Saturday, August 31, 2019
Being Mindful Essay
Being Mindful â€Å"Mindfulness described as being in the present moment†(Wood, 2010). The present moment holds a potentially infinite number of things going on both inside the mind and outside the mind. A person is not completely lost in an activity, nor are they completely lost in thought, whether a person is eating a meal, or playing a musical instrument, they are aware of what they are doing. If a person gets all of the worries and regrets out of their mind, it is easier to focus on the things that are happening in the present. A person simply observes whatever is happening, without taking sides or forming attachments to any one single mindset. They are mindful when the mind is open to new thoughts, new ideas, new possibilities, and new ways of thinking. Being mindful contributes to greater effectiveness in the here and now, not the there and then. A person’s mind is not automatically blinded by judgment, evaluation or any one rigid way of thinking, it is the person themselves that create this mind set. In a person’s day-to-day experiences, the conscious mind is always struggling to keep up with the endless flow of changes in the external world. To make the job easier, the mind creates a series of generalizations and assumptions about the world, so we as people believe that we do not have to do as much thinking. Whatever is going on, whether we are working, running, or enjoying a meal, we should always be aware of what is going on around us. Someone should not be overburdened with worries or even dreams of the future, and should not be full of regret or longing for any part of the past, just enjoy experiencing the present moment to its fullest. These three things are important while being mindfulness: Observing with all our senses, one-mindfully (think of one thing at a time), notice when the mind goes somewhere other than the present, and when it does that’s when one needs to then pull it back. University of Rochester researchers report that individuals who are mindful are in tune with their emotions and do act in ways that are compatible with their values and interests. Mindfulness, which is an enhancement of attention too, and awareness of the present, can be linked to better moods, higher self-esteem, a greater life satisfaction, and optimism in all signs of positive psychological health (Rochester, 2010). â€Å"Mindfulness appears to heighten the joys one can experience in everyday events, as well as to be in better touch with what one really needs and feels, It helps people make better choices in a complexworld,†says Ryan, a professor of psychology and psychiatry. To be mindful a person has to put aside their worries about the future and regrets about the past. This can be really liberating since much of what upsets us has happened in other times than the present. I remember listening to my child, tell me about the week they ahead for them of school, but the whole time I was thinking about work that day and what I was going to have to accomplish tomorrow. As the week went on my child came to me and said,†Mommy do you remember I told you about our field trip that we have tomorrow, and you said we could go tonight and get my lunch for the fieldtrip? †Then I realized that she had told me all about it, on that day she was speaking to me; my mind that day had been filled with worries of what had happened at work and of what was, going to happen at work, not on the present moment, it made feel agitated that I had done this to my child. That I had not been very mindful to my child’s needs as I was more concerned with work and the days ahead of me, rather than what I had right there in front of me, that should have been the only thing on my mind at that present moment. In conclusion if more people were mindful to what is in the present moment, be it a parent that is listening to their child, or a student listening to their instructor, parents may have a better understanding of their children and students may have a chance to pass their next test. Being mindful can be a difficult change, but with practice, it is a change many people can make successfully. To have this success a person must remember these three elements: 1) observing with all the senses, 2) one-mindfully (think of one thing at a time) and 3) notice when your mind goes somewhere other than the present, then that is when one needs to pull it back. References Rochester (2010) RetreiviedOctober 2010 From http://www. rochester. edu/news Wood, J. T. (2010). Interpersonal Communication. Wadsworth Cengage Publishing.
Friday, August 30, 2019
Management Professional Resume Essay
QUALIFICATIONS SUMMARY Accomplished, goal-oriented Management Professional in the Aerospace industry. Dynamic Leader with exceptional ability in supervising and motivating others. Expertise in performing major inspections of space shuttle main engines, military jet engines, and depot level maintenance on aircraft airframe. Excellent customer service skills with an in-depth knowledge of NASA, government operations and contracts. Recognized for Achieving Competitive Excellence (ACE), enhancing production, quality, cost savings, and a safe work environment. Maintained a safety record of over 2,500 work days without OSHA recordable injuries. Experienced in production scheduling, management techniques, and ACE/Lean Manufacturing initiatives. Technically proficient with Microsoft Office and ISO AS9100. FAA Aircraft Power Plant Licensed. Received the NASA Space Flight Awareness Award, Eagle Award, and nominated for the Jack Weil Award.                CORE KNOWLEDGE AREAS à ¼Ã‚ Oral / Written Communication Skills à ¼Ã‚ Conflict Resolution à ¼Ã‚ Contract Negotiation à ¼Ã‚ Superb Organizational Skills à ¼Ã‚ Staff Development & Training à ¼Ã‚ Project Management à ¼Ã‚ Supervision / Management à ¼Ã‚ Team Leadership RELEVANT PROFESSIONAL EXPERIENCE PRATT & WHITNEY ROCKETDYNE, Kennedy Space Center, FL                                             2005-Present Supervisor (Contractor to NASA) Supervises multiple shift schedules, and manages the hiring process. Conducts employee training, certifications and work place resolution processes. Ensures employee compliance with NASA operating procedures during inspections, technical maintenance, and performance tests on space shuttle rocket engines. Travels extensively to NASA Stennis Space Center and Marshall Space Center for testing, hardware improvement, research and development of space shuttle main engine. Executes extensive flight readiness tests with a 100% rocket engine performance success rate. BOEING ROCKETDYNE, Kennedy Space Center, FL                                                                           2000-2005 Supervisor Led the 6S benchmark initiative, value stream mapping, and continuous improvement process. Traveled to various NASA sites to facilitate implementation of Lean Manufacturing initiatives, and implemented procedures. Resolved workforce issues in compliance with company policies. Selected as ISO AS9100 internal auditor to ensure work processes remained at optimum standards for continuous efficiency, safety, quality, product delivery, reliability, compliance. Served as point of contact for hazardous waste management, OJT trainer, FOD champion, and shift maintenance coordinator. LOCKHEED MARTIN, Tucson, Arizona                                                                                                      1999-2000 Senior Site Manager – Air National Guard Supervised a crew of twenty for major overhaul of F-16 aircraft jet engines (F100-220/220E). Planned and scheduled engine production.   Maintained employee attendance records. Alleviated a 30-engine deficit for the base in a record setting pace with uncompromising quality. Established an unprecedented trusting relationship with the customer, receiving the highest evaluation rating. Provided employee training and maintained training records. Prepared weekly quality and production reports. LOCKHEED MARTIN, Nellis AFB, Nevada                                                                                                 1998-1999 Inspector / Jet Engine Lead Technician Repaired and inspected F-15/F-16 aircraft jet engines including the Air Force Thunder- Bird’s jet engines. Performed flex fiberscope inspections utilizing IW-2 video recording fiberscope equipment. Exceeded expectations and delivery time of completed U.S.A.F. Thunderbird engine modifications as a result of quality inspection and assembly. Maintained engine records and training new technicians.  DANA MICHAUD                                                                                              Page Two  RELEVANT PROFESSIONAL EXPERIENCE  (Continued) LOCKHEED MARTIN – Otis Air Guard Base, Cape Code, MA                                                            1997-1998 Jet Engine Technician Overhauled P & W F100-100/200 jet engines and maintained aircraft engine records and parts requisition. Resolved engine problems from four to twenty serviceable fighters. CONSOLIDATED FUEL SYSTEMS, Montgomery, AL                                                                            1993-1995 General Aviation Technician Performed inspections and overhauled aircraft engine fuel injection servos, fuel control, fuel pumps, and carburetors. Operated simulated test benches to calibrate fuel components to aircraft specifications. Significantly improved system operations and resolved engineering defects. Dramatically reduced warranty rates and increased customer satisfaction. PEMCO AEROPLEX, Birmingham, AL                                                                                                                     1993 Aircraft Technician Performed depot level maintenance on U.S.A.F. KC-135 aircrafts with zero inspection defects and an exceptional safety record and work performance. Removed, inspected, and installed aircraft components and controls such as ailerons, wings, vertical/horizontal stabs, cables, flaps, and spoilers. UNITED STATES AIR FORCE, Tyndall AFB, FL                                                                                       1987-1991 Jet Engine Technician Successfully overhauled P & W F100-100 jet engines based on I.A.W. directives with high quality assurance ratings. Received promotions and nominated as a