Exploring ADHD and Available Treatments Essay -- Attention Deficit Hyp

Abstract: This research paper describes ADHD and the treatments available. It discusses the different medications and their side effects and explains the opinions of some doctors for an alternative treatment. The main goal of the writing is to shed some light on the disorder and describe some theories about ADHD. This goal is stated in the thesis which talks about how ADHD cannot be identified exactly, the side effects to the medication are harsh, there are different alternative treatments, and research shows it may be caused from hormones and sleep deprivation. A Normal Life ? Imagine sitting in a fourth grade science class. The teacher is lecturing in the front of the room while a groundskeeper mows the grass outside the window. The mower is buzzing in the student's ears, grasping one students' attention, taking it away from the teacher's discussion. Slowly the mower begins to move further away until it is completely out of sight. The attention returns to the teacher, whose words mumble together. The student begins to feel bored as he begins to swing his feet on the seat in front of him. The student in front of him becomes annoyed by the pitter-patter on her seat, and she yelps with anger. The attention slides back into the class, where something new and interesting is happening. The teacher stops her lecture, making this student the center of attention. It may be negative attention, but it's something that holds the student's interest. This type of thing happens normally to this student, so he is used to it. Besides, this isn't his fault; everyone kno ws he has ADHD, anyway he can't help but act like this. It's just how some kids are, right? Normally his mother makes him take his pills, but today he threw them out becaus... ...w.nimh.nih.gov/publicat/adhd.cfm#adhd8 Ritalin side effects and warnings (2004). PDR. Retrieved March 26, 2004, from Medical Economics web site: http://www.fromthepines.com/ritalin.html Schneebaum, Ron M.D. (March 2000). Where did Ritalin come from? Retrieved March 23, 2004, from massnews web site: http://www.massnews.com/past_issues/other/3_Mar/ad5mar.htm Smith, Lawrence T. (2004). The truth behind ADHD . FDA facts national ? institutes of health consensus. Retrieved March 22, 2004, from FDA web site: http://www.ritalindeath.com/ Stein, David B. (1999). 1999. 1st ed, pg 6-32. Ritalin is not ? the answer:a drug-free, practical program for children diagnosed with ADD or ADHD. Retreived March 16, 2004 Volkow, Nora. (2001). Ritalin facts. Retreived March 20, 2004, from nida publications web site: http://www.nida.nih.gov /Infofax/ritalin.html

