Self-love; do you have to love yourself in order to love others Term Paper

Self-love; do you have to love yourself in order to love others - Term Paper Example Love has been the prescribed remedy for most of the problems that people confront with in their daily life. Love was interpreted by many; we all experience it, share it, long for it; yet know little about what actually love is. Generally, people think that they all have self love. The evidence they find for this belief is that they defend themselves, they enjoy, they work and earn etc. Yet many of them are not able to give an immediate answer to the question whether they love themselves. The reason must be that they have seldom attempted to analyze whether they have self-love, despite, many of them are so familiar with the Christian rule â€Å"love others as you love yourself.† (Mt: 22:39). Question whether we should love ourselves in order to love others is a disputable one. Some are of the opinion that it does not necessarily require self love in order to love others. People of the other view believe that loving others without having self-love is pseudo love because what peo ple find bad with themselves, obviously find more with others. So the love they express toward others is only a short term pretension. Among the both concepts the latter seems to be more justifiable. One of the definitions goes like this; â€Å"Loving self means being real and accepting every aspect of ourselves. We are having a human experience in a unique human body. We are not having an idealistic saintly experience. We are human we get angry, we feel sad, we love, we are selfish, we are generous, we lie, we hide†¦. But we must embrace them all if we want to experience love of self.† (Isha, 2008 p.58). The self love begins with accepting oneself in spite of all the negative factors of one’s character and limitations. An individual can not wait for becoming a perfect character to begin loving himself. In spite of all the bad habits and unworthiness we all have certain virtues within our souls. According to Aristotle’s Nicomachean ethics (Aristotle, Browne &

Transforming the balanced scorecard Coursework Example | Topics and Well Written Essays - 250 words

Transforming the balanced scorecard - Coursework Example tion view intangible assets as a source of competitive advantage as opposed to the view of the 19th century and early 20th-century firms (Kaplan and Norton 88). The Balanced Scorecard was introduced to provide a new framework for describing value-creating strategies that link tangible and intangible assets. It describes how to mobilize and combine intangible and tangible assets to develop differentiating customer-value offering and superior financial results. The program has helped over 200 executive teams. It allows the strategy to emerge from meetings and consultations with the senior executives. Then a general framework for describing and implementing the strategy known as the strategy map is developed. It creates a common and comprehensible point of reference for the company (Kaplan and Norton 92). Apart from its industrial application, Balanced Scorecard has also been adopted by non-profit and government organizations (NPGOs), however, it faces the challenge of a strategy that has not been clearly defined. It is important for the class to note that the Balance Scorecard is not just about performance measurement. It has evolved to become the organizing framework, for a new strategic management system. Its adoption has been observed to deliver good result. The Balanced Scorecard provides a recipe to combine with what exists in the organization for long-term value creation. The following points will be in class; strategic maps, other forms of performance measurement, Balanced Scorecard and NPGOs and beyond performance management (Kaplan and Norton

How Plagiarism Violates the NASW Code of Ethics

How Plagiarism Violates the NASW Code of Ethics The National Association of Social Workers (NASW) is an organization of professionals that â€Å"works to enhance the professional growth and development of its members, to create and maintain professional standards† (National Association of Social Workers [NASW], 2008, About). Within this association there is a Code of Ethics that was created to help guide the behavior of both professional and student social workers. The NASW Code of Ethics provides ethical standards, values, and principles that all social workers are responsible to adhere to. The Code is presented in four sections detailing appropriate behavior for social workers. With these guidelines in mind social work students are expected to complete both assignments and practice in the field with the upmost highest integrity. While there are many topics covered within the Code, one that is essential for students to consider is plagiarism. Plagiarism as defined by Columbia University School of Social Works Writing Center is â€Å"the use of another writers ideas or words as ones own without citing that person† (CUSSW Writing Center, 2010). Without providing proper documentation of where the writer obtained the information included in an assignment the reader will