Men vs women Essay Example | Topics and Well Written Essays - 1250 words

Men vs women - Essay Example Irrespective of their race, religion & class women were not seen as women in the society in the beginning of this century.The woman, often conceived and the childbirth have become dangerous. There was no birth control system in yester-years. They did not follow any contraceptive methods, as the same were not available or discovered. The system of divorce was so complexes and was not within the reach of the poor in yesteryears. The women were not encouraged to learn education. The abortion was treated as an unlawful thing.They did not follow any contraceptive methods, as the same were not available or discovered. The system of divorce was so complexes and was not within the reach of the poor in yesteryears.The women were not encouraged to learn education. The involvement of women workforce were a little below half of the British work force and that of women in USA, they were above half of workforce in recent days. During this century, the life styles of women have changed vastly. The activities of women have brought an important role in transformation of women. Many workingwomen have reached pinnacles in their selective fields. They have become champions in the fields of educational institutions, science and technology. Now the women are more economically stronger and independent than a century ago.The women are not involved in union activities.Now the women in UK & USA can exercise their franchise not like in olden days. Now the women are well educated and participated in national politics. The women were first employed in jobs during the currency of First World War. After the First World War, the services rendered by the woman were forgotten, as they did not enter into domestic service. The start of industries gave some opportunities to women to get good jobs with good returns. The involvement of women in second world war and the role played by them brought changes in awareness and consciousness within the women and the in the society too. The politicians thou ght of safeguarding the interests of women at their respective work place. The women desired to stick to their jobs by showing their individuality but some women wanted to come back to their domestic service. The work force of woman has largely increased in the year 1940 when compared to the work force of women in the year1939. After Second World War the need of education in higher education and technology has been increased for women after 1960, the entire world wanted to bring a change in inequality irrespective of their class, race and religion. The history of the women is the product of time of century old women. It is the growth of the women for the last 25 years, which focused on their memories, testimonies and pointing out women's experience. After events of revolution in 1968, the socialist feminism is possible once again the world, liberation of women in capitalism. At the end of 1960, the emergence of feminist framework and civil rights movement could be seen. In 1980s Thatcher and Reagan have elaborated the same. In both the countries of USA and Britain have contrasts of class, race, ethnicity, along with region, age and disability. The books did not carry a definite socialist analysis of the history of women in 20th centuries. The working class woman has not transformed the liberation of women forward. In 20th century, the women have achieved, in many nations, the right to vote, increased their changes in educational and job opportunities. Women used to feel wifehood and motherhood were most important events in the ir career. History shows that women is creative source of human life, women are always treated as inferior to men, since olden days. The attitude towards women was favorable in the east. In USA, the women were felt weaker than men as they couldn't do hard work which requires muscle power. In women, the Americans found lack of intellectual development. The women were allowed to attend domestic works such as caring of children, cooking cleaning of house and washing clothes. It was felt that women's main role in the society was to give birth to children. In the present scenario, because of major publicity to follow contraceptive methods control over number children besides legalisations

System of Inquiry Essay Example for Free

System of Inquiry Essay The need for an organized manner of operating can never be ignored by any organization that is truly focused on the development and implementation of policies that will see it through trying times and help it achieve its goals (Alpha Kappa Delta, 2004). Operations entails coming up with a code that will act as a guideline for all members in an organization and be a reference for the strategic directions that should be adopted when dealing with problems. The success of the system or organization largely depends on the control mechanism implemented which in turn depends on the code and the structures put in place to ensure its implementation (Alpha Kappa Delta, 2004). Therefore, having a good code of ethics that is clear, well defined and lacking of any ambiguity is very important to the success of an organization in its operations and thus the eventual success of the organization as a whole. The organizations employees are committed to the development of a good system where the customers and the consumers of the companys services can be rest assured of the worth of their money and expectation. The employees are expected to respect and protect not only their rights but those of the customers be it human or civil for it is central to the freedom of the employees in inquiring and expressing their view in the areas of research, planning and in other operations. This ethics code is a set of principles and standards that acts as a basis for strategic planning and operations, management in the organization. The code is aimed at providing a set of standards and guidelines that address some of the situations met by the organizations personnel. The goals of ethics are aimed at protecting the welfare of individuals and teams within and without the organizations operational environment with regards to the operations of the organization. The development of a set of ethics that is dynamic enough to handle the varied nature of the problems faced by organization worker requires the will and commitment of all the workers in the organization. General Ethics i. Principle A The workers strive to ensure that their conduct benefit the organization and are not harmful. All workers should in all their actions ensure that they safeguard the welfare of all the people they interact with in the course of executing their duties as per the organizations needs. In dealing with conflicts, the set of rules attempt to find the solution to the problems or conflict in a manner that ensures that the harm is minimized. The workers should be more aware of the effects of their own abilities on the people they deal with. ii. Principle B The workers should at all time establish a good trust filled relationship with those they work with. They should be aware of their responsibilities to the organization and to the customers. The workers should consult and cooperate with other professionals to the level that will best address the needs of the organization. The workers should be concerned about the professional conduct and ethical compliance of their colleagues. They should be ready to contribute a considerable portion of their time for no considerable advantage or personal gains. iii. Principle C The workers should promote accuracy, honesty and uphold all the social virtues in their activities. They should not engage in the social vices like lying, subterfuge and intentional representation of records or facts. The workers are obliged to put into consideration the needs, consequences and responsibility in all their actions to ensure they do not result in mistrust. The organization recognizes that a fairness and justice principle entitles all workers to access the benefit of their work and to equality in quality of process or procedures. The workers should therefore exercise judgment and take measures to ensure that any form of bias that they are prone to, the limits of their competences and their professional skills and competences do not condone or in any way lead to unjust practices. v. Principle E The workers should at all time endeavors to respect the dignity of all people and show great respect to their rights to privacy and confidentiality. The workers should appreciate the fact that there are individual who due to some disadvantage are placed in situations where their right to autonomous decision making is impaired. The workers should respect the cultural and role differences based on gender, race, culture, socio-economic status and sexual orientation. The workers should try to discard all the effects of their work that lead to bias based on these factors and should not in any way condone activities that are based on prejudice.

