Death Of The Chaucer s The Canterbury Tales Essay

As a lurking shadow prowling throughout a novel or a moral fate waiting for the outcome of a situation, death is an element in which there is no limit to what it can described as. Death has been in literature as a theme to many outcomes, such as fate, morality, fear, lessons, and more. Death can be the ending to a protagonist or antagonist who has battled through trials, but it can also be a literally element to describe the battles or actions someone has faced. Though literature describes death in many certain ways, death has no central theme. A theme can be pulled out of a story, such as a moral lesson leading towards death or fear of accepting death into life, but overall death can never be defined as only one central theme. Death itself can be used to show what the meaning is in life, as it has no limit to what it can be used to label. In Geoffrey Chaucer’s, The Canterbury Tales, the Pardoner describes a tale full of greed, gambling, and drunkenness to explain the morality of fate leading towards death. In a town full of young, drunken people, three of the men overhear about a funeral. One of the servants explains to the group that one of their friends was killed last night by a mysterious figured, referred to as Death. Due to the drunk lives and deadly sins each person shows, the Pardoner explains that, â€Å"these ones are enemies of Christ’s cross thus, of whom the end is death.† (Vol. B, 215). The people of the town are not preparing for the afterlife of them, and theShow MoreRelatedInsight Into Human Behavior And The Canterbury Tales1560 Words   |  7 Pagesthe Canterbury Tales Geoffrey Chaucer is known for being one of the greatest English poets of his time (Malvern). During Chaucer’s life, he went through many hardships. Some of the hardship Chaucer endured was being kidnapped by French enemies, dealing with the death of his wife, and surviving the Black Death (â€Å"Chaucer†). Chaucer hardship helped him become the author that he was (Malvern). â€Å"The Canterbury Tales is a group of legends narrated by fictional pilgrims on a pilgrimage† (â€Å"Chaucer†). Chaucer’sRead MoreGeoffrey Chaucer s Influence On The 19th Century1341 Words   |  6 Pages Geoffrey Chaucer was one of the most acclaimed writers of the 14th century. It was not exactly certain when Geoffrey Chaucer was, born but it was known to be around 1340 to 1344. He was the son of John Chaucer and Agnes Copton. John Chaucer was a very successful London wine merchant, but soon died in 1366. His wife Agnes got remarried to another Chaucer, said to be a cousin of her late husband John. â€Å"Just where the boy got his schooling is not known; he may have been at either Oxford or CambridgeRead MoreAnalysis Of Geoffrey Chaucer s The Wife Of Bath 1371 Words   |  6 PagesFebruary 2015 Pilgrim Evaluation Geoffrey Chaucer, the Father of English Literature, was the first to write in English for folks to read. One of his best known works of art would be The Canterbury Tales, which was written between 1380 and 1400 in England, but was never completed due to his death. It was composed in Middle English and portrays a great example of frame narrative. The Canterbury Tales begins with a group of pilgrims traveling from England to Canterbury. While they are navigating, they gatherRead MoreWho Was Geoffrey Chaucer?888 Words   |  4 PagesWho was Geoffrey Chaucer? One of the most unique poets of during the Middle Ages was Geoffrey Chaucer. He was born in London sometime between 1340 and 1344. His parents were John Chaucer and Agnes Copton. John Chaucer was an affluent wine merchant and deputy to the king’s butler. Geoffrey held several opportunities early in his life serving as a noblewoman’s page, a courtier, a diplomat, a civil servant, and a collector of scrap metal. He was given theses oppurtunities because of who his father wasRead MoreCanterbury Tales And Beowulf Essay1373 Words   |  6 Pagesof Beowulf and The Canterbury Tales are two that have been compared for centuries. Based in two different time periods, both novels describe religion, loyalty, and distinguish social classes through characters. In the novel Beowulf, the character Beowulf is known as the â€Å"hero of all heroes,† strong, courageous, and a warrior who is willing to risk his life for his ideals. In The Canterbury Tales, there are twenty-four tal es describing characters from a knight to a monk’s tale. As the stories areRead MoreChaucer s Candide And Shakespeare s Macbeth1317 Words   |  6 Pagessociety in which the author lived such as Voltaire’s’ Candide and Shakespeare’s Macbeth. Geoffrey Chaucer, famous for his The Canterbury Tales, and considered instrumental in the creation of English literature, is not as well known for social commentary in his writing. However, The Canterbury Tales do indeed possess insight and analysis of society, namely the role of the authority figures in the Church. Chaucer was critical of the abuses and misuses he saw in the authority within the Church. He demonstratedRead MoreAnalysis Of The Canterbury Tales : Chaucer s Second Nun s Tale 2418 Words   |  10 Pages AN ANALYSIS OF THE CANTERBURY TALES: Chaucer’s â€Å"Second Nun’s Tale†. Leah Holle REL. 700a: Transitional Moments in Western Christianity 1 November 5th, 2014 Geoffrey Chaucer was a prominent figure within English Literature during the Middle Ages, and is regarded as one of the greatest English poets. Among Chaucer’s works, The Canterbury Tales is arguably one of his most famous pieces. In this fictional work, there is a collection of over 20 stories that areRead MoreThe Canterbury Tales, written by Chaucer, and Sir Gawain and the Green Knight, written by an1600 Words   |  7 PagesThe Canterbury Tales, written by Chaucer, and Sir Gawain and the Green Knight, written by an anonymous author, are both sophisticated fourteenth-century examples of medieval romance. Medieval romances captured the heart of their audiences as narratives and stories that featured a protagonist, often a knight, and dealt with religious allegories, chivalry, courtly love, and heroic epics. The concept of the knight emerged from the remnants of the Anglo-saxon literature and ideals and influence of theRead MoreThe Role Of Corruption In Canterbury Tales1035 W ords   |  5 PagesDuring the middle ages, Geoffrey Chaucer, the writer of The Canterbury Tales, used literature to criticize and draw attention to social dilemmas. The period in which he lived was a violent and turbulent time. Public hangings, beheadings, burnings at the stake, etc. were common. â€Å"As Chaucer strolled across London Bridge, making up intricate ballads in his head, counting beats on his fingers, he could see, if he looked up, the staked heads of wrong doers hurried away by earnest christians to theirRead MoreWomen During The Medieval Times1932 Words   |  8 PagesWomen in Canterbury Tales During the Medieval time period that Canterbury Tales was written in, there was a general depiction of women that they weren’t even looked at as humans, but looked at as objects. Women were thought of as weak, untrustworthy, and even less intelligent beings than men. Chaucer did not necessarily agree with the general consensus of women during the time period. Now there are tales that go along with the general impression of women, but there are also signs that Chaucer looked

