Money and Morals Essay

The underlying consequences of the clash between social and market norms are multitudinous and frequently inimical to our humanity. Fundamentally, the sages of our pasts weren’t wrong when they said, â€Å"Money is the root of all evil.† Dan Ariely, an American professor of psychology and behavioral economics, claims that, â€Å"When social and market norms collide, trouble sets in.† (Ariely 68) This essay will make an attempt at proving that claim; naturally, it is not unusual that money is the chief topic of this essay. Ariely makes several claims, but doesn’t adequately describe the unpropitious effects of money. Money rules the â€Å"market world;† consequently, money and its contemporary adverse effects and affects will be analyzed in this essay. Everyone knows money propagates deceit and betrayal. It changes social relationships to a darker shade from its original bright and happy color. It generally provokes a darker human: one that cheats, l ies, and destroys lives for the betterment of their future. It ravages our being, causing monetary values and materialistic items to define our purpose. Karl Marx once noted, â€Å"Money then appears as the enemy of man and social bonds that pretend to self-substantiate.† (Porto) Clearly, one can see how money degrades character; however, the reasons are unclear. Some say greed and the desire to fulfill one’s every wish are simply too overpowering a force to oppose, and specifically those things are the motivation to acquire more money. However, only a select few can seriously have the requisite spine to risk their personal lives and even companies to do that. Maybe greed isn’t the only factor. A study conducted by Harvard and Utah Students that proposes a different answer. The study was published in Behavioral Reasoning Theory, a book by J.D Westaby, who is a professor in Columbia University with a PhD in social-organizational psychology. The students collected a myriad of undergraduate students and presented videos, images, and texts that made them think of money, such as dollar bills and expensive jewelry. Then, they showed them other things that had nothing to do with money. Some students were exposed to monetary-related pictures more than others. Then, a  comprehensive questionnaire was filled by all the students. The und ergraduates exposed to the images related to money exhibited questionable ethics. They consistently chose answers that were cut-throat, immoral, and selfish. Surprisingly, however, the students didn’t see their choices as immoral at all. They, â€Å"framed their choices as products of cost-benefit analysis.† (Porto). The study’s abstract says, â€Å"Students constantly exposed to [money] were more likely to steal numerous pages from a printer†¦ and create stands to sell products in a school without permission.† (Westaby [Study 1] 60). The student’s reactions are symbolic of the unconstructive behavior money tend to propagate when gone out of control. Although their perusal of the images and texts related to money was rather short, the outcome was apparent. It discouraged positive social interaction and encouraged a grimmer human. When money rules our lives, and when we feel very wealthy, we tend to behave adversely. Think about it this way: Pretend you are playing a game of Monopoly; however, in this game, the combination of skill, luck, and intelligence has been rendered irrelevant. Why? The monopo ly game is rigged, and you have the advantage. You’ve been given several more opportunities to move around the board. You have most of the money. You have most of the â€Å"cities† and numerous hotels. Every time you land on a â€Å"chance,† or â€Å"community chest,† you find yourself with more resources. How might this unfair advantage influence the way you thought of yourself and, more importantly, how you regard the other player(s)? This experiment was, in fact, performed by psychologist Paul Piff. Piff is a social psychologist and post-doctoral scholar in the Psychology Dept. of UCBerkley. He published an article titled, â€Å"Higher Social Class Predicts Increased Unethical Behavior.† It proved through questionnaires, quizzes, in-lab manipulations, and several other techniques, that living high in the socioeconomic ladder increases the chances dramatically and exponentially of dehumanization. It drives affluent societies to immoralities, causing them to be more insular and acrimoniously unsympathetic. It can make them more likely, as Piff shows in one of his several experiments, to deliberately and knowingly take candy from a bowl of sweets designated specifically for children. Wealthy individuals, Paul Piff claims, â€Å"Are way more likely to prioritize their own self-i nterests above the interests of other people. It makes them more likely to exhibit characteristics that we would  stereotypically associate with, say, assholes.† (McElwee)* Piff was able to gather 100 participants, and set up 50 monopoly boards. Each monopoly game had two participants, and at the flip of a coin, it was decided who would be the richer player in the rigged game of monopoly. The luckier player had several advantages: they got twice the salary, earned four hundred (instead of two hundred) when they passed â€Å"Go,† and were allowed to role two die instead of one. Piff installed hidden cameras in the rooms the players were in, and reported several intriguing things. First of all, the richer player began to show off his dominance. He moved around the board louder. It was as if the piece he was controlling symbolized his footsteps: loud, confident, and obstreperous. Moreover, they smirked disapprovingly at ever â€Å"stupid,† move the poorer player made. In contrast, they richer player made jubilant sounds – that seemed to depress the poorer players – every time they made a move. As the game progressed, so did increase of the rich player’s hubris. There was a bowl of pretzels on the side, and the rich players began to eat from the pretzels, and gave dirty looks to the poorer players when they even approached the pretzels. One player even said something along the lines of, â€Å"Don’t eat my pretzels.† The rich players started to get ruder and ruder, making comments like, â€Å"You’re going to lose big time at this game,† or â€Å"Wow, you’re so poor. I’m still going to take all your money though. *chuckle*.† One player even said, â€Å"Are you sure you even know how to play this game?† At the end of the game, Paul Piff interviewed the players. He reports that the richer players, when asked why the won the game, replied with a very intriguing, yet not surprising, answer. They attributed their inevitable victory to their skills! They ignored the fact, or maybe even forgotten, that they were put into a much more privileged and advantaged situation. Even the means by which they were chosen to be rich was ruled by luck, not skill. This game of monopoly can symbolize society. It gives us much insight into how humans essentially view advantages and opportunities they were given. As a person’s level of wealth increases, their feelings of entitlement and self-interest increase with it. Conversely, their empathy, compassion, and consideration decrease. Paul Piff says, â€Å"In surveys, wealthier individuals are more likely to moralize greed being good, and that the pursuit of self-interest is favorable and moral.† (TedxMarin)* To further understand why affluent people exhibit less altruistic behavior,  another study was lead by Daniel M. Stancato. Daniel M. Stancato, like Paul Piff, is a social psychologist and post-doctoral scholar in the Psychology Dept. of UCBerkley. He co-authored, â€Å"Social Class Predicts Increased Unethical Behavior.† This study meticulously examined whether provoking an environment where greed is regarded positively increases the unethical tendencies of the less-pri vileged enough to meet their rich counterparts. In the experiment, when the benefits of greed were emphasized, Daniel hypothesized that blue-collar individuals would be as susceptible to unethical behavior as richer individuals. If these findings were true, it would attest a revelation, that is lower-class individuals tend to act more ethically is because they hold relatively unfavorable sentiments towards greed. Conversely, rich white-collared individuals tend to act more adversely is because they hold relatively favorable sentiments towards greed. The study was, essentially, an economic game. Around 100 participants were gathered, and given â€Å"laboratory† credits. These credits, the participants were told, could be traded for real money. They were then presented with a questionnaire. The questionnaire prompted the participants to list the ways the participants viewed greed, and why. After about an hour, the participants were given the opportunity to give some of their laboratory credits to a needy stranger. The lower-class individuals (those who made $20,000 and less) gave a total of 45% more than the rich white-collared folk (those who made 150k+). Not surprisingly, the poorer individuals had negative sentiments towards greed, and the richer individuals felt more comfortable and accepted greed more easily. Later, the participants were given a different questionnaire that prompted them to list three negative outcomes of greed. They were then shown several videos of starving children. Then, they were again given the opportunity to give money to a needy stranger. The difference in lab credits given between the two groups was near negligible. This shows that, in an environment where greed is negatively promoted, one can give more. A while later, the same participants were given another questionnaire that prompted them to list three positive outcomes of greed. Afterwards, they were shown several clips of very rich people and the lives they lead. They showed them mansions, jewelry, expensive cars, and several other materialistic items that emphasized on money. They were then, again, given an opportunity to give  away some of their lab credits. This time, however, very few people gave away anything, and those who gave, gave very little. This study shows that money can seriously make individuals less generous, compassionate, and altruistic. The first part of the experiment introduced an atmosphere where greed was looked at neutrally; one was supposed to fill out their general attitude towards having a covet nature. When the individual was left to their own devices, their actions reflected upon their true nature; consequently, the poorer folk, who fully understood the egregious consequences greed has on society, gave more. The richer folk, who practically lived in an environment where taking advantage of every possession is vital to success, were a lot less giving. However, a new environment was introduced. By prompting the participants to list three negative outcomes of greed, the participants were influenced. They were manipulated into adopting a new paradigm – a paradigm where greed was bad. Consequently, their actions were reflected that new way of thinking, and caused several people to give more. This is important because the previous mentality (for the rich individuals) existed solely because they were in an environment that promoted the hoarding of resources, like money, and that blocked feelings of empathy and generosity. Again, when money rules your life, including your social (life/norms), there is a distinct negative effect on the personality. Its intrusion is very dangerous, and it is essential to keep a balance, because if one immerses their entire lives in the market (life/norm), they will give up an extremely vital part of their humanity. It is important to keep in mind I am not bashing wealthy individuals. It is a fact that several of them secede from moral values more than I would like, but it is not because they have innate egregious qualities. Another study shown, by Dacher Keltner, who has the same credentials as Paul Piff and Daniel M. Stancato, suggests otherwise. Keltner showed rich and poor individuals a 45 second video calling out for support to starving African children. One hour later, Keltner had the individuals try to help other individuals in distress, and the wealthier people exerted just as much energy as the poorer, suggesting that these differences are not categorical, but are extremely malleable to slight changes. Little nudges of compassion and empathy are all one needs. Bill Gates once said, †Å"Humanity’s greatest advances are not in its discoveries, but in how those discoveries  are applied to reduce inequity.† Bill Gates has given nearly all his money to the Bill Gates Foundation, which helps support starving children all over the world. I believe money can buy you happiness; just not when its primary purpose is: you. Self-commitment, community, family, friends; investing in others is investing in yourself, and reducing inequities will doubtless increase social mobility, economic growth, trust, and community life. The rat race we involve ourselves in allows negativity to ferment, and only the morally transcendent individuals who have discovered a much more fulfilling calling – the desire to address the needs and satiate the interests of others – have realized that even if you win the rat race, you’re only just a rat. Do you want to be a rat? If you still find my claim ambiguous, let me make it clearer. It is one of the most time-honored maxims in philosophy, clear even in Chaucer’s time. His Pardoner’s Tale is built on ‘Radix Malorum est Cupiditas’: Money is the Root of All Evil. Now, as illustrated in my essay, social science supports that. * I realize you marked things on my paper like, â€Å"I don’t understand where this source comes in. Are you quoting Ariely’s article or not?† No, I am not quoting his article; I am quoting him. Aside from being a writer, Ariely is an extremely famous speaker. Those sources are where I got the quotes from. Specifically, McElwee is an author of an article on a blog, and TedxMarin is just a Ted Talk that took place in Marin. They are in my, â€Å"Works Cited,† page in more detail. If I did anything incorrectly, I am very sorry. That was how I learned to make citations through my entire highschool and college life†¦ Works Cited Paul K. Piff, Daniel M. Stancato, Stà ©phane Cà ´tà ©, Rodolfo Mendoza-Denton, and Dacher Keltner â€Å"Higher social class predicts increased unethical behavior† New York: Farrar. 2008. Print. Porto, Eduardo. â€Å"How Money Affects Morality.† Nytimes.com. New York Times, 13 Jun 2013. Web. 13 Feb 2014. Westaby, J.D. Behavioral reasoning theory: Identifying new linkages underlying intentions and behavior. Ney York: Harper Collins, 2008. Print. Cristina Becchio, , Joshua Skewes, et al, et al, Andreas Roepstorff, and Uta Frith. â€Å"How the Brain Responds to the Destruction of Money.† Journal of  Neuroscience, Psychology, and Economics. N.p.. Web. 14 Feb 2014. Piff, Pauf. â€Å"Does money make you mean?† Ted Talks. Marin County, California. Oct 2013. Lecture. Loeb, Paul Rogat . Soul Of A Citizen, Living With Conviction In Challenging Times. Los Angeles: St. Martin, 2009. Print. Ariely, D. . Predictably irrational, the hidden forces that shape our decis ions. New York: HarperCollins, 2008. Print. McElwee, Sean

