Future Career Personal Statement Example | Topics and Well Written Essays - 750 words

Future Career - Personal Statement Example This allows me to use my imagination and creativity alongside the technical skills I have developed which allow me to conceive a problem from a wide range of perspectives. Business is an interesting field with as many variables as engineering, and perhaps less predictable outcomes. Exceptions to business common sense can produce exceptional results; the same can rarely be said of engineering. The very value of education in this field is one of hot debate, from entrepreneurs proud to have left school with nothing to the MBA hotshot riding the corporate inside track - it is a discipline where success by any means can be argued as valid. As a highly successful student of facts and natural laws, this is a highly intriguing idea. For all I can learn from lectures and research, there is always a higher level to aspire to - always a rival with an edge of natural flair. An academic analysis, for example, of a systemic change can soon fail without the personal skills to 'sell' it to the workers. I have spent a long time developing my brain; I now want the chance to test my heart, soul and guts. There are numerous obstacles but the interesting part is to overcome the obstacles and run a smooth form of business. My parents have taught me that a balance between activities is always necessary for a healthy lifestyle. I engage in spending my free time constructively by serving the community and doing several jobs in my free time. I love reading business books. Just as I believe the highest level of success in business comes from drawing on every ounce of talent and ability, I believe that success in life comes through engaging every talent. The Cass MSc in Management enables graduates from a wide range of disciplines to develop real world knowledge and skills in key areas of modern management - it is this that most appeals to me, bringing the whole of my real world and life experiences to bear on how I do business. Through this program I hope to graduate with the confidence to sensitively and intelligently apply practical quantitative skills, which are required for a successful career in risk management. I chose to join the program to further polish out mytechnical and quantitative knowledgeof different specialist risk management areas, such as financial modelling, valuation theory, credit derivative pricing, and credit portfolio management. My strong technical groundingandquantitative skill from my current studies will have a definite impact on my career, qualifying me for a more specialized risk manager role. As much as a personality is important in business decision making, a person is also important in their society. While decisions can be made without feeling and individuals can try to exist as islands, both states seem unnatural and dangerous - oversimplified models that ignore a greater complexity. Activities I enjoy are enjoyable because of the interplay between myself and my community - the term 'altruistic' does not quite match, because I believe that every positive action brings broad rewards. I can rationalize this as a kind of karmic belief structure, but really it comes down to an analytical approach - what is good for a system or business should permeate all levels to bring mutual benefits. My natural talents have been nurtured thanks to the good will and determination of others. As a product of a global society, I try to carry out activities that make a positive impact

The Causes and Effects of air pollution on the people and the Essay

The Causes and Effects of air pollution on the people and the environment - Essay Example In addition, air pollutants are transboundary in nature as they travel freely from the source in which they are produced to other locations and thereby spread the pollutants throughout the region. This nature has resulted in health affects for humans, animals as well as negative environmental impacts on trees, plants and forests which have in turn incurred economic losses through medical expenses and other damages (Air Pollution Effects). Air Pollution – Causes Man-made sources The major causes of air pollution come from human activities while on a minority result from natural causes. The beginning of the industrial revolution has brought with it tremendous growth of industries, population and globalization which have hugely contributed to the growing air pollution across the world. The industrial growth resulted in the establishment of several sectors such as power and biofuel industries, refineries, residential sector and the development of road, rail, and air transport. Eac h of these sectors has liberated pollutants into the air in the form of gases, solid or liquid particles. Among the major gaseous form of pollutants, sulfur-dioxide, which is a colorless gas with a pungent odor, is released during combustion of fossil fuels. The generation of power through electricity and the consequent production of heat produce a cocktail of air pollutants. The combustion of coal, which is a widely used source of energy in the power sector, produces sulfur-dioxide in large amounts in addition to other greenhouse pollutants such as arsenic, lead, and mercury. Other industries which release large amounts of sulfur-dioxide into the atmosphere are the manufacturing and construction industries and those which produce non-ferrous metals. The next major gaseous pollutant released is nitrogen oxides which is present in two major forms: nitric oxide and nitrogen dioxide. These are produced during the combustion of fossil fuels, motor fuel combustion from vehicles, from pow er plants, and deforestation. Carbon monoxide which is a highly toxic colorless, odorless and tasteless gas is also mainly produced during deforestation, combustion of biofuels and vehicular combustion. Ammonia gas, which has a pungent odor and hazardous in nature is produced through agricultural practices such as livestock farming and animal waste. The ozone, which is a colorless, poisonous gas with an irritating odor, is present in the stratosphere and troposphere layer of the atmosphere. While the ozone in the stratosphere layer protects the earth against the harmful ultraviolet rays of the sun, that in the troposphere is a secondary pollutant which is produced as a result of a chemical reaction between other pollutants in the presence of sunlight. Other air pollutants includes solid or liquid airborne particles which are suspended in the atmosphere, volatile organic compounds such as pure hydrocarbons or organic compounds and other persistent pollutants such as pesticides like D DT (Air Pollution Causes). Natural sources The