It205 †Hardware Replacement Project Free Essays

Hardware Replacement Project IT/205 – Management of Information systems June 24, 2012 Cristina Oliver Hardware Replacement Project The IT department is implementing a new CRM solution in its corporate offices. The hardware currently in use is out of date and will not support the CRM application. The hardware must be replaced prior to deployment. We will write a custom essay sample on It205 – Hardware Replacement Project or any similar topic only for you Order Now Resource: Ch. 11 of Essentials of Management Information Systems Write a 1,050- to 1,750-word paper that addresses the following: How do the five major variables of project management—scope, time, cost, quality, and risk—relate to this scenario? What considerations must be applied when selecting projects that deliver the best business value? What factors that influence project risk? What strategies would you recommend for minimizing this project’s risks? * The Information Technology department is implementing a new CRM (Customer Relationship Management) solution in its corporate offices but what we found is that the current hardware is out-of-data and will not support the new CRM application, so to implement the new CRM solution we must upgrade all the hardware prior to deployment of the CRM application. The assessment of scope, time, cost, quality and risk are the five variables needed to consider when planning out this project of the hardware replacement for the CRM application. â€Å"Project management refers to the application of knowledge, skills, tools, and techniques to achieve specific targets within specific budgets† (Laudon Laudon, 2011, P. 397). The project managers’ position is to align the project to meet the necessary target in which they must estimate resources required for the work (materials and people), plan the work, assign and direct the work, report progress, analyze the results, acquire materials, and assesses the risk. In implementing the CRM project we see that the project scope is to have all hardware replaced. Hardware that would be replaced are desktops, servers and possibly handheld devices. Prior to installation of hardware to the corporate offices there will be installation of the software which includes operating systems, standard company applications and the new CRM application, testing of the applications and hardware in the test environment prior to testing on the production network and just before replace of the hardware to the offices there will be education training and then a small department rollout to verify and finalize any risks. We need to figure a realistic time to achieve our target on the CRM project as time. What will be needed is to break down each component into separate tasks and activities so each team has time to accomplish their tasks. Remember that each task given is dependent for the next task to succeed. This give a schedule of when the project may be completed. â€Å"Costs are based on the time to complete a project multiplied by the daily cost of human resources required to complete the project† (Laudon Laudon, 2011, P. 399). Costs also include the hardware, software and real estate of where someone sits when doing the work. The project manager is responsible for developing the budget as well as monitoring the expenses of the ongoing project attempting not to go over their projected budget. Quality is the indication of how well the project is going and also how well the end result satisfies the objects requested by management. Quality defines the workmanship, accuracy and the timelines of the information produced by the new system being implemented. Quality grants a more positive outcome within the project team as well as management. Risk are something that happens with all projects as they are potential problems that threaten the success of a project. The problems that could arise can prevent a project from meeting it’s timelines by increasing time and costs, lowering the quality of the output or possibly preventing the project altogether. When given the project timeline it is normally given some of the risks involved with each tasks and within the project there is the attempt to give buffer time should those risks appear. Considerations that must be applied when selecting projects that deliver the best business value are benefits and costs. In the long or possibly short are the benefits that can regain costs and possibly or will increase financial gains for the business. The company needs to realize the CRM application; if it will indeed benefit from this application and that the application covers all aspects of what the required objectives. Obviously if the company purchases the CRM application and doesn’t meet the requirements then the project will not reap the benefits or costs. Other considerations are training and maintenance of the hardware, software and application. Without training of the application how would one know how to use it to its full potential? Training is planned and designed for the various users and departments. With the CRM application each department will have their specific requirements as to what they will use it for and what they can and cannot access. The IT group will be trained on how to support the application and how to maintain and upgrade when needed. This leads into maintenance which is never cost effective but normally mandatory for reasons of fixing application bugs or hardware upgrades and even operating system updates. Factors or levels that may influence project risk are size of the project, structure of the project and the level of technical expertise (SME – Subject Matter Experts) of the IT staff and project team. Other considerations are consultants if the IT staff is does not have the technical expertise although proper training or shadowing will need to be involved of the consultant to an IT staff. Other factors such as not clear or straightforward requirements or even new technology that the project team does not know the technology can influence the project risk. Even user acceptance of the application is a major factor as some don’t like change or fear new products. There are many factors that can influence the risk of the project. Strategies that I would use to minimize the project risk would be to recruit people whom are SME with products that we are looking to implement, recruit project managers that are expertise in information technology and use the correct tools to manage the project and the deliverables. Implement the proper changes management in advance to have the changes documented in case need to revert back and make sure everything is tested in a test environment prior to placing into a production environment. Train the staff and end-users to make sure everyone is comfortable with the new system. People fear change and to have an in-depth training program will allow the end-users more comfort with the product and in themselves. The number strategy I would use to minimize project risk is communication. Making sure that everyone is on the same page with the deadlines and deliverables. Understanding the timeframe and what need to be done to accomplish the project. The project team needs to see the possible risks that are involved and how they could avoid these risks and make sure they are all documented. I believe that the best practices for managing this project are hiring project managers that have managed successful project in the IT field and have them communicate with the leads of the IT teams to set realistic timeframes to measure the progress of the tasks to overall meet the deliverables and the end date of the project. Communication to the company executives to make sure they understand the timeframe of the project and the implantation of each task and what dates they will be accomplished as well as verifying what are the requirements of management for the project. With regards to all this the project manager will put a project plan with timeframes and risks to hand out to all the project team and management so everyone understands what is involved and what deadlines each team needs to make. Make such dates will show quality to management and the company allowing a much smoother transition to the new CRM application and hardware. Reference Laudon, K. P. , Laudon, J. P. (2011). Essentials of MIS (9th ed. ). Upper Saddle River, NJ: Prentice Hall. How to cite It205 – Hardware Replacement Project, Essay examples

Abolition (872 words) Essay Example For Students

Abolition (872 words) Essay AbolitionA Stronger ResistanceThe abolitionist movement in the United States sought to eradicate slavery using a wide range of tactics and organizations. The antislavery movement mobilized many African Americans and some whites who sought to end the institution of slavery. Although both black and white abolitionists often worked together, the relationship between them was intricate. The struggle for black abolitionists was much more personal because they wanted to end slavery and also wanted to gain equal rights for blacks. However, many white abolitionists only sought to end slavery and did not fight for equality for blacks. From these exceedingly contrasting perspectives and the continuation of slavery, the sentiment of many abolitionists became more militant and radical; some abolitionists began to use more violent methods of resistance to abolish slavery. Before the 1830s most antislavery activists stressed gradual emancipation. These feelings were expressed mainly by Southern whites, some possessing a fear of free blacks not being ready for freedom and others holding beliefs that slavery would gradually disappear (Notes, 10/18/00). Generally, only black abolitionists demanded an immediate end to slavery. This difference in opinion contributed to some blacks taking more violent measures to gain freedom and equality. Further contributing to the more aggressive tactics were the goals of the white abolitionists. Many white abolitionists were not able to accept blacks as their equals and did not fight for black equality, which led to increased tension between blacks and whites. More militant tactics, such as uprising and revolts, were gaining support in the nineteenth century. Nat Turner was a black abolitionist that supported the use of aggressive and forceful tactics. In 1831, in Virginia, he led an insurrection and more than 55 white people were killed. It was very bloody and violent and angered many whites from its brutality (Nash, 275). Yet, many blacks felt that the only thing that would get a response was an uprising and taking drastic measures. In Christiana, Pennsylvania, the Fugitive Slave Laws were passed. These laws stated that whites could recapture their runaway slaves. Blacks were outraged by the passing of these laws and rioted in response to this (Roots of Resistance). This demonstrated how blacks would react in manners that were more forceful and these tactics were used by a number of other abolitionists, however, many still used different approaches to battling slavery. Many abolitionists used writing to end slavery. In 1827, the first bl ack newspaper, Freedoms Journal, was created by Samuel Cornish and John Russwurm (Notes, 11/29/00). This paper spread ideas of freedom and equality and gave hope to the black readers. David Walker, the son of a free black mother and a slave father, pushed the abolitionist movement into militancy in 1829 when he published David Walkers Appeal. His work inspired blacks to organize and urged slaves to rise up against their masters and take their freedom by force (Notes, 11/27/00). Even with tensions high, some abolitionists still advocated a non-violent approach. William Lloyd Garrison, a white abolitionist, published The Liberator in 1831 in Boston. This was a radical anti-slavery newspaper that was successful from the tremendous black support. Garrison favored a non-violent approach that advocated the immediate emancipation of slaves and equality for all blacks (Notes, 11/27/00). Along with newspapers, several organizations were created in response to the injustices. Garrison helped to form the American Anti-Slavery Society along with Arthur and Lewis Tappan. This organization wanted an immediate end to slavery and equality for all blacks in American society. It distributed over one million pamphlets dealing with anti-slavery and was able to organize men, women and children. The society grew and by 1840, it had 200,000 members (Notes, 11/27/00). Most blacks remained loyal to Garrison, although in the 1840s many blacks became more independent. They were more critical of white abolitionist and their racism and prejudice. Blacks recognized that many white abolitionists were against slavery but not for equal rights because they still possessed racist views. In the 1840s, a new group of black leaders emerges, the radical fugitive slaves (Notes, 11/29/00). These fugitive slaves began lecturing and telling their stories. Frederick Douglass, an eloquent ex-slave from Maryland, denounced ideas of violent rebellions. He published several books, Narrative and My Bondage a nd My Freedom, which shared his story and his views on the importance of equality for blacks. The sharing of stories was common among these new black leaders. By sharing a story, it gave the listeners a chance to relate to occurrences in their lives (Notes, 11/27/00). These leaders would tell audiences their experiences while in slavery and how they gained their freedom. Their stories were used to give hope and inspiration to others. Through their experiences, they showed the evils of slavery. The struggle for emancipation and equality was extremely difficult. All abolitionists wanted an end to slavery, but often times only blacks wanted equality in society. The different goals led to different methods of obtaining these goals. Some methods of black abolitionists became much more radical and violent to end slavery. This was a direct reaction to the racism of many white abolitionists. Even with different methods, the outcome of the effort was freedom for the slaves and eventual equal ity for blacks. American History Essays