automatically assume that these are the writers original thoughts and ideas. The fact that a social work student does not credit an author used in a writing assignment goes directly against the guideline of acknowledging credit depicted in section 4.08 of the NASW Code of Ethics, which states, â€Å" a) Social workers should take responsibility and credit, including authorship credit, only work they have actually performed and to which they have contributed. (b) Social workers should honestly acknowledge the work of and the contributions made by others† (NASW,2008, preamble). All students in the School of Social Work are bound by the by the NASW Code of Ethics and by the policies of the Columbia University School of Social Work community. It is the students responsibility to be fully informed as to what constitutes plagiarism and to refrain from all activities that constitute plagiarism. Typically this information can be obtained by visiting the schools website. As a social work student it is necessary to practice personal and academic honesty because it shows ones character. By copying information and passing it as your own can be considered deceitful and misconstrued as portraying fraud or deception. The Code of Ethics also provides students a method to check ourselves as social workers as we go forth and set an example to clients. In addition, as read in Section 4, Social Workers Ethical Responsibilities as Professionals, of the NASW Code of Ethics â€Å"Social Workers should not participate in , condone, or be associated with dishonesty, fraud or deception† (NASW, 2008, Section 4). This reinforces the concept that as social workers we have a commitment to be true to ourselves and recognize the work of others by crediting them. After a close examination of the NASW Code of Ethics it is apparent that when one performs any act of plagiarism including cheating it is violating the code of many levels and aspects. Under the value of integrity stand the following ethical principles outlining â€Å"Social workers behave in a trustworthy manner† (NASW, 2008, Ethical Principles). The participation of plagiarism this value and ethical principle that are put upon social workers is disgraced. Additionally, under the value of competence, the ethical principle paired is, â€Å"Social workers practice within their areas of competence and develop and enhance their professional expertise† (NASW, 2008, Ethical Principles). All of these are broken when partaking in plagiarism, as we use others words we are not valuing that individuals worth of the person and more or less stealing their hard work and concepts. Not only do we lose trust of our colleagues but trust in ourselves and are overwhelmed with the feeling of being incompetent when one cannot honor another individuals work. The core values provided by the NASW Code of Ethics are important because our profession is based on these morals. Since â€Å"CUSSW students are expected to conduct themselves in all aspects of school activities in a manner consistent with the Code of Ethics of the National Association of Social Workers† participating in plagiarism directly violates these standards (CUSSW, Policies, 2010). As a matter of professional development social work students need to develop a respect for written communication and the process of presenting work. Academic communication is often a balance between the presentation of your original ideas, representation of information gained from other sources and the integration of both. It is ones liability to account for the usage of others work, so we stay in line with our social work ethics and values presented in the code. Furthermore, the Ethical Standards provided in the code include: social workers ethical responsibilities to colleagues, ethical responsibilities in practice settings, ethical responsibilities as professionals, social workers ethical responsibilities to the social work profession, and Social workers ethical responsibilities to the broader society. All of this is lost when not crediting someone else work. It is every social workers mission to follow and have their professional worth be embedded in the core values that the Code of Ethics is based upon and identifies. It is crucial for academic institutions to hold the responsibility of students of fostering and evaluating professional behavioral development for all students in the social work program is (Atlantic University Florida). The School of Social Work also bears a responsibility to the community at large to produce fully trained professional social workers who consciously exhibit the knowledge, values, and skills of the professi on of social work. The values of the profession are codified in the NASW Code of Ethics. When a student does not adhere to these ethical principles, a dilemma arises that question if a student fully comprehends the NASW Code of Ethics and what responsibility it carries. It is clear that quality students fully prepared for the profession will adhere to all the guidelines provided in the NASW Code of Ethics and demonstrate knowledge of the meaning. http://www.columbia.edu/cu/ssw/faculty/policies/index.html#ethics http://www.columbia.edu/cu/ssw/write/handouts/AvoidPlagiarism.html http://www.cosw.sc.edu/student/syllabi/sowk735.html http://www.naswdc.org/pubs/code/Default.asp http://www.fau.edu/ssw/expectations.html www.socwork.jmu.edu/demos/partone.ppt http://www.socialworkers.org/pubs/code/code.asp National Association of Social Workers. (2008). Preamble to the code of ethics. Retrieved May 4, 2008,from http://www.socialworkers.org/pubs/ Code/code.asp Social work values and ethics Reamer, Frederic, G. Columbia University Press New York Chichester, West Sussex Copyright  © 1999 Columbia University Press