Report Essay

Introduction Like other schools around the nation, Beech Grove Intermediate School is experiencing a serious problem with attendance. This has been cited as a problem and something that needs to be addressed so that Beech Grove Intermediate can achieve the attendance rate they need to become a Four-Star status school. Currently, the attendance at Beech Grove Intermediate is averaging around 95 percent. The rate needs to increase to 97 percent for the school to achieve Four-Star status. Beech Grove Intermediate does have an attendance policy; however, other strategies could be implemented to increase the attendance. Attendance is an important part of children’s and parents’ everyday responsibilities, and poor attendance habits cause lifelong consequences. Many schools around the nation report low attendance and high tardiness rates. This problem needs to be addressed in order to help our children do well in school and become responsible adults. Children who are habitually late or chronically absent miss out on much that is learned in school. Even being 5 to 10 minutes late each day creates a situation where children can lose a considerable amount of time that is being spent on their schooling. Also, it is known that children with poor attendance rates in elementary and high school continue to show problems of tardiness and even proficiency later in life once they go to college or pursue a career. Changes in the attendance program at Beech Grove are needed, and the following report is intended to propose tactics for increasing the attendance rate at Beech Grove Intermediate School. Methodology For this report we surveyed teachers from six local elementary and secondary schools to get an idea of what other schools were doing to increase their attendance. We received 50 completed questionnaires. We also searched scholarly databases such as ERIC to find relevant articles on the problem of increasing attendance. These articles outline several solutions to  increasing attendance in schools. Review of the Literature This review of recently published literature on attendance addresses causes, effective policies, parental contact, community involvement, teacher/student relationships, and rewards and incentives to increase student attendance. Causes of Absenteeism All the literature agrees that absenteeism is an all too common problem for schools around the country. This can be traced to a range of causes from unsupportive school environment to poor health of the student. According to John Doughtery (1999), home dynamics play a key role in absenteeism. The parents are the key to how often a child attends class (Doughtery, 1999, p. 10). Janet Ford and Richard Sutphen (1996) agree with this and list parent influence on absenteeism as number two on their list for reasons for absence. They go on to state that lack of caring by the parents, or parents who are not home to see the child off to school are major reasons for students not to go to class, especially with younger students (Ford & Sutphen, 1996, p. 96). Other than home life, illness of the child is also given as a common reason for absenteeism in the literature. Also, appointments and vacations are listed as top reasons in the literature as well. Doughtery attests to this in saying, â€Å" It is now common practice for students to miss school for general appointments to avoid tests and assignments† (1999, p. 10). Two authors noted that homeless students or students who live in a family that move very frequently are more likely to be chronically absent from school (Epstien, Sheldon, 2002, p. 311). Some of the authors also agree that if a student is not succeeding in school then they are less likely to want to come to school. This also goes along with schools that do not give praise to students or interact with the students so that no one feels left out, and help to see that everyone succeeds (Doughtery, 1999, p. 10). In short, all of the authors agree that parental involvement and student-teacher interaction is very important in keeping absenteeism down. Effective Policies and Parental Contact As schools seek new programs and ideas for increasing student attendance, one of the two most frequently mentioned tactics in the literature are having an effective attendance policy and increasing communication with parents and guardians. According to Dan Vandivier (2003), a high school principal, attendance policies must be stringent and must also be persistently adhered to. He states that policies must be fair and also have â€Å"flexibility to accommodate mitigating circumstances† (Vandivier, 2003, p. 81). Vandivier’s new attendance policy no longer distinguished between excused and unexcused and allowed administration discretion in dealing with excessive absences for legitimate reasons (Vandivier, 2003, p. 81). Dougherty (1999) agrees that schools must produce a clear