maintenance professional for four years. ADDITIONAL WORK EXPERIENCE SELF-EMPLOYED, (City, FL)                                                                                                                            1996-1997 Independent Sales Trainer Trained staff to work effectively in a goal-oriented, and team environment by overcoming fears and mastering negotiation techniques. Motivated team to surpass monthly quotas for three months. BUDGET RENT-A-CAR, Panama City, FL                                                                                                               1997 Maintenance Manager Maintained a fleet of 100+ vehicles for periodic and minor maintenance. Serviced manufacture recalls, maintained vehicle records and shop inventory. Generated insurance estimates and billing invoices. DGR ASSOCIATES INC., Tyndall AFB, FL                                                                                                   1992-1993 Foreman Supervised a staff of 10 repairing and painting a U.S.A.F. housing complex on production bases. Calculated company income and expenses, payroll, and company inventory. Coordinated schedules for government inspection procedures. SELF-EMPLOYED, Panama City, FL                                                                                                              1991-1992 Antique Vehicle Restorer Performed intricate precise restoration of classic vehicles, insurance estimation, and collision repairs utilizing advanced technological equipment and materials. EDUCATION UNIVERSITY OF PHOENIX, Phoenix, Arizona Bachelors of Science in Business Management, 2007 Advanced Leadership Seminar, 1997 AVIATION TECHNOLOGY, Pensacola, Florida FAA Power Plant License, 1992
Thursday, August 29, 2019
Archimedes’ Autobiobraphy
This paper will document the autobiography of Archimedes of Syracuse, who has been considered a pioneer through inventing mathematical formulas. â€Å"Archimedes of Syracuse†Archimedes was born to Phidias, a mathematician and an astronomer in 287 BC in Syracuse, a city in Sicily (Zannos, 2005). There is no clear information about his early life and his family, but some people claim that his nobility was of Syracuse and that he was related to the King of Syracuse, Hiero II. During this period, Syracuse was considered a centre of commercial activities and as a young person growing in this busy city Archimedes developed an interest in solving complex mathematical problems facing the people of Sicily (Anderson, 2009). After acquiring much information from the local schools he attended in Syracuse, he travelled to Egypt for further learning in Alexandria University. Upon completion of his education, Archimedes travelled back to Syracuse where he lived a life of innovative thinking and solving problems through critical thinking as well as application of mathematical formulas (Geymonat, 2010). King Hiero II was impressed by Archimedes’ inventions which o ffered solutions to various challenges (Neal, 2011). One of Archimedes’s inventions that impressed King Hiero II was Archimedes’ screw that enabled the King to empty water from a hull of his ship. Archimedes was also asked by the king to find out how he could determine the amount of gold on his crown without destroying it. Archimedes addressed this by immersing it in water and determining the volume of the water it displaced, then determining the weight of the crown, thus its density (Dijksterhuis, 2009). This information enabled him to determine the purity of the crown. Apart from his innovations, Archimedes participated in the defense of Sicily from the Romans. Sicily was considered a centre of political and geological activities, as an Island located between Carthage and Rome, Sicily was faced by the challenge of ally issues. That is, the King did not know whether to form an ally with either Rome or Carthage: This is because, forming an ally with i.e. Rome, could have led to enmity between Sicily and Carthage (Gow, 2005). Archimedes was given the responsibility of constructing walls to protect the city from Carthaginian or Roman attacks. He also developed war machines that could be used during attacks. In geometry, Archimedes contributed significantly towards the development of the basic principles of pivot as well as pulley system. He also contributed significantly towards the understanding of the principle of buoyancy, defined as the power of liquid to exert an upward force on an object placed in it (Paipetis, 2010). Archimedes died when Rome at tacked Syracuse, he was attacked by an enraged soldier, who had demanded that he accompany him to King Marcellus’ tent (Jaeger, 2008). In conclusion, Archimedes had a significant contribution to in mathematics and physics. His ideas regarding the calculation of density of objects immersed in water as well as the idea of buoyancy are currently used in various learning systems and in practical circumstances. Archimedes can also be considered a patriot owing to the fact that he defended his nation fearlessly from the cruel Roman Soldiers, an act that led to his death at 75 years (Archimedes, Netz Eutocius, 2004). Bibliography Archimedes., Netz, R. and Eutocius, (2004). The works of Archimedes. Cambridge: Cambridge University Press. Dijksterhuis, E. (2009). Archimedes. Princeton, N.J.: Princeton University Press. Netz, R. and Noel, W. (2007). The Archimedes Codex. Philadelphia, PA: Da Capo Press. Zannos, S. (2005). The life and times of Archimedes. Hockessin, Del.: Mitchell Lane.Geymonat, M. (2010). The Great Archimedes. Waco, Tex.: Baylor University Press. Anderson, M. (2009). Archimedes of Syracuse: The chest of ideas : A historical novel. Faifield, Iowa: 1st World Publishing. Gow, M. (2005). Archimedes: Mathematical Genius of the Ancient World. Berkeley Heights, NJ: Enslow. Paipetis, S. (2010). Archimedes’ Contribution in Physics and Mathematics. Dordrecht: Springer. Neal, C. (2011). Archimedes. New York: McGrawHill. Jaeger, M. (2008). Archimedes and the Roman imagination. Ann Arbor: University of Michigan Press. Archimedes’ Autobiobraphy This paper will document the autobiography of Archimedes of Syracuse, who has been considered a pioneer through inventing mathematical formulas. â€Å"Archimedes of Syracuse†Archimedes was born to Phidias, a mathematician and an astronomer in 287 BC in Syracuse, a city in Sicily (Zannos, 2005). There is no clear information about his early life and his family, but some people claim that his nobility was of Syracuse and that he was related to the King of Syracuse, Hiero II. During this period, Syracuse was considered a centre of commercial activities and as a young person growing in this busy city Archimedes developed an interest in solving complex mathematical problems facing the people of Sicily (Anderson, 2009). After acquiring much information from the local schools he attended in Syracuse, he travelled to Egypt for further learning in Alexandria University. Upon completion of his education, Archimedes travelled back to Syracuse where he lived a life of innovative thinking and solving problems through critical thinking as well as application of mathematical formulas (Geymonat, 2010). King Hiero II was impressed by Archimedes’ inventions which o ffered solutions to various challenges (Neal, 2011). One of Archimedes’s inventions that impressed King Hiero II was Archimedes’ screw that enabled the King to empty water from a hull of his ship. Archimedes was also asked by the king to find out how he could determine the amount of gold on his crown without destroying it. Archimedes addressed this by immersing it in water and determining the volume of the water it displaced, then determining the weight of the crown, thus its density (Dijksterhuis, 2009). This information enabled him to determine the purity of the crown. Apart from his innovations, Archimedes participated in the defense of Sicily from the Romans. Sicily was considered a centre of political and geological activities, as an Island located between Carthage and Rome, Sicily was faced by the challenge of ally issues. That is, the King did not know whether to form an ally with either Rome or Carthage: This is because, forming an ally with i.e. Rome, could have led to enmity between Sicily and Carthage (Gow, 2005). Archimedes was given the responsibility of constructing walls to protect the city from Carthaginian or Roman attacks. He also developed war machines that could be used during attacks. In geometry, Archimedes contributed significantly towards the development of the basic principles of pivot as well as pulley system. He also contributed significantly towards the understanding of the principle of buoyancy, defined as the power of liquid to exert an upward force on an object placed in it (Paipetis, 2010). Archimedes died when Rome at tacked Syracuse, he was attacked by an enraged soldier, who had demanded that he accompany him to King Marcellus’ tent (Jaeger, 2008). In conclusion, Archimedes had a significant contribution to in mathematics and physics. His ideas regarding the calculation of density of objects immersed in water as well as the idea of buoyancy are currently used in various learning systems and in practical circumstances. Archimedes can also be considered a patriot owing to the fact that he defended his nation fearlessly from the cruel Roman Soldiers, an act that led to his death at 75 years (Archimedes, Netz Eutocius, 2004). Bibliography Archimedes., Netz, R. and Eutocius, (2004). The works of Archimedes. Cambridge: Cambridge University Press. Dijksterhuis, E. (2009). Archimedes. Princeton, N.J.: Princeton University Press. Netz, R. and Noel, W. (2007). The Archimedes Codex. Philadelphia, PA: Da Capo Press. Zannos, S. (2005). The life and times of Archimedes. Hockessin, Del.: Mitchell Lane.Geymonat, M. (2010). The Great Archimedes. Waco, Tex.: Baylor University Press. Anderson, M. (2009). Archimedes of Syracuse: The chest of ideas : A historical novel. Faifield, Iowa: 1st World Publishing. Gow, M. (2005). Archimedes: Mathematical Genius of the Ancient World. Berkeley Heights, NJ: Enslow. Paipetis, S. (2010). Archimedes’ Contribution in Physics and Mathematics. Dordrecht: Springer. Neal, C. (2011). Archimedes. New York: McGrawHill. Jaeger, M. (2008). Archimedes and the Roman imagination. Ann Arbor: University of Michigan Press.