the russian americans :: essays research papers fc

The Russian-Americans As of the last released comprehensive United States Census listing all nationalities, in 1990, there were over two million people claiming Russian ancestry living in America. Not included in this number was over one million people who were born in Russia. Sixty-six thousand entered the U.S. between 1980 and 1990 over 120,000 entered before 1980, slightly over 123,000 were naturalized citizens, and over 71,000 were not considered citizens of the United States. When it comes to income and occupation the Russian-American ranks higher on the socio-economic ladder then many minorities. When it comes to occupations over half of the Russian population is in the managerial or professional field, while another third of the population works in sales. The rest of the population works in the service or labor field with the smallest bit of the population being farmers, .6 percent. In correlation the median income of a Russian-American is over 45,000 dollars, only 3.6 percent of the population lives in poverty. This can be a direct correlation to the educational attainment of the Russian-Americans 90 percent graduate high school, 49 percent have a bachelors degree, and 24 percent have a graduate degree. This is one of the highest percentages of any group that has come to the United States, except some of the Asian countries. The Russians started to look for the American dream in the seventeenth century when Semen Dezhnev set out to find a route through the Bering Straight, although he never made it anywhere close to the United States, he did find the Northern-most point of Siberia, which is named after him. The next expedition was launched by Vitus Bering, and although he died while searching for America some of his crewmates did find the Aleutian islands and started the fur rush of 1973. In two years many fur industries were set up and people started to establish small communities in Alaska. In 1794 eight monks arrived to one of those small towns, Kodiak and started a Russian Orthodox mission. In seventy years when Alaska was sold to the U.S. the Orthodox religion was so ingrained into the people that it was, and still is the predominant religion in the area. After the sale of Alaska, the immigration of Russians slowed until the beginning of the twentieth century and the beginning of Communism is Russia. In the beginning it was mostly laborers and farmers and then came the former Russian army and naval officers, highly qualified engineers and scientists, actors and composers, musicians and painters, and a number of world-famous singers and ballet dancers.

Communication Barriers in an Organisation

Question 1. Identify and critically discuss the communication problems and barriers in the communication scenario depicted in the video clip. (563 Words) According to Dr Robbins’s book on Organizational Behavior 2003, effective communication is summarized as the means of encoding a message from the sender, clearly to the receiver through a channel without the actual message being negatively fragmented in the process. Communication problems and barriers occur when the information is distorted before reaching the receiver, creating conflicting assumptions and perceptions than what was intended (Deborah J.Barrett, (2002) Diagram 1 below illustrates an example of a communication model. Decoding Decoding Receiver Receiver Channel Channel Encoding Encoding Source Source Diagram 1: MESSAGE MESSAGE MESSAGE MESSAGE FEEDBACK. Sourced from: Stephen P. Robbin (2003), Organizational Behavior, 10th Ed, Prentice Hall, pp 285. Jack demonstrated poor communication skills when addressing the ne ws. His approach is erroneous, failing to ascertain their reaction and sensitivity when he addressed changes. Jack failed capture the forthcomings of the group’s â€Å"openness to change† (Anuradha Chawla and E.Kevin Kelloway 2003) The employees in the scenario feels uncertain regarding the â€Å"security of their position, their future roles and responsibilities† (J. Allen et al. , 2007 pp. 359 – 364) and how these changes might bring significant impact to them. In effect of Jack’s misreading body language, tone, and other non-verbal forms of communication exhibiting nervousness and guilt, the group is showing signs of disappointing acknowledgement, It could be from rumours they have heard and relied due to the lack of proper information received. Gray & Laidlaw, 2002) Jack’s inability to create the sense of trust in the management’s decision and effective selling of the benefits of change, (Philip. A, 