The Theory of Psychological Egoism

Introduction The story of Tony, Claire and Beth confirms the theory of psychological egoism. According to the theory of psychological egoism, everyone is selfish and this is built in the nature of human beings. We therefore can not avoid acting selfishly.Advertising We will write a custom essay sample on The Theory of Psychological Egoism specifically for you for only $16.05 $11/page Learn More Tony, Claire and Beth in one way or another have decided to give up their comfort to support another’s life. Each one of them is providing support to another’s life in order to gain some fame or feel good about himself or herself although their acts may seem acts of self-sacrifice. According to Psychological egoism, self-less good deeds do not exist. Beth feels good about herself for providing support for her sick mother. She becomes too busy with her mother and forgets about the emotional needs of Tony. Claire also decides to offer support to both B eth and Tony, but this is seen an opportunity to feel good about herself and be popular to the two and most likely to ward off future bad events. Tony also offers his support to Beth so as to maintain the relationship between them. To satisfy his ego, Tony decides to get into another relationship behind Beth’s back. Tony took advantage of Beth’s situation because he was sure he would get away with it (Rosentand, 2005). Ethical Theory Subscribers According to the theory of ethical egoism, we should always be selfish in our actions in order to protect or achieve our interest. Proponents and believers of ethical egoism are guided by utilitarianism where actions are guided by the consequences it could have on the individual. The consequences of the action taken by the individual have to be beneficial to him or her. We should therefore treat others in a way that gives an opportunity to receive the same treatment should the same thing happen to us.Advertising Looking fo r essay on ethics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Having in mind that what goes around could sometimes come around; a subscriber to the theory of ethical egoism knowing he or she could also be cheated on may decide to tell Beth the truth in order to strengthen the relationship between them. This would give him or her opportunity to be told the truth whenever his or her fiancà ©e cheats behind his or her back. To some subscribers of ethical egoism, it would not matter how the relationship ends as long as he or she maintains a close friendship with Beth. The golden rule guiding ethical egoist usually emphasizes the self and not others. Subscribers of ethical egoism believe that it is okay to treat others in a manner that would work to your advantage as long as you are sure you will benefit from it. This means that in this case, whatever happens to the relationship is the least of a proponent’s problem as long as he or she ma intains friendship with Beth. On the other hand, a subscriber to the theory may decide to keep the secret as if he or she knows nothing about what the problem could have been. This could be driven by the fact that he or she would also not want his or her relationships to be interfered with should he or she also decide to cheat on his or her fiancà ©e. This is likely to be done by those who want to shield Tony and could even decide to give Beth other excuses for Tony’s past behavior. Such a subscriber believes that by defending Tony, he or she would receive the same when caught in the same situation. Solution According to the theory of psychological egoism, Tony had applied his invisibility during Beth’s commitment to her mother to satisfy his emotional needs. His perceived invisibility led him into temptation which made him involve in a short temporary relationship.Advertising We will write a custom essay sample on The Theory of Psychological Egoism specifically for you for only $16.05 $11/page Learn More However, such weak characters have to be punished or at least made to realize their mistakes. Tony’s act of selfishness should be counseled and Beth be made to know before they get married regardless of how good he had been to Beth. He has to be held accountable for his deeds because actions are results of decisions. However, the counseling should involve both Tony and Beth together. This would help each one them understand his or her mistake leading to the situation. I would counsel Tony to make him reveal what he did and what had led to the temptation and also make Beth understand the part she played in causing the situation. They would therefore both understand what they aught to have done and each be made to apologize for his or her part. Making Tony understand that cheating on his fiancà ©e was not the best and well thought solution would be the most fundamental part of the counseling. The counseling w ould help both of them move forward without any doubts about each other and would also make them free to discuss their feelings about each other. Conclusion From Tony, Claire and Beth’s love story, it is not wise to take the ethical theory perspective in solving the problem. It is appropriate to consider better ethical systems which rise above utilitarianism. The position taken should consider the moral rules as well as duties of each person in making the relationship prosper. Reference List Rosentand, N. (2005). The moral of the story. An introduction to ethics, 5th ed. New York: McGraw Hill Publishers. This essay on The Theory of Psychological Egoism was written and submitted by user Ulik to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Scutellosaurus - Facts and Figures

Scutellosaurus - Facts and Figures Name: Scutellosaurus (Greek for little shield lizard); pronounced SKOO-tell-oh-SORE-us Habitat: Woodlands of southern North America Historical Period: Early Jurassic (200-195 million years ago) Size and Weight: About four feet long and 25 pounds Diet: Plants Distinguishing Characteristics: Small size; long tail; bony studs on back About Scutellosaurus One of the persistent themes of evolution is that large, imposing creatures descend from small, mouselike progenitors. Although no one would think of comparing Scutellosaurus to a mouse (it weighed about 25 pounds, for instance, and was covered with bony spikes), this dinosaur was certainly rodent-sized compared to its multi-ton armored descendants of the late Cretaceous period, such as Ankylosaurus and Euoplocephalus. Although its hind limbs were longer than its forelimbs, paleontologists believe Scutellosaurus was ambidextrous, posture-wise: it probably stayed on all fours while eating, but was capable of breaking into a two-legged gait when escaping predators. Like other early dinosaurs, Scutellosaurus was anatomically very similar to the prosauropods and small theropods that roamed the earth during the late Triassic and early Jurassic periods.

Themis the Goddess of Justice

Themis the Goddess of Justice Justice is blind. Themis, in Greek mythology, was the personification of divine or natural law, order, and justice. Her name means justice. She was worshipped as a goddess in Athens. Themis was also credited with wisdom and foresight or prophecy (her sons name, Prometheus, means foresight), and with knowing secrets unknown even to Zeus. She was also known as a protector of the oppressed and a protector of hospitality. Law and Order? The law and order which Themis protected was in the sense of natural order or law, what was proper especially related to family or the community. Such customs were perceived as natural in origin, though would today be seen as cultural or social constructs. In Greek, themis referred to divine or natural law, while nomoi to laws created by people and communities. Images of Themis: Themis was depicted as a beautiful woman, sometimes blind with a bandage over her eyes, and holding a pair of scales in one hand, a sword or cornucopia in the other. A similar image was used for the Roman goddess Iustitia (Justitia or Lady Justice). The images of Themis or Lady Justice blindfolded is more common by the 16th century C.E.; seen as gifted with prophecy, thered be no need for her to be blindfolded. Nemesis and Themis shared a temple at Rhamnous. The idea was that when Themis (divine or natural law) was ignored, then Nemesis would go into action, as the goddess of retribution against those who committed hubris (arrogance) in rejecting divine law and order. Parentage of Themis: Themis was one of the Titans, a daughter of Uranus (the heavens) and Gaia (the earth). Offspring of Themis: Themis was a consort or wife of Zeus after Metis. Their offspring were the Fates (Moirai or Moerae or Parcae) and the Hours (Horae) or Seasons. Some myths also identify as their offspring Astraea (another personification of justice), nymphs of the Eridanus River, and the Hesperides. By her Titan husband Iapetus, Themis was said to be the mother of Prometheus (foresight), and she gave him the knowledge that helped him to escape the punishment of Zeus. (In some myths, the mother of Prometheus was Clymene.) Dike, another goddess of justice, said to be one of the daughters of Themis, in early Greek depictions would carry out the decisions of the Fates, decisions which were above the influence even of the gods. Themis and Delphi Themis followed her mother Gaia in occupying the Oracle at Delphi. Some say that Themis originated the Oracle. Themis eventually turned over the Delphic office some say to her sister Phoebe, others say to Apollo. Themis and the First Humans In Ovids telling, Themis helped Deucalion and Pyrrha, the first human beings, learn how to re-populate the earth after the great worldwide flood. Apples of the Hesperides In the story of Perseus, Atlas refused to help Perseus because Themis had warned Atlas that Zeus would try to steal the golden apples of the Hesperides.

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

HRM - Essay Example Berger & Berger (2003) suggest three ways to drive an organisation's success. The first strategy is to identify, select and cultivate the best talents; the second is to cultivate 'backups' for highly qualified people, so that in the event of the most qualified leaving the organisation the organisation does not suffer and finally "allocate resources to employees based on actual and/or potential contribution to organizational excellence". There are a number of issues that going to be a challenge for the corporate managers to manage talent within their organisations. The strategies, policies and practices of the corporate management have to be overhauled in light of increasing global labour force, virtual workplaces, race, culture and age of the employees. In addition to this the proliferation of the internet could give access for those who seek job opportunities elsewhere (CIPD 2006). Retaining talent will be the key agenda for any corporate and to achieve this lot of companies have to be revamped. Revamping may not be that easy considering the existing work ethics that have been in place.

Human Recources Essay Example | Topics and Well Written Essays - 2750 words - 1

Human Recources - Essay Example An understanding of implications of SHRM has been obtained by applying concepts such as resource-based view of the firm and HR-business partner model. The discourse also highlights critical aspects related to application of SHRM based on these two models and how organizations adapt to the changing demands from external and internal customers in order to sustain their competitiveness. Strategic human resource management has emerged as the most favourable proposition for businesses as it provides a comprehensive framework for HR practices to be aligned to organisational strategies. These practices have enhanced company’s growth and profitability upon integration with business purposes. This faculty has become very popular in the areas of the traditional HRM, organisational behaviour and industrial relations. This concept practically addresses many limitations of the conventional HRM practices, and works on the philosophy of integration of HR strategy with business strategy. David Guest’s (1987, 1989a, 1989b, 1991) Harvard model emphasizes the significance of achieving strategic integration and asserts the role of organisation’s ability to integrate HRM issues into its strategic plans in such a manner that various aspects of HRM are congruent with the policies and practices implemented at all levels (Armstrong, 2000). To achieve this, many management specialists support the resource based view (RBV) of the firm as it provides competitive advantage in strategic sense. However, practical implications of RBV on managerial functions such as selection, development, combination and deployment of resources experience certain challenges which questions RBV’s status as the backdrop of SHRM. This discourse examines the extent of integration achieved by organisations between strategic decisions and practices with respect to SHRM. Further, an assessment of the effectiveness of RBV