fair attendance policy that is up to date and standardized and communicate it. Many studies have also shown a correlation between increased parental contact and increased attendance (Smerka, 1993; Epstein & Sheldon, 2002). Smerka (1993) noted that after mailing notices to all parents informing them of the success of the attendance program and asking for their support, the perfect attendance rate increased to 13.9 percent (p. 96.) He claimed that the key to good attendance is promoting it everywhere to everyone (Smerka, 1993, p. 96). Another study also found that â€Å"the degree to which schools overcame the challenge of communicating effectively with families was related to gains in student attendance and declines in chronic absenteeism† (Epstein & Sheldon, 2002, p.315). The study noted that providing families with someone to talk to at the school about attendance or other issues was effective in increasing attendance (Epstein & Sheldon, 2002, p.315). In addition to simply having contact with parents, many authors agree that it is the responsibility of the parents to monitor their student’s absenteeism (Dougherty, 1999; Ford & Sutphen,1996; Kube & Radgan,1992). Dougherty (1999) says that parents â€Å"must be responsible for their child’s daily attendance and promptly inform the school attendance office when the student is absent† (p. 11). One study shows that increasing communication with parents and involving them in the student’s education are strategies for increasing attendance. This study also cited the use of a letter to parents informing them of the policy and encouraging them to discuss the importance  of good attendance with their children (Ford & Sutphen, 1996, p. 96). Another study also said that parents â€Å"must be responsible for the student’s daily attendance† and they must â€Å"stress the importance of daily attendance to their children† (Kube & Radgan, 1992). C reating effective attendance policies that are reviewed and renewed regularly and establishing parental contact are very important stepping stones for increasing attendance in schools. Community Involvement While it is not crucial to the success of an attendance program, many of our authors agree that solid community involvement can positively impact attendance rates. Many schools work with businesses in the community to offer incentives for students with good or perfect attendance (â€Å"Raising School Attendance,† 2002). John Daugherty (1999), an education professor at Linden-wood College, refers to programs which offer a series of incentives for attendance, ranging from fast-food coupons to entertainment centers which were offered at a discount from local businesses (p. 16). A different form of contribution is noted in Bob Maggi’s (1991) case study of a school in Missouri. A local company contributed $500 to fund their mentoring/ adoption program. Seeing how successful the project was, the company doubled the amount it contributes to the program. Another article suggests that schools work with law enforcement and local businesses. The author states, â€Å"With their support, children who should be in school will be in school† (â€Å"Raising School Attendance,† 2002). Joyce Epstein and Steven Sheldon from The Johns Hopkins University agree, saying, â€Å"Developing productive school-family-community connections has become one of the most commonly embraced policy initiatives in schools and school districts† (2002, p. 308). There are times when the community involvement takes a much more negative but still necessary angle. Often, students will be habitually absent and schools are now working to address that issue. Janet Ford and Richard Sutphen, social work professors at the University of Kentucky, mention that in some states or districts parents of students will face fines or even jail time if they fail to adhere to attendance laws (1996, p. 95). Dougherty  suggests other tactics, such as â€Å"implementing police sweeps, involving local agencies and the media and notifying juvenile authorities† (1999). Of course, these tactics are usually implemented in only severe cases of absenteeism. Community involvement and support can be a wonderful addition to attendance policies if tailored to meet the school’s needs and the student’s desires. Teacher/Student Relationships While family and community involvement both play important roles in maintaining good student attendance, our sources all agree that student-teacher relationships are also very important. Several authors encourage one on one meetings, or mentoring students who have attendance problems. In fact, at least one study (Maggi, 1991) is devoted entirely to this practice and with great results, while others (â€Å"Raising school attendance,† 2001 and Vandiver, 2003) simply add it into their attendance programs. Authors agree that to curb poor attendance teachers should lecture students every day