Manager’s Function, Skills and Role Essay

This page investigates the skills, roles and functions of Management. For any organisation to achieve the goals it has established and be successful it needs managers to correctly implement and understand the functions, skills and roles involved in the managerial process. How these are applied will vary depending on what level of management a particular manager is involved in (high, middle, low) and the organisation. Regardless of these two factors all management decisions focus on the efficient and effective use of resources for the benefit of the organisation, in the direction of its desired goals and/or objectives. The Functions of Management The four functions of management are planning, organising, leading and controlling (Davidson et al, 2009. p.13). Planning involves reviewing the current situation and generating a plan that will allow the organisation to meet its established goals and objectives (Selley, 2009). This could entail generating a plan to increase profit and detail how this will be achieved (focus on capturing a larger market share or perhaps moving into a new market). Correct planning ensures there is a degree of focus, while also providing a structured timeline that relevant stakeholders can adhere too. The second stage is organising, this is where management prepares for the task ahead by delegating resources and responsibilities, as efficiently and effectively as possible (Pakhare, 2011). During this stage management would consider the different departments and divisions within its organisation and provide authority and tasks as necessary. An organisation that wants to increase its profit might use the organising stage to outline the roles of marketing (investigate and promote new market share) and separate these from the accounting department (assess the viability by calculating projected sales and expenses) while also ensuring they all have the necessary resources to complete the work. Davidson et al. defines leading as the process of getting members to work together for a common interest (2009. p.14). Leading requires a manager to have a positive influence on people while also inspiring them to complete their jobs (making this vital in low-middle management), this in turn improves their job performance through a positive work environment (Expert Manage, 2011). It is important to establish this positive environment to ensure that deadlines set in the initial planning stage can be met and resources are not being wasted. The final stage in the function of management is controlling, this stage is important in the establishment of performance standards and ensuring these standards are adhered too while also taking corrective actions against deviation. If for example deadlines are not being met the manager should investigate, if they this was due to incorrect original estimates relating to the workload required, the manager could increase staffing for the particular project. Management has been described as a social process involving responsibility for economical and effective planning & regulation of operation of an enterprise in the fulfillment of given purposes. It is a dynamic process consisting of various elements and activities. These activities are different from operative functions like marketing, finance, purchase etc. Rather these activities are common to each and every manger irrespective of his level or status.Different experts have classified functions of management. According toGeorge & Jerry, â€Å"There are four fundamental functions of management i.e. planning, organizing, actuating and controlling†. According to Henry Fayol, â€Å"To manage is to forecast and plan, to organize, to command, & to control†. Whereas Luther Gullick has given a keyword ’POSDCORB’ where P stands for Planning, O for Organizing, S for Staffing, D for Directing, Co for Co-ordination, R for reporting & B for Budgeting. But the most widely accepted are functions of management given by KOONTZ and O’DONNEL i.e.Planning, Organizing, Staffing, Directing and Controlling.| For theoretical purposes, it may be convenient to separate the function of management but practically these functions are overlapping in nature i.e. they are highly inseparable. Each function blends into the other & each affects the performance of others. 1. Planning It is the basic function of management. It deals with chalking out a future course of action & deciding in advance the most appropriate course of actions for achievement of pre-determined goals. According to KOONTZ, â€Å"Planning is deciding in advance – what to do, when to do & how to do. It bridges the gap from where we are & where we want to be†. A plan is a future course of actions. It is an exercise in problem solving & decision making. Planning is determination of courses of action to achieve desired goals. Thus, planning is a systematic thinking about ways & means for accomplishment of pre-determined goals. Planning is necessary to ensure proper utilization of human & non-human resources. It is all pervasive, it is an intellectual activity and it also helps in avoiding confusion, uncertainties, risks, wastages etc. 2. Organizing It is the process of bringing together physical, financial and human resources and developing productive relationship amongst them for achievement of organizational goals. According to Henry Fayol, â€Å"To organize a business is to provide it with everything useful or its functioning i.e. raw material, tools, capital and personnel’s†. To organize a business involves determining & providing human and non-human resources to the organizational structure. Organizing as a process involves: * Identification of activities. * Classification of grouping of activities. * Assignment of duties. * Delegation of authority and creation of responsibility. * Coordinating authority and responsibility relationships. 3. Staffing It is the function of manning the organization structure and keeping it manned. Staffing has assumed greater importance in the recent years due to advancement of technology, increase in size of business, complexity of human behavior etc. The main purpose o staffing is to put right man on right job i.e. square pegs in square holes and round pegs in round holes. According to Kootz & O’Donell, â€Å"Managerial function of staffing involves manning the organization structure through proper and effective selection, appraisal & development of personnel to fill the roles designed un the structure†. Staffing involves: * Manpower Planning (estimating man power in terms of searching, choose the person and giving the right place). * Recruitment, selection & placement. * Training & development. * Remuneration. * Performance appraisal. * Promotions & transfer. 4. Directing It is that part of managerial function which actuates the organizational methods to work efficiently for achievement of organizational purposes. It is considered life-spark of the enterprise which sets it in motion the action of people because planning, organizing and staffing are the mere preparations for doing the work. Direction is that inert-personnel aspect of management which deals directly with influencing, guiding, supervising, motivating sub-ordinate for the achievement of organizational goals. Direction has following elements: * Supervision * Motivation * Leadership * Communication Supervision- implies overseeing the work of subordinates by their superiors. It is the act of watching & directing work & workers. Motivation- means inspiring, stimulating or encouraging the sub-ordinates with zeal to work. Positive, negative, monetary, non-monetary incentives may be used for this purpose. Leadership- may be defined as a process by which manager guides and influences the work of subordinates in desired direction. Communications- is the process of passing information, experience, opinion etc from one person to another. It is a bridge of understanding. 5. Controlling It implies measurement of accomplishment against the standards and correction of deviation if any to ensure achievement of organizational goals. The purpose of controlling is to ensure that everything occurs in conformities with the standards. An efficient system of control helps to predict deviations before they actually occur. According to Theo Haimann, â€Å"Controlling is the process of checking whether or not proper progress is being made towards the objectives and goals and acting if necessary, to correct any deviation†. According to Koontz & O’Donell â€Å"Controlling is the measurement & correction of performance activities of subordinates in order to make sure that the enterprise objectives and plans desired to obtain them as being accomplished†. Therefore controlling has following steps: * Establishment of standard performance. * Measurement of actual performance. * Comparison of actual performance with the standards and finding out deviation if any. * Corrective action. Management Skills While a solid grasp of management functions is important management should also have a sound skill base, a report by Hay’s Group suggests this is a weak area for most individuals in management and is one of the biggest threats to business success (Financial Advisor, 2007). These skills include but are not limited to technical, interpersonal and conceptual skills. â€Å"Technical skills are those necessary to accomplish or understand the specific work being done in an organisation,† (Davidson et al, 2009. p.19). These technical skills are used mostly at the lower levels of management and are obtained through experience and training. An example of technical skills could be introducing and teaching a new accountant the accounting system used by the firm. Interpersonal skills focus on the ability to work with, motivate and communicate with other people (Hahn, 2007). This skill is very important for managers to create a strong relationship between both individuals and groups within the organisation (Dale, 2008, p.121) this will ensure that there is trust and respect between these parties, allowing tasks to be completed effectively and efficiently. The final core skill of management is conceptual thinking, this is the ability to consider a situation both abstractly and logically in order to come to the correct decision based on internal and external environments (Griffin, 2011. p.179). Globalisation has made this skill extremely important for managers (especially those in high-level positions), as they must be able to break-down and analyse information to make immense decisions that potentially have a worldwide impact. Management Roles Through numerous managerial roles the skills discussed above are put into practice. Mitzberg’s observations and research suggest that a manger’s role can be split into ten roles and three categories; interpersonal (management through people), informational (management through information) and decisional (management through action) (Daft and Marcic, 2010. p.17). Interpersonal roles naturally form an important part of being a manager and relate to activities involving other people. Some interpersonal tasks could involve being a figurehead and speaking at important organisation ceremonies, motivating employees through leadership or serving as a liaison between different departments (Davidson et al, 2009. p.18). Informational roles are focused on the processing of information, this could include seeking out information while also analysing and monitoring for relevant changes that apply to the organisation, communicating information to your co-workers or being a spokesperson on behalf of the organisation (MindTools, 2011). Informational roles require quick and thorough processing of information and resilience to information overload. The final category is decisional which requires decisions to be made using the information provided. This could require developing innovate ideas, serving as a mediator to resolve conflict, allocating resources within the organisation and negotiating on the organisations behalf. A manager involved in a decisional role must have strong problem solving abilities, be able to prioritise and have good negotiation skills. Reference List Daft, R. Marcic, D. Woods, 2010, Understanding Management, 7nd edition, Cengage Learning. Davidson, P. Simon, A. Woods, P & Griffin, R.W. 2009, Management: Core concepts and applications, 2nd edition, Wiley, Brisbane. Expert Manage 2010, Four Functions of Management, viewed 23 August 2011,http://www.expertmanage.com/index.php?option=com_content&view=article&id=122&Itemid=166 Financial Adviser 2007, ‘Middle managers are lacking skills,’ 22 February, p.1 Griffin, R.W. 2011, Fundamentals of Management, Cengage Learning. Hahn, M. 2005, Management Skills, viewed 24 August 2011, http://en.articlesgratuits.com/management-skills-id1586.php Mind Tools 2009, Mintzberg’s Management Roles, viewed 23 August 2011,http://www.mindtools.com/pages/article/management-roles.htm Pakhare, J 2010, Management Concepts – The Four Functions of Management, Buzzle, viewed 22 August 2011,http://www.buzzle.com/articles/management-concepts-the-four-functions-of -management.html Selly, N 2009, How the four functions of management leads to business success, Helium, viewed 22 August 2011,http://www.helium.com/items/1586308-why-fayols-functions-of-management-can-avoid-failure-in-business-and-lead-to-business-success