Wednesday, August 28, 2019
Civic learning summary of rehab facility visitation Essay
Civic learning summary of rehab facility visitation - Essay Example Denial is part of the addiction; justification, blaming, and rationalization are all characteristics of denial. Communication between the counselor and the client facilitates the rate of recovery. The concept of using communication in promoting civic democracy is necessary. In a drug rehabilitation facility, counselling starts by building a client-counselor relationship based on the effectiveness of their communication. In our civic responsibilities, effective communication facilitates dialogue with peers and community members. Most drug addicts attribute their addiction to stress resulting from a difficult life or a stressful activity, program or parents. During counselling sessions, the addict is required to discuss each of these areas with the counselor or in a group talk. This approach seeks to bring an understanding of the concept of symbolism where certain signs call for attention to significances. The counsellor outlines the significance of symbols and how they relate to what has been perceived as they point to indicate, or denote something other than themselves. The lesson here is attaching emotional or physical symbols in performing our civic duties could lead to a crowded judgment. The concept of leadership and implementation gets outlined in the counselling sessions between the addicts and the counselors. The counselor should be able to adapt accordingly based on immediate client needs and capacities. The client needs to seem to be in control while the counselor should always maintain control. A counselor determines the appropriate time to probe and when to let the client take charge. These concepts are important in the delivery of our civic duties. Students realize the importance of understanding the community and what is necessary and
Tuesday, August 27, 2019
EXPLAIN WHY THE CHIEFDOMS OF THE PRE-COLOMBIAN CARRIBEAN ARE MORE Essay
EXPLAIN WHY THE CHIEFDOMS OF THE PRE-COLOMBIAN CARRIBEAN ARE MORE CLOSELY RELATED TO THOSE IN NORTHERN SOUTH AMERICA THAN TEH CHIEFDOMS AND STATES IN MESOAMERICA - Essay Example The chiefdoms of the Pre-Colombian Caribbean were closely related to those of the Northern South America. They were different from the Mesoamerican state because of the societal classification that existed. Before the arrival of the European communities, Costa Rica was inhabited by diverse groups of people who had diverse cultures. It was principally divided into the intermediate are (isthmo-Colombian area) and the Mesoamerican area. The isthmo-Colombian area included the Caribbean and the South America. On the other hand, the Mesoamerican area extended from Chiapas and the Yucatan Peninsula to the Nicoya Peninsula (Diehls 17). The intermediate area was made up of different societies that were ruled by different chiefdoms. However, these communities would form alliances, vassalages and community ties despite lacking a sole authority. This enhanced the exchange of culture and rules of community organization these different societies. On the other hand, the Mesoamerican area was governed by a sole chiefdom (Adams 12). There was no specific interaction between the Intermediate and the Mesoamerican area. Pre-Colombian society also shared key characteristics with the northern South America society. Unlike Mesoamerica, the society was organized based on hereditary chiefdoms. The boundaries of the chiefdoms in pre-Colombia and Northern South America were demarcated by prominent geographical features or rivers. Most of the settlements were demarcated by forests. The eldest son was accorded the inheritance of chieftainship. This tradition was embraced by all of the non Mesoamerican chiefdoms (Adams 34). Another similarity of Pre-Colombian society with northern South American chiefdoms was in the housing structure. Grandchildren, children and parents lived under the same roof. This implied that clan houses harbored as many as 100 inhabitants (Bruhns 83).
Monday, August 26, 2019
Three Steps To Start a New Business Term Paper Example | Topics and Well Written Essays - 1250 words
Three Steps To Start a New Business - Term Paper Example During times such as this, small starts up businesses are advantaged because the opportunities in a recession are numerous (Bradberry, 2011). However, first step entrepreneurs should follow three steps. These are creating the business identity, registering the business, and funding the enterprise. The first step involves refining the business idea. While most entrepreneurs are stuck in wondering how to begin, simply thinking of opening a business is the beginning. What entrepreneurs must contend with is that there will always be challenges in starting a business (Ready, 2011). In order to be successful at this point, the entrepreneur must define the concept of their business. The entrepreneur will have to make a decision on the form of business they will create. This can be a limited company, a partnership, or a sole-proprietorship, the simplest of which is sole-proprietorship. At this point, do what you know. Think about your past actions in terms of the way you can transform them i nto products and services. There are three main aspects here. One should emulate what others have done, do what feels best for one’s situation, and aim to solve a common problem. In addition, the business plan needs to be worked on in its entirety at this point. This will help the entrepreneur in gaining confidence, focus, and clarity (Butler, 2008). In a sole entrepreneurship, the entrepreneur will have personal liability for the business’ debt, although he/she will earn all the profit. Sole proprietorship is relatively inexpensive with low formation costs, as well as not having to file accounts or have them audited by government-accredited agencies (Butler, 2008). If an individual is in business with another entrepreneur, then the individuals can form a partnership. In this case, both will be jointly liable for debts accrued as partners. Taxation is done separately for each partner; while this form of business owners can have limited liability for the purpose of debt s. Partnerships also have more formal structures as compared to a sole proprietorship. These must be registered with the relevant government agency. They could also decide to form an LLC, in which case their liability is limited to how many shares the individual entrepreneur has bought. This is the most expensive with registration and account costs, taxable profits, and separate taxation for each of the entrepreneur’s dividends and salary (Butler, 2008). After giving an identity to the business, he/she wants to start, the entrepreneur should then move on to the regulatory and legal requirements that they require to fulfill. First, they must register with a government agency for the purposes of the national insurance, tax, and their PAYE payments (Broad, 2012). In addition, the entrepreneur will need to get a VAT registration PIN. With regards to VAT, the government has various schemes for different entrepreneurs. If one chooses to be part of a partnership, then he or she will have to outsource to an accounting organization. This is important for protection of each partner in case of liability claims. These accountants are trained and certified with professional qualifications in public accounts. The choice of accounting firm will be important in relation to the nature of the business since every accounting firm has a unique way of member
Sunday, August 25, 2019
Assessment Of Resource Capabilities Of BMW Assignment
Assessment Of Resource Capabilities Of BMW - Assignment Example In an effort to uphold quality inventory in its earlier years, BMW ensured that it had innovative technology that would also help the company reach a larger audience. The easy to navigate website captured the attention of many customers making it very simple for people to order commodities As years have gone by, the company has incorporated modern age technology in an effort to increase the market value of its products. In 2009, BMW introduced a software package that would assist in monitoring its workflow and make forecasts on the effects caused by various real estate decisions made. Moreover, it acquired a system that would help intensify its e-commerce trades by faster processing of orders. With the advent of new technology, the company is bound to make even higher sales (Fleisher, 2008, 48).With relation to tangible resources, it is important to note that the company has made numerous strides in an effort to keep in touch with advancements in the industry. The company has had the ability to buy new machinery that has assisted in cutting down the costs per production. This is the fact that in earlier years, the company had faced numerous challenges having to outsource some of its departments facing the uneven market demographics. Human resource has also worked to ensure that the company gets back to its high market position that it enjoyed in the 1990s. This is from the increased number of retail shops around the world majoring in the sale of BMW productsÂ
Renting an apartment is a better option than buying a house Essay - 2
Renting an apartment is a better option than buying a house - Essay Example The employees seldom know what is going to be the next destination. Traveling is a fundamental requirement of work. In such circumstances, employees mostly hire a flat or occasionally, a hotel to reside in while they stay away from the base station. Even in the base station, they are either provided with accommodation through the company, or else, manage to live on their own. They achieve this by renting a flat or house. Very few employees live in the base station with their families. Most share their accommodation either with the colleagues or friends in the locality in an attempt to shed off some load of the rent. Hiring a house remains convenient for working class citizens because they have little difficulty changing their residence as per the requirements of the job. Buying a house is like growing roots in a particular place. One can not move around freely with one’s roots implanted in a certain place. Either an individual has to loose connection with the roots, or else, t he job. The latter is often not favorable as it tends to expose an individual to financial crisis. In this case, one has to invest all one has in a house and yet, not live in it. Investing all the money to buy a home that can not be lived in is indeed, very stressful for an individual (Pascale, 2009).This is only one aspect that denies the suitability of buying a house for a job employee. There are many other factors and all make renting a house more beneficial for a job employee. This can be realized by analyzing.