Developing Resiliency Skills in Childhood

Developing Resiliency Skills in Childhood Arti Pasrija Issues in Young Child and Care Research Question: Is it important to teach and foster resilience skills in early years of childhood? Adversity or negative experiences are faced by all children in their childhood. For example, when a child is trying to learn a new skill on the first day of his/her school, a child maybe suffering from some medical condition or when a child faces a difficult task. In contrast to the above said, whatever are the sources of adverse circumstances or negative experiences, resilience skill makes children mentally tough, helps them to resist the urge to give up in the face of failures and makes them strong to cope with adverse situations (Pearce, 2011). Resilience underpins development of life-long barriers that promote well-being. It is not surprising then, resilience makes children competent to remain focused, composed , optimistic, and more capable to overcome challenges (Khanlou Wray, 2014). In addition, resilience power helps children to rebound and bounce back into the community, despite experiencing negative incidents or adversities (Prince-Embury Saklofske, 2013). Moreover, resilience construct has brought about a paradigm shift from deficit-based approach to a strength based approach and relies on young children’s strengths rather than emphasizing their deficits (Khanlou Wray, 2014). Furthermore , strength based approach fosters development of socio-emotional skills, crucial to children’s well being and enables them to have a sense of connectedness, belonging, self-awareness, and self identity in the social environment (Gilligan, 2008). It is essential therefore, to promote resilience in early childhood (Ca baj, McDonald, Tough, 2013). Mental health problems are experienced by about one in eight children in the world and these problems may continue when they are coupled with unfavourable psychosocial, educational, and health outcomes in adolescence and adulthood. Subsequently, preparing young children to be resilient is a vital step, conditions them to deal with challenges that lie ahead in adulthood. Therefore, resilient children when nurtured with coping skills in childhood are able to live a live with a sense of well-being, despite experiencing negative situations such as divorce, stress adversity or loss of job in adulthood (Cabaj et al., 2013). Evidence based research shows that practitioners must apply appropriate resilience intervention techniques, that are integrated with protective factors in children’s different aspects of everyday life (Cabaj et al., 2013). Moreover, practitioners must situate protective factors that support children’s social and emotional well being in their ecological soc ial environment (Daniel Wassell, 2002). Thus, protective factors support children to develop, repair, maintain, or regain their mental health, despite exposure to adversity (Pierce Zand, 2009). Poverty, violence, substance abuse, family discords are some common examples of potential vulnerabilities that children face in their early childhood. These children at risk may stand a remote chance of attaining their full potential as adults or may be incompetent in adulthood to establish healthy relationships with others if they are not prepared to be resilient (Zolkoski Bullock, 2012).Thus, I want to be a part of this initiative, prepare children to be resilient, help in creating social systems where children are provided with ample opportunities to develop their healthy cognitive and social-emotional skills (Cefai, 2008). This endeavor will help children to become more positive and motivated to cope with everyday challenges, overcome their failures, strength to face adversity and trauma , to be able to solve their problems, relate with others, and treat themselves and others with respect throughout their lifespan (Goldstein Brooks, 2013). References Cabaj, J. L., McDonald, S. W., Tough, S. C. (2013). Early childhood risk and resilience factors for behavioural and emotional problems in middle childhood. BMC pediatrics, 14 (1), 166-166. doi: 10.1186/1471-2431-14-166 Cefai, C. (2008). Promoting resilience in the classroom: A guide to developing pupils emotional and cognitive skills. Philadelphia, PA; London: Jessica Kingsley Publishers. Daniel, B., Wassell, S. (2002). School years: Assessing and promoting resilience in vulnerable children. London: Jessica Kingsley Publishers. Gilligan, R. (2008). Promoting resilience: BAAF. Goldstein, S., Brooks, R. B. (2013). Handbook of resilience in children (2nd Edition). Boston, MA: Springer US. Khanlou, N., Wray, R. (2014). A whole community approach toward child and youth resilience promotion: A review of resilience literature. International Journal of Mental Health and Addiction, 12 (1), 64-79. doi: 10.1007/s11469-013-9470-1 Pearce, C. (2011). A Short introduction to promoting resilience in children. London: Jessica Kingsley Publishers. Pierce, K. J., Zand, D. H. (2009). Resilience in deaf children: Adaptation through emerging adulthood: Springer New York. Prince-Embury, S., Saklofske, D. H. (2013). Resilience in children, adolescents, and adults: Translating research into practice. New York: Springer New York. Zolkoski, S. M., Bullock, L. M. (2012). Resilience in children and youth: A review. Children and Youth Services Review, 34 (12), 2295-2303. doi: 10.1016/j.childyouth.2012.08.009 Annotated