about the importance of attending school daily. Kube and Ratigan (1992) insist, â€Å"Teachers must let students know that they are missed when they have been absent. They must ensure that important learning experiences occur each day in their classes† (p.3), while Dougherty (2003) concurs and adds, â€Å"And they must value and reward good attendance† (p.76). According to the literature, the teachers are also responsible for coming up with new and creative ways to entice children into coming to school every day. These enticements run the gamut from Vandiver’s (2003) idea of being exempt from having to take the final exams if the student has perfect attendance to Ford and Sutphin’s (1996) strategy of giving tokens to students with good attendance so that they could cash them in on prizes at the end of the week (p.98). In the end, authors agree that in order to keep attendance under control, educators need not only to regularly come up with new and innovative ideas to keep students coming to school but to consistently tell the students how important it is for them to be present every day. Rewards and Incentives Research has shown that attendance increases when schools incorporate incentive programs into their attendance policies. Bob Maggi (1998), principal at Jarrett High School, began a program which encouraged teachers to adopt a student. Maggi (1998) claimed that â€Å"A $500 grant from Southwestern Bell Foundation was distributed to the adopting teachers to be used to their discretion: for birthday or holiday gifts, for taking student out for dinner or a show, or to buy a sweatshirt or dance ticket† (p.12). It only took one year for Jarrett High School to receive the results they were searching for. Terrance Smerke (1993, p.95), principal of Aurora Middle School, along with other schools found it effective to reward the children with positive letters of their accomplishments (Best Practices for School Attendance, 1998). According to Janet Ford, PhD, and Richard Sutphen, PhD, both assistant professors, other types of incentives are posting student’s names in the hallway or reading them over the public address system (1996). One observation mentioned in the article â€Å"Raising School Attendance† (2002), was that Monday and Friday â€Å"are typically the days with the highest absenteeism. Planning special events for these days could improve attendance.† Vandivier (2003), principal of Twin Rivers High School, and John Dougherty (1999), professor of education at Linden-wood College, agree that rewards such as movie tickets, food coupons, and gift certificates will increase attendance. The article How do you improve student attendance, claims that one way to boost attendance is to put all the students’ names with perfect attendance into a drawing (2001, p.26). Ann Kube, math teacher at North Scott High School, and Gary Radigan, principle at Ankeny High School, agree that incentives encourage students to attend school regularly (1992). As most of the authors stated, incentives have been proven to increase attendance. Punishments/Consequences All of our authors agree that absenteeism has negative consequences for students, schools and society. In the article â€Å"Early Intervention to Improve Attendance In Elementary School for At risk Children,† Janet Ford and Richard V. Sutphen discuss the effects on students. They say that  non-attendees generally fall behind their peers in academic achievement and the development of social competence (Ford & Sutphen, 1996, p. 95). Consequences for parents include fines and jail time; consequences for schools are loss of funds, and for society higher rates of unemployment, poverty and lack of preparation to enter the work force (Ford & Sutphen, 1996, p. 95). Dougherty agrees that habits of absenteeism and tardiness affect work performance when youngsters become adults (1999, p. 7). In Dan Vandivier’s article entitled â€Å"Improving Attendance, A Formula that Worked† he discusses an attendance policy at Twin Rivers High School in Brosely, Montana. Policies state d that students that miss more than six days in a semester are not considered to have earned credit, and no distinction is made between excused and unexcused absences (2003, p. 81). As for students and specific punishments our authors disagreed with suspension. Dougherty states, â€Å"that suspending a student is giving them what he wants, a vacation† (1999, p. 9). As most of the authors conclude, there is some form of punishment given to a student that misses excessive days. Conclusion In conclusion, the above research findings all agree that attendance is a very important issue for students. The literature indicated that the following topics are important factors in increasing attendance: effective policies, parental contact, community involvement, teacher/student relationships, rewards and incentives, and punishments/consequences.