Intellectual Property Rights Protection in China Research Paper

Intellectual Property Rights Protection in China - Research Paper Example Yet, it is also a fact that resource rich and technology intensive MNCs can only wholeheartedly commit themselves to their Chinese ventures, only if they are sure that their massive investments in the intellectual property will not be diluted in China owing to a scant regard and concern for intellectual property rights (Ordish 27). Thus upholding of the intellectual property rights in China is synonymous with creating just the right kind of business and investment environment. A section of the Chinese intelligentsia holds that intellectual property rights is a legal tool devised by the West to counteract the rising might and potential of the Chinese scientists and experts (Mertha 42). What China needs to understand is that the stakes exploiting the intellectual property related loopholes within China can also resort to the similar mechanisms and stratagems to undermine the indigenous intellectual property wealth. Thus a potent intellectual property rights regime will guarantee the security of both the Western and Chinese intellectual property related investments, and will definitely prove to be beneficial for China in the long run. There is no denying the fact that a developing nation like China has a big population, and the sta

Medical Biochemistry Essay Example | Topics and Well Written Essays - 2500 words

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Communications Essay Example | Topics and Well Written Essays - 750 words

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Evaluation Essay Example | Topics and Well Written Essays - 500 words

Evaluation - Essay Example †, always ready to laugh, a person with a habit of spending lots of time with his friends, in his friend’s apartment and a person who does not do what he says, like he says that he will go to the gym but never really goes to the gym. Thus, Youssef possesses good qualities in a human being like forgiveness, loving, a person with a good behavior etc. However, he also possesses some negative attributes like heedlessness in terms of enforcing his words in action, an orthodox, a person who wastes time by hanging out with friends, etc. Though Youssef has both negative and positive traits in him, yet the positive aspect of his basic character weighs more than his negative side, as the attribute of love can obscure many dark traits in a person’s character. If we shift our attention to his educational aspect, he is not very good in it as he is utmost careless as far as his education is concerned. He is careless about his classes and education. A person can never do much in any field as long as he is careless with it. Besides, a bad memory is a serious impediment in the path education. It really surprises me how he manages to study civil engineering. An entertaining characteristic which can be perceived in my friend is when he is judged with respect to his reaction to strangers.

Personal view of early childhood education Term Paper

Personal view of early childhood education - Term Paper Example These early ages are the most critical in the development of a child. The parents or guardians of children should take extra care of the nutritional needs, learning and emotional protection of the children. When the children grow up a bit, it is the responsibility of the children to detect any changes in the child’s behavior as it would be easier for them to detect any difference in behavior in a class with many children. Early childhood is a precious time – a true window of opportunity – that cannot be re-opened later on. Early childhood care and development leads to the formation of a healthy society because of the children are well cared of they are most likely to become responsible citizens and human beings. The Micro-system The micro-system denotes the lowest level of environment. It is the immediate environment the child adopts as he is surrounded by it from the start. When a child is in a micro-system he develops the sense of differentiating similar faces from dissimilar face. Most of the development of the child occurs in this phase of life. The micro-system of children includes people who spend more time with them, play with them and take care of them. These people can be family members the child sees everyday for example mother, father, grandparents and siblings. It also contains caregivers at home, or teachers at day cares. The behavior which the child sees from these people, he will try to adopt that behavior naturally. It will have an effect on the growth of the child. If the mother of the child is patient and calm, the child would tend to be polite and less aggressive then the children whose mothers are short tempered. In the same way if the child is hand over to teachers at daycare who use bad language the child will be tempted to learn those words and will eventually learn them. If the care takers at home do not take care of their hygiene the child would learn to be like them since he would see a friend and mentor in them as a child at that level does not know the difference between right and wrong. It is the responsibility of the parents specifically, to correct their own selves first in order to represent themselves as the role models to the children. At this level all relationships are meaningful to the child. The child would know how loves him more and how gets angry on the things he does. Children are intelligent enough to grasp languages at a faster rate at this level. Therefore, it should be made sure that children are not subjected to abusive language at such early ages. Every person has a temperament and like everyone children also have a temperament which shows in a child’s personality trait. Personality traits are inherited genetically and biologically. As a person grows, he takes control of his personality. The more encouraging and nurturing care is provided to the child, the better the child will be able to grow in mentally and physically. â€Å"The period of early childhood should be given the top most priority especially if responsible governments make decisions about laws, policies, programs and money. Even then unfortunately for the children, the society and for the nation, these years receive the least attention.† – State of the World’s Children, 2001- The Mesosystem The next system which occurs in the early development of a child is the

Residual RFIDs - are these a threat Essay Example | Topics and Well Written Essays - 250 words

Residual RFIDs - are these a threat - Essay Example This information has adverse threats on the person that buy the products containing these tags because the information can be used to cause harm to them when it lands in wrong hands (Cazier, Wilson and Medlin 2007). Some of these threats are outlined below. The RFID tags can be used by non-authorized personnel to track and retrieve personal information of people without their knowledge using objects containing these tags. The assessment of their belonging may lead to access to these belongings without the consent of the owner (Spiekermann and Ziekow 2005). The use of mining of data can help acquire information from RFID tags. This information can be used to retrieve and identify the social links that exist between people. This information can be used by security agents to track criminals, but it can also be used by criminal to cause harm to the people (Spiekermann and Ziekow 2005). RFID tags can also cause technology paternalism. This is the fear in people who have objects that contain these tags over the lack of control of machines’ action that cannot be overridden. This can cause punishment to owners of these objects thus intruding on the peoples live. RFID residual tags have their benefits, but the presence of threats on the lives of consumers cannot be overruled. Addressing these threats will ensure that consumers are comfortable buying products containing these tags (Gao, Xiang,Wang, Shen, Huang and Song 2004). Gao, X., Z. Xiang, H. Wang, J. Shen, J. Huang, and S. Song. (2004). â€Å"An Approach to Security and Privacy of RFID System for Supply Chain,† Proceedings of the Conference on IEEE International, September 2004, pp.