Bibliography Cabaj, J. L., McDonald, S. W., Tough, S. C. (2013). Early childhood risk and resilience factors for behavioural and emotional problems in middle childhood. BMC pediatrics, 14 (1), 166-166. doi: 10.1186/1471-2431-14-166 This article illustrates a recent study on mothers and children of an urban state called Calgary in Canada. They have been followed since prenatal period and surveyed regularly. The purpose of this research was to inform others about mental disorders prevalent in children that may be restored through early identification and use of protective factors. In addition, research evidence shows that protective factors integrated with interventions can be effective in reducing risk of poor outcomes for children. The research also clarifies that some youth who are entirely free from risk, have the privilege of being surrounded with protective factors. Thus, this research provides information and evidence that proves that protective factors do have a significant role to play in reducing the negative impacts on children and adolescents diagnosed with mental disorders or problem behaviours. Cefai, C. (2008). Promoting resilience in the classroom: A guide to developing pupils emotional and cognitive skills. Philadelphia, PA; London: Jessica Kingsley Publishers. Author has created a handbook that can help teachers and practitioners to nurture resilience in vulnerable children. The handbook proposes various ways that schools can implement to foster positive qualities such as social competence, problem solving skills, autonomy, and a sense of purpose in children needed to overcome negative experiences. The author has cited many case studies to make readers aware of classroom activities and strategies that can be used to foster cognitive and social-emotional competence. Moreover, the handbook explores a range of classroom practices that can be followed by educators to enhance resilience skills in children. The handbook is a valuable resource for educators and provides practical guidance on how to apply creative and practical possibilities in classroom practice to promote positive school climate that can help in preparing children to have resilient mindsets. Daniel, B., Wassell, S. (2002). School years: Assessing and promoting resilience in vulnerable children. London: Jessica Kingsley Publishers. Authors have created an interesting workbook that can help practitioners to promote resilience in young children. The book explores protective factors and adverse environments and provides a framework of assessments at child’s all three ecological social levels. Moreover, the workbook also includes interventions that can be followed by early childhood practitioners while working with children at risk to boost their resilient power. Additionally, book suggests various ways of fostering resilience in children and encourages practitioners to place interventions in the child’s ecological framework. Furthermore, the book links assessments and interventions to child’s specific areas of life such as home, aptitudes, relationships with others, and friendships. This book is a very useful resource for practitioners as the authors have explicitly described techniques for application of assessments and interventions that can help in promoting positive behaviour in children. Gilligan, R. (2008). Promoting resilience: BAAF. The key theme that runs through this book is the growth of positive psychology and strength based perspective that allows a new way to look into human development and behaviour. This shift has given rise to resilience and sets the stage to think about children in need. Promotion of resilience dynamics allows children to feel loved, protected, acknowledged, complimented and encouraged. These skills allow children to conquer risk. The author in this book provides numerous ways that can help in promoting resilience in early childhood. This book inspires me to adopt the philosophy of resilience and explains the concept of resilience through many examples and suggestions. Goldstein, S., Brooks, R. B. (2013). Handbook of resilience in children (2nd Edition). Boston, MA: Springer US. This book has co-authors and provides readers with understanding and theories about the power of resilience an emerging field. The authors have examined the this emerging field of resilience and focused not only on individuals who overcame adverse circumstances, but also explore more about qualities of resilience that can be applied to all individuals, even though they may have not experienced any significant adverse situations. We have come to appreciate that the qualities of resilience examined scientifically in this volume can in fact protect and insulate not only children at risk, but all of us. This handbook is a valuable resource and aims to provide readers with resilient qualities that have been scientifically examined by the authors to protect not only children at risk but insulate all of us. Moreover, the handbook has been successful in describing resilient qualities that can be natured by parents and educators to shape up children’s future. Khanlou, N., Wray, R. (2014). A whole community approach toward child and youth resilience promotion: A review of resilience Literature. International Journal of Mental Health and Addiction, 12 (1), 64-79. doi: 10.1007/s11469-013-9470-1 This is a literature review and the authors conducted the research in three steps. They reviewed peer