African Migration Essay

The African origin of early modern humans 200,000–150,000 years ago is now well documented, with archaeological data suggesting that a major migration from tropical east Africa to the Levant took place between 130,000 and 100,000 years ago via the presently hyper-arid Saharan-Arabian desert. The path out of East Africa leads across North Africa, through the Nile corridor, and across the Red Sea, or across the Indian Ocean and the strait of Bab el Mandeb to the Arabian peninsula and beyond to Eurasia. Most of this interconnected landmass of the so-called Old World, the continental area encompassing Africa, Europe, and Asia, received migrants from East Africa by about 1.5 million years ago. This migration was dependent on the occurrence of wetter climate in the region. Whereas there is good evidence that the southern and central Saharan-Arabian desert experienced increased monsoon precipitation during this period, no unequivocal evidence has been found for a corresponding rainfall increase in the northern part of the migration corridor, including the Sinai-Negev land bridge between Africa and Asia. The major feature of world populations through time is their increasing numbers. It is likely that many early human migrations resulted from the pressure of such demographic increases on limited food resources; disease, drought, famine, war, and natural disaster figure among the most important causes of early human migrations. Approximately 100,000 years ago, the first migrations of Homo sapiens out of their African homeland likely coincided with the ability to use spoken language and to control fire. Over the next 87,000 years humans migrated to every continent, encompassing a wide variety of natural environments. The Americas were the last continents to be reached by Homo sapiens, about 13,000 years ago. Why these earliest migrants left Africa to colonize the world is a complex, important question. The answer is likely to be found in a web of interrelated factors centered around human behavior, specifically behavior selected to reduce risk and increase the individuals’ fitness for survival. Calculated migration must have resulted from information sharing, alliance building, memory, and the ability to negotiate— all skills that necessarily accompanied increasingly complex social and cultural groups. The increasing complexity of existence inevitably led hominids out of Africa, resulting in a global distribution of diverse human groups. Increasing population may have prodded the migration of some groups. Armed with the attributes of culture, the distinctive, complex patterns of behavior shared by human groups, humans eventually adapted to and conquered virtually all global environments. Whatever the nature of human origins, whenever or wherever human societies and cultures first appeared, the peopling of our globe has been a product of migration from place to place. Given the small numbers of people and the vast distances they traversed, and considering their technologically limited modes of transportation, the movement of people around the globe seems miraculous. The examples of global colonization described below depended on interactions between people and between people and their environments. Gradually, sometime during the Middle Stone Age (perhaps 100,000 to 200,000 years ago), distinct patterns of interaction among humans and between them and the landscapes in which they lived emerged. Because the distinctive physical and social environments to which humans adapted were themselves constantly changing, cultures too continually changed. That early humans acquired technological and social skills can be inferred from widespread evidence of their material culture—stone tools and utensils, carved figurines, rock and cave art, and the like, dating from about 40,000 years ago—which has been found in most parts of the globe. The development of language unquestionably furthered the social and technological evolution of humans and facilitated systems of reciprocity and social exchange. For example, the division of labor in food production and the exchange and transportation of goods and products were greatly expedited by speech. Being able to assign different tasks to different individuals furthered cooperation and fueled the processes of social and cultural evolution. http://www.learner.org/courses/worldhistory/unit_readings_3.html http://www.learner.org/courses/worldhistory/unit_overview_3.html