Electronic Health Records and Our Government Essay Example for Free

Electronic Health Records and Our Government Essay Electronic Health Records involvement in health care reform is at the main focus of lowering the cost to make care more affordable and improvement in the quality of care patients receive. The transition to electronic health records for the last couple years have been driven by offered incentives through the government. As the time pass by the popularity of electronic health record system increase more and more. EHR Systems involvement with government health care reforms in 2010 Financial incentives were aligned to encourage the adoption of EHR. To further support the transition to EHR funds were also provided to train health care professionals on how to us EHR in a meaningful manner. The incentives decline every year until 2015 when it will then be mandatory. After the deadline of 2015 not being in compliance will result in being penalized financially. In order to receive the incentives there are very specific guidelines and requirements that must be fulfilled. Some examples of requirements are EHR systems that record BMI (body mass index), patient demographics, as well as 40% of prescriptions must be submitted electronically. EHR Systems involvement with government health care reforms in 2011 The reporting year begins for eligible professions on January 1st. Medicare EMR incentive program registration began in January 3rd. In April Attestation began. In May Payments began. July 3rd was the last day for eligible hospitals to begin their 90 day reporting period to demonstrate meaningful use for the Medicare EMR incentive program. September 30th was the last day of reporting year ends for eligible hospitals. October 1st was the last day for eligible professionals to begin their 90 day reporting period for calendar year 2011. December 31st the reporting year ends for  eligible professions. Out of 57% of office based physicians that were using HER systems only 34% met the criteria to receive incentives. (CDC) EHR Systems involvement with government health care reforms in 2013 According to the CDC By this time fifty percent of doctors and eighty percent of hospitals were receiving incentives for using EHR meaningfully. Before the encouragement of transitioning to EHR by presi dent Obama only seventeen percent of physicians were using it. (U.S. Department of Health Human Services) It was predicted by the congressional budget office that â€Å"the federal government will be saving close to twelve billion by converting to electronic health records†.(U.S. Department of Health Human Services) WORKS CITED Hsiao, Chun-ju, and Esther Hing. Electronic Health Record Systems and Intent to Apply for Meaningful Use Incentives Among Office-based Physician Practices. Centers for Disease Control and Prevention. Centers for Disease Control and Prevention, 07 Mar. 2012. Web. 11 Sept. 2014. HHS. News. Doctors and Hospitals Use of Health IT More than Doubles since 2012. U.S. Department of Health Humanservices, n.d. Web. 11 Sept. 2014. Pear, Robert. Standards Issued for Electronic Health Records. THE NEW YORK TIMES. NEW YORK TIMES COMPANY, 13 July 2010. Web.Schiling, Brian. Quality Matters. The Federal Government Has Put Billions into Promoting Electronic Health Record Use: How Is It Going? THE Comonwealth Fund, n.d. Web. 11 Sept. 2014. Feris, Nancy. Electronic Health Record Standards. Health Affairs. Project Hope, n.d. Web. 11 Sept. 2014.

Chestnut Blight and American Chestnut Trees Essay -- Ecology Conservat

Chestnut Blight and American Chestnut Trees Since the early 1900's a disease known as Chestnut Blight has infected many American Chestnut trees and causing their removal from forests. A greater look at the history of this fungus as well as the mechanisms of action will allow us to learn on how to preserve the American chestnut. At one point, the American chestnut was virtually eliminated. With the help of government acts and conservation agencies, the American chestnut is slowly growing back in population. Two methods of restoration of the chestnut include a hybridization and the use of hypovirulant strains. This issue shows a variety of interest from ecologists to those in the timber industry who cannot lumber Asian species of chestnut primarily because of their size. In the 1880's a harmful fungus known as blight, inhabited the United States from imported Japanese chestnut trees. Blight quickly spread, killing chestnuts and chinquapins, which is another species of chestnut that produces 1 nut per bur. In 1904, Chestnut blight appeared infecting trees in New York City and spread at a rate of 20-50 miles per year. By 1906, W.A. Murrill reported that this disease is known to occur in New Jersey, Maryland, District of Columbia, and Virginia. In 1912, the Planet Quarantine Act was passed to reduce the chances of plant deterioration or devastation prevention. Chestnut Blight or Chestnut Bark Disease was originally found in 1904 and within 50 years, it spread across the eastern United States, from Maine to Georgia and as far west as the edge of Michigan. By 1950, the American chestnut was essentially eliminated as a forest tree. In 1972, importation from Italy gave a biological control in which a virus helped prevent the blight f... ...thesis does, however, lack experimental evidence of any kind. The American chestnut which was once almost eliminated from existence in the late 1950's has once again emerged thanks to conservation efforts. Chestnut blight, a deadly fungus, has the ability to kill chestnut trees. However, some chestnut species in Asia have resistance to blight. As a result, a method of conservation has been through hybridizing American species with Asian species. Another method of conservation has been through hypovirulence strains in the infection is reduced. Independently, this hypovirulence method may be a reason why some American chestnuts are surviving despite being infested with chestnut blight. This issue remains important to both the timber industry, although that isn't why chestnuts are being restored, and certain ecological organizations including the Nature Conservancy.

American Communist Party Essay

The play ‘The Crucible’ was written by an American author named Arthur Miller in 1953. It is set in Salem Massachusetts 1692 and is about the Salem witch trails. Miller was in his twenties during the 1950’s. When there was an era of paranoia of communism. The government feared America becoming a communist nation and this is now known as time of McCarthyism, named after Senator Joseph McCarthy, who claimed the he had a list of 205 people in the State department that where known to be members of the American Communist Party. McCarthy the HUAC and the FBI worked together and interrogated numerous people, particularly people in the entertainment industry Due to this modern day witch hunt many people lost their jobs pr they would name other people in order to save themselves. Miller was also questioned, but in 1956 the hysteria was dying down so he managed to escape punishment without naming others. This era is similar to what occurred in Salem during 1692. In Salem a small coastal settlement appeared after the arrival of the pilgrims (from England) in 1690. The people lived a very strict puritan lifestyle; this meant they followed the Christian rules rigorously. The Salemites were ruled by a Theocracy, which was a form of government operated by the church. These people were highly superstitious and believed in the devil, which explains how the idea of witchcraft took hold so strongly in Salem. However witchcraft was not to blame, it was only used to settle disputes and revenge in the village. In the play Reverend Samuel Parris has disputes over his contract demonstrating the society was already divvied. His daughter, niece and their friends began a fortune telling circle with Parris’ Slave Tituba. Their unstable behaviour quickly led to the conclusion that they were bewitched. In Salem any actions against God were taken seriously, the society felt the need to discover all the perpetrators of witchcraft and this led to a witch-hunt, which was overcome by mass hysteria. This hysteria became out of hand resulting in one hundred people being imprisoned and 19 people and 2 dogs being hung. In the play Reverend Parris fears his girls are bewitched. At the beginning of Act one he find the girls dancing in the forest and so summons. Parris is talking to Reverend Hale and expert in seeking out bewitched. The extract from act one begins with Parris stating how He claims He saw a Kettle in the grass where Abigail and her friends were. ‘I think I ought to say that I-I saw a kettle in the grass where they were dancing’ this changes the tone of the conversation, as everything becomes more serious now with suggestions of witchcraft. Hale begins to interrogate Abigail. The audience see how Parris is unsure about whether to say this after catching this daughter and niece in the woods. He hesitates in his speech. , this is due to the fact that a kettle can be seen to represent a cauldron linking the girls to witchcraft. The kettle can also represent the heat of the crucible, which is supposed to purify things. Which foreshadows events to come and the witch-hunts that will happen as a result of this. Abigail during her interrogation tries to explain her actions ‘She never drank it ‘ No sir! ‘ The exclamation mark demonstrates to the audience how desperate Abby is to save herself. During the interrogation the pace increases together with the tension ‘I never sold myself! I’m a good girl! I’m a proper girl! ‘ Here Miller uses the technique Stichomythia the audience see how desperate she is to be believed. This is also dramatic irony, as the audience knows that she is not a proper girl as they have previously seen cursing Goody Proctor in the woods. In her desperation to save herself she actively accuses Tituba and tries to position the blame and responsibility on someone else. As the audience witnesses this they realise Abigail will go to any lengths to save herself and would be disliked greatly by the audience. Then Tituba enters. Immediately Abby visually accuses her as well as verbally accusing her. ‘She made me do it! She made Betty do it! ‘ At this point the audience are shocked that she can blame Tituba to her face, as she is supposed to be Tituba’s friend. The audience’s emotions are reflected by Tituba’s stage directions (, shocked, and angry) but Abigail claims that Tituba made her drink blood. Parris repeats blood and Mrs Putnam, who is obsessed with the loss of her babies questions ‘ My Babies blood? ‘ as she is trying to find someone to accuse for her babies deaths. The repetition of the word blood emphasises the evil nature of witchcraft and suddenly events become more serious. There is also repetition of the word devil ‘have you enlisted these children to the devil? ‘ Tituba claims ‘I don’t truck with no devil’ this represents the evil in witchcraft and highlights the seriousness of the situation to the audience, especially for Tituba who is now being accused with doing evil and as being under the devils influence. However this is ironic as the audience see how she is not being controlled by the devil but by Abigail, suggesting again that Abigail is very manipulative and clever ‘She sends her spirit on me in the church, she makes me laugh at prayer! ‘ She also accuses Tituba of making her drink blood every night. This is also ironic as it is Abigail who is manipulating Tituba and perhaps the audience may see playing the role as she manipulates Abigail twisting the situation so things become worse for Tituba but better for herself. Abigail chooses Tituba as her scapegoat because she has a low status, as a slave and that no one will listen to her as she tries to defend herself. Hale and Parris begin to interrogate Tituba more intensely and Tituba tries to defend herself but she is powerless, she is a black servant in the household, someone who has no voice. ‘ I have no power on this child sir! ‘ Hale and Parris don’t listen to her again reinforcing to the audience of Tituba’s low status. Parris has more power over her and she knows this. It is this power they use to try and get her to confess. ‘†¦ I will take you take you out and whip you to your death†¦ ‘ This makes Tituba panic ‘No, no don’t hang Tituba’ and demonstrates how Tituba is at the mercy of Hale Tituba’s life is in his hands and she as well as the audience knows this. The language that Hale uses demonstrates to the audience that he is also manipulative. He tries to put words in Tituba’s mouth in order to make her confess so he can show that he is good at what he does. ‘When did you compact with the devil? ‘Then you saw him? ‘ This eventually breaks Tituba down ‘(terrified, falls to her knees)’ She begins to cry, seeing that a confession is the only way to save herself ‘I do believe somebody be witching these children’ Hale, satisfied that Tituba is beginning to confess, changes his tone. He begins to lead he in his questioning so she can give a full confession he continues to manipulate her ‘And you love God Tituba? ‘ Tituba responds ‘ I love God with all my being’ Tituba confesses but at first doesn’t want to name people so she says she saw a woman but claims it was too dark to see. This emphasises to the audience that in comparison to Abigail she is a loyal and kind character’ It was black dark’ this metaphor of darkness represents the characters’ vision being obscured, which can also be the in ability to see the truth preparing the audience for the terror and hysteria to come. The pace of the conversation emphasizes the tension where Hale tries to get Tituba to confess. Tituba is coaxed into confessing and into naming others after Hale takes her hand. She is surprised because Hale appears to be treating her as and equal. ‘We will protect you’ and Tituba kisses Hale’s hand as if she is grasping for the chance to save herself and now she sees a way to do this. For this reason Hale becomes self-righteous believing he has the divine power to bring out wrong doers. ‘You are Gods instrument’ He tells Tituba that she can help bring out the devils pawns and so Tituba eventually gives names ‘there was Goody Good’ ‘And Goody Osburn’ the names suggested to her earlier by Mrs Putnam again emphasizing to the audience the farce and hysteria that will ensue . Mrs Putnam hearing this Is satisfied and sees a way of reeking revenge. Hale who plays on Tituba’s love for Betty uses images of light and dark. ‘The Devils out and preying on her life like a beast’ (Satan) ‘upon the flesh of the pure lamb’ (Jesus) This is religious imagery used because it reinforces the subject and also represents the devil as something dire i. e. ‘beast’ telling the audience how awful the devil is, Jesus is represented as a pure lamb to sound innocent and untainted. ‘ABIGAIL rises, staring as though inspired’ realising this is how Abigail is described in the stage directions the audience realise how clever Abigail is, she sees that she can control others without any consequences. The tension now is rising rapidly because the audience are unsure of what Abigail will do next. The stage directions read ‘(she is enraptured as though in a pearly light)’ as if to the other characters she has seen the light of God. ‘I want the light off God, I want the sweet love of Jesus’ the repetition of ‘I’ informs the audience that she is self-obsessed. And this is ominous. This outburst is caused because Abigail can see that Tituba is not only in the clear but she can also gain power from blaming others. Abigail wants to be seen, as an instrument of God but the audience knows this is ironic as Abigail is only jealous of the attention that Tituba receives. Suddenly Betty awakes and start chanting like Abigail as if she is cleansed of her sins. Parris says a prayer but Betty is unaffected this time, which demonstrates to the audience that she was never bewitched but to the other characters it is a demonstration of how Betty is cleansed of the Devils spirit. ‘BETTY is rising from the bed, a fever in her eyes’ this creates a dramatic impact on the audience where the tension hits a climax. This signals the beginning of the hysteria. It also foreshadows the dramatic things to. Abigail begins to take pleasure in making accusations ‘It is rising to a great glee’ Putnam says ‘The Marshall. I’ll call the Marshall’ and this prepares the audience for the next Act. The repetition of Devil informs the audience that the tension is climatic, increased by the Stichomythia. The curtain falls as the girls are still chanting names. This makes the audience wonder how many more people are going to be named. The end also leaves the audience in shock and suspense but prepares them for the hysteria about to sweep through Salem.