published articles since the year 2000, review of grey literature and quasi-realist synthesis of evidence to bring out reliable findings. Child and youth resilience were the focus of the literature review and was conducted on three perspectives; 1) whether interventions can help in building resilience; 2) effects of crisis among different populations; and, 3) indicators that prove positive effects of resilience interventions on health and social outcomes. The review includes definitions and aspects of resilience, relationships of resilience with mental health and social reactions, and provides suggestions to include family, and environmental factors while promoting resilience with the help of interventions. I was able to have a clear understanding of resilience construct, as the information was presented in a very well-defined and clear. Moreover, the knowledge gained through this re view will be useful in my practice later. Pearce, C. (2011). A Short introduction to promoting Resilience in children. London: Jessica Kingsley Publishers. This book seeks to explain what resilience is and how it can be fostered in children. It also discusses about building resilience in children, which is a universal concern for parents, care- givers, and educators and everyone wants to shield and protect children from physical and emotional distress. The book is supported with many examples and detailed explanation of nurturing resilience in children and also mentions key factors of resilience such as biological, psychological, and environmental aspects that influence resilience. Additionally, reader is also able get lot of clarity on the interaction and implications of these factors. Moreover, author has presented some strategies that allow the reader to understand how to foster resilience in children and can encourage them to increase their coping capacity with adversity. Moreover, this is a helpful resource for parents, care givers, and educators to have an overview, insight, and awareness, as they all play a critical role in promo ting resilience in children. Pierce, K. J., Zand, D. H. (2009). Resilience in deaf children: Adaptation through emerging adulthood: Springer New York. In this book, the contributing authors highlight family system as a focal point that nurtures resilience for a deaf individual. The book lays its foundation on evidence based research, firmly believes that positive and supportive family are the key factors that help in developing resilience for deaf children. In addition, authors have offered valuable information and opportunities to parents, children, teachers, and other professionals in the community that can support fostering of resilience in deaf children and the ability to handle stressful events. This book provides refreshing lens to enable readers to relook at the positive attributes strengths, and capabilities of deaf children that can help in nurturing resilience in their early phase of life. Moreover, the book hopes that people realize that deaf also can contribute to the society. Prince-Embury, S., Saklofske, D. H. (2013). Resilience in children, adolescents, and adults: Translating research into practice. New York: Springer New York. Resilience in Children, Adolescents, and Adults This book acknowledges the need to re-establish the link between theory, assessments, interventions assessments, and outcomes that can give a firm experimental base to resilience construct. This will result in more practical applications of effective assessments and interventions. The book has provided readers with easy to understand and apply assessment tools and interventions for diverse population and perspectives. Moreover, the book has shared case studies with readers that exhibit practical applications of resilience interventions and interpretations of assessments. As the book is embedded in the context of disaster and enlightens the readers about cultural considerations and age-appropriate interventions that are most needed for all the professionals in the field of psychology to have a strength-based practice. Zolkoski, S. M., Bullock, L. M. (2012). Resilience in children and youth: A review. Children and Youth Services Review, 34 (12), 2295-2303. doi: 10.1016/j.childyouth.2012.08.009 This article is based on a literature review which gives readers an overview of longitudinal studies dating back to the 1970s to the present on children born in high-risk conditions. The research findings confirm that often children at risk stand remote chances of attaining their full potential in adulthood. These individuals may be incapable of developing social competence. However, the findings also showed that some of youth in spite of growing up in high-risk environments, did develop social competence and were able to lead successful lives. These young adults are considered to be resilient and have strength gained from protective factors that help them to overcome adversity and succeed in life. The review makes it easy for the reader to understand more about environmental factors that situate children and youth at-risk as well as what protective factors can be fostered to build resilience in children. In addition, the research recommends readers to develop resilient building interventions in children’s context, crucial for their psychosocial development and research knowledge can prove to be beneficial for educators to improve and build positive resili ent populations.