Genetic Lab Report Example | Topics and Well Written Essays - 1500 words

Genetic - Lab Report Example The effects of other processes, such as genetic imprinting, are important in determining the traits for other characteristics of the organism. Sequencing the genetic material of a species, and determining all coding sequences and their corresponding proteins are vital projects in the field of molecular biology. The human genome project had been successful in sequencing the DNA of humans (Venter et al., 2001). The studies of (Kyrylkova et al., 2012; Yu et al., 2012) determine the characteristics corresponding to a particular genetic sequence by preventing the transcription of the latter and observing the changes afterward. A sequence identified to determine a particular characteristic can also be used as a molecular marker to determine the presence or absence of trait, even without actually seeing it in the organism. For example, markers for sex can help distinguish between males and females in monomorphic species or their young. The objective of this experiment was to demonstrate the use of DNA samples to determine the characteristics of the organism, particularly its sex. Specifically, the activity aimed to isolate DNA from different sources, blood, muscle and feather. After purification, the DNA isolates underwent polymerase chain reaction (PCR) using sexing primers 2250F and 2718R to replicate the sequence for sex determination. Agarose gel electrophoresis of the PCR products were compared with that of known male and female samples to identify the sex of the chicken from which the samples were obtained. Qiagen DNeasy Blood and Tissue Extraction Kit was used for extraction. Briefly, the tissues sample was lysed by incubating it in a solution containing 20 Â µl proteinase K, 4 Â µl RNAse A and 166 Â µl phosphate buffer solution (PBS) (blood) or 180 Â µl Buffer ATL (muscle or feather) for 30 min. After mixing with 200 Â µl Buffer AL for 15 sec, the DNA was precipitated by addition of 200 Â µl 95%

Product concepts Assignment Example | Topics and Well Written Essays - 250 words

Product concepts - Assignment Example h the highest sales were from women apparel at $110,826 million, followed by that of men at $54,932 and children and infants at $34,235 (The Statistics Portal). Women are great shoppers and their tastes change with the trending fashion and style, which also aligned with the technological transformations that were taking place in the industry, such as online marketing and selling (Spencer Para 2). I believed I had a role to play in growing my parent’s business, which also enable me to advance my skills in operating my own business, which I believe I will have following my graduation. Therefore, I started marketing the products that my parents designed using my social media platform, Facebook, which was listed as the social media channel with the highest number of users across the globe (Niciporuc 1). The idea was that since I have a passion for technology I can also bring the two business ideas together and ensure that they complement each other. In other words, I would use the social media to connect and interact with my friends while at the same time I will be marketing the clothing designs and other products that I had made. Through this the customer based for my apparel retail business would grow, especially the target market; that is women. Niciporuc, Tudor. "Comparative analysis of the engagement rate on Facebook and Google Plus social networks." Proceedings of International Academic Conferences. No. 0902287. International Institute of Social and Economic Sciences,

Draft MOU with Diponegoro university Essay Example for Free

Draft MOU with Diponegoro university Essay ThisMemorandumof Understanding(MoU) recordstheintentionofDiponegoro University, in particular its Business School, (hereinafter referred to as DU†) and the Institute of Management Technology (hereinafter referred to as IMT†) to work together to establish one or more agreements for international. academic collaboration. It is made as a non binding gesture of goodwill between the two institutions. Period of Agreement ThisMoUshallbecomeeffectiveonthedateoffinalsigningandwillberenewableevery 5 years upon the mutual consent of both parties. This MoU may be revised or cancelled  by mutual written consent by the signatories or their designated representatives. Other matters not covered by this Memorandum shall be decided by mutual agreement and may be subject to the conclusion of formal written contracts between us. The parties shall review the operation of this Memorandum on an annual basis. Purpose and Areas of Potential Collaboration DU and IMT share an aspiration to: 1. Promote the exchange of qualified graduate students, enrolled on their respective postgraduate degree programs, who will be admitted according to the entry regulations of the host institution; 2. Promote the exchange of faculty for joint teaching and research; 3. Promote collaborative research in areas of mutual interest with a view to publishing by joint authorship; 4. Organize joint International conferences/seminars, symposia and workshops; 5. Develop any other programs mutually agreed upon during the period of this MOU. The development of a collaborative relationship between the parties is subject to: A. The approval of the relevant authorities of both DU and IMT and will be subject to norms procedures of academic standards of both the partner Institutions. B.  Obtaining all necessary or advisable governmental, regulatory or other relevant approvals, consents or licenses. The parties agree to the following for the period of this agreement, subject to specific agreement at any particular time: Student Exchange: 1. The parties shall exchange a maximum of 5 graduate students per year, with parity to be achieved over the period of this MoU. If parity is not achieved, the parties agree not to request financial or other compensation; 1. Exchanges shall be arranged for a maximum of two semesters/terms. The period ofstudy maybe followedby aninternship,thearrangementsforwhich shallbe  agreedbythepartiesinadvanceofthecommencementoftheexchangeto comply with any visa regulations; 2. Students participating in the program will be accepted as non-award candidatesbythehostinstitution,providedthattheyfulfilltheadmission requirements of the host institution. Since instruction in both the institutions will be conducted in English, students selected for exchange must satisfy- the minimum language requirements normally required by the host institution for exchange students; 3. The students shall be selected on the basis of an excellent academic background, excellent command of the subject-specific language required for  their integration to the chosen curriculum; strongmotivationtostudyforthe academic program offered by the host institution; and the maturity to live and study in a foreign environment. 4. Students will be nominated and recommended in writing by an official representativeoftheirhomeschool/institution. Followingthereceiptofthe applicationmaterial,thehostschool/institutionwillprovidethenecessary assistance and documentation to satisfy visa requirements and other formalities, such as health insurance; 5. The parties will assist exchange students to find suitable accommodation and insurance. Accommodation and mess facilities will be provided at IMT; 6. The selected exchange students of DU and IMT shall pay their current tuition feestotheirrespectivehomeschool I institution i. e. DU or IMT, prior . to participation in the program, at the dates normally specified by their respective home school I institution for the payment of such fees; 7. The parties will agree in advance the credits that exchange students will be required to take. Non-award course work may not be used at a later time to fulfill requirements for a degree program, and students may not change academic  objectives; 8. All expenses including air fare, local travel, health insurance, accommodation, food etc. will be borne by the student. Faculty Exchange, Research and ConferencesÃ'Ž 1. The parties shall exchange an agreed number of faculty members and specialists basedontheavailabilityofopeningsandthenumberofqualifiedfaculty members interested in participating in the program; 2. Exchange faculty will remain employees of their home institution for the purposes of terms and conditions of employment; 3. The home institution shall cover international travel expenses while the host  institution shall, on the basis of reciprocity, cover local transportation, accommodation and hospitality for exchange of faculty. Otherdetails,including the financial arrangements, will be agreed on a case to case basis; 4. No later than ninety (90) days before the start of each academic year both partieswillpresentalistofnominatedfacultymembersalongwiththeir credentials to each other for participation in the program for the upcoming academic year- 2011-12 5. The parties agree to organize joint international conference/seminars, symposia andworkshops; commission joint research projects and exchangeof publications. Governance and leadership The Director of IMT-Nagpur, Dr. Rajendra Nargundkar and the Professor-Faculty of Economics- Dr. Waridin of Diponegoro University, Indonesia or their designees will provide the senior leadership within their respective organizations to move the venture forward. Exchange of information Each party will exchange information with the other with a view to understanding whether it would be effective and practical for the institutions to work together. Confidentiality ThisMemorandumandanyinformationprovidedinconnectionwithitmaynotbe disclosedtoanythirdpartyotherthan(a)thepartiesprofessionaladvisers;(b)as required by law or a relevant regulatory authority; (c) with the prior written consent of the other party; or (d) where the information has come into the public domain through no fault of the party wishing to disclose it. Intellectual Property Unlessagreedotherwiseinwriting,anyIntellectualPropertyrightsbelongingtothe parties,whetherinexistenceatthedateofthisMemorandumorcreatedduringthe course of it, shall belong to the respective parties. Publicity 1. The parties will not include the name or logo of the other party in any advertising or publicity material without the prior approval of the other party on a case-to- case basis. 2. Neither party will do anything which in the reasonable opinion of the other, would damage the others reputation and/or business. Disputes 1. The parties shall attempt to resolve in good faith any dispute arising between them out of the operation of this Memorandum. If the dispute cannot be resolved informally, it shall be referred to the Head of the Business School of DU and the Director of IMT- Nagpur Dr. Rajendra Nargundkar. 2. This Memorandum shall be governed by and construed in accordance with the laws in India/Indonesia. 3. Any dispute arising out of the operation of this Memorandum shall be finally  settled by arbitration under the Rules of Arbitration and Conciliation of the International Chamber ofCommerce by two ormore arbitratorsappointed under those rules. The place of arbitration shall be New Delhi and the dispute resolution proceedings shall be in English. This MOU is signed by the parties on this 17th day of September 2010 at Nagpur (India) and the parties have affixed their Seals. ForINSTITUTEOF MANAGEMENT TECHNOLOGY- NAGPUR. (Dr. Rajendra Nargundkar) Director. SEAL For DIPONEGORO UNIVERSITY, SEMARANG-50241, INDONESIA. (Dr. Waridin) Professor- Faculty of Economics.

