Thesis: Corporate social responsibility in mass media

Sample Thesis Paper

With regard to the question asked to evaluate the perceived frequency with which consumers hear about corporate social responsibility in mass media, it was observed in the case of Qatar that none of the consumers chose to state that they always hear about corporate social responsibility in mass media which came as no surprise sixty one percent of the respondents chose to state that they never hear about corporate social responsibility in mass media. Only four percent of the respondents stated that they frequently hear about corporate social responsibility in mass media whole twenty seven percent of the respondents said that they seldom hear about corporate social responsibility in mass media. Seven percent of the respondents chose to state that they only occasionally hear about corporate social responsibility in mass media in the case of Qatar.

Thesis: Retail Marketing Techniques

Sample Thesis Paper

Retail marketing techniques also include the establishment of systems that take advantage of any opportunity that they can come across to turn a prospective consumer into a loyal consumer. Measures to meet objectives such as these included the setting up of automated answering machines that late consumers can call on to acquire basic information about the outlet and any particulars they are interested in. Automated answering machines can also be used to briefly advertise any special offers that are currently being run and can refer prospective consumers to other channels through which they can find out more about the retail outlet, its products and its services.

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Thesis on Character Education in Mississippi

The techniques now practiced in teaching character education offer a temporary solution by Today’s society expects public schools to correct social problems with educators being directed to address the needs of their students.

In an effort to help prepare Mississippi’s children for the task of thinking critically to solve problems in conflict resolution, parenting, and the challenges of living in today’s complex society, the Mississippi legislators created House Bill 1467.

House Bill 1467 passed into law in 1994 requires that high schools in the state of Mississippi offer Family Dynamics classes to their students. During their regular legislative session, representatives and senators deemed it worthy to enact legislation that provided grades 10 through 12 in all school districts in Mississippi with Family and Consumer Science programs.

Their legislation also provided state funding for such programs and authorized school districts and community/junior college districts to apply for funding for Family and Consumer Sciences training programs. Section 1 of House Bill 1467, cited in the Mississippi Department of Education Resource Manual for Family Dynamics, also mandated that prior to July 1, 1997, all local school districts would provide programs of education in Family and Consumer Sciences for grades 10, 11, and 12 that would include course work in responsible parenting and family living skills.

According to the bill, programs are to include instruction that prepares students to assume responsibility for meeting the challenges of living in today’s complex society. Curriculum emphasis is placed on nutrition, emotional health, and physical health. An outgrowth of House Bill 1467 has been a Family and Consumer Sciences course entitled Family Dynamics.

The Family Dynamics curriculum focuses on teaching students to utilize skills in critical thinking, decision making, conflict management, communication, and resource management as they relate to personal development, understanding the family in today’s society, and parenting decisions and responsibilities.

The one-semester Family Dynamics course cannot solve the complex problems of society alone but can be a part of the solution by assisting students to understand the need for strong family units where individuals can develop in a healthy environment.

Thesis on the Importance of Feedback in Coaching

Listening skills have been recognized as a fragile connection in the flow of interactive communication. Demonstration of successful coaching strategies requires the coach to develop and utilize listening skills. The most effective coaches utilize listening to strengthen understanding of the environment.

Great coaches communicate in a way that allows a player to see the game differently than from the perspective of the action. Communication provides possibilities for action not available in the absence of coaching Feedback is accomplished by either written or oral information used in evaluating work activities. Functioning through difficulties requires the coach to be competent, to provide and accept constructive feedback. Whereas, constructive feedback contains both positive and negative information.

The recommendations of feedback should encourage personal development for the accepting subordinate. Feedback should, also, encourage changes in performance with minimum pressure or confusion when the subordinate decides to change the constructive feedback tool is used to improve performance and enhance the development of subordinates. Learning the techniques of dispensing and receiving feedback is demanding, time-consuming, and a continuing process. The obvious results, productivity improvement, performance improvement, and others, greatly exceed the time consumed in learning feedback techniques.

Coaches should utilize constructive feedback when providing subordinates with information about performance changes in relation to developed goals and strategies. An essential function within the coaching process requires managers to provide constructive feedback. When subordinates are provided with feedback on task-related performances, the acknowledgment can reinforce the results of goal setting. Performances appraised through feedback keeps goal-directed behavior focused toward accomplishing the task. Also, the feedback information keeps employees involved and should encourage them to strive harder to accomplish their goals.

The feedback should concentrate on observations, not assumptions. Correctly, managers should provide subordinates with specific examples gathered from the Dissemination of suggestions and/or other information is the nucleus for constructive feedback rather than dispensing advice. Consequently, investigating alternate methods promotes the expansion of subordinates’ horizons in which the appropriate conclusions to problems may be acquired. The coach or manager should emphasize the subordinate valid accomplishments, which were attained from the feedback provided.

The length of feedback information should be restricted to subordinates’ tolerance level. Employees may respond with an emotional reaction if the information is repeatedly dispensed at inappropriate times or places. Therefore, further dissemination of information should be terminated when emotional responses develop.