Saturday, August 24, 2019
Law of Contract Assessment Essay Example | Topics and Well Written Essays - 2500 words
Law of Contract Assessment - Essay Example The competency of the parties to the contract is not under question. It is implied that there exists lawful consideration and the lawful object is the plot of land. Legal position of the seller and buyer Based on the validity of the contract, the legal position derived from the contract is fairly defined in this case. The question of building construction is extraneous to the contract, and going by the facts of the case, the performance of the contract is not contingent upon the building permission. This is also strengthened by the fact that the building permission has never been applied for. The statement of Holger made during the course of conversation with Jaki, the manager of SkyReach â€Å"of course, it [building permission by the local planning department] should be no problem. As I understand it, inner city development is a top priority here†is based on the information available to him, which could not be construed as a statement of an expert by a manager in a real est ate company who is expected to be more knowledgeable in the business. The seller of a property should disclose any material defect in the property. Concealing the information would be an act of fraud. It is only Holger’s understanding, and there is no guarantee or concealment involved. Also, â€Å"the plot is restricted to ‘educational purposes’ only†cannot be treated as defect in property as reservation for various purposes is common; SkyReach could not allege concealment of information, and the contract is also not conditional on specific use of the plot. This aspect is extraneous to the contract, and Jaki had a time of one week to verify the position before entering into the contract after his discussions with Holger. Analysis The permission has been rejected on the grounds that the use of the plot is restricted to ‘educational purposes’ only. A close analysis of the facts of the case reveals that SkyReach has applied for building perm ission as a rightful owner of the property based on the contract, which it can’t renege. Secondly, reservation of the plot for ‘educational purpose’ exists already, which the SkyReach failed to verify. Thirdly, according to the facts of the case, the sale is not conditional with reference to the purpose for which the plot could be used. The sale of real estate property is enforceable by specific performance in the event of a breach of contract. There are defenses available against specific performance which would avoid specific performance, and the only defence that could be remotely considered as an action in equity is, ‘specific performance would cause severe hardship to SkyReach’, because other defences such as misbehavior and impossibility of performance are not relevant to the case. But, defence against specific performance is not possible due to the reasons discussed under ‘Legal position of the seller and buyer’, based on the fact s of the case and analysis. In Tamplin v James,[1]  defendant, the buyer failed to perform in the contract of sale on the grounds that that he expected that two pieces of garden formed part of the lot, when they were in fact held by a railway company and not the vendor. In this landmark case, the court decreed specific performance for purchase of the land. The defendant’s appeal was unanimously dismissed by the Court of
Friday, August 23, 2019
Local Government Strategy Training Materials Essay
Local Government Strategy Training Materials - Essay Example Part 1 section 1 clearly states the major purpose of this Act as the need to provide a democratic and effective local government that clearly recognizes the important diversity realized in the country (Local Government Online, 2013). 2) Indeed, the Local Government plays a very important role in New Zealand. In Part 2 Section 10 of the Act, the Local Governments are meant to provide effective governance to the community at the local level and provide a valuable contribution to the social, economic and political wellbeing of the people. The Act further grants the local governments the relevant powers and capacity to ensure they can fulfill their mandate as specified in the Act. The powers of the local authorities are subject to other provisions of the Act and this ensures accountability and consultation of the local governments with other relevant authorities. 3 a) The Principles of the Treaty of Waitangi originated from the case filed in the high court, in which the New Zealand Maori Council sought to ensure that the restructuring of the government did not interfere with the assets which had been owned by the Maori. The principles are therefore intended to ensure a maintaining of the proper working environment between the Maori and the wider community of New Zealand. In this regard, there must be a compromise from the two sides in order to meet the goals of the Principles. The focus here is to ensure partnership and mutual benefit in the context of protecting the interests of the Maori. The principles therefore stress upon good faith, partnership active protection and the importance of compromise from both parties to ensure a proper working relationship (New Zealand Legislation, 2013). b) The clause seeks to provide a framework through which the Maori can be involved in decision making in the local authorities in order to grant them the opportunities to address their challenges. In any case, the principles greatly stress upon the need for participation and cons ultation between the Maori and the wider community and this clause therefore stresses upon that important need. 4) A bylaw is essentially a form of law or rule that is established by a community or organization in order to regulate itself. The law is usually established in accordance with some higher law or authority. Bylaws are normally different with other laws since their only apply to the entity within which they are established. In commonwealth countries, bylaws are regulated by the central governments of the countries and should therefore meet specific guidelines as specified by the law. 5) The constitution of New Zealand recognizes the three branches of government and clearly stipulates their core mandates. The constitution stresses upon the â€Å"separation of powers†and the three government organs are therefore independent in terms of operations. The legislature, judiciary and executive are nevertheless expected to work in collaboration in order to ensure compliance with the law. The function of the parliament is to make laws while the executive exercises these laws. The judiciary is an independent body that is mandated to interpret and ensure compliance with the laws in the country. The executives expected to consult the Judiciary on legislative and policy proposals. In the same way, the three organs are expected to respect the functions of one another in order to promote separation of power
Thursday, August 22, 2019
Fundamental Elements of a Story Essay Example for Free
Fundamental Elements of a Story Essay This essay is going to talk about three different points: What are the types of effect that the writer can leave on his readers by his story? How important is the writers style to make his story access into his readers minds? What are the possible ways that the writer could use to make his theme noticed in his story? What are the Different Ways a Story’s Format Affects the Reader’s Comprehension? Positive effect The format of the story must be effective for the reader; if the form of the story is well organized the readers comprehension will be affected. The writer must organize the story elements and build a connection between all of these elements. Negative effect The format of the story could be not effective for the reader because of unorganized story structure. The way that the writer is telling his point of view doesnt affect readers properly. In What Ways do the Style and Point of View in a Story Format Effects the Delivery of that Story? The style and the point of view are important because the writer is the story teller. When the writers point of view is cleared and detailed his story becomes effective (Story, 2007). How can the Theme be Evident throughout a Story’s Elements? The theme can be evident depending on how the writer includes it in the story elements. For example, according to critics Joseph Conrad in his novel Heart of Darkness showed his racist personality and negative attitude towards women (Student Resources, 2008). Conclusion A story acceptance depends on the style of the author; maybe most readers will love it or hate it. The writer could write a story in 2 different ways with one 1 theme; the level of acceptance will not be the same in both cases. References Elements of the Short Story. (2007). Retrieved October 20, 2008, from http://www. scribblingwomen. org/elements. htm Student Resources. (2008). Retrieved October 20, 2008, from http://www. josephconradsociety. org/student_resources. htm
Wednesday, August 21, 2019
Analysing Organization Change at Tesco
Analysing Organization Change at Tesco INTRODUCTION Tesco is a multinational chain of stores for retail with its headquarters in the United Kingdom. In 2008, Tesco became the fourth largest retailer in the world, displacing the fifth largest distributor Metro AG, the first movement of positions among the top five companies in the sector since 2003. Although originally specializing in food and drinks, it has diversified into areas such as clothing, electronics, financial services, selling and renting DVDs, compact discs, digital downloads , Internet service , telecommunications , medical and dental insurance and software. Companies that are able to compete successfully in todays rapidly changing business environment, which is characterized by globalization of the economy, exploding information technology, downsizing, restructuring, and new employer-employee relationships, must be ready to make significant changes in the way they operate. Changes can be realized in a number of areas. They can, for example, be observed in attitude or behaviour. Many major organizational changes, however, are technological ones. Sometimes these changes are not intended to change behaviour, but they almost always do in some respect. Another type of change is replacement of personnel; when top management is impatient with the pace of productivity, they often replace key individuals. Changes also occur in organizational structure, formal roles and jobs, control systems, work processes, and other elements of the organizations internal environment (Hough, 2003). The motivation for change typically stems from the fact that something is not working (e.g., continued negative feedback from customers, reduced profitability, threats of acquisition, or other market pressures). For most organizations, a crisis is the catalyst for change. While a crisis may be sufficient to initiate a change, it takes much more to successfully integrate the change into the work processes. Managers must have more than an extensive knowledge of the marketplace, how to compete in it, and what internal structures must be in place to make the company successful (Atuahene-Giman, Li, 2004). SIGNIFICANT ORGANISATIONAL CHANGE AT TESCO Organizational change is defined as the ability to adapt to different organizations transformations suffered by the environment inside or outside, through learning. Another definition is the set of variations on the structure of organizations and suffering that result in a new organizational behaviour. Recently, TESCO has come across a significant change in terms of introducing and implementing a self-service check out system throughout its network. The implementation of this new payment system at Tesco is undoubtedly a strategic plan change. This is because the self-check-out system is a new system that differs from normal or traditional payment terms in terms of carrying out transactions. The cash payment required operating through a teller, but the checkout system does not need any cashier. This Self-service brings a new procedure or method to facilitate the customers. The use of the new system serves customers in a better way and provides better service without having to spend so much time in the store. When introduced into Tesco, this self-checkout system helps clients improve shopping experience and also facilitate them for easy shopping. This was done to make customers feel part of Tesco. The customer in store will select the shopping from the shelves and move to the self ch eckout, scan and pay for the items. The intended effect is the synergy of both the self checkout and the cashier checkout. The objective of this task is to investigate the Tesco self-service machine. This introduction of self-service check outs was a strategic shift. It was first introduced in Dereham, Norfolk in 2003. The purpose of the system was to accelerate check out processes and reduce labour costs associated with retail outlets. This work is to study the triggers of change, the process involved and the benefits for the