Literature Review On Crafting Strategy

Literature Review On Crafting Strategy Recent business environments require quicker and more adequate decision-making by firms than ever before. Because the environmental changes are extremely large, the decision makers may confront difficulties in predicting their futures. The concept of a strategy based on a purpose-oriented approach provides original strategic alternatives. Because the concept of strategy is generally abstract, there exist many perspectives with respect to its formation and implementation. In fact, scholars and practitioners comment on the diverse aspects of strategy, such as, there is no single, universally accepted definition of corporate strategy by Pettigrew (1987a). However Mintzbergs has done a serious number of researches backing up his theory on Crafting Strategy as a potential strategy progress with loads of valid conclusions. Introduction: The present Critical Literature Review sets to explore the challenging task of envisaging, conceiving, and realizing crafting strategies by proposing a deep critical evaluation of the subject. Along the way the essay will compare and contrast different authors views on an issue, criticise aspects of methodology, note areas in which authors are in disagreement, highlight exemplary studies, highlight gaps in research, show how Mintzbergs study relates to previous studies, show how his study relates to the literature in general and conclude by summarising what the literature says. History Literature on strategy emergence has a long history (Bower, 1970; Bower and Doz, 1979; Burgelman, 1983; Quinn, 1978, 1980, 1982; Nelson and Winter, 1982; Mintzberg, 1978, 1987; Mintzberg and Waters, 1984, 1985, 1990; Prahalad and Hamel, 1990; Pettigrew, 1985). The process view of strategy has been revived in the Eighties by Mintzberg work on Crafting strategy (1987), and later by the work of Hamel and Prahalad on Strategic Intent (1996). Many of them share a common view on the theory and practice of strategy as they generally agreed, strategy is a plan to be executed in the future to achieve specific objectives. However, this view of strategy is limited and potentially dangerous because it obscures the rich and paradoxical nature of the wider concept of strategy, and it can result in significant opportunities and danger signs being overlooked. (Mintzberg, 1987) Overall strategic observation: Mintzberg, Alilstrand and Lampel (1998, p.9) have even encapsulated the paradox of strategy with the following observation: Most people, managers and as above mentioned academics define strategy as a plan, or something equivalent a direction, a guide or course of action into the future, a path to get from here to there. However as it has been stated above this is potentially dangerous. Strategy, therefore, according to Mintzberg should be viewed as a combination of the actions that are intended to result in anticipated business outcomes; and the actions that emerge as a result of the many complex activities that are undertaken within an organization. Thereby strategy become a process itself, one that involves the co-evolution of discourse nature individual and society. Drawbacks of certain strategic approach uncertain future How to create and develop the perfect strategy has been the question of managers, business owners, military commanders and even individuals for ages. This simple question seems to be fundamental for strategic management, but there are still surprisingly few answers in strategy research. Numerous academics and managers states that the optimal way to approach the perfect strategy is by attempting to predict a foreseeable future, making decisions in advance, and controlling the realization of strategic plans (e.g. Rumelt, Schendel, and Teece, 1991, 1994). However as there are as many potential futures as companies a single formal strategy plan cannot be used especially when it is based on prediction. Although any company that cannot imagine the future is unlikely to be around to enjoy it. Strategic managers living in the here and now, and only concerned about the next quarter, will fail at the task of imagining the future (Hamel and Prahalad, 1996: 242). Diverse benefits In recent years there has been a growing body of opinion amongst scholars in the field of strategic business management that some of the central tenets of classical strategic theory are no longer as appropriate as they might once have been (Thompson, 1967; Westley and Mintzberg, 1989; Whittington, 1993; Mintzberg, 1994; Hamel and Prahalad, 1995; Camillus, 1996; Hamel, 1996; Kouzmin et al., 1997; Mainwaring, 1997; Mintzberg et al., 1998; Kouzmin and Jarman, 1999; Parker, 2002). Several studies have confirmed that managerial choice and design of strategy in terms of planning and analysis activities are beneficial in decision and strategy making (e.g. Dean and Sharfman, 1996; Miller and Cardinal, 1994) and other studies have identified beneficial supplemental strategic planning practices, such as programmed conflict approaches (Schweiger, Sandberg and Rechner, 1989) and implementation tactics (Nutt, 1987). However, there are conflicting evidence regarding the benefits of strategic planning (Boyd, 1987; Mintzberg, 1994; Pearce et al, 1987) and strategy goal and method consensus (Dess, 1987). Moreover, in practice, strategy-making sometimes seems to differ from the normative managerial choice, design and planning ideal. These differences are most evident under more complicated circumstances, in uncertain strategic decisions (Mintzberg et al 1976; Nutt, 1984), in firms with diverse and conflicting goals (Quinn, 1980; Pettigrew, 1973; Eisenhardt and Bourgeois, 19 88b), in unstable (Mintzberg, 1973; Fredrickson and Mitchell, 1984; Fredrickson, 1984) or fast changing environments (Bourgeois and Eisenhardt, 1988a) and in large and complex firms (Bower and Doz, 1979; Burgelman, 1983b). The fundamental divergence in these strategy process perspectives, compared to the traditional design view, is that under these conditions strategy process and action involve organizational learning (Mintzberg, 1990). Strategists learn from, and strategies are informed by implementation and experience, and interactions between various organizational levels (Burgelman, 1983a, b; Mintzberg, 1978; 1987; Mintzberg and McHugh, 1985; Pettigrew and Whipp, 1991; Quinn, 1980). An even more recent research supports Fredrickson and Mitchell above mentioned statement that the business landscape is neither stable nor predictable, making prediction and control very difficult (e.g. Burgelman, 2002; Hamel, 2000; Mà ¼ller-Stewens and Lechner, 2001; Leibold, Probst, and Gibbert, 2002) and by this statement and research they highly disagrees with (e.g. Rumelt, Schendel, and Teece, 1991, 1994) declaration. The actual strategy activities that form these strategic positions essentially remain unclear in strategy content research (Cockburn, Henderson and Stern, 2000). Conversely, strategy process views (e.g. Mintzberg, 1978; Johnson, 1987, 1988; Mintzberg and McHugh, 1985; Mintzberg and Waters, 1985; Pettigrew, 1977; 1985a, 1987a; Quinn, 1980) provide rich and systematic descriptions showing that strategy making involves a variety of factors and contextual influences, besides analytical exercises by managers in the centre as it has been identified in previous paragraph s. Strategy-making activities have also partially been specified, such as routines in decision processes (Mintzberg, Raisinghani, and Thà ©oret, 1976). Example: The business world is changing fast as it has been mentioned above. Lewis E. Piatt, former Hewlett-Packard chief executive officer (CEO), argues, Anyone who tells you they have a 5 or 10 year plan is probably crazy. With rapid change comes uncertainty. And with uncertainty comes risk and great opportunities. If the business bet big today, for example, they may fundamentally reshape an emerging market to their advantage. Or they may suffer losses that throw their company into bankruptcy. If they wait for the uncertainty surrounding a possible opportunity to disappear, on the other hand, they may avoid making some foolhardy mistakes or they may lose their first mover advantages to a more aggressive competitor. In choosing strategies under uncertainty, there are no easy answers. Yet many business strategists make it harder than it has to be, simply by relying on outdated strategic-planning and decision-making approaches states Lewis E. Piatt. These tried and true approaches, designed to optimize strategic decision making in predictable environments, systematically fail in times of high uncertainty, as it can be experienced today. On the other hand Foresight an accurate view of the future is essential in generating the best forecasts and making the right strategy choices like Rumelt, Schendel, and Teece argued. The typical process assumes that the strategists possess the foresight to translate their knowledge of the future into point forecasts of key value drivers. These point forecasts allow for precise estimates of net present value (NPV) and other financial measures, which, in turn, determine which strategy will deliver the highest return. In addition, the typical process assumes that a deep, analytical understanding of todays market environment and todays company capability ties is the key to developing foresight about the future. For example, industry analysis frameworks, like Porters Five Forces, are at the heart of most prototypical processes because it is implicitly assumed that understanding the microeconomic drivers of todays market environment is essential to understanding the strategies that will win in tomorrows ma rket. Welch sad its more important to imaginative than to be predictive. Imagination is one of the biggest corporate challenge of the last century. Its about developing a clear idea of what is going on around the company and taking advantage of that (Welch, personal communication, April 2002). Similarly to Welch, Mintzberg after carrying out over 20 fairly reliable researches clearly states that knowing the organization capabilities well enough to think deeply enough about its strategic directions is highly important, but knowing the strategic direction does not mean having a strategic plan or trying to predict the future and make decisions in advance to get to that goal rather it means that strategic plan will informally shape as a reflection of the environmental effects as they go on like Welch stated strategy is taking advantage of what is going on around the business. Kaplan highly supports Mintzberg theory and after carrying out valid and reliable researches over 30 businesses with Be inhocker he belives that successful companies only generate strategic plans to prepare their management team but real strategic decisions made in real time. When Mintzberg in his article recounts the events of leading players like Volkswagen over a certain period the dangers attaching to the biography apply. There can be little doubt that Mintzberg has accurately recorded events, but the interpretation of these events and the meaning of the actions that the companies took are affected by the authors personal paradigm. The reader is being invited to note the strategic techniques and to apply them to their own situation. Particular care has to be taken with idiosyncratic accounts, such as Townsend (1970) and Roddick (1991), where the distinctive character and personal style of the writer may make it difficult for ordinary mid or small business managers to apply the adduced lessons and techniques, dispassionate, objective assessment can be difficult when confronted with skilfully compiled accounts of past events. Apart from gathering developed and chronological lists and graphs of the most important actions taken by each organization, he us ed interviews and in-depth reports to study what appears to be the key point of change in each organizations strategy. Structured interviews pose specific questions to the interviewee, which suggests that the interviewer has an agenda formed by previous study which could weakened the validity of the source. The unstructured interview, on the other hand, gives freedom to the interviewee to talk about what they thought was important and interesting which could also result one point of view. In practice, interviews tend to be a mixture of both approaches, if only to avoid the risk of the interviewee losing the plot, but the free flow of ideas may reveal more than the subject intended. The more that is known about the period or the company under study, the better able the interviewer is to detect weak signals in what has been said and to follow them up. Although the evidence gained is somewhat weakened, it may be necessary to agree to anonymity, but Bower (1970) is an example of a powerful study conducted on an anonymous company and its managers. Evidence, then although often of questionable veracity, is the very stuff of history and the Mintzberg cannot apply purely scientific methodology to its interpretation. Wider knowledge of the period and the actors within it helps to develop a feel for the likely truth before going on craft and interpret the primary evidence. I have six honest working men Who taught me all I know Their names are: why and what and when And who and where and how (Rudyard Kipling). Kiplings little verse which is quoted above is a valuable guide to interpretation. These questions enable Mintzberg to press more information out of the assembled evidence. Similarly, when making a deduction, or gaining an insight, it is a good discipline to ask, What are my reasons for making this assertion? Analytical interpretation has to be disciplined, and conclusions only drawn when fully supported by evidence. It is at this stage that, the notion of crafting is most evident, as Mintzberg engages with the material in the search for insight and revelation, whilst maintaining impartiality and objectivity. Later on Mintzberg (1995) suggest that Chandler (1962) definition is the first modern definition of business strategy. If this definition were placed in the previous section on planning it would fit perfectly. Andrews (in Learned et al., 1965, p. 15) defines strategy similar to Mintzberg later theories: the pattern of objectives, purposes or goals and the major policies and plans for achieving these goals, stated in such a way to define what business the company is in and the kind of company it is to be. Andrews has defined strategy as a plan, one of the objectives of which should be specifically to define what business the company is in and the kind of company it is to be. This caveat, that at least one task must be achieved, is perhaps the first generic strategy! A strategy is the pattern or plan that integrates an organisations major goals, policies, and action sequences into a cohesive whole. A well formulated strategy helps to marshal and allocate an organisations resources into a unique and viable posture based on its relative internal competencies and shortcomings, anticipated changes in the environment, and contingent moves by intelligent opponents (Mintzberg et al., 1995, p. 7). This definition describes strategy as a plan or alternatively as a pattern. The concept of strategy as pattern is an idea that Mintzberg uses often (Mintzberg and Waters, 1985; Mintzberg et al., 1998). Mintzberg et al. (1998, p. 9) develop the concept of strategy as pattern with further concepts that they describe as the Five Ps for Strategy; Plan, Pattern, Position, Perspective and Ploy. Here, it is suggested that strategy is often described as a plan but when managers are asked what they actually did, they describe strategy as a pattern, or repetition of actions taken in previous years, that is subsequently adjusted to meet current criteria. Hence, strategy as a plan is looking forward and strategy as a pattern is looking backward; that is, relating to past behaviour. Both ideas have relevance, because planning would be impossible without looking forward and backward. In addition, Mintzberg et al. (1998, p. 13) suggest that it is also important to look inward and outward and up and down, which they describe, respectively, as strategy as a position and as a perspective, namely an organisations fundamental way of doing things. Their fifth concept, strategy as a ploy, treats it as a specific action designed to outwit an opponent or competitor. However, it is possible that this concept is more closely related to tactics than to strategy. The five Ps of Mintzberg et al. (1998) provide additional viewpoints for looking at strategy. However, their views add very little to the mainstream ideas of other scholars who believe that, in some significant fashion, strategy is intimately related to planning. Apart from Mintzberg 1987 article there are other similar approaches both in strategy content and process views (e.g. managers as architects, Andrews, 1980; formulating strategy as a creative act, Christensen et al., 1982; managers as craftsmen, Mintzberg, 1975; or strategy creation as craft thought and action, Mintzberg, 1989) Although there are several authors with a different point of view on Craftmen strategy like Rumelt, Schendel, and Teece as they do not consider managers are craftsmen.

