty and Cacioppo 1980). This stronger argument for product quality may enhance ad efficacy by improving evaluations of the product and heightening product purchase intentions (Caballero, Lumpkin, and Madden 1989; Kahle and Homer 1985; Kamins 1990). Therefore, 114: Ads for enhancing products that include HAMs will be more effective than those that include NAMs. Specifically, we expect that ads for enhancing products that include HAMs will result in greater product evaluations and higher purchase intentions than will those ads containing NAMs. With regard to problem-solving products, it might initially appear that a HAM could serve as a more positive argument for a product’s effectiveness. The more beautiful appearance of the HAM (versus NAM) might make the product appear as if it is more effective in heightening the user’s beauty. However, for the efficacy of problem-solving products to be assessed from the model’s photo, the viewer must first believe that the model had a beauty problem prior to product use. Because HAMs are not perceived as having the problems of normal people (e. g., Dion, Berscheid, and Walster 1972; Kanner 1994), consumers may not believe that the HAM suffered from a beauty problem that required the use of the advertised product. In contrast, consumers may believe that NAMs are more likely to have experienced beauty problems (e. g. , Dion, Berscheid, and Walster 1972; Kanner 1994). According to attribution theory, if an outcome occurs despite the presence of something that might have prevented that outcome (an inhibitory cause), a consumer may give more weight to the cause that is perceived to be responsible for that outcome (the facilitative cause; Kelley 1972). A HAM’s overall appearance might suggest multiple facilitative causes for the model’s superior appearance in the productrelated attribute, and the greater the number of other potential causes for the overall superior appearance, the more the problem-solving product may be discounted as responsible for solving the beauty problem (Kelley 1972). However, a NAMs’ overall typical appearance might suggest that, prior to product use, the appearance of the NAM’s product-related attribute was normal. Because the product (facilitative cause) may be responsible for a beautiful product-related physical attribute in the face of the inhibitory cause of the model’s â€Å"normalcy,† the perceived efficacy of the problem-solving product is augmented. With this improvement in product evaluations and likely improvement in purchase intentions (Caballero, Lumpkin, and Madden 1989; Kahle and Homer 1985; Kamins 1990), the following hypothesis is offered: H5: Ads for problem-solving products that include NAMs will be more effective than those that include HAMs. Specifically, we expect that ads for problem-solving products that include NAMs will result in greater product evaluations and higher purchase intentions than will those ads containing HAMs. The Mediating Role of Source Credibility Although model-product type match-up effectiveness has measured both spokesperson credibility and other measures of ad effectiveness, such as product evaluations or purchase intentions, no relationship between these two constructs has been examined. Past credibility research has suggested that greater spokesperson credibility (i. e., expertise and trustworthiness) tends to generate greater attitude chane (e. g. , Dholakia and Sternthal 1977; Harman and Coney 1982; Hovland, Janis, and Kelley 1953; Sternthal, Dholakia, and Leavitt 1978). Therefore, any influence that a model-product type match-up may have on spokesperson credibility subsequently might offect product evaluations or other measures of ad effectiveness. Therefore, H6A: Spokesperson expertise will mediate the effects of model-product match-up on ad effectiveness. H6B: Spokesperson trustworthiness will mediate the effects of model beauty on ad effectiveness. Study I Pretests. Two pretests were conducted to select product and model stimuli. The purpose of the first pretest (n=25) was to select two products to represent enhancing products and two to represent problem-solving products. Subjects were asked to categorize a list of products according to the provided definitions of each product type. The two products selected to represent the problem-solving category were acne concealer and acne medicine because of their categorization as problem-solving products (100% and 92%, respectively). With regard to enhancing products, 88% of people categorized lipstick and jewelry as enhancers. Because acne medicine, acne concealer, and lipstick all pertain to the face, the jewelry selected for use as stimuli in this experiment was earrings (i. e. , the only widely accepted jewelry associated with the face). For the second pretest, two judges selected full-color model photographs from popular women’s magazines on the basis of subjective criteria of which photos might represent each model condition. Photos intended to represent NAMs were selected from â€Å"Reader Makeover† issues of the magazines so that, while the physical features of the NAMs were still moderately attractive, the hair and makeup were professionally styled. Two undergraduate classes viewed five photos of NAMs (n=72) while two other classes evaluated five photos of HAMs (n=65). Respondents were asked to complete five questions regarding the beauty and four items assessing the normalcy of the model (all seven-point scales), and each set of items subsequently was summed. The HAM photo was selected on the basis of beauty extremity (M=29. 37) and subjects’ beliefs that she was leading a less-than-normal life (M=13. 31). The NAM photo was selected on a rating of moderate beauty (M=22. 06; p