The Negative Impact of Bilangual Education

It is true that, fitting in and adapting to two different linguistic and cultural world can have lasting impacts on individuals, hence, Richard Rodriguez, in his book â€Å"Achievement of Desire†, addresses his struggles as a young boy, trying to adapt to a bilingual education and how that education alienated him from his uneducated Mexican parents. Additionally in the excerpts â€Å"How to Tame a Wild Tongue,† Gloria Anzaldua, while she mainly focuses on the language of â€Å"Mexican† people in different aspects, also mentions her strife as a bilingual student. Although these two stories are different in many ways but they both reflect the negative impact of living in the â€Å"borderlands†. To better understand those cultural conflicts, it is essential to know exactly what the borderlands consist of and who spans there, but most importantly what they represent in this context. The concept of â€Å" the borderlands† informs â€Å"a variety of disciplines at the start of the twenty-first century, with many studies focusing on the boundaries where two or more disparate conceptual, social, or political entities overlap productively†(Ybarra, 1-3). However, Anzaldua’s idea of the borderlands as an active place where people can form their own identity and political resistance remains the most influential according to multiple respected scholars. Understanding the bioregional and ecological aspect of the US-Mexico borderlands, amplifies our knowledge of how colonization, exploitation, and racism impact the land and mostly the Chicanos. Furthermore, one can attribute the concept of borderlands with bilingual education with both English and Spanish being the two territories in question, as experienced by both Anzaldua and Rodriguez. In Anzaldua’s essay â€Å"How to Tame a Wild Tongue† she describes her early childhood struggles in school. One of her memories from elementary school was when she was speaking Spanish with her friends during recess, they would tell her â€Å"If you want to be American, speak ‘American’. If you don’t like it, go back to Mexico where you belong. †(Anzaldua 43). In this situation she is forced to be silent and not speak. Growing up, she was constantly told from many of her elders that she needed to speak better English, and sound more American. Anzaldua’s own mother was ashamed of the way that she spoke English, saying it sounded like a Mexican. She reflects on two speech classes that she was required to take with all other Chicano students that had only one purpose, to get rid of their accents. â€Å"In childhood we are told that our language is wrong. Repeated attacks on our native tongue diminish our sense of self. Until I can take pride in my language, I cannot take pride in myself. † (Anzaldua 45-46). Part of language includes culture identity. It is unfair for people to feel ashamed of their identity due to the way they speak. Your language is what keeps you connected to your homeland and you should not feel guilty for speaking it. One should not have to go through speech classes to correct a native accent; the accent is a part of your identity, it is part of who you are. You should not be ashamed to speak and express yourself, because you should never be judged on how you speak, but by the content of what you’re saying. From adolescence the dominants are imposing their degrading views on the subordinates. Many of the teachers that approached these students, telling them â€Å"if they want to speak Spanish go back to Mexico†, are making assumptions based on prejudice about the individuals. The constant degrading ultimately lowers their self-esteem, making it difficult for them to feel that they can overcome being a part of the subordinate group. Anzaldua however rebels against these comments. She seems hostile to the English language and to a culture that does not honor the Spanish language in general or various Spanish dialects in particular. Her general response is one of defiance, for example when she says that to attack an individual's form of expression (in her case, speaking her Chicano Spanish dialect at school) with the intent to censor â€Å"is a violation of the First Amendment† (40). She makes it very clear that she is determined to be linguistically free despite English oppression â€Å"free to write bilingually and to switch linguistic codes without always having to translate† (41). She is determined always to have a â€Å"wild tongue. â€Å"She proves that it is okay to know more than one language and that by speaking Spanish it does not make her less of a person. It possible that she wrote her story partly in Spanish so that she could make a point that she was proud of her native language. Rodriguez suffers the same oppressions but reacted differently to them. If Rodriguez is hostile to the same culture, he does not seem to be hostile to either Spanish or English as such. Instead, he realizes that in American culture, where one language only and educational accomplishment are connected to social and material benefit, those who capture the power of language and education are more likely to obtain those benefits. But this comes at a price because obtaining those benefits usually force emotional and cultural separation from family members who lack language or educational accomplishments. Rodriguez himself admitted that â€Å"[he] cannot afford to admire his parents†¦He permits himself embarrassment at their lack of education. And to evade nostalgia for the life he has lost, he concentrates on the benefits education will bestow upon him† (Rodriguez, 15). Even Henry Staten, in his essay, remarks â€Å"how his education, which culminated in a Ph. D in English from Berkeley in 1976, gradually alienated him from his uneducated, Mexican-born parents† (Staten 8-10). In all, from both excerpts, we encounter the negative impact of bilingual education. â€Å"Rodriguez, for whom â€Å"monolingualism† in English becomes a strategy for success in U. S society, brings his personal experience to the political realm by promoting English as the sole language of public education in the U. S†¦Anzaldua, on the other hand, reflects her linguistic background with a fine toothed comb, un tangling the many strands of English and Spanish that coexist in their multilayered identity. (Ramsdell 12-16) The diversity within America is constantly growing, which in turn means American culture is frequently changing. With all of these new and foreign cultures migrating to the U. S, come many new languages. Generally, many believe that language is power, but yet, people are constantly being silenced because of their â€Å"broken English† and accent. While their politics differ widely, both Rodriguez and Anzaldua lives have been forever altered due to t heir linguistic affiliations, and most significantly by straddling on the â€Å"borderlands. †