Openess and Assistance in Workplace

What recommendations would you offer the CEO to encourage a culture of honesty, openness, and assistance? When It comes to encouraging a culture of honesty, openness, and assistance, there are several things that can be done. According to Long, the first thing that needs to be done is for the upper management to set the example (2013). You cannot expect the employees to be honest If management Is dishonest. Management needs to promote open and honest communication between them and the employees. If an employee has a problem with their supervisor, there has to be a way for them to deal with the situation without fear.Also, If there Is not open communication, If someone knows about something dishonest going on, they are less likely to report It. Management needs to communicate the Importance of addressing mistakes as soon as they are realized (Long, 2013). It does not matter who made the mistake, it needs to be corrected as soon as possible. Everyone makes mistakes. It is part of being human. But if a mistake is not corrected it can be detrimental to the company. Next, when someone displays any negative or unethical behavior, it must be dealt with immediately (Long, 2013).If negativity or unethical behavior is not nipped in the bud, t can spread throughout the company. It will breed more and more negativity and unethical behavior. If it is dealt with swiftly and Justly, it will keep others from trying to get away with it as well. The last thing that you could do to promote a culture of honesty, openness, and assistance is to recognize those who show honest behavior (Long, 2013). This recognition could be as simple as extra vacation days or a pay raise. If a person is honest and works for years at the same company and is never recognized for their work, they will burn out and begin to resent the company.That is when most of the fraud ends up happening, especially in small companies. Do you think that a culture of honesty, openness, and assistance can exist as sugg ested by Ms. Moore? Or is it a utopian idea with no understanding of how human nature works? I do think a culture of honesty, openness, and assistance can exist as suggested by Ms. Moore. But it has to start from the top down. Also, If someone Is being dishonest, It must be dealt with swiftly. If employees see that the management takes honesty seriously they are more likely to respond In the same way.But we must also member that there will be people who will be dishonest no matter what. But you cannot Judge everyone by those few. References Long, N. (2013). How to Create an Atmosphere of Honesty In the Workplace. Retrieved from http://seamlessness. Chronic. Com/create-atmosphere-honesty- workplace- 10098. HTML Creating Atmosphere of Honesty, Openness and Assistance in Workplace By Tattoo When it comes to encouraging a culture of honesty, openness, and assistance, expect the employees to be honest if management is dishonest. Management needs with the situation without fear.Also, if t here is not open communication, if someone knows about something dishonest going on, they are less likely to report it. Management needs to communicate the importance of addressing mistakes as soon Ms. Moore. But it has to start from the top down. Also, if someone is being dishonest, it must be dealt with swiftly. If employees see that the management takes honesty seriously they are more likely to respond in the same way. But we must also Long, N. (2013). How to Create an Atmosphere of Honesty in the Workplace. Retrieved from http://smelliness's. Chronic. Com/create-atmosphere-honesty- workplace-10098. HTML

The Idea of Mcdonaldization essays

The Idea of Mcdonaldization essays George Ritzer discussed two beginnings of his own ideas of Mcdonaldization and hyperrationality that came from the theories of Max Weber. I will first discuss Mcdonaldization and later follow it with Hyperrationality. Ritzer came to grips with the idea when he first saw Mcdonalds as a college freshmen. He also discussed how the two golden arches had an overwhelmingly big effect on him and how when he first ate there he wasnt too impressed with the dish. Ritzer had a good idea of Mcdonaldization because he we born before one was even built, and saw the changes of it throughout his life. Ritzer came with the term of Mcdonaldization and its sweeping affect on how it has changed society as a whole through the years. Mcdonalds foods took over home-cooked meals and the ethnic restaurants abroad. Mcdonaldization not only took America by storm, but also many other countries such as, Russia, China, and even Paris. Mcdonaldization has expanded greatly and can even be seen, on airplanes, in high school and college campuses, as well as on military bases. USA Today even has a section of its paper titled, Mcpaper. Ritzer said that Mcdonaldization was influenced by and broke it mainly down by efficiency, calculability, and predictability. He also discussed the control of the substitution of nonhuman for human technology as well as the irrationality of rationality. Efficiency was his optimum means to an end. He talked about how efficiency was illustrated through drive the windows and the ways that a customer turned to an unpaid laborer. Ritzer gave example of how nowadays you make your own drinks, put your own condiments, and do much of the work yourself. Through efficiency we have also come to use of voice mail operators. He discussed calculability as things that were calculated and quantified. Ritzer said how quantity was key in determining the weigh...

How to Study for a Social Science Test

How to Study for a Social Science Test When you study for a test in one of the social sciences, like history, government, anthropology, economics, and sociology, you must keep in mind that three things are important. You must understand the vocabulary of your discipline.You must understand the concepts you encounter in each segment of your study.You must understand the significance of each concept. Students are sometimes frustrated after an exam in the social sciences because they feel they prepared adequately but discovered during the exam that their efforts didnt seem to make a difference at all. The reason this happens is because students prepare for one or two of the items above, but they dont prepare for all three. Common Mistakes When Studying Social Science Vocabulary   The most common mistake students make is studying the vocabulary alone - or mixing concepts in with vocabulary. There is a big difference! To understand this, you can think of your material as a batch of cookies that you need to prepare. The vocabulary words are the ingredients, like sugar, flour, and eggs.Each individual concept is a cookie. Each looks a little different from the others, but each one stands alone as important.Altogether, the cookies make up a batch. You must create an entire batch of comprehension when you study for an exam in social science; you cant stop with a collection of ingredients! Here is why this is so important: Vocabulary words show up as short answer or fill-in-the-blank questions. Concepts often show up as multiple choice questions and essay questions. Treat your vocabulary as a set of ingredients for understanding the concepts. Use flashcards to memorize your vocabulary, but remember that to fully understand your vocabulary definitions, you must also understand how they fit into the larger concepts. Example: Imagine that you are preparing for a political science test. A few vocabulary words are a candidate, vote, and nominate. You must understand these individually before you can understand the concept of an election cycle. Studying in Stages The bottom line for preparing for a test in any social science is that you must study in stages. Practice vocabulary, but also study concepts and understand how different vocabulary words fit into each concept. Your concepts will also fit into a greater collection of knowledge (batch), like a specific historical period (Progressive Era) or a certain government type (dictatorship). The concepts you study are as individual as your vocabulary words, but it will take time and practice to recognize concepts as entities because the lines can be somewhat blurred. Why? The idea of a single vote (vocabulary word) is pretty clear cut. The idea of a dictatorship? That can be defined as many things. It can be a country with a dictator or a country with a very strong leader who demonstrates unchallenged authority, or it can even be an office that holds control over an entire government. Actually, the term is used to define an entity (like a company) that is controlled by one person or one office. See how blurred the concept can become? To summarize, any time you study for a social science test, you must go back and forth studying vocabulary, studying concepts, and studying how those concepts fit into the overall theme or time period. To study effectively for a social science exam, you must give yourself at least three days of study. You can use your time wisely and gain a full understanding of both terminology and concepts by using a method called  3 Way 3 Day study technique.