organization. MANAGING ORGANIZATIONAL CHANGE Lately, TESCO has confronted a substantial change in terms of introduction and implementation of self-service check out system throughout its branch network. Organizational change occurs when a company makes a transition from its current state to some desired future state. Managing organizational change is the process of planning and implementing change in organizations in such a way as to minimize employee resistance and cost to the organization, while also maximizing the effectiveness of the change effort. Therefore, the objective of this report revolves around the process used by TESCO to manage the implementation of the check-out system. Todays business environment requires companies to undergo changes almost constantly if they are to remain competitive. Factors such as globalization of markets and rapidly evolving technology force businesses to respond in order to survive. Such changes may be relatively minor-as in the case of installing a new software program-or quite major-as in the case of refocusing an overall marketing strategy. Organizations must change because their environments change, according to Thomas S. Bateman and Carl P. Zeithaml in their book Management: Function and Strategy. Today, businesses are bombarded by incredibly high rates of change from a frustratingly large number of sourcesà ¢Ã¢â€š ¬Ã‚ ¦. Inside pressures come from top managers and lower-level employees who push for change. Outside pressures come from changes in the legal, competitive, technological, and economic environments. (Bateman, Thomas , Zeithaml, 1989). In case of TESCO, both the internal and factors played their role in bring ing about the change. Organizational change initiatives often arise out of problems faced by a company. In some cases, however, companies are encouraged to change for other, more positive reasons. Change commonly occurs because the organization experiences some difficulty, Bateman and Zeithaml wrote. But sometimes the most constructive change takes place not because of problems but because of opportunities. The authors used the term performance gap to describe the difference between a companys actual performance and the performance of which it is capable. Recognition of a performance gap often provides the impetus for change, as companies strive to improve their performance to expected levels. This sort of gap is also where many entrepreneurs find opportunities to begin new businesses (Bateman, Thomas , Zeithaml, 1989). Unfortunately, as Thomas (1993) noted in an article for HR Focus, statistics show that many organizational change efforts fail. For example, 50 percent of quality improvement programs fail to meet their goals, and 30 percent of process reengineering efforts are unsuccessful. The most common reason that change efforts fail is that they encounter resistance from employees. Change appears threatening to many people, which makes it difficult to gain their support and commitment to implementing changes. Consequently, the ability to manage change effectively is a highly sought-after skill in managers. Companies need people who can contribute positively to their inevitable change efforts. The management at TESCO developed a set of objectives sales increment, cost effectiveness, customer satisfaction before implementing the change and measured these developed objectives to ensure success through the attainment of these developed objectives. AREAS OF ORGANIZATIONAL CHANGE Bateman and Zeithaml identified four major areas of organizational change: strategy, technology, structure, and people. All four areas are related, and companies often must institute changes in the other areas when they attempt to change one area. The first area, strategy changes, can take place on a large scale-for example, when a company shifts its resources to enter a new line of business-or on a small scale-for example, when a company makes productivity improvements in order to reduce costs (Bateman, Thomas , Zeithaml, 1989). There are three basic stages for a company making a strategic change:1) realizing that the current strategy is no longer suitable for the companys situation; 2) establishing a vision for the companys future direction; and 3) implementing the change and setting up new systems to support it. At TESCO, the management has followed the same process and stand efficacious in implanting the new system successfully. DRIVERS OF CHANGE There are four primary drivers of major work-place change. They are a change to the organizational structure, a new product or service, new management, and new technology. Organizational structure may change through major downsizing, outsourcing, acquisitions, or mergers. These actions are often accompanied by layoffs, particularly as certain positions become redundant. A new product or service has implications for changes in production, sales, and customer service. Additionally, by changing product or service the organization may face new competitors or new markets. New management, such as a change in chief executive officer or president, often brings a period of transition during which upper-level managers are likely to alter existing business processes and personnel policies. Finally, new technology can create vast changes to the organization. Technology can change the production process or the working conditions (i.e., telecommuting), and these changes may influence the skills th at employees use on the job (Gioia, Dennis , Thomas, James , 1996). The changes are caused by the interaction of forces, these are classified as: INTERNAL DRIVERS Internal drivers are those from within the organization, arising from the analysis of behaviour organizational and presented as alternative solutions, representing conditions of equilibrium, creating the need for structural rearrangement, is an example of these technological adaptations, changing strategies, methodological, policy changes, etc. EXTERNAL DRIVERS External drivers are those from outside the organization, creating the need for internal order changes are examples of this force: The government decrees, the standards of quality, limitations on the environment both physical and economic etc. DRIVERS OF CHANGE IN TESCO Over the years TESCO has been able to apply its strategies effectively and efficiently to become one of the big Global retailers in the world. Both, internal and external drivers have played their role in sparking the change at TESCO. The main triggers are discussed below: CREATION OF VALUE FOR CUSTOMER As part of TESCO strategy to retain existing customers and attract new ones, the Company decided to create more value for its customers. This resulted in the Implementation of the self-checkout system. TESCO wanted to make the shopping experience Exciting for the customers. GROWING CUSTOMER BASE The success of TESCO can be attributed to numerous factors one of which is its fast growing customer base. The self-checkout was implemented to ease congestion on Checkouts. With the implementation of the self-checkout customers do not have to stand in long boring queues to pay for their shopping. They can use the self-checkout which is simple and faster especially if the customer has purchased only a few items. TECHNOLOGICAL INNOVATIONS In view of the growing age of technology, it is essential for all organizations to enhance their technologies if they want to be successful. TESCO implemented the self-checkout to improve upon its operational efficiency. COMPETITION Competition among organizations is one of the common triggers of change in most Industries. TESCO implemented the self-checkout system to gain a competitive Advantage against its competitors. This also led to differentiation in the market as TESCO distinguished itself from the other retailers by the use of the self-checkout System. COST OF LABOUR One of the major aims of every business is to maximize profit. TESCO wanted to Increase its operational capacity at the front end and at the same time saves cost hence the use of the self-checkout. For instance instead of employing five cashiers to operate Five cashier checkout, only one cashier will be required to assist customers on five Self-checkouts. THE PROCESS OF ORGANISATIONAL CHANGE Every change effort should be accompanied by an action plan. Once a compelling reason to change has been identified, it is necessary to create a picture of what the change will require, how the organization will effect it, and what the organization will look like when the change has been implemented. Although each action plan for change will be unique, all plans should follow a basic structure: (1) identification of a course of action and allocation of resources to achieve the organizations change goals; (2) designation of the authority, responsibility, and relationships that will drive the change efforts; (3) determination of who will lead the change effort and the specific roles and responsibilities of these individuals; (4) a description of the procedures and processes that will expedite implementation of the change; (5) identification of the training that will be required to enable people to incorporate the change into their work processes; and (6) identification of the equipment , tools, or machinery that will affect the way work is accomplished (Atuahene-Giman, Li, 2004). Many organizational changes are initiated and implemented through the authority of top levels of management. The problems are defined and solutions are developed by top-level managers based on information that is gathered by others with help from a limited number of people. Once a decision is made, the changes are often communicated to people in the organization through memo, speech, policy statement, or verbal command. Since only a few people, usually at the top, are involved in making the decisions, the change is usually introduced very rapidly. However, this strategy has proved to be largely ineffective in dealing with organizational change processes, particularly for successful integration. A common misconception about carrying out a change is that it must be directed from the top. The foundation of successful change management lies in involving the people who will be affected by the change. Sharing responsibility for change is a process whereby those at the top and those at lower levels are jointly involved in identifying problems and/or developing solutions. Virtually continual interaction takes place between top and bottom levels. The shared responsibility or participative approach can be addressed in several ways: (1) Top management defines the problem and uses staff groups or consultants to gather information and develop solutions. These identified solutions are then communicated to lower-level groups in order to obtain reactions. The feedback from the lower levels is then used to modify the solution, and the communication process starts again. The assumption underlying this approach is that although involving others in the definition of the problem or its solution may be impractical, the solution can be improved and commitment obtained by involving lower levels. (2) Top management defines the problem but seeks involvement from lower levels by appointing task forces to develop solutions. The task forces provide recommendations to top management, where the final decision is made. These task forces are composed of people who will be affected by the change and have some level of expertise in the areas that will be affected by the proposed change. The assumption here is that those who have the expertise to solve the problems are those groups that are closer to the situation. Also, the groups commitment to the change may be made deeper by this involvement. (3) Task forces composed of people from all levels are formed to collect information about problems in the organization and to develop solutions. The underlying assumptions in this approach are that people at the top, middle, and lower levels are needed to develop quality solutions and that commitment must build at about the same rate at all levels. These approaches emphasizing shared responsibility usually take longer to implement but result in more commitment from all levels of the organization and more successful integration of the change into the work processes (Hough, 2003). CHANGE MANAGEMENT OBJECTIVES TESCO Before, implementing the change, TESCO devised the following objectives to measure the effectiveness of the organisational change. The developed objectives were: A significant increase in customer satisfaction To achieve cost effectiveness A substential increase in sales THE IMPLEMENTATION PROCESS The implementation of the TESCO self-checkout systems could be said to be a strategic Change. This is because the self-checkout is a new system which differs from the Normal checkout in terms of the way transactions are carried out. The cashier checkout requires a cashier to operate but the self-checkout does not require a cashier. The self-checkout brings a new procedure or method of serving Customers. The use of the self-checkout and the normal checkout give the customers an enhanced service without having to spend so much