Engineering - Quality Management Research Paper

Engineering - Quality Management - Research Paper Example Looking back to the early 1980s a revolution, which can be perceived as a not-so-quiet, has been in effect in the global business. This has been an ideas revolution involving the questions of how to do business. The revolution can be said to be largely spearhead by three individuals, that is, Joseph Juran, Philip Crosby as well as W. Edward Deming. Thesis Statement The purpose of this paper is to access the similarities and the differences from the works of Deming and Crosby in quality management. On similarities, the paper will address; Customer Requirement as an important standard, the responsible quality management, goal of Quality as well as management Perspective. On the aspect of differences, the paper will address; The Basic orientation to quality, the question of what is Quality, implementation’s chief elements, inspection/ Defect control, improvement Basis, management perspective and cost of quality Discussion Similarities Customer Requirement as an important standard According to the work by Deming, he is of the view that the presence of a consumer is brought about by a necessity and as such, it is the most vital aspect of a system of production, that is, where there are no consumers, what then is the need for production? Crosby’s work define quality as conforming to certain set of specifications, which have been stipulated by the management of an organization and not some concept of goodness full of vagueness. The specifications entailed in quality are not made arbitrary either (Baxter & MacLeod, 2008). As such, they ought to be set in accordance with the needs as well as wants of the customers. The responsible quality management team According to the work advanced by Deming, it advances that quality is designed in the boardroom. In his notion of quality, he says that ideas such as; sincerity, hard work, personal responsibility as well as decency, indeed are responsible for the changed management world. He says that it is unsubstantial to just perform a task to the best of your capacity. It is necessary that one becomes aware of what he is working on. Crosby work indeed shares the same notion (Baxter & MacLeod, 2008). According to him, improvement in quality ought to commence from the top. In order to come up with a manufacturing process, with no defect, or what he term as zero defects, then the management of any organization must then set the suitable atmosphere and the tone whereby the employees will easily follow. If the management fails to establish a production system with zero defects, then it is not closer enough to a quality product. Goal of Quality In both works, they advance that quality improvement is an unending process. In Deming’s work, it is suggested that in order to meet and exceed the needs of a customer, it is necessary that there are continuous improvements. In the same notion, Crosby points out that the continuous improvements must be enhanced and as such, it should be done by setting a production with zero defects (John & Barnes, 2006). Though both works share common grounds in regard to the quality management, the largest part they share are the differences on the notion of quality management. Management Perspective In both works, drawing of comparison is mentioned

Team Taghleef company Essay Example | Topics and Well Written Essays - 250 words

Team Taghleef company - Essay Example The lockout has the ability to secure energy isolating devices by locking the system in lock mode (Gustin 32). Bill Oliver also talked about the importance of safety audits, which he defined as the means used to identify potential issues prior to their having an impact on the plant’s safety. It entails a systematic examination to determine whether arrangements related to safety of processes comply with the required standards, as well as whether they are effectively implemented (Gustin 44). Taghleef also uses safety audits to ensure that they have required staff competency in facility and equipment operations, adequate performance of equipment to expected levels, and the adequacy of arrangements for any emergencies. Finally, the issue of behavior in the facility was touched on, especially behavioral-based safety. Bill Oliver contended that this is a controversial method of ensuring safety and that it needs to be applied correctly. To do this, Taghleef Company ensures that management and employees are involved in its formulation; they clearly define the expected behaviors at every level, observe the target behaviors, attain feedback the target behaviors, and derive their target behaviors from their safety

You Decide Essay Example | Topics and Well Written Essays - 500 words

You Decide - Essay Example 1. Development Stage- As potential business investments, Johnson Angel Investments LLC, will not consider businesses in the early development stages or with untested products or concepts. The company is looking for new, innovative market proven products, concepts or processes that present a unique market opportunity and show potential for extraordinary growth (Tipinvestor, 2008). 2. Geographic Location- As a venture capital company the firm is looking to invest in our local American economy. The company feels that true sustainable economic growth for our economy can only be brought about by reinvesting in redeveloping the productive capacity of our country. Therefore the firm will only consider locally grown and developed business as potential investment opportunities. One of the goals of the firm is to strive to not only provide our investments with the financial and intellectual capital needed to achieve success, but to be able to provide assistance on rebuilding our economy as a whole. 3. Revenues & ROI- Potential business investments must be already established with current annual sales revenues over $100,000. As an investment company the firm favors businesses with high operating margins which help provide a higher level of operating safety. Higher operating margins helps a developing business deal with the higher risks and added difficulties of achieving sales goals in a weak economy and properly growing and developing in a new market. The company requires a ROI of 10% or higher from any business partners to be considered as potential investments. 4. Business and Management- The company is not partial to any specific industry or sector. As a whole we our philosophy is to look for companies that provide unique market offerings that do things faster, more efficiently and cheaper (Sopriscapital, 2002). Possessing the unique competitive