A STEEPLE analysis of the UK motor car market or the UK supermarket Essay

A STEEPLE analysis of the UK motor car market or the UK supermarket sector - Essay Example In the second part, two examples of human resource management (HRM) in the supermarket sector will be presented, to demonstrate human resource (HR) professionals’ responses to changes in the environmental contexts. Part 1: STEEPLE Analysis of the United Kingdom’s Supermarket Sector STEEPLE is a valuable instrument facilitating the use of appropriate strategy and practices by Human Resource professionals and senior managers, in response to the changing external circumstances impacting organisations. Environmental analysis is considered as the key element in strategic analysis for corporate planning. Several of the external variables identified by the STEEPLE analysis, will present opportuniites, while many will pose threats. Hence, it is necessary to â€Å"distil out of the complexity the key environmental impacts for the purposes of strategic choice† (Kew and Stredwick, 2005, p.205). Strategic choice involves the creation and evaluation of strategic options, and the logical or political selection of strategy, to effectively manage the key drivers of external forces, with a focus on the microeconomic environment. STEEPLE Linkages with UK Supermarket Sector Leading supermarket chains Marks & Spencer and Waitrose founded in 1884 and 1904 respectively, are among the highly successful retail businesses, which have changed organisational strategies with shifts in external drivers related to the STEEPLE concept. Similarly, the four biggest chains in the UK: Tesco, ASDA, Sainsbury and Morrison’s also deal with the same external forces as the smaller retail chains across the country. Among the STEEPLE external forces, changes in Sociocultural factors affects United Kingdom’s supermarkets, with changing demographics found in greater ethnic diversity, and increasing percentage of the elderly population (Datamonitor, 2009), as well as greater health consciousness, product awareness, selectivity and austerity among people. Similarly, techn ological advancements in information and communication support the provision of greater reach (Meneely, Burns and Strugnell, 2009; SAS, 2012), and more efficient service. For example, ASDA Supermarket’s online evolution has led to its highly successful ASDA@Home Website (Khosrowpour, 2006). While consumers acquire increasing power through access to information and the availability of greater choices, retailers’ power declines. â€Å"New technology fuels rise in m-commerce by all age groups and empowers voice of the consumer† (SAS, 2012, p.3). Bryan (2004) reiterates that there is increasing competition for gaining customer loyalty among manufacturers, suppliers and retailers. Waitrose has acquired tremendous customer support due to its minimizing the environmental impacts of its business, while maximizing economic outcomes such as â€Å"better prices for suppliers, better value for consumers† (Warrier, 2010, p.31), as well as social effects such as better conditions and wages. According to Farnham (2010), the economic factors that impact UK supermarkets relate mainly to the microeconomic environment including the product market, the competitive structure and nature of competition. Fair-traded products are preferred by the increasingly well-informed clientele. These are â€Å"

Discuss to what extent the role of Groupthink in the Challenger Space Essay

Discuss to what extent the role of Groupthink in the Challenger Space Shuttle was critical to the incident and suggest ways in which the situation might have been avoided - Essay Example Groupthink theory, and the model resulting from it, is one of the most prominent efforts to try and explain decision-making outcomes in organizations (Whyte, 1998). This theory is considered useful in the explanation of one of the most prominent disasters of modern time. In 1986, NASA launched a space mission in which the space shuttle Challenger was to deliver astronauts and a school teacher to space. This mission was supposed to be a bold statement that space travel was safe and NASA had made advances in space program that would be educationally beneficial to all Americans. This paper examines the decisional process that culminated to the fateful disaster that befell Challenger and its crew, sparking so many questions on NASA’s organization and its safety ethics. The paper particularly examines the role of groupthink theory in the disaster. After the introduction the paper provides a brief description of the Challenger disaster, it then discusses groupthink as was presented by Janis (1982). A big part of the paper is dedicated to examining the role of groupthink in the Challenger disaster after which suggestions are provided about how the disaster would have been avoided. The paper then ends with a brief conclusion summarising the key issue s discussed. In 1986 NASA launched what was to be its safest mission into space which was supposed to usher in an era of safe space travel. However, this was not to be as disaster struck shortly after the launching of the space shuttle Challenger. The shuttle exploded mid-air killing all crew and leaving NASA with the responsibility of explaining decisions leading to the accidents. Immediately after the shock of the disaster that befell Challenger, the public was demanding answers about how and why the accident took place (Solomon, 2006). Public investigations by a presidential commission set up for that purpose

Practicing the Backward Roll in the Gymnastics Term Paper

Practicing the Backward Roll in the Gymnastics - Term Paper Example Back rolling is usually a difficult rolling process because of the neck. This is more so for the young children. This is because a child’s head in comparison to the rest of the body is usually larger than that of an adult person. Therefore, a child requires a greater amount of push from the floor in order to perform the back rolling technique. This happens in order to help them clear their heads from the floor while preventing the unnecessary injuries to the neck. However, as an instructor, there is a need to ensure that the students have enough abdominal strength in helping them lift their hips over their heads. The students also need to have enough arm strength in order to help them push their heads from the mat. This will help them to relieve some stress from their necks. Rick Feeney (1990),   explains one of the skills of backrolling which involves the placing of the mats in a V-formation for the back rolling technique. It helps to serve several functions: 1. To protect the head from injuries 2. It teaches the students how to roll in an exact straight line 3. It teaches the students how to push using their hands and arms   However, as a rolling instructor, there is need not rush your students to perform the back rolling technique, especially on flat mats until when the students are ready to perform it. However, when they perform this skill, there is a need to help them lift their hips up an over their heads. Consciously keep the pressure from their necks. The back rolling skill is a great technique to master because it usually helps the students to develop strength and agility. It also assists the learners to grasp the technique of safe fall.   However, spotting a back roll in students takes a little more practicing than any other rolling. First, the students need to start in a squatting stance. Next, make sure that their chins tackle forward while their hands are by their shoulders. Their palms need to be facing the ceiling in this area. However, there is a need to stand slightly behind your students, as well as their sides.