2005) has made matters worse. C laudia Peus et al, 2009 supported Oreg’s research of co-relations in pointing that affective, cognitive and behavioral resistance towards change exist when trust in the management is nonexistent. Jack’s communique method was antagonistic, choosing bad choice of words in his communique’ which prompted the group to ask about their future state.Reeta Raina, 2010 quoted Harris & Nelson’s work in 2008 that key towards quality leadership is conceivably the effective communication flow of a story. The method of Jack’s communication somersaulted the group into a defensive mode, causing them to respond negatively on the received information, prompting the concerned about the enormity of the changes and its impact on their job. The group is portraying emotional interferences by interrupting Jake’s conversation, persistently asking about their job security.Jake has unintentionally sparked fear in the group, threatening their physiological contracts (Jo b securities, job commitments, personal commitments, future planning) (Clutterbuck, 2005) The group is adamant to know what the changes are and Jack refused to provide them with reasonable information and to try and counter the negative perception that was piling up. Lack of information is also known as one of the most influential factor of employee’s decision making in the events of change. Empirical investigation conducted by Allen et al. 2007) also suggests that employees who receives judicious, precise, and â€Å"useful communication (termed as â€Å"quality change communication†) more often than not revealed lower levels of uncertainty and a higher level of openness to certain degree of change. Entering the critical analysis of the video clip, the communication barriers and problems between Jake and the group could best be summarized using the table below. Table 1: The encoded message from Jake, the barriers and problems of communication and the message decoded b y the receivers. Information addressed by Jack. Barriers & Communication Problems| Message Received by group. | Jack spoke about â€Å"a lot of changes† that is going to take place in an alerting manner rather than an evocative manner, implying that the changes is irreversible. | Lack of Sensitivity to Receiver. Failure to identify the emotional state of the group and the openness in digesting change management. Failed to find the right setting to address the news more effectively. | These changes might imply drastic alteration to their working style, job roles and responsibilities.The fact that the changes are imminent, they feel like being pushed to the edge, emotions of anger, anxiety, stress and confusion builds up. | Jake announced the news in a provocative, informal manner instead of a suggestive, tolerable and informal approach. He mentioned, â€Å"for those of us who’s still around† and â€Å"some of y’all wouldn’t agree with† in the video suggesting that these changes might affect the end outcome of the group’s physical and emotional contributions to the company. | Lack of Basic Communication Skills.Bad choice of words, incepting negative thoughts and perceptions about the looming changes. Speaking in gaps creating the opportunity to negative assumptions and perceptions. Heavy physical movement, misreading of body language, tone of voice, heavy denials. Sending out conflicting messages. | These changes are going to affect their job security in the company. Their contributions towards the company is not appreciated, having not consulted them before changes is being decided. Injustice.Jake’s contradicting speech suggests there are some information that is being withheld from them, creating uncertainties and doubts of the real truth. | Jake stated and suggested that if the group does not like the changes; they could source for a job elsewhere, giving them no choice but to accept the changes even if it affects them adversely. | Lack of freedom of choiceAntagonistic approach towards addressing the outcome of the changes. Assumptions that these changes have already been decided and it will create a negative impact. Lack of empathetic values| The group believes that hey have no say and their opinions are deemed non- valuable by the management in the implementation of the changes. They feel that they’ve been squeezed to a tight corner without choices or opportunity to fend for themselves if these changes are to have an undesirable effect on them. | Jake addressed that there have been changes which already have been decided by the management prior to him communicating with the group. | Emotional Interference. Failed to protect the rights of the employees| One of the group members asked why the need arise to consult them if the changes have already been decided. Jake gave an excuse of the entailing details of the changes that he wouldn’t want to pre-amp the management i n addressing the news. | Lack of informationUnreliable source of informationDistrustful| Jake did not answer the question that was raising heavy uncertainties and negative perceptions of the change. The group is exhibiting signs of disappointment from their faces, and their tone of voice has changed from query