The Scandinavian Influence On The English Language English Language Essay

The Scandinavian Influence On The English Language English Language Essay The Viking colonisation of the British Isles had a considerable effect on the English language and vocabulary. Even today, after hundreds of years, we can still see the evidence of Scandinavian influence. This paper deals with the influence of Scandinavian on the English language. The aim of this paper is to show examples and explain the impact of Scandinavian on the English language. 1. Introduction The history of English language is usually divided up into four major periods that can be justified both on the basis of linguistic differences and on the basis of historical events that influenced the later development of English language  [1]  . These periods are Old English (450-1150), Middle English (1150-1500), Early Modern English (1500-1700) and Modern English (1700-present). These years are not strict boundaries but rough approximations. English has been influenced by many languages and one of them is Scandinavian (in the period of OE and ME). Scandinavian loans differ from other loans from the same period because they refer to common, everyday events and objects. Because of its extent, it is one of the most interesting of the foreign influences on the English language. 2. The Scandinavian influence on the English language Their activities began in plunder and ended in conquest. (Baugh and Cable 92) 2.1. Historical background The Viking Age lasted roughly from the middle of the eighth century to the beginning of the eleventh. The Vikings were the Germanic tribes of the Scandinavian Peninsula and Denmark. The reasons for their sudden attacks and voyages are unknown; it is possible that they were of economic or political nature. In their adventures the Swedes established a kingdom in Russia; Norwegians colonized parts of the British Isles, the Faroes, and Iceland, and from there pushed on to Greenland and the coasts of Labrador and Newfoundland; the Danes founded the dukedom of Normandy and finally conquered England (Baugh 92). Vikings conquered large areas of England but were stopped by King Alfred of Wessex. He signed the Treaty of Wedmore (878) with Gunthrum, the Viking leader. The treaty defined the boundary line, running roughly from Chester to London, to the east of which the Vikings were to remain (Berndt 1989: 22). This area was where Danish law and customs were followed and would later be known as the Danelaw. In the beginning of the eleventh century, the Vikings reached the pinnacle of their achievement Cnut, king of Denmark, conquered Norway England and obtained the throne of England (Berndt 23). Viking invasions led to an immigration wave from Scandinavia. Although most of the new inhabitants were Danes, there were also Norwegians and Swedes. The two peoples, the English and the Scandinavian, amalgamated. As is described in Baugh and Cable (98), the Scandinavians intermarried with the English, adopted many of their customs and accepted Christianity. Not much is known about the relation of the two languages. In some places the Scandinavian gave up their language early and in some places Norse was spoken as late as the seventeenth century. It is also highly possible that some of the new inhabitants were bilingual. Old Norse and Old English were similar languages so it is highly probable that the two may even have been mutually intelligible to a limited extent (Baugh and Cable 96) which made the process of borrowing and adoption easier. 2.2. Scandinavian place-names Many places in today England bear Scandinavian names (more than 1,400). These names are notable evidence that the Vikings once settled in England. These places are mostly situated in the district of the Danelaw but are not uniformly distributed (Berndt 22, 64). According to Baugh and Cable (98-99), there are more than 600 places with names ending in -by (such as Whitby, Grimsby). The Scandinavian word by means farm or town; the word can also be seen in by-law (town law). Some 300 place-names end in the Scandinavian word thorp that means village (like Althorp, Bishopsthorpe, Linthorpe). There are almost as much place-names that contain the word thwaite, an isolated piece of land (e.g. Applethwaite, Langthwaite). Around a hundred end in toft, a piece of ground, a messuage (Brimtoft, Nortoft). Even personal names bear witness to the Scandinavian influence. Names with the suffix -son like Stevenson or Johnson are the Scandinavian equivalent of OE patronymic -ing (as in Browning). 2.3. The tests of borrowed words As previously stated, Old English and Old Norse were similar languages; some common words of the two languages were even identical. Therefore, in some cases, it is difficult to determine whether a word in Modern English is native or a borrowed word. However, there are some reliable criteria that help to determine the origin of the word. Baugh and Cable (96-97) enumerate and exemplify three criteria. One of the simplest is (1) the development of the sound sk. In OE, this sound was palatalized to sh (written sc), except in the combination scr while in ON it retained its hard sk sound. So, for example, native words like ship and fish have sh in Modern English, whereas words borrowed from Scandinavian are still pronounced with sk: sky, skin, skill, scrape, whisk. An interesting example is that of the OE word scyrte that became skirt in Modern English, whereas the corresponding ON form skyrta became skirt. The retention of the hard pronunciation of k and g in words such as kid, get, give, and egg indicates Scandinavian origin. Occasionally, (2) the vowel of a word helps to determine the origin. For example, the Germanic diphthong ai became Ä  in OE (Ã…Â  in Modern English) and in ON it became ei or Äâ€Å". Some examples of borrowed words are aye, nay, hale, reindeer and swain. These kinds of tests, based on sound-developments in the two languages, are the most reliable means of distinguishing Scandinavian from native words. Sometimes (3) meaning can help to determine the origin of the word. The Modern English word bloom (flower) could have come from OE blÃ…Â ma or Scandinavian blÃ…Â m. The OE word meant an ingot of iron, whereas the Scandinavian word meant flower, bloom. The ON meaning is the one in ordinary use while the OE word has survived as a term in metallurgy. Another example where meaning helps us to determine the origin of the word is the word gift. In OE this word meant the price of a wife, and thus marriage in the plural, where as the ON word had a more general sense with the meaning of gift, present. 2.4. Scandinavian loanwords Although the Scandinavian loan words began to enter the English language probably at the same time when the Vikings settled down (the period of Old English), the evidence in writing can be found mostly in Middle English texts. The loanwords were recorded long after they came in use because it took some time before they entered the standard English. Baugh and Cable divided the early loanwords (in OE) into two groups. The first group constitute words associated with sea-roving and predatory people (99). The second group is made out of words relating to the law or characteristic of the social and administrative system of Danelaw (99). After the Norman Conquest, most of the words from the second group were replaced by the French terms and thus can no longer be found in Modern English. It was only after the Danes had begun to settle down that Scandinavian words started to enter in greater numbers into language. We cannot divide these words into different domains of thought or experience because Scandinavian loanwords are varied and simple (as opposed to the French or Latin loanwords). They include common, familiar, everyday words. The following list serves only illustrative purposes and is not in any way exhaustive, as there are around 900 Scandinavian words in Modern English. NOUNS axle-tree band bank birth boon booth brink bull calf (of leg) crook dirt down (feathers) dregs egg fellow freckle gait gap girth guess hap husband keel kid law leg link loan mire race reef (of sail) reindeer rift root scab scales score scrap seat sister skill skin skirt sky slaughter snare stack steak swain thrift tidings trust want window ADJECTIVES awkward flat ill loose low meek muggy odd rotten rugged scant seemly sly tattered tight weak VERBS bait bask batten cal cast clip cow crave crawl die droop egg (on) flit gape gasp get give glitter hit kindle lift lug nag raise rake ran-sack rid rive scare scout (an idea) scowl screech snub sprint take thrive thrust As already mentioned, these words are very common and of everyday use. There probably existed words for the same concepts in OE, so the new words could have supplied no real need in the English vocabulary. However, these words made their way into the English as the result of the mixture of two peoples. Scandinavian loanwords are very interesting because they refer to ordinary things and because they retained in the language. As Ruiz Moneva (184) points out, the most important source languages at OE and ME period were Celtic, Latin, French and Scandinavian. But, contrarily to what had happened with the Celts, the Scandinavian influence upon the English language is characterized by its intensity, the great and important areas of the language which were affected (Ruiz Moneva 184). As previously stated, at one time, both languages were used side by side. This situation