time in the store. The self-checkout when introduced in TESCO was to help improve upon the customers Shopping experience and also to make the shopping very easy. This was done to make the customers feel a part of TESCO. The customer in store will select the shopping from the shelves and move to the self-checkout, scan and pay for the items. The intended Effect is the synergy of both the self-checkout and the cashier checkout. RESISTANCE TO CHANGE Understanding the factors that drive change and how people react to change is critical to the successful implementation of change. It is part of human nature to resist change. People prefer the security of familiar surroundings and often do not react well to changes in their work or social environment. Resistance to change often takes some typical forms. One typical reaction is denial, which individuals use to protect themselves. Many managers assume that if people think the change is a good idea, they will not resist it. Why would the work force resist changes if the changes will fix what they wanted fixed? People may want change, but not necessarily the changes that have been identified in the plan. Workers may have their own ideas about what should change, and frequently the changes they think fix the problem involve someone else changing, not them. In addition workers may think the ways to make things better is simply to adjust and manipulate their work processes, not to implement the drastic changes identified in the proposed plan. Alternatively, workers may not think that is wrong with the current way of working. Often the process of changing looks too hard, looks like it will take too much energy, and seems confusing. A strictly structured change process often ignores the ingrained human resistance to change. When that happens, people who are affected by the change end up expending most of their time a nd energy figuring out how to stop the change or altering the change until it looks like something they can live with. If the desired change is not very desirable to the work force, managers need to find out why. Insufficient information about the driving force behind the change and the benefits expected from it is likely to cause distress among those affected by the change. People tend to act in their own perceived self-interest. Managers often think of change initiatives in broader terms, while the work force tends to think of it differently, in more narrow terms of how the change will affect their work. Sometimes managers forget or overlook this reaction to change. Effective strategies for organizational change involve an understanding of the human beings in the work force. RESISTENCE MANAGEMENT AT TESCO Effective planning is imperative in any organization if it is going to be successful in Its activities. The management of TESCO had to decide on the number of self-checkout they were going to begin with and in which of their stores they would be introduced first. The checkout leaders were trained to operate the self-checkout as they would be assisting the customers to use the new system although the self-checkout has a screen Demo which makes the system user friendly and easy to understand and operate. Some cashiers thought that the self-checkout was going to put them out of their jobs As automation of a system normally leads to the elimination of the manual aspect of The system and this made them insecure with their jobs. The managers had to educate the cashiers on the purpose of the self-checkout and the Potential benefits it was going to bring to both customers and the organization as a Whole. The purpose was to motivate the cashiers to be confident and welcome the Change. The ini tial implementation was a form of feasibility studies. The customers were encouraged to use the self-checkout with the assistance of the trained front end Leaders. Management observed the system for a period of time to determine the Number of customers that patronized it and also to get feedback from both the Customers and staffs. The positive feedback gave management the green light to introduce the self-checkout in other TESCO outlets. EXTENT TO WHICH CHANGE WAS SUCCESSFUL IN MEETING ITS OBJECTIVES This change management process (implementation of the self-checkout) has had an immense effect on the entire organization as it serves a major role in the customer Shopping experience and also impact positively on the sales of TESCO as an Organization. The major benefits of the self-checkout will be discussed below. INCREASE IN SALES In this marketing era where the customer is the focus of most companies, customers will always go to shops where they can get a good and timely service. TESCO being one of the worlds leading international retailers currently has 3000 self-checkouts in 750 stores. This is a great improvement since the self-checkout was first implemented. The number of self-checkouts in stores attracts more new customers as they know They can always leave the store in time through the use of the self-checkout. This Increases customer base which impacts positively on sales. 25% of TESCOs UK Transactions are through self-checkout (TESCO plc). This means that a quarter of UK TESCO sales can be accounted for by the use of the self-checkout systems. This is represented in the pie chart below as blue. COST EFFECTIVENESS This is an important factor to consider when planning any change management Process in any organization. According to TESCOs annual statement 2005, the self-checkout was introduced into 130 stores and over 850,000 customers use them every Week. The use of the self-checkout helps to save on labour cost as a number of the self-checkout systems could be operated without the need for a corresponding number of Cashiers. The self-checkout can compensate for the shortage of staff. However a Trained supervisor may be required to assist customers with the self-checkout in case Of any malfunctioning. CUSTOMER SATISFACTION The self-checkout has brought about good customer services as customers dont have To spend time in the store queuing to pay for their shopping. Datamonitor (2008) stated that the use of technology is one of the greatest ways to improve upon customer Satisfaction. This helps to build a good relationship with the customers which results in customer loyalty. In TESCOs annual report and financial statement, 1.5million customers prefer to use the self-checkout in more than 200 stores weekly. This shows that customers are very satisfied with the system and this also has a huge Impact on sales. CONCLUSION Although the self-checkout has been well received by retailers and their customers, there are a few challenges with the system. When customers buy loose items like tomatoes in a small bag without a barcode, it will be priced by the weight. The customer has to go through the menu of the self-checkout which often gets customers confused and frustrated especially those without any IT knowledge. Another problem is when a customer has only one item and scans it the system gives a warning if it is not placed in the bagging area. This often irritates customers. Minors also use the self-checkout to purchase alcohol and this could result in Tesco losing its License to sell alcohol. NEED FOR FURTHER CHANGES IN THE FUTURE In light of the difficulties discussed above, it is suggested that a supervisor or expert staff is positioned at the checkout area from the maiden of the store to closing to assist customers who come upon any difficulties using the system to circumvent any delays in transactions and also to check the id of anyone alleged to be a minor. The self-checkout should be upgraded to make it further users friendly and also to lessen the rate at which it reports errors.
Tuesday, August 20, 2019
The Curriculum For Excellence Has On Teacher Professionalism Education Essay
The Curriculum For Excellence Has On Teacher Professionalism Education Essay The existence of a relationship between curriculum policy and teacher professionalism would appear to be an established assumption. This is evident in claims that curriculum reform is often regarded as a threat to teacher professionalism (Al-Hinei 2003; Apple 2009; Locke et al. 2005). Most notably, it is often claimed that the level of prescription in the English National Curriculum, with the associated requirement to meet the prescribed outcomes, reflects a reduction of teacher autonomy in favour of accountability (Walsh 2006). It would seem, at this level then, possible to argue that a reduction in central prescription equates to an increase in teacher autonomy which in turn equates to an enhancement of teacher professionalism. To an extent this would seem to be an aim of recent curriculum reform in Scotland in the form of the Curriculum for Excellence (CfE). The first page of the first Building the Curriculum document that claims that teachers will have greater scope and space for professional decisions about what and how they should teach (Scottish Executive 2006:1). However, such a straightforward relationship between curriculum policy and teacher professionalism would, drawing on Evans (2008), be an over-simplification. Evans suggests that professionalism cannot be understood exclusively, through examining teachers remit and responsibilities (p.23), and rather we must consider teachers themselves understand their professional responsibilities. To an extent this would seem to be recognised in Scotlands curriculum reform, in for example claims that the reform requires a culture change (Scottish Government 2009a:5) and the emphasis on the need for professional development (Scottish Executive 2006:2). This suggests recognition that a change of teachers remit and responsibilities alone will not impact upon professionalism. In light of the perceived association between CfE and teacher professionalism both as representing being and requiring a change it becomes pertinent to consider the nature of the professional judgements that greater teacher autonomy over the content of the curriculum entails, and therefore the conception of professionalism it would seem to imply. This requires a consideration of the particular issues that are associated with the selection of curriculum content, and an examination of different conceptions of teacher professionalism. Curriculum First therefore, we must consider what is meant by curriculum. As a term it would seem to be notoriously hard to define, with a multitude of potentially conflicting definitions (Dillon 2009). Generally it can be suggested that curriculum does not refer to a list, or progression, of items to be taught. The curriculum addresses not only what is taught, but why and how teaching and learning takes place. As such, curricula reflect and promote beliefs about the aims and nature of education (Flinders Thornton 2009:8). They reflect different epistemological and pedagogical beliefs beliefs about the nature of knowledge and learning and teaching in, for example, their organisation of knowledge (Carr 1988), for example those that emphasise the separation of knowledge into subjects and those that favour integration of subject areas. However it should perhaps be noted that Carr (1988) argues that the epistemological and pedagogical bases of much curriculum policy is not entirely coherent. It should also be noted that the current discussion is centred around the concept of explicit curriculum (REF-moore?), curriculum as a statement of the planned or expected learning within a school context. Other conceptions regard curriculum to encompass all the experiences which impact upon a learners development (REF-Dillon?). However, notwithstanding the range of approaches to understanding and creating curricula, curriculum design necessarily entails a selection of what is to be taught. Different curriculum models may differ in both when and by whom this process of selection takes place. In a heavily prescriptive, centralised, curriculum much of the selection is being made by policy makers. At the other extreme, in a strongly child-centred curriculum, selection is largely made by the child based upon their interests. (BACK THIS UP). If we consider the CfE itself, it is evident that it cannot be considered to be placing the decision of what to teach solely in the hands of teachers. Priestley (2010:23) suggests that it reflects a trend in curriculum development in general, in which there is an attempt to draw on both top-down and bottom-up approaches to curriculum planning. A process of selection has already occurred at the national level in terms of the forms of knowledge and skills that are to be develop ed. Even within this clear framework of national expectations (Scottish Executive 2006:1), teachers do not have sole responsibility for curriculum content selection. In the pledge, all children and young people should experience personalisation and choice (Scottish Government 2008:17), there is an expectation that pupils will, to a certain extent, also be making decisions about curriculum content. Further, there is a strong emphasis upon collegiality, with teachers working together on curriculum development (Scottish Government 2009). However it clearly