Embedding Total Quality Management In Private Universities Management Essay

Embedding Total Quality Management In Private Universities Management Essay The previous chapter consisted of a literature review about TQM, the management approach that started in manufacturing and business and then extended over the service sector and particularly in higher education. Research shows that by adapting aspects of the TQM to fit their own needs, higher education organizations experienced a better ability to manage the process of quality, and maintain and enhance development. Vazzana.et al (2000), in their study about TQM in business colleges found that most PUs benefit from their attempt at using TQM to improve the quality of their universities. Similarly, Weller (2000) in his study of using the TQM tools to identify root causes of higher education attendance problems concluded that the application of TQMs tools and techniques to solve higher education problems as highly promising as it is in PUs areas. The purpose of chapter five was to give a general understanding of the subject. The present chapter is about how TQM has, and can be, adopted in the PUs, what benefits PUs can get from implementing TQM, concerns about, and case studies of some PUs which have implemented TQM and what problems and benefits have been encountered in this context. The chapter concludes with a proposed model for TQM in the PUs in Egypt. 5.2 TQM in Private Universities Context Ever more, the implementation of TQM has extended over industrial organizations and has turned deteriorating companies into world leaders. Although the origins of TQM are grounded in statistical analysis of performance, with statistical quality control being the principal tool for verifying the success of TQM measures, TQM lays importance on the human element of an organization (Deming, 1986; Juran, 1988). This makes TQM suitable for service sectors in general and particularly education. Although educational organizations have been slower to see the value of TQM, many of them are now using TQM to improve their administration and to face internal and external challenges. As Mangan (1992) notes: Faced with soaring operating costs and persistent public demands for accountability, a growing number of colleges and universities are turning to TQM and its principles of customer satisfaction, teamwork, and employee empowerment as a tool to improve how institutions are managed. There are three generic approaches to TQM in higher education (Harris 1994), Firstly there is a customer focus where the idea of service to students is fostered through staff training and development, which promotes students choice and autonomy. The second approach has a staff focus and is concerned to value and enhance the contribution of all members of staff to the effectiveness of an institutions operation, to the setting of policies and priorities. This entails a flatter management structure and the acceptance of responsibility for action by defined working groups. The third approach focuses on service agreements stance and seeks to ensure conformity to specification at certain key measurable points of the educational processes. Evaluation of assignments by faculty within a specified timeframe is an example. Lawrence and Mc.Collough (2001) propose a system of guarantees designed to accommodate multiple stakeholders and the various and changing roles of students in the educational process. Durlabhji and Fusilier (1999) states that customer empowerment in education requires greater input from students as well as from business community that will eventually employ them and this in term will streamline education and eliminate any rest of the esoteric academic that exist in business coursework. In his model of distributed leadership for managing change in higher educational institutions, Gregory (1996) suggests four dimensions of institutional leadership symbolic, political, managerial and academic. In managing educational change there has been general criticism (Iven, 1995) that government initiatives are being pushed by a narrow, employer-driven strategy. Policy makers do have an obligation to set policy, establish standards and monitor performance. They must articulate important educational goals (Fullan, 1993). Roffe (1998) considers that due to open competition, students are becoming more customers as well as consumers and expected to pay a growing share of the costs of education. TQM implementation in PUs, Osseo-Asare and Long bottom (2002) proposes enabler criteria, which affect performance and help organizations achieve organizational excellence. These criteria are leadership, policy and strategy, people management, resources and partnerships and processes. The literature contains infinite cases of Total Quality Management principles incorporation in education. The application ranges from school stage (Weller and Hartley, 1994 and Schmoker and Wilson, 1993) to higher education stage (Sahney et.al, n2004 and Wiklund et.al, 2003). Some studies focus on the feasibility of implementing TQM in educational. Anderson (1995) reported the results of a case study to evaluate the effectiveness of a TQM programme at the University of Houston, College of Business Administration. He found that the implementation of TQM had some positive results such as increasing the student perceptions of service quality. Moreover, some studies show that TQM is also used to solve some specific issues. Weller (2000) reported that TQM principles can be used to identify root problem causes for absenteeism. It also can help in identifying realistic solutions which yield positive results in academic and non-academic areas. The TQM pedagogical concept applied to higher education embraces all fields and levels of education and has an effect on the following: Physical facilities (buildings, sport complexes, open field etc.), Academic infrastructure (laboratories, library, documentation, communication, information infrastructure etc.), Curriculums, Examinations and evaluation systems, Supplying academic and administrative personal and their improvement systems, Research and publication, Institutional development plans (strategic planning), University industry society relations, Deming claimed his production system can be applied to service organizations as well as to manufacturing organizations (Evans and Lindsay, 1999). Figure 4.3 with reference to TQM applies Demings production model to higher education. This system depends on the answers to these main questions. Who are the stakeholders (customers and suppliers)? What are the inputs and outputs? What are the key processes? Stockholders Suppliers Stockholders Customers Families High Schools Business Sector Vocational Institutes Input Government Business Families Students Outputs Design Redesign Teaching Program Customer research Where are we now and where do we want to be? Process Figure 5.1 TQM in Higher Education System In figure 5.1 the stakeholders are the customers and suppliers. The stakeholder groups can easily be extended beyond the members shown in the groups as customers and suppliers. Suppliers include families, high school, Vocational institutes, and business. The customers include the business community, graduate school, society, student, and families. Universities have a large number of different customers as shown in the figure 5.1. University management should consider the relative importance of each customer group and balance and reconcile the interests of these diverse groups. Students as consumers of knowledge and services are considered to be the main customer. Accepting students as an important group of customers can be taken as a revolutionary change in the management of quality in higher education. That group of students, as the consumers of education, should include potential students, existing students and graduate students. The university has different priorities and services for each group of students who make up the main customer group and attempts to satisfy their different needs. For example, introductory courses for potential students, student counselling for existing students and alumni associations for graduate students. Processes include all facets of teaching, student counselling, and scientific research. The first process is to assess the educational needs of students in terms of their existing knowledge, future career opportunities, and the needs of the community and its future development. Other processes to be followed are planning curriculum for courses, including allocating resources, arranging facilities, administration and support, and finally teaching and learning. The quality of all these processes must be effectively and visibly assured. Like manufacturing systems, educational systems can include a means by which costumer research can be conducted to evaluate and improve supply. For example, by observing students, analyzing test results, and using other resources from student feedback, instructors can assess their own effectiveness and develop strategies for improvement. Some colleges and universities survey their graduates and their graduates employers to assess consumer satisfaction wi th their product. Feedback such as that mentioned, helps colleges, departments, and individual faculty members to redesign curriculum, improve course content, and improve services such as academic advising. While industry usually has a product or service, educational institutions do not have perceived products in the generally accepted sense. Education has many outputs and inputs but the results from the process stage are often difficult to quantify in the short term. The inputs to the educational system are students, faculty, support staff, buildings and equipment and other facilities. Outputs include people with new knowledge and abilities and research findings as seen from the figure 5.1. 5. 3 Quality Control of Higher Education Vevere (2009) referred quality control to verification procedures (both formal and informal) used by institutions in order to monitor commitment level to quality standards. Vevere schemed quality control of higher education as interconnected system as shown below in figure (5.2). Figure 5.2 system of external and internal control of higher education. Source :Vevere , Nina (2009) According to figure (5.2) above, external control institutions verify the commitment to standards that higher education institutions claim. It is a fundamental principle of TQM to integrate TQM internally within the institution of higher education and externally with international organizations of education (Tang Zairi, 1998). The International Accreditation Organization (IAO, 2010) is an independent and private education accrediting seeks to the finest global educational standards. IAO is a member of the International Education Accreditation Commission (IEAC), which is concerned with establishment, maintenance and improvement of standards of accreditation agencies across the globe. In each country, there is a local bodybodies coordinate and cooperate with international bodies concerned with higher education quality. In England, as an example, the Department of Employment is concerned whether graduates can satisfy the needs of employers (Harvey et al., 1992). In Egypt, few universit ies got educational ISO and highly satisfied standards of National Authority for Quality Assurance and Accreditation (NAQAA) for some specializations. 5.4 Benefits of TQM for Private Higher Education As the world is currently undergoing a dramatic change and education is considered the leading competitive change tool, so TQM as concluded in chapter four and explained in chapter five could be a reasonable approach for developing. The literature review of TQM is showing that many writers have encouraged the use of TQM in education. Sallis (1993) argues that an educational organization could benefit from applying the TQM approach both in human and financial terms. Sallis points out that some concepts of TQM like right first time cannot be directly implemented in educational organizations but educational organizations can still benefit from such a notion. He indicates that if an education organization applied TQM, mistakes will be minimized with clear systems and procedures, and good team work through careful and thoughtful planning. In this point, one can notice that although TQM originally started in manufacturing and it has somehow acquired business language, but it is still flexible enough to be adapted by PUs. Murgatroyd and Morgan (1993) highlight the benefit of holistic organization in applying TQM. They mention that TQM is not concerned just with the outcome of education, but with the whole nature of education as a process for all stakeholders. Howard (1996) states the following ways in which PUs can benefit from implementing TQM: 1. Stakeholder value through customer focus. 2. Employee commitment and development through involvement. 3. Goal achievement through strategic planning. 4. Services improvement through continuous process improvement. 5. Cost reduction through elimination of unnecessary tasks. Howard highlights the benefits of TQM for PUs from three different dimensions: human dimension, financial dimension and planning dimension. In the human dimension, the stakeholders are satisfied and employees are committed; in the financial dimension, money and other resources are saved; and in the planning dimension strategic planning leads to goal achievement. Therefore, the literature on TQM argues that implementing TQM in PUs would save time, money and efforts through doing things right first time. TQM will also help PUs to demonstrate values for all stakeholders, provide better quality provision and communication and continue seeking innovation and improvement. 5.5 Obstacles about TQM in Private Universities According to Srivanci (2004) and critical issues in implementing TQM in PUs includes leadership, customer identification, cultural and organizational transformation. Deans and head of departments cannot eliminate unethical employment practices of lecturers like what is applied in public universities where rigid rules is deployed. Hence they do not enjoy ultimate authority in hiring and firing of personnel and allocating resources. Owlia and Aspinwall (1997) conclude that customer orientation is a more problematic principle of TQM when applied to PUs because of special nature of many academics whose motivation to work is often independent of market issues. Education consider as a provider of services. Its services include advice, tuition, assessment and guidance to pupils and students, their parents and sponsors. The customers and the stakeholders of the service are a very diverse group and need identifying. If quality is about meeting and exceeding customer needs and wants, it is important to be clear whose needs and wants we should be satisfying. The diversity of customers makes it all the more important for educational institutions to focus on customer wants and to develop mechanisms for responding to them. In PUs where the education process depends totally on the customers fees to run, a funding cut may lead to a reduction in service that may not accord with what customers are feeding back. This is not much important in public universities where it is supported from government. This is a very difficult issue to resolve and TQM does not provide ready answers to it in private universities. Cultural and organizational transformation in PUs main issue is under the frustrates the introduction of conventional TQM procedures is the principle of academic freedom as it plays out in individual professorial classrooms and their professional lives. Another important issues is that faculty members tend to work alone more often the together in projects since they gain more managerial and financial advantage at the opposite in public universities. The obstacles that cause unsuccessful adopting and implementing TQM in PUs academia are (but not limited to): The nature of the academia world, which makes the change process slow. The resistance of academicians to change, so to learn about the new method of doing things. The nature of some institutions as non-profit organization, which reduce the motivation to adopt new management methodology. The concentration of the academicians (in their readings and researches) on their narrow specializations. The TQM methodology and tools are relatively new especially in the developing countries. High turnover rate of staff, which prevents accumulation of experience and sustain the momentum of change. The absence of employees (units) who are specialized in TQM. The common administration problem, is putting a high rank and qualified personnel in the leading position depending on their previous experience not on their specialization i.e. the leaders of the institution could be specialized in art, physics, anatomy or any other field but not in management and specifically in higher education management. 