could have resulted in six different scenarios (Baugh and Cable 99-102; Ruiz Moneva 187-88). (1) If words in the two languages coincided more or less in form and meaning, the modern word stands at the same time for both its English and its Scandinavian ancestors. Some examples are burn, cole, drag, fast, hang, murk(y), scrape, thick. (2) If there were differences in form, the English word often survived. Some examples are bench, goat, heathen, yarn, few, grey, loath, leap, flay. Corresponding Scandinavian forms can often be found in ME literature and in some cases they still exist in dialectal use (e.g. screde, skelle, skere with the hard pronunciation of the initial consonant group; the standard English forms are shred, shell, sheer). (3) In some cases, the Scandinavian word replaced the native word, often after two had long remained in use concurrently. For example, the word awe is of Scandinav ian origin and its cognate eye (aye) was an OE word. In the earlier part of the ME period the English word was more common, but later on (by 1300) the Scandinavian form appeared more often and finally replaced the Old English word. The same happened with the words for egg ey (English) and egg (Scandinavian); words for sister OE sweostor, ON syster; the ON verb take replaced the OE niman. (4) Sometimes, both the English and Scandinavian words survived with a difference of meaning or use (the English word is given first): no-nay, whole-hale, rear-raise, from-fro, craft-skill, hide-skin, sick-ill. (5) Some native words that were not in common use were reinforced or reintroduced from the Scandinavian. Examples are till, dale, rim, blend, run and the Scottish bairn. (6) Finally, the English word might have been modified by taking on some characteristics of the corresponding Scandinavian word. Examples include give and get with their hard g and Thursday instead of the OE ThunresdÃ…â €Å"g. 2.5. Form (grammatical) words Scandinavian words that made their way into English were not only open class words (nouns, adjectives and verbs). The Scandinavian influence extended to grammatical words pronouns, prepositions, adverbs, and even a part of the verb to be. This is not a common case when it comes to borrowing. The pronouns they, their, them are Scandinavian (OE were hÄ «e, hiera, him). Both and same, although they are not pronouns, have pronominal uses and are of Scandinavian origin. Some other examples include the conjunction though, adverbs aloft, athwart, aye (ever) and seemly. One of the most important Scandinavian words in English is the present plural of the verb to be are. The Scandinavian form took place of bÄâ€Å"oth or sind. 2.6. Syntax and grammar Scholars do not agree on the Scandinavian influence on the English syntax. Baugh and Cable (103-105) claim that the Scandinavian influence not only affected the vocabulary but also extended to [] syntax. They admit that it is less capable of exact demonstration, but then conclude that it is hardly to be doubted (103). Kirch (503), on the other hand, argues that all of the previous claims made about the influence of Scandinavian on English syntax are the subject of much controversy. It was considered that these syntactic features originated from Scandinavian: (1) relative clauses without pronouns, (2) the omission of the conjunction that, (3) the use of shall and will in Middle English, (4) the genitive before nouns (Kirch 503). But Kirch (503-510) refutes the quoted features and concludes that the investigation turns up no positive proof of Scandinavian influence on English syntax (510). Berndt does not even mention syntax, so it is possible that he considers that Scandinavian did in fluence it. 3. Conclusion As we have seen, even today, after so many years, we can still see the evidence of Scandinavian influence in English. There are thousands of place-names of Scandinavian origin. Many common and everyday words have Scandinavian origin. We cannot even imagine the English vocabulary without them. What is even more fascinating is that Scandinavian left an imprint on grammatical words and possibly syntax, which is a rare case when it comes to borrowing. It can be concluded that Scandinavian has had significant impact on the development of the English vocabulary.

The Tv Generation :: essays research papers

The TV Generation Everyone has a moment in history which belongs particularly to him. It is the moment when his emotions achieve their most powerful sway over him, and afterward when you say to this person "the world today" or "life" or "reality" he will assume that you mean this moment, even if it is fifty years in the past. My generation is greatly influenced by the media, specifically television. Television becomes my reality by bringing into my life the happenings of the outside world. Our generation is often called the MTV generation. We are often stereotyped with the idea that all we do is sit around and watch TV. Sure, we probably do watch more television than our parents did as teenagers but we have to remember, TV was generally new to their generation. They only had a couple of channels to choose from while we sit in front of a television with 53 channels and a remote to control them with. We have the option to decide upon everything from The Disney Channel to VH1, The Family Channel to Fox. That box in our bedroom or family room is a very controlling yet entertaining appliance. Teenagers have always been free-spirited in any generation. We are always doing and saying childish things while trying to grow up. If we only have a couple years of our childhood left then who cares if we spend it in front of a TV? Which is not to say that we do that anyhow. Perhaps we use the TV as a way of relaxing before we go off and hit the books for two hours. Or maybe we use it to spend time with our family. I mean, come on, how many teenagers enjoy going on family outings with mom, dad, and kid brother? However, if the TV can gather everyone together on a Sunday afternoon to watch the "Packers" game then shouldn't mom and dad be happy? On the other hand, there is such a thing as bad TV. Sex and violence is plastered all over our brains with a flick of a switch and I tend to believe that this influences teenagers, or for that matter, anyone who watches it. But then again, we can not say all TV is evil. MTV has set up several programs to educate teens on sensitive subjects and has begun to censor certain videos and shows. Parents often say to their teens, "If you watch too much TV you'll fry you brains out." Yeah, right mom! As if we're going to believe that.

A Selection from Perpetual Masquerade: Marriage,Sexuality and Suicide in Madame Bovary :: Research Papers

A Selection from Perpetual Masquerade: Marriage,Sexuality and Suicide in Madame Bovary Introduction: the Heroine’s Dilemma The essence of the happenings of ordinary contemporary life seemed to Flaubert to consist not in tempestuous actions and passions, not in demonic men and forces, but in the prolonged chronic state whose surface movement is mere empty bustle, while underneath it there is another movement, almost imperceptible but universal and unceasing, so that the political, economic, and social subsoil appears comparatively stable and at the same time intolerably charged with tension.1 The high incidence of suicide among women who people nineteenth-century fiction and drama, as illustrated in Flaubert’s Madame Bovary and Ibsen’s Hedda Gabler, among others, often is viewed as the heroine’s quick and relatively easy way of escaping from her problems and from the complexities of life. The shock of suicide, especially as it is presented in Madame Bovary, brings to the fore the seriousness writers like Flaubert and Ibsen attached to the power society wields in molding a woman’s life and character into the model it deems appropriate. Their fictions show how dire the consequences may become should a woman’s needs lie dormant or fail to be fully realized. Among the needs that go unfulfilled in the women of these literary works are their sexual ones, which is why so many of these novels and plays center on sexual awakening and on the dissatisfactions of marriages of a conventional kind. The amount of research done and material written on this topic speaks to its significance when considering the issue of sexuality both for the characters in the aforementioned novels and for women in general. In This Sex Which is Not One, for instance, Luce Irigaray says that â€Å"Woman derives pleasure from what is so near that she cannot have it nor have herself. She herself enters into a ceaseless exchange of herself with the other without any possibility of identifying either† (31). Indeed, as we can see in these literary works, the oft overlooked (or merely misunderstood) subject of female sexuality, if even granted its own status, remains a threat to male control in such androcentric societies. Particularly prominent in the discussion of the place of and entitlements for female sexuality is Flaubert’s protagonist. Emma, because of her resistance to women’s pre-mandated roles and because she eventually succumbs to suicide, stands as a fitting example of a culpable character for those readers alarmed by the willful or independent woman. In this analysis, sexual and personal latitude, Emma’s case certainly suggests, breeds destruction of what most nineteenth-century bourgeois considered the core of existence: strict adherence to the social and moral codes maintaining a proper and