does aim to place more responsibility for choice in the hands of the teacher, and in doing so is potentially affecting the nature of teacher professionalism. Professionalism In order to examine this claim more closely it is necessary to consider the meaning of professionalism itself. As with curriculum, it would seem that professionalism is a difficult term to define with many different views as to what it really means (Al-Hinei 2003:41; Evans 2008). Generally however, the term profession may be regarded as indicating a distinct class or category of occupation consisting of jobs such as doctor or lawyer, and sometimes teacher (Carr 2000:22), to which a certain status may be attached. This should be regarded as distinct from the everyday use of professional as distinguished from amateur which focuses on whether or not an individual is paid (REF-Carr?). The purpose of regarding some occupations as professions differs according to different perspectives. Some regard it as a socially constructed concept, suggesting it is a means of preserving power and status with a certain group of people (Locke et al. 2005:558). Carr (:) suggests it refers to those occupations that are required to maintain civil society (health, justice and education). Others suggest that there are certain defining characteristics which mark out an occupation as fulfilling the criterion for profession (Locke et al 2005:558; Christie 2003:845). Whilst this diversity of views exists, there does seem to be a general sense that those occupations that are classed as professions involve a level of autonomy to make decisions, a distinct knowledge base or expertise, and some form of care or service to society (Carr 2000; Christie 2003; Goodson 2003; Locke et al. 2005). Professionalism itself may be perhaps regarded as the way in which we describe a profession in terms of its characteristics in relation to these concepts (Goodson 2003:126). In essence professionalism is concerned with considering the level of autonomy afforded to individuals by an occupation and the nature of the professional knowledge or expertise involved. In this way, the assertion referred to earlier, that the English National Curriculum is considered as a process of de-professionalisation, may be regarded as a belief that the level of prescription involved is reducing teacher autonomy and changing the nature of the expertise required to do the job. As such, the distinct characteristics of teaching are more narrowly defined. Carr (2000:15) refers to such a reduced autonomy and knowledge base as restricted professionalism. It is suggested that teaching is unique amongst the professions in terms of its balance between autonomy and accountability (Carr). As Locke et al (2005: 564) point out, there is a tension between professional autonomy and accountability. This unique accountability is related to the relationship between education and society. Education, or rather schooling, is essentially concerned with the kind of society we want to be (White 2004:2) and is often related to the economic health of a country (REF.). This is evident in the claim that the Curriculum for Excellence can play a significant role in achieving the Scottish Governments aim to make Scotland smarter, safer and stronger, wealthier and fairer, greener and healthier (Scottish Government 2008:3). It is from this notion of schooling as serving, and potentially shaping, society as a whole that it is suggested that schools and teachers are accountable in ways that other professions are not (Carr 2000:44). It is further suggested that teachers are also more accountable to parents and must accept the legitimacy of the views of non-professionals in a way that lawyers or doctors do not (Carr 2003:64). It may be as a result of this accountability to the state and parents that the dominant conception of teacher professionalism, in policy at least, has become that of the competent teacher with a focus on meeting prescribed standards. (Goodson 2003:127; Menter et al 2010:21). Viewing teacher professionalism in terms of standards is argued to potentially lead to a situation in which the professional knowledge base of teaching is purely related to practical skills, such as effective communication and the ability to manage behaviour (Goodson 2003:130). It is also argued that such a view of teacher professionalism can lead to unreflective application of rules (Hegarty 2000:456), rather than scrutinising and questioning policy and curricula. It would seem reasonable to associate a prescriptive curriculum with such a concept of teacher professionalism, as indeed Menter et al. (2010:22) do. This would however, seem an insufficient account of teacher professionalism to meet the requirements of a curriculum which gives teacher greater autonomy of what to teach. Therefore, through focussing on the specific issues which arise in relation to curriculum content selection, attention will be paid to models of professionalism which could perhaps be regarded as more appropriate. Two ideas will be addressed in relation to content selection. The first: the implications of regarding content selection as a pedagogical skill (REF) with teachers drawing on, for example, knowledge of child development. The second considers the implications of regarding curriculum as a selection of culture (Giroux 1980:228), pointing to content selection as having ethical implications. Curriculum Content Selection Viewing content selection as a pedagogical skill would perhaps reflect Whites (2004a:20) assertion that teachers expertise lies in deciding what specific aims and what pupil experiences best suit the particular children. In this case, teachers professional knowledge may be regarded as wider than that of practical skills, rather it involves drawing on pedagogical, subject specific knowledge and knowledge of child development, to select and order the content that makes up the curriculum (REF). The teacher is utilising their professional knowledge in order to make professional judgements as to the content which will move an individual to the next stage of development. Clearly this points to the need for some form of curriculum aims. As White (2004:6) points out, we cannot sensibly decide what to teach without reference to an aim, an indication as to what the next stage of development actually is. Applying such an understanding to the CfE, we can see that the overall curricular aims are set out in terms of the four capacities statements as to the type of person the curriculum seeks to develop (Learning and Teaching Scotland 2010). At a more detailed level, the experiences and outcomes describe the expectations for learning and progression for each of the eight curriculum areas (Learning and Teaching Scotland 2010). The teacher, then, would seem to have autonomy in choosing what they teach in order to achieve the expected learning. The need to make professional judgements of this nature would seem to point to a conception of a more enhanced professionalism than a more prescriptive curriculum, and may point to such models as the reflective teacher (Moore 2004:4). Such a model of professionalism is regarded as perceiving teaching as involving more than practical skills. Rather the teacher reflects upon their classroom practice, evaluating their teaching, perhaps drawing on their theoretical understanding with a view to improving and developing their teaching (Moore 2004). It could also relate to the concept of the enquiring teacher (Menter et al. 2010:23), in which teachers are regarded as researchers, drawing on observations in the classroom to inform their professional decisions in their planning. It is suggested that such a conception of the teacher is very apposite in the context of the Curriculum for Excellence (Menter et al. 2010:23), which seeks to give teachers greater autonomy in curriculum development. These models would certainly seem to extend the concept of teacher professionalism beyond that of the perceived technicism of the competent teacher. As such they may provide suitable models for teachers who are involved in the selection of curriculum content, placing an emphasis on teachers pedagogical expertise. However, if we turn to the second concept, an understanding of curriculum content as a selection of culture (Giroux 1980:228), understanding teacher professionalism in terms of pedagogical expertise may begin to seem inadequate. Culture, in its broadest sense, may be regarded as a whole way of life, encompassing all aspects of society including the knowledge, skills and activities, such as sport and recreation, of that society (Entwistle 1977:111). However, if we regard education as being, in some way, involved with betterment (Entwistle 1977:111), schooling cannot be concerned with all those things that make up a culture. Rather, Entwistle (1977:111), suggests that in schooling we select those aspects of culture which are regarded to be conducive to the improvement of the individual or group. This again points to a consideration of the aims of education: it is only through an awareness of what is regarded as betterment, and therefore, what we are aiming to achieve through education, that selection of content can sensibly be carried out (White 2004:6). Related to this, cultural selection clearly also implies a process of evaluation, distinguishing between those things which we regard as desirable or undesirable aspects of culture (Entwistle 1977:110). Therefore concerns about the selection of culture which makes up the content of a curriculum can perhaps be regarded as arising both in relation to the aims of the curriculum and in the evaluations of the relative desirability, or worth, of different cultural elements. Concerns that rise in relation to the aims of the curriculum are perhaps best exemplified by the criticisms of a curriculum whose aim is, for example to increase employability skills. Those who regard knowledge acquisition as having value in its own right would regard an instrumental approach to content selection as an impoverishment of education, limiting access to many forms of culture which may not have direct instrumental value (drawing on Carr et al. 2006:17). In this way then, we can see that the selection of content is in some way impacted upon by our beliefs about the purpose of education, and as such regarding selection of content as technical skill may be insufficient. However, it is perhaps in relation to the evaluation as to the relative worth of aspects of culture that the most complex issues arise. It is in considering the relationship between knowledge and power that cultural selection becomes problematic. This becomes evident when we draw on Bourdieus (1986:106) concept of cultural capital. Bourdieu (1986:106) suggests that different forms of culture are invested with value which can be drawn on for monetary gain, or an increase in social status. If we consider this in terms of knowledge as a form of culture, then acquisition of certain forms of knowledge by an individual can be utilised in generating income and increasing social status. For example, acquiring specific biological and medical knowledge can enable one to gain both the income and status conferred upon a doctor. However, it is not only the acquisition of the knowledge per se. which is valuable, but rather gaining institutional recognition in the form of an academic qualification of possessing a particular form of culture (Bourdieu 1986:110). In this sense, certain forms of knowledge, certain forms of culture, have greater value by virtue of being institutionalised in the form of a qualification (Bourdieu 1986:109). This would suggest therefore, that schools are involved in both the transfer of forms of culture which enable an individual to gain economic capital or social status, but also in some way define what forms of culture are of value. Such an assertion is supported by Girouxs (1980:228) argument that the culture that is selected to form the curriculum becomes legitimised by the very fact of its inclusion in the curriculum. This concept can further be seen in claims that the traditional academic curriculum is an elitist selection of culture, giving value to forms of knowledge associated with the middle class (REF!). It is the relative value that become associated with different forms of knowledge and different skills that forms part of what is termed hidden curriculum (Ref). This is a reference to the values and ideas that a school may not explicitly plan to teach, but which nevertheless are transmitted to pupils (REF). It is suggested therefore that the exclusion of an aspect of culture from the curriculum communicates to pupils a belief about the relative worth of this aspect of culture (REF..exemplify?) Moore (2004) provides an interesting illustration of this claim of elitism in cultural selection. Moore focuses on portrayals in film of teachers who are regarded as saviours and non-conformists (Moore 2004:58), such as Ms Johnson in the film Dangerous Minds. He argues that whilst the approach they take to education may be extraordinary, the content of that education is not. Moore (2004) contends that the