to cynical. | Jake informed that there is going to be a formal meeting coming up and most of the decisions that might affect the group will be decided then. Defensiveness| The group is no longer interested in what Jake is explaining. feels that their rights as an employee to know more information about their job security is violated resulting in a defensive mode of action, bringing the matter up with the union | The group is disappointed that their opinions are not appreciated in the changes that is going to take place resulting further confrontational suggestions such as the worker’s union. â€Å"Lacking freedom of choice about change usually provokes more resistance than change itself† (W.Warner Burke et al. , 1996 pp. 25 – 30) Question 2: Critically discuss the impact the communication problems and barriers you have identified in question 1, may have on the perceptions and attitudes of employees in the communication scenario. (528 words) Perceptions and attitudes are behavioral components of individuals’ perceived notions, reactions and sensing of information and how it’s interpreted. (Robbins, 2003) Three main communication barriers and problems identified of how the information was disseminated to the group is the lack of ommunication skills, lack of freedom of choice, and lack of information which co-relates significantly towards the attitudes and perceptions of the employees. Jack inability to deliver the message clearly instigated negative perceptions, signifying signs of adversity. This constructed gaps in which ‘gives room’ to openness of rumors (G. David, 2011) and negative attitudes to cultivate . The employees displayed unfavorable facial expressions, emotional reactions and body language upon their self-perceived evaluations of the information, thus manifesting into defensive and retaliating attitude.Rupert Eales-White 2004 pp. 235 suggests in his research that there are two gaps in perceptions which are the conscious intent of the leader (Gap1) and the manifestation of that intent (Gap2) This determines the affect of an attitude is adapted when poor communication is at place, referring to the diagram below. Diagram 2 Conscious Intent Subconscious Intent Stress Poor Communication Manifestation Words Tone of voice Body Language Environment Poor Listening Mindset Impact Gap1 (Leader) Gap1 (Followers) Conscious Intent Subconscious Intent Stress Poor Communication ManifestationWords Tone of voice Body Language Environment Poor Listening Mindset Impact Gap1 (Leader) Gap1 (Followers) Source: Industrial and Commercial Training Volume: 36 Issue: 6 2004, pp. 235, Figure 1. Based f rom the video clip, the employees are portraying signs of anxiety and fear in losing their jobs. Their psychological contract (Job commitments, personal commitments, organizational commitments and job satisfaction) is threatened. This is supported by Charissa Freese et al. , in her research of 2011, in which she concurred with the research of Turnley and Feldman, 1998; Pate et al. 2000 (longitudinal); Kickul et al. , 2002 on the threats to psychological contracts due to fear and anxiety of â€Å"losing the known and tried†(W. Burke et al. ,1996) Lacking freedom of choice in voicing their opinions, the employees feel that Jack and the company has failed to keep their end of the bargain in their relationship that arises from the â€Å"mutual obligations between them and the company†, which also have shaped and govern their job attitude, well, normally in the perception of the employees. (Charissa Freese et al. , 2011- pp. 05, quoting Rousseau’s 1995 opinions) Unab le to influence the change process from taking place, the employees may also experience frustration, a downward slump such as lower productivity, higher absenteeism and work stress, which are; according to Maria Vakola and Ioannis Nikolaou’s 2005 research, agrees with previous research of Schabracq and Cooper, 2000; Murphy, 1995; McHugh, 1993 that it also contributes to lower motivation and morale, decline in work performance, elevating turnover rates, sick-leave, lower job satisfaction and commitments, poor internal ommunication as well as conflicts. According to Maria Vakola and Ioannis Nikolaou’s 2005 research which elaborated on British Industrial Society Survey 2001, shown that 91 per cent of the 492 human resource and personnel professionals questioned believed stress to be a problem in their organization’s effectiveness. Furthermore, lack of consistent information is a determinant of organization members to be exposed to rumors – reckoned as  "one of the greatest dangers during crises – as well as to spreading defeatist declarations†,( G.David, 2011) George also quoted Czarnecki (2007, 93) in his work, whom believes that essential justifications of internal communication is â€Å"avoiding the gap between the unusually high interest of staff members eager to find out what is going on and the small amount of information being disseminated by the organization†. Question 3: (Make Recommendations). Draw up a table and summarize how the problems and barriers you have identified in question 1 could have been prevented.Table 2: Recommendations| Rationale| Reflect