Bush :: essays research papers

American Government Bush’s Address Before this speech I didn’t know what to think about Bush as a president. After reading his speech my view on him has changed greatly. Not only did talk about the American people but also other countries. Through out his speech he pleased both the anti-war Americans but the pro-war American’s also. Bush has a lot of respect, or bravery for saying that "the United States respects the people of Afghanistan--after all, we are currently its largest source of humanitarian aid--but we condemn the Taliban regime". It shows that he has his thoughts all collected and he is not rushing and attacking and putting blame on the people of Afganistan. He still has concerned for them, that they are just repressing their own people He tried to please every American by being saying there will be a war but not like other wars. By saying â€Å"Our response involves far more than instance retaliation and isolated strikes. Americans should not expect one battle, but a lengthy campaign unlike any other we have even seen.† He went on to say that it’s not a war against Afganistan but a war on terrorists'. I liked how bush puts his foot down and threatens the Taliban. Demanding them to close permanently every terrorist training camp and hand over every terrorist and everyone who participated to the proper authority. Saying that his demands are not open to negotiation or discussion so they must turn in the terrorists or "or they will share in their fate. He is threatening them but also has enough bravery to do it considering what they have already done In the last part of his speech he goes on how "we will come together† to strengthen American and so on then how he hopes that in the months ahead life returns to almost normal but how "our resolve must not pass". We will always remember that day and to whom it happened. I also liked how Bush showed the police shield of a man named George Howard, who died at the W. trade center trying to save others and how "This is my reminder of lives that ended, and a task that does not end. Then he ends it with how he will not yield, will not rest for the freedom and security for the

IOM and Nursing Transformation Essay

The Institute of Medicine (IOM) is an American, not-for-profit, non-governmental, unaffiliated, organization created for the sole purpose to serve as an advisor to the government and every sector in society in order to make better informed health care decisions. Established in 1970 the IOM organization has been answering the nation’s most pressing questions about health care over the past 4 decades. October 5, 2010, the IOM in collaboration with The Robert Wood Johnson Foundation (RWJF), released its recommendations on nursing in the United States. The report entitled, â€Å"The Future of Nursing: Leading Change, Advancing Health† explore the need for health care nursing professionals to evolve and prepare for the dynamic work environment in which they will take part, providing an action-oriented blue print for the health care professional as a guide to practice (Institute of Medicine, 2010). The IOM report continues to have an immense impact on nursing care today, transforming primary practice, education, and the leadership roles of health care provider. Within the IOM report, 4 key messages were provided as follows, 1. Nurses should practice to the full extent of their education and training. 2. Nurses should achieve higher levels of education and training through an improved education system that promotes seamless academic progression. 3. Nurses should be full partners with physicians and other health care professionals in redesigning healthcare in the U.S. 4. Effective workforce planning and policy making require better data collection and an improved information infrastructure (Institute of Medicine, 2010, p. 4). On the grand scale, nursing is by far the largest force in health care, by sheer numbers the impact nurses make in health care is astounding. Nurses are vital to the change and success of health care reform. The IOM cites the Affordable Care Act (ACA), a new law signed into effect March 23, 2010, by President Obama. The ACA allows the public better access to care, stronger Medicare, more affordable coverage, and stronger consumer rights and protections (THE WHITEHOUSE.GOV, n.d.). What The ACA means for nursing practice is, with insurance becoming more readily accessible to the public, it is inevitable that patient loads will increase causing a higher demand for educated and skilled nurses. New rules mandating patients and practitioners meeting face-to-face at the start of care and mandating regular check-ups as preventative care will also increase demand for nurses. To meet this growing need for health care professionals current and prospective providers look to provide motivation. Funding has been made available to nurses as an incentive to pursue advanced degrees and become lifelong learners by creating stricter regulation for continuing education requirements. Employers are becoming extremely cognizant of the growing demand and are willing to provide career assistance, and tuition reimbursement in order to remain competitive in the healthcare industry as well as increase employee retention. Education is vital to achieve the goal of the IOM desiring to increase the number of BSN educated nurses from 50% to 80% by the year 2020(The Forum of Nursing Workforce Centers, 2012). With education, comes responsibility. As part of the vision of the IOM, nurses should become full partners in collaboration and shall become leaders, whether it be formal or informal. Leadership should be integrated in all aspects of nursing, â€Å"from the bedside to the boardroom† (Institute of Medicine, 2010, p. 221). Leaders aren’t just policy makers and managers anymore, they are mentors, teachers and advocates, for their patients as well as each other. As leaders nurses should collaborate with multidisciplinary team members to provide safe and effective care, sharing their knowledge, skills and critical thinking expertise. Being an informal leader also involves mentoring peers and acting as a resource, fostering an environment conducive for growth and success as well as professional development. Addressing the call to action by changing practices to meet the recommendations is vital to the transformation of nursing. To meet this call to action, my first goal is to obtain my Bachelor of Science in nursing degree. Education is the foundation the gives us the ability to grow and thrive in our profession successfully. I challenge myself to continue with my education and going forward continue on the path as a lifelong learner. I vow to seek opportunities available to me to enhance my knowledge and skill base whether it is through my employer, my state required continuing education credits (CEU’s), or a nursing organization such as my membership with the American Association of Critical Care nurses (AACN). I will continue to collaborate with all team members, be an advocate and to be a mentor and a resource to my peers, and promote education and learning through them as well. And finally I will accept this call to action by challenging my other peers and cohorts to do the same. References Institute of Medicine. (2010). The Future of Nursing: Leading Change, Advancing Health. Retrieved from http://books.nap.edu/openbook.php?record_id=12956&page=R1 THE WHITEHOUSE.GOV. (n.d.). http://www.whitehouse.gov/healthreform/healthcare-overview#healthcare-menu The Forum of Nursing Workforce Centers. (2012). http://nursingworkforcecenters.org/Resources/files/StateImpactOfIOMReportOnNursing.pdf

kingdom of matthias Essay

Starting in the early 1600’s English settlers began migrating to the Americas in search for liberty and the right to govern themselves in what they deemed a Christian manner. Thomas Morton, was one of the first to write about the Indians of New England. He condemned their religious beliefs claiming it was similar to devil like worship. (VOF,4) The Native Americans were seen to be living a much happier life even without religion, law and a king. This daunted Christian and they did not understand how this could be. It’s written that they claim their prosperity was full of evil and they would lead a happier life once bought to Christianity.(VOF,6) I feel this is the last America sees of true religious freedom. In reality, religious liberty existed in very few parts of the Atlantic world in during this time period. Most nations outlawed religious groups that rulers deems dangerous or disruptive. Among all the colonies, one that demonstrated religious freedom in a higher sen se would be Maryland. Cecilius Calvert was a Catholic who wished to demonstrate that Protestants and Catholics could live in peace, something that was not seen in Europe. In 1649 Maryland established an Act Concerning Religion, which introduced religious tolerance, saying that anyone who troubled a Christian due to their religion would be punished.(VOF,27) I feel this allowed others to safely demonstrate â€Å"religious freedom†, but this is just one state among the colonies. During this time it was rare to have this type of true freedom. Like many settlers, the puritans came to American in search of liberty, and to govern themselves in what they deemed a Christian manner.(VOF,29) This is where Religious freedom loses the sense of freedom, because the puritans created their own definition of the word freedom. John Winthrop explains that freedom to them meant obedience to God’s laws and the law of rulers such as himself.(VOF,29-30) Basically you can see that they are imposing their moral stan dards on society as a whole, denying anyone other than themselves of true religious freedom. Unlike what Maryland was trying to implement, this colony believed in follow their religion, or be punished, much like a wide array of colonies. A prime example of this would be the trial of Anne Hutchison in 1637. Hutchison was accused of expressing opinions that did not match up to those in authority.(VOF,33) The trial gives examples of how if you stray against what the government deems Gods word, then you would be punished. Hutchison argues that she is reciting what she believes God told  her is his word, and Governor John Winthrop, one of her accusers, argues that this is another religion and its punishable. (VOF,35-39) Because Hutchison followed her own beliefs she is banished from their society, clearly being stripped of her natural right of religious freedom. Based on examples like this, what religious freedom really meant was, â€Å"do as I say or be punished†. You can see this start to shift as time goes on, you can see people start to realize the damage this is putting on society and settlers, such as Roger Williams, begin to branch out and start new movement. Williams founded Providence, Rhode Island, and then came to publish a letter claiming that no one should be forced to follow any particular religious belief, but they should still obey the government in charge of civil matters. (VOF,40) This is what religious freedom should have been from the beginning.