cultural selection made by these teachers, of what he regards to be representative of middle class values, may be read as contributing to and confirming social and cultural biases (p.58) It is in this sense that Young (2006:734) argues that social interests are always involved in curriculum design, those with the power to select what is included in the curriculum have, to an extent, the power to legitimise certain forms of knowledge and certain practices. It is suggested that through this process of promoting and legitimising middle class culture (here we have the notion that a society consists of many cultures (ref)), schools are implicated in entrenching inequalities of social class (REF). Such a claim requires closer consideration in order to understand the means by which cultural selection may be regarded to be implicated in matters of social justice. One way in which it is suggested that this is the case is that individuals from a middle class background have greater access and exposure to the forms of knowledge that are regarded as valuable by schools (Reay 2006). In this way, Reay (2006) suggests, children from middle class backgrounds are at an advantage, able to draw on the cultural capital they already possess in order to perform well at schools, gaining institutionalised recognition through academic qualifications, and thus gain status in society. This would seem to highlight a tension for those involved in selecting the content of a curriculum. On the one hand, it is suggested that if schools do not provide the high status cultural capital that academic and economic success requires then children from working class backgrounds are potentially deprived of the ability to raise their social status (Anyon 2006:44). However in doing so, they are perhaps complicit in reproducing bias as to what is regarded as legitimate and valuable knowledge. It should be pointed out that this problematic account of knowledge and cultural selection does not suggest that knowledge is wrong or should not form the basis of a curriculum (Young 2006). Rather it suggests the need to consider the exact nature of the content we are choosing to include, and significantly exclude, from the curriculum. It suggests the need for reflection on our reasons for content selection, requiring an awareness of our own biases we bring to the process (Chan 2009:). From these observations, in which the selection of curriculum content is regarded as having social implications and is implicated in the transmission of values, an understanding of teacher professionalism which emphasises practical skills or even pedagogical knowledge perhaps begins to appear inadequate. Therefore the remainder of this essay will consider the notion that teaching is inherently ethical in its nature, and that teacher professionalism should therefore centre upon the moral characteristics of the profession (Goodson 2003; Campbell 2003; Carr 2006) Carr (2006:172) argues that whilst all occupations are in some way concerned with ethical issues, these generally play a regulative role they indicate standards for good practice. However he suggests that this is not the case with teaching, rather he suggests that ethical considerations are constitutive of teaching. This is perhaps more clear in Campbells (2007:604) assertion that: It is far more challenging to disentangle the ethics of teaching from the very process, practice and content of teachingà ¢Ã¢â€š ¬Ã‚ ¦ (CHECK CONTEXT) It would seem that what is meant by this is that the decisions and actions taken by a teacher have moral significance (drawing on Campbell 2003:1). By its very nature teaching is involved in forming childrens values and understanding of the world and as such is involved in transmitting conception as to what is right and wrong (REF). Further, as discussed earlier the decisions made potentially impact upon an individuals achievement in schooling and thus possibly affect their future prospects. Following from this concept that issues of ethics are inbuilt into teaching, Campbell (2008:605) argues that ethical codes are insufficient to address the issues faced by teachers. Rather she suggests that teachers requires an understanding by teachers of the complex moral issues they must address (Campbell 2008:605). It would seem that within the Scottish context there is recognition of this. The Standards for Initial Teacher Education in Scotland, which specify what is required of a student teacher (Christie 2003:847), includes reference to professional values and personal commitment (Christie 2003:848). There is a danger, Carr () suggests, in framing values as a competence or standard, in that it would seem to suggest that the other aspects of teaching are value-neutral. In this way, the ethical nature of teaching perhaps cannot be reduced to a competency or standard. Rather Carr (2006:178) suggests that it is about teachers taking moral issues and questions seriously. It should be noted that this does not suggest that teachers do not currently take moral and ethical considerations seriously, Campbell (2003:2) argues that many teachers are aware of the moral implications of their actions. However, Locke et al. (2005:570) do suggest that when teachers are subject to high levels of accountability it can lead teachers doing things right rather than doing the right thing. Potentially, therefore, the CfEs focus on greater autonomy could provide greater flexibility for teachers to make the decisions they regard to be ethically sound. At the same time, by increasing teachers scope for choosing what to teach the ethical nature of teaching perhaps comes even more to the fore. It would seem then, that in aiming to give teachers greater autonomy over the content of the curriculum, the CfE both can be viewed as potentially enhancing teachers professionalism as understood in terms of levels of autonomy. However, it also seems to require a consideration of the professional knowledge base on which professionalism is based. The importance of pedagogical expertise and development is clearly important and highlighted as so ( e.g. Scottish Government 2009:4). Yet, considering the complexity, and potentially value laden nature of the cultural selection involved in selecting curriculum content it would seem important to emphasise the ethical nature of teacher professionalism. In essence then, the greater autonomy afforded to teachers to select the content of the curriculum by the CfE would certainly seem, as Menter et al (2010:23) suggest, to point to a model of teacher professionalism in which teachers both reflect upon and develop their practice. However in light o f the essentially ethical issues involved in content selection, it would seem fair to suggest that teachers reflections and decisions should draw not only on theoretical and practical knowledge, but must also consider the ethical reasons for choosing to include, or not to include content in their teaching.
Monday, August 19, 2019
Yahoo Case Study Essay -- Essays Papers
Case about Yahoo 1. Success as a Web Search Engine a. Why was Yahoo! such an early success on the Web? Yahoo was an early success due to a combination of factors such as timing, hard work, and a good understanding of Web surfer’s tastes and needs.. In early 1995, Net mania was just flowering. It was a great time to be a young entrepreneur with an Internet idea. Dave Faldo and Jerry Yang saw a consumer need for classifying and differentiating web sights. Resting the urge to automate this process, Yahoo’s founders instead chose to manually perform this search, reviewing and classifying roughly 1000 sights a day. This approach combined with their decision to offer a free service lead to early success. b. Why was Yahoo! more successful as a search engine than other, more technically superior search engines? Yahoo!’s search engine was designed to be both reliable and streamlined. The design was simple so it would pop up quickly. Its focus was on quality, not quantity. Yang’s comment that â€Å"if you have 13 Madonna sights, you probably don’t need a 14th†rings true. Surfers choosing Yahoo! not only were provided reliable information, but they were not bombarded with 1000 sights to review. Additionally, Yahoo! provided a product that was appealing and fun to use. c. Why is the fact that â€Å"Yahoo! spends money on people, not computers,’ one of the keys to their success? Yahoo!’s founders business plan was to manually categorize existing web sights and provide a succinct list of quality sights to choose from. This human-created directory was all that distinguished Yahoo! from its competitors as Net euphoria swept the stock market in early 1996. Other search engines were throwing any sight that met the search requirements at the user. Yahoo!’s concept saved the browser the time they would otherwise spend filtering out the garbage to find these quality sights. 2. Building a Web Sight and the Brand a. Do you agree with Jerry Yang’s two fundamental strategies for the success of Yahoo! as a Web site and business brand? Why or why not? Yang firmly believed that success could be achieved by: a) giving users abundant reasons to visit your service, and b) promote the hell out of the brand. Both strategies were key in Yahoo’s success. Yang’s vision of a one-stop-shopping site, giving users multiple reasons to use his servic... ...with regard to the global community. In places such as India, AOL cannot be accessed without making an international call. Yahoo! also caters to foreign nationals with a variety of Yahoo! home sites from China, France, India, and many more. Given the global nature of today’s economy, Yahoo! has done its part to reach out to new markets. c. What can Yahoo! do to improve their chances for business success? Explain your recommendation. Yahoo!’s chances for future success would be greatly aided by diversifying their business plan. Currently, Yahoo!’s chief source of revenue comes in the form of selling advertising. Two areas can be improved here. First, Yahoo! should look to attract more traditional companies and not rely solely on â€Å".com†firms. Secondly, Yahoo! would benefit from another, more stable source of income. One suggestion would be to alter their present format and offer a business suite that provides the simplicity and speed of Yahoo!’s traditional service as well as a professional appearance. Such products as business email, videoconferencing, and other telecommunication tools could be packaged and sold for a flat rate that would provide additional income.
Act One, Scenes Six and Seven in Educating Rita :: Educating Rita Plays Willy Russell Essays
Act One, Scenes Six and Seven in Educating Rita Re-read Act 1 scenes 6 and 7 of Educating Rita. How does Willy Russell suggest that these scenes are important stages in Rita's development? When we speak of the way that Rita is educated we speak of two different types of education. Frank is Rita's teacher for both these types of education as he is a person who Rita looks up to and 'idolises' to an extent. Not only is she educated in English Literature to gain a qualification, but also she is also educated to make the transition from the lower social class towards the middle one. Rita also sees Frank as someone to look up to, as he is where she wants to be in life. Scenes six and seven come roughly half way through the play. This is significant because we are looking at Rita halfway through her challenge of gaining an Open University degree and her challenge of becoming the person she truly wants to be. The play is centred on two main characters, Frank, a middle class, alcoholic University tutor and Rita, a working class, scouse hairdresser, who are very different. Rita decides to enrol on an Open University English Literature course in order to try to create a better life for herself. Her tutor for this course is Frank. However at first Frank tells Rita to find a new tutor, but Rita refuses and they continue to work together. Frank's fondness for Rita continues to grow over time and he warms to her and her witty, individualistic nature. However Rita's quest to further her knowledge is troubled by her husband Denny's disagreement with what she is doing. Yet this simply fuels Rita's ambition more and leaves her hungry for success. Rita is more passionate about gaining the qualification than ever when she goes to see a production of 'Macbeth,' so much so, in fact, that she even buys the book. Rita shows how much her relationship with Frank means to her when she goes to tell him first thing the next day: ' But listen, it wasn't borin' it was bleedin' great honest, ogh, it done me in.' Having watched the professional production, Rita displays excitement and enthusiasm and has an eagerness for more. Rita's attitude changes from her expectations of a boring play to sheer astonishment that she enjoys it so much. Rita watches with an open mind and she herself is surprised that she enjoyed the play and the general atmosphere so much. She expresses this to Frank by informing him that at one point she wanted to stand up and shout: 'I was on the edge of me seat at
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