positive, clarity, and congruent verbal and body language cues emphasizing on good communication skills when addressing change or any topic that might trigger selective perception or behavioral resistance. | In communicating, the speakers will subconsciously send body language and verbal cues. Being consistent with verbal cues and body language portr ays convincing and truthfulness.In Deborah’s work on change communication 2002, she quoted Roberts, 1954 pp. 388 who stated; â€Å"therefore, the orator must not only try to make the argument of his speech demonstrative and worthy of belief; he must also make his own character look right and put his hearers, who are to decide into the right frame of mind†| Openness for Change and presentation of information. | The degrees of which the employees may accept the news positively from Jack depends on how open are they towards the idea of changes.The approach should be made progressively rather than antagonistically. In Richa Awasty’s et al. , research in 2011, she quoted Dent and Goldberg’s suggestion that â€Å"employees may not be necessarily resisting the change itself, but rather perceived undesirable outcomes of change or the process of implementing the change† therefore the changes are not necessarily of adverse outcome, but perceived to be due to the mindset of the employees at that particular period and the way the information is presented. Identifying Psychological traits, emotions and feelings, avoiding sensitive words that may ignite negativity. | Although professional relationships entail some boundaries when it comes to interaction with colleagues, it is important to demonstrate sensitivity, and to really care about the people you work with. If you don’t care about them, it will be difficult for them to care about you when it comes to working together. | Provide useable, practical information to avoid lack of information to the employees involved in the change. If employees are not given adequate information nor allowed to contribute to the solution of problems, they may revert to being the cause of them, resulting in increased absenteeism, lower productivity and grievances and so on (Hubbards1999, Hargie et al. 1999, Armour 1998). Raina Reeta,2010. | Give opportunity for the employee’s leader to attend and discuss to ensure they don’t feel like they’re lacking freedom of choice in facilitating the changes. | A relative lack of employee participation in such change is likely to lead to more negative attitudes about the change (Reichers et al. 1997). Liz Jones(2008) | Uncertainties. | | * Dysfunctional responses. Ignoring or not responding to a comment or question quickly undermines effective communication. Likewise, responding with an irrelevant comment — one that isn't connected to the topic at hand — will quash genuine communication. Interrupting others while they are speaking also creates a poor environment for communication. * Lacking Confidence. Lacking confidence can be a major barrier to effective communication.Shyness, difficulty being assertive, or lack of self-worth can hinder your ability to make your needs and opinions known. Also, a lack of awareness of your own rights and opportunities in a given situation can prevent you from expressing yo ur needs openly. Strategies for Effective Verbal Communication * Focus on the issue, not the person. Try not to take everything personally, and similarly, express your own needs and opinions in terms of the job at hand. Solve problems rather than attempt to control others.For example, rather than criticizing a co-worker’s personality, express your concerns in terms of how to get the job done more smoothly in the future. * Be genuine rather than manipulative. Be yourself, honestly and openly. Be honest with yourself, and focus on working well with the people around you, and acting with integrity. * Empathize rather than remain detached. Although professional relationships entail some boundaries when it comes to interaction with colleagues, it is important to demonstrate sensitivity, and to really care about the people you work with.If you don’t care about them, it will be difficult for them to care about you when it comes to working together. * Be flexible towards other s. Allow for other points of view, and be open to other ways of doing things. Diversity brings creativity and innovation. * Value yourself and your own experiences. Be firm about your own rights and needs. Undervaluing yourself encourages others to undervalue you, too. Offer your ideas and expect to be treated well. * Present yourself as an equal rather than a superior.Even when you are in a position of authority, focus on what you and the other person each have to offer and contribute to the job or issue. * Use affirming responses. Respond to other in ways that acknowledge their experiences. Thank them for their input. Affirm their right to their feelings, even if you disagree. Ask questions, express positive feeling; and provide positive feedback when you can. Resources * Beebe et al. Interpersonal Communication: Relating to Others 2nd Canadian Edition. (Scarborough, Ontario: Allyn and Bacon, 2000). Some additional ideas have been added.