The moral cost of video games Essay -- Analysis, Matthew Devereux

With a huge projected screen replacing my perspective of the world around me, I jumped right into the immersive experience of playing one of the most realistic war games on the market: â€Å"Call of Duty: Modern Warfare 2†. Inside a fiery world of smoke, smog, and tall abandoned houses, adrenaline rushed through my brain and tensed my body with excitement as I followed a team of nine through a maze of doorways and alleys. I quickly lost track of them and I hid at the end of a small dead alley while I waited for something to move or make a sound. The sounds of action were in the distant; but this bunker, which seemed like an ideal hiding place, caught my attention. When I was going to run towards the bunker, movement to my right made me jump; and with a terribly aimed shot, I fired the majority of a round from my machine gun at my target until I eventually shot and killed it. â€Å"Headshot† huge words flashed for a second in the middle of the screen making me hungry fo r my next kill. A child having this same immersive experience would get used to destructing all these monsters, and will ruthlessly learn to put everyone else aside and focus on themselves winning (MC 10). Children would become selfish as they venture into a virtual world where accumulating grenades and throwing them into mobs of people actually builds up a higher score. â€Å"There is no ‘right’ or ‘wrong’–only success or failure† (MC 13). Because of the obscene immorality of video games, there should be a fresh genre of video games with unquestionable moral aspects. In Matthew Devereux’s essay â€Å"The moral cost of video games†, he describes this horrible game called â€Å"Manhunt 2† as a game where the player has to sneak up on innocent victims and use a garden spade to kill and deca... ...eract positively with other characters to accomplish a common goal can teach people values such as teamwork and positive interaction with others. Having a concept in a game where players selflessly work together to achieve a common goal is a much better construction of a game than the point hoarding of kills. Throughout the gaming community, a genre should be created that casts out immorality and replaces it with an integrity that fulfills the player’s immersive experience. With the terrible immorality of video games as a blame for the Littleton Shootings, children are being restricted from their media and entertainment. Instead of having mostly immoral games, game developers should create new and immersive games with ethical values. A new generation of games with undeniable ethics, including but not glamorizing violence, should overshadow the gaming industry.