5.6 Case Studies of TQM Implementation in Private Universities To review the experiences of some educational organizations with TQM, in order to gain appreciation from their experiences in proposing the TQM model for PUs in Egypt and in developing the implementation framework. As with benchmarking, it is better to learn from the experiences of others than starting from scratch. The literature covers PUs which have adopted TQM. For this study the case studies will be examined from the perspective of US and UK experiences where the two countries are well reputable in higher education. 5.6.1 US experience The first attempt to implement TQM in US higher education began in 1985. The movement spread quickly and in 1990, 78 higher education institutions were reported to be exploring or attempting to implement TQM. The common factor in US higher education is that it is being driven toward commercial competition imposed by economic forces. Competition is the result of the development of the global education market on the one hand, and the reduction of governmental funding that forces public organizations to seek other financial sources, on the other hand. For example, at Oregon State University the government cut funds by 35 percent. Some universities, such as Virginia Commonwealth University responded by decreasing staff salaries and increasing tuition fees. North Dakota University responded to such cuts by increasing the number of students without increasing quality. Competitive factors between universities did not allow for lower quality, so many institutions are looking to industry for ideas. Considering the similarities between experiences met in the commercial world and those faced in higher education, the TQM approach can be a solution for the do more with less. Today more than 200 private institutions of higher education are involved in TQM throughout the USA. There are many success stories in the US. The experiences of some US higher educational institutions prove that the effect of using TQM in private higher education is positive. 5.6.1.1 Oregon State University One of the most publicized success stories is that of Oregon State University (OSU). For a number of reasons the first pilot study was conducted at OSU. First, quality was considered a high-priority issue. Second, it has high probability of success. Third, management agreed that it was important. Fourth, no one else was working on it. Fifth, it was also important to the customers of the organizations. OSU, as leader of TQM in higher education movement, has had a real success; time has been saved, costs have been reduced, people have been empowered at all levels, and morale has skyrocketed. Oregon State University followed the following steps as a planning stage to implement TQM: Exploring Total Quality Management through visiting companies with TQM programs, inviting Deming to visit and explain TQM, reading key resources and attending TQM classes. Forming a pilot study team which was seen as a learning experience for the OSUs staff and a model for future teams. It consisted of 10 managers and front-line workers, a team leader, and a training officer/ facilitator. After the first pilot team experience, they began implementing TQM by focusing top management on strategic planning, including the following steps: defining the mission, understanding customers, identifying the critical processes of the president, developing the vision and identifying breakthrough items. Developing a training program, a quality manual and a recognition system. Establishing daily management system. Establishing standing cross-functional teams. 5.6.1.2 Northwest Missouri State University Northwest Missouri State University is another leader in TQM in higher education. It defines its success as: enrolment is now at capacity: the budget is balanced; faculty salaries are higher than average; and about 10% of budget has been shifted from administration to instructions. The implementation of TQM followed the following steps (Waller, L. D., 2000): Senior management began to learn about quality management. Developing internal expertise that was required rather than obtain some ready improvement methodology and rely on outsiders to provide the expertise. The management of the transformation became a full-time enterprise for those school district employees who were involved. The introduction of leadership training and development for principals-to-be. This was to provide this critical group with continuous improvement skills needed in the schools. A decision making process at the school level was introduced. Classroom Learning System was introduced based on Demings problem solving Plan-Do-Study-Act cycle. 5.6.1.3 The University of Pennsylvania The University of Pennsylvania is committed to TQM in the Wharton School MBA; curriculum has been developed using TQM principles. Moreover this University has improved the method of recouping corporate research changes and reduced charges from $ 18 to $ 13 million. The university proposed an eleven-step model for implementing TQM The president adopts quality as the core of institutional value system and communicates this value, and works to develop commitment to it throughout the institution. The president promotes the value through frequent symbolic and substantive actions. Educate administrators and academic deans in TQM and customer orientation, in team/participative management. Identify customers needs and set performance objectives. Train and designate internal resource persons who provide technical assistance to the rest of the institution. Train faculty, staff, and employees in appropriate statistical techniques, process analysis, decision making, and customer orientation. Form quality teams to seek continual improvement in the process and identify individual quality champions. Define/delegate authority throughout the institution. Develop performance measurement systems to continuously monitor the progress of the institution; the measurement should focus on the stakeholders needs satisfaction. Institute incentives and reward systems and relate them to TQM objectives. Work continuously to reduce the resistance to change. 5.6.2 UK Experience The first TQM initiatives in UK higher education were later than in the USA; the first attempts were in the early 1990. 5.6.2.1 De Monfort University De Monfort University (DMU) has some successful results in implementing TQM. The Faculty of Design and Manufacture at DMU completely reviewed and revised traditional teaching menthols and courses, which were no longer appropriate for the end of twentieth century. Teaching staff became 30 percent more efficient with double the number of student, and effectiveness of the revised course content was widely reorganized by industry, student and other design faculties. In Leicester Business School at DMU, with the application of TQM, higher participation rates and increase in staff productivity achieved. The strategic plan for the implementation was rooted with the concepts of identifying the customers, understanding their needs and serving them well. The plan focused on the following steps: The establishment of a quality council comprising the universitys most senior academic and non-academic managers. The purpose of the council is to review the universitys processes and critical success factors in order to identify key issues for improvement. Raising quality awareness through a series of awareness courses. These courses provide early education and training for actual and potential council members. In addition to the awareness courses, there is specific training in quality management tools and techniques. Using quality function deployment to ensure the customer satisfaction. This method was applied in the Department of Vision Sciences. There were eight essential areas to consider: students wants and needs, skills necessary to meet the wants and needs, programme and course content to deliver the skills, organization and assessment of the programme, resources, implementation of the programme, monitoring discrepancies between goals and outcomes, and control of the system in changing circumstances. However, the experience of quality function deployment showed it to be a complex tool. De Monfort University did not use a particular TQM model but instead only used the TQM principles, tools and techniques whenever appropriate and possible, because was difficult to provide an objective assessment to its success or of its cost over the years. 5.6.2.2 South Bank University Total quality management initiative was launched in 1992 at South Bank University. This has involved a thorough and ongoing review both of the quality of service it provides for its students and the wider community and of its academic quality, particularly in the area of teaching and learning. South Bank University, decided at an early stage that it should reflect more accurately the principle that real quality issues involved the ongoing commitment of all staff, support and academic, at all levels. Students are rightly encouraged to be involved more actively in the learning process, to be critical and imaginative about their own learning. Within five years, linking TQM into the strategic planning process, South Bank started to establish a competitive advantage by achieving differentiation (of its courses) through the quality of the learning experience, if a way can be found of advertising this to potential customers. It is expected that up to ten significant quality improvement measures (for example in academic staff time saved by increased efficiency in validation procedures or in improved feedback from student course board representatives) will have been achieved at the cross-university level in response to common problems identified through the quality service agreements. Most importantly, there will have been a change in the culture of the institution where all staff accepts their personal responsibility for quality improvement as a natural part of their job. The quality management plan can be summarized as follows The vice-chancellor and senior executive take direct responsibility for leadership of the universitys quality plan. Quality commitment to all university elements. Continuous improvement is everyones responsibility. Deployment of resources to support quality management. Quality management responsibility is best handed by operational levels. Encouragement of the diversification of quality management forms. Development of staff. From the quality principles and mission statement, critical factors of strategic importance are identified: teaching and learning, research, community service, institutional management, priority resource allocation, enhancing technical and information support, and quality advancement procedures. These factors formed a framework for further actions in the quality plan. In implementing TQM, each faculty formed its own quality committee to provide leadership and to increase quality improvement at faculty level. Responsible officers (e.g. deans) are charged with ensuring that performance targets are achieved within the specified time. As a part of staff development, brainstorming is used to identify strengths and weaknesses. South Bank University learned that the commitment of the staff to the quality initiatives and staff development, in addition to the stakeholders involvement and empowerment are essential to the strengthening of a quality culture. The purpose of presenting case studies is to learn how they applied TQM and propose a model that suits the PUs in Egypt. All of the five educational organizations began to apply TQM as a means to respond to the great demand for change and improvement. Some used TQM to face the reduction of funding or the challenge of competitiveness. This is the case in the PUs; it faces challenges and needs to encourage improvement, as discussed in chapter four. In Implementing TQM, universities get used different TQM models according to their needs. TQM requires creativity, responsibility and participation from managers and staffing in an environment of collaboration and open communication. It requires commitment at the top level. It needs strong visionary leadership that will facilitate the cultural change toward continuous development. TQM also demands the establishment of an environment of teamwork. Another important issue about implementing TQM is that the top management play a major role in planning the organizations processes. The PUs as an educational organization should aim at satisfying stakeholders needs. Nevertheless, TQM demands time, effort and a willingness to change. It creates a learning organization where education, training and re-education are essential for TQM success. TQM requires staff at all levels to be motivated to do not only what is better but what is best by the involvement and empowerment of all staff. TQM is about believing that there is always a better way of doing the services of the organization. So, involvement and empowerment, training and education, and continuous improvement are characters of the TQM organization. The implementation of TQM seems to be more effective if it is steady and well-planned. It also needs appraisal using quality tools and techniques. This is a very difficult task but not impossible. It just needs time and patience and a view point. From the previously discussed case studies, it seems that TQM approach succeeded in educational settings and this success can be translated into the following results: Saving time. Saving effort in the long term. Saving money and resources. Establishing a quality culture. Identification of strong and weak points. Stakeholder empowerment and involvement. Communication empowerment. Better understanding of stakeholders and their needs. Building a positive teamwork environment. Raising authority delegation.