Cookies Filled with Ice Cream Feasibility Study

Food is very essential for us. It is our need in order for us to live. There are many kinds of food that best suit on our taste buds. One of it is cookies. Cookies is the type of food that most of all like to eat because of its taste. Cookies is the kind of food that kids are attracted to eat. What with cookies that many, like to eat? We as student researchers delved into topic to find out what are the advantages of cookies that is filled with ice cream specifically in Bacolod City. Our study focused on advantages of cookies filled with ice cream. We choose Bacolod City people as our participants because related indication shows that many business creations are in the place that most people are present. We will present this research paper in order for us to know the taste and effect of cookies that is filled with ice cream in the consumption of people, reasons for eating, effects and the overall impact of eating cookies filled with ice cream in their daily lives. Our findings will be beneficial in both school and establishments’ in better understanding the advantages of cookies filled with ice cream. And we also offers different flavors of ice cream such as vanilla, mango, chocolate, and ube. Selecta is our choice from where we should get our ice cream to pair with the cookies. Significance of the Study: We conducted this research to find out the consumers’ reaction in the cookies filled with ice cream and the impact of it to different status quo. This will benefit various businesses and establishments on finding out the trend of consumers to better improve and innovate their products with an increase in profit. Our study can also help establishments that sell cookies to improve their relationship with their customers by satisfying them with irresistible taste and worthy service. Scope and Limitation: 1. Area of locality- Our study will focus on areas in the vicinity of Bacolod city 2. Subject or population- subjects will consist of people within Bacolod City. 3. Duration or Period- the study will be conducted in the months of August to October 2013. Logo: Chapter 2 Management Aspect Study Objectives: The primary reason for this study is to know weather the cookies filled with ice cream will hit the market. This is also to make a twist between eating a cookies with ice cream. This is also a solution for the hot weather here in the Philippines. Form of Business Organization: This busines is a PARTNERSHIP BUSINESS, consist of 6 partners. These 6 person will help each other to make their customers happy. Rules and Regulations: a. To be truthful and honest in all his/her endeavors particularly in his/her dealings. with a customer and to the business partners. b. To strictly observe all the rules and regulations enforced by the partners and not to violate them. c. To refrain from directly or indirectly misleading customers or verbally or nonverbally misrepresenting the company. d. To properly behave at all times and not to commit any act which may put his/her dignity and the business reputation. Duties and Responsibilities: a. All the 6 membersof this business is not only the owners of the business. They must also act as an employee and serve the guest well. b. All employess should maintain cleanliness within the area for food sanitation and safety. c. Owners and employees should treat each other regardless of what position the other one has to maintain peace and harmony in the company. Chapter 3 Product Description: Our signature cookies filled with ice cream is specially made for those who wants to eat cookies and ice cream at the same time. All of our products include a complimentary note card with your personal message whether it's for your parents, friend or even your partner in life. Production Process: First, all the ingredients are fed into a large batch tank. Instead of eggs and milk, dry egg powder and dry milk are most likely used. After everything is well-mixed, the dough is transferred to a machine with two feed rollers. The feed rollers turn to pull the dough into the machine and push it out through several openings of the proper shape/size (in this case likely a 2 inch diameter circle). As the product is going through the opening, a wire comes across and slices the cookie pieces off so that they land on a tray. The trays are then transferred to a large oven and baked in batches. Alternatively, the cookie pieces might transfer onto metal trays and travel through an oven continuously. After a cooling stage, the cookies are ready to serve with ice cream.