Assignment Front Sheet Essay

Marketing is at the heart of every organisation’s activity. Its importance is also growing in the non-commercial, public and voluntary sectors. Also, at the heart of marketing is the customer. This unit will introduce learners to some of the tools and techniques all types of organisations use to achieve their objectives. Firstly, learners will explore how different types of organisations use marketing principles to meet the needs of their customers and achieve their objectives. The constraints under which organisations operate are important and learners will study the legal requirements and voluntary codes that affect marketing. Learners will then go on to investigate how organisations collect data through market research and turn it into useful information which can be analysed and used to plan their marketing activities. The segmentation and targeting of groups of customers is a key marketing technique and this is studied in detail. This includes the different bases for segmentation of both consumer and business markets. Next, learners will examine how a marketing mix is developed to meet the needs and aspirations of a targeted group of prospective customers, before going on to develop a marketing mix for a new product or service. Learning Outcomes: On completion of this unit you should: 1. Know the role of marketing in organisations 2. Be able to use marketing research and marketing planning 3. Understand how and why customer groups are targeted 4. Be able to develop a coherent marketing mix. 5.  Criteria reference Assignment brief Qualification BTEC L3 Extended Diploma In Business Unit number and title Unit 3: Introduction to Marketing Start date 24th March 2014 Deadline 22/04/14 Assessor name KAREN MASON Assignment title ‘A’ LISTED MARKETERS. Part 1 The purpose of this assignment is to: Work individually to complete the following tasks. Assignment Brief/Scenario You have just started working for a large marketing and design agency based in Teesside that consults for a variety of businesses on the marketing activities that they undertake in order to promote their products or services. The agency has a varied portfolio of ‘A’ Listed clients and you have been given the task of consulting for two new clients, one business that operates in the private sector and one in the public or voluntary sector. Choose your two businesses remembering that: One must be from the private sector, for example, Marks & Spencer One must be from the public or voluntary sector, for example, Oxfam. Task 1 Describe how marketing techniques are used to market products in two organisations. You task is to produce a presentation for your senior management team (SMT) to introduce your new clients. Your presentation must include the following: Part A a) Two different definitions of marketing (don’t forget to reference your source!) b) Identify the broad aims and objectives of organisations of the private, public and voluntary sectors c) Identify the aims specifically for each of your selected businesses d) e) Part B f) For each business, you will need to research and describe the marketing techniques it has used in order to market one product/service. These techniques might include: Growth strategies Survival strategies Branding Relationship marketing. Following unit content guidance sheet & week 1 PowerPoint; in support of this task (P1) Describe the limitations and constraints of marketing Your task is to create a factsheet that describes the limitations and constraints under which marketers operate; this should include legal requirements and the use of voluntary codes and constraints. Task 2: Select one of the businesses you researched for criterion P1, describe the limitations and constraints of marketing for the organisation. Include the following in your description: legal constraints, for example Sale of Goods Act 1979, The Consumer Protection from Unfair Trading Regulations 2008, Consumer Credit Acts 1974 & 2006, Consumer Protection (Distance Selling)  Regulations, Date Protection Act 1998 Voluntary constraints, for example Code of Advertising Practice and Advertising Standards Authority. pressure groups and consumerism, for example CBI Acceptable language. Guidance note: you should give real life examples of each limitation and constraints identified and include suitable text and images into your factsheet. Following unit content guidance sheet & week 2 PowerPoint; in support of this task (P2) Task 3 Compare marketing techniques used in marketing products in two organisations M1 To complement the presentation you developed for criterion P1, you now need to produce a report where you will demonstrate higher-level skills through comparing or finding the similarities and differences between the marketing techniques used by the two organisations. Guidance note: your report should include an introduction and be separated into sub-sections including growth strategies, survival strategies, branding and relationship marketing. Follow tutor support; stretch & challenge activities to work towards this criteria (M1) Evaluate the effectiveness of the use of techniques in marketing products in one organisation. D1 This task is an extension to the report you have produced for criterion M1. You now need to select one of your two businesses and fully explain how effective you think it has been with the techniques used in marketing its  products? You should fully justify your answer and make suitable recommendations for improvement. Guidance note: you should back up your points with suitable, real life examples relating to that particular business. Evaluation requires more than stating an opinion and should demonstrate higher-level skills such as researching and interpreting data and using logical judgements about the validity and reliability of the data used to evaluate the effectiveness of the marketing techniques Follow tutor support; stretch & challenge activities to work towards this criteria (D1) Sources of information Indicative Reading  Bevan J, Dransfield R, Coupland-Smith H, Goymer J and Richards C – BTEC Level 3 National Business Student Book 1 (Pearson, 2009) ISBN 9781846906343. Tutor support Stretch & Challenge guidance sheets.

Interoffice Memorandum Essay

In recent months, the Roanoke office has had complaints from four clients. Customer satisfaction is declining; this is partly due to low morale among the branch’s employees. It has come to my attention that some of the graphic designers and art directors feel that their ideas are not being taken seriously. All the while, employees are work longer hours without proper compensation. We must give our immediate attention to this situation as Roanoke handles some of our biggest clients. We must also be sure the employees we hire are being treated as part of a team. As an executive team, it is very important to reach out to the Roanoke branch to find out the root of the problem before the entire company is affected. Here is my proposed plan of communication with the branch: †¢ Zachary Sylvan – Speak with Roanoke’s clients to see if they can give any feedback as far as trends they might be seeing in the branch’s operations. †¢ Al Gucciardo – Speak with the Public Relations department employees and get their feedback †¢ Troy Richards – Speak with the marketing department employees for their feedback †¢ Devi Dewdat– Speak with the advertising department employees for their feedback Please put together a report from each person you speak with by July 31, 2014. I will meet with Michelle Garner, the HR director of the Roanoke branch to discuss the issues. We will then hold an executive meeting to discuss the status of the branch and what changes need to be considered. Thank you in advance for all your time. This is a very critical time for the Roanoke branch and the company as a whole. As previously discussed in our last meeting, we need to communicate with the employees at your branch about their concerns due to the longer hours they have been required to work recently. Please provide the payroll statement for the branch for the past 12 months. These will help the executive team analyze how the employees’ time is being managed to see where management might be falling short. This is a very critical time for the Roanoke branch. We must work together to end to the low morale that seems to have taken over the office. With that, please make that getting these statements your top priority today. I will be traveling to the branch on Thursday, July 31 to go over them. Please keep in mind that we will be approaching this situation at all angles and we can discuss some ideas on how to improve employee morale overall at our meeting.