The Conclusion for Judges Essay example -- essays research papers

The Conclusion for Judges The book of Judges tells of an era in Israel in which the people of the land had no king. This book follows the incidents of twelve individuals whom were selected by God and shown favor to lead the Israelites out of the hands of the oppressors of their days. A judge is a military official known for his or her bravery in battles or incidents and nothing more than a mere warlord. This individual was given authority over decision-making and political squabbles among the people of Israel since there was no king. A judge would arise in the time of need and lead the tribe or tribes to victory over their enemies. God would show favor unto the judges and they would lead the people of Israel for their lifetime. The book of Judges displays an era of chaos in which the people of Israel did what was right in their opinion. This period is full of utter chaos in which the lack of leadership led to idolatry, rape, murder, the absence of unity among the tribes, and disorder. The last verse in Judges reads, â€Å"In those days there was no king in Israel; all the people did what right in their own eyes† (21:25), this conclusion is perfect for a book whose entire writings describe a time of such turmoil. The most prevalent form of worship throughout the book of Judges is idolatry. This is one of the sins of the covenant but the people of Israel for some reason cannot abandon this tradition among themselves. Idolatry is the worship of an idol, statue, or some other god or gods. The most popular among the people of Israel were Baal and Astartes. The people of Israel may have been led in a different path if there would have been some sort of leadership or power. Instead, the people of Israel followed a judge by the name of Gideon who created an ephod out of golden earrings for them to worship. There are several incidents throughout the book of Judges that exemplify the worship of idols, which resulted in the anger of God. The people of Israel take up gods from other towns and worship them, also. The presence of a king may have changed this due to the fact he would have been able to shed insight on a specific religion among the people. A disturbing fact of the book of Judges was the senseless raping of women throughout this wretched era. A Levite man’s concubine was raped in a town of which he should be able to trust the people. The men of the town initiall... ...bout. Some of the worst battles were fought as a source of revenge of one person being wronged. Entire towns are slaughtered for the deeds of one or two individuals. Husbands are betrayed to the death by wives for the mere price of eleven hundred pieces of silver, entire races of people are nearly wiped out because of the action of several ruthless men. This disorder itself would allow the last verse of Judges to be a great conclusion for the book. In conclusion, the verse, â€Å"In those days there was no king in Israel; all the people did what was right in their own eyes† (21:25), is an apt conclusion for a book written of a disorderly era. The era in which Judges is written about needed the presence of a king or some type of monarchy. The people of Israel took the law into their own hands, they handled problems to the best of their abilities but this was not sufficed. They needed some form of true leadership so that all of the tribes would be of one accord. This could not be accomplished with the thoughts of all of the tribes being vaguely different. Everyone doing what they felt was right only caused for more problems, which would only lead to working harder on trying to fix those.

Lord of the Flies Symbolism Project Essay

5 Quotes: 1. â€Å"You’re a beast and a swine and a bloody, bloody thief!† (Golding 252). 2. â€Å"I expect the beast disguised itself† (Golding 225). 3. â€Å"’ ‘Course there isn’t a beast in the forest. How could there be? What would a beast eat?’ ‘Pig.’ ‘We eat pig.’† (Golding 83). 4. â€Å"’Fancy thinking the Beast was something you could hunt and kill!’† (Golding 143). 5. â€Å"’No go, Piggy. We’ve got no fire. That thing sits up there – we’ll have to stay here.’† (Golding 129). 6. â€Å"’ Be frightened because you’re like that – but there is no beast in the forest.’† (Golding 83). 7. â€Å"But a sign came down from the world of grown-ups, though at the time there was no child awake to read it. There was a sudden bright explosion and corkscrew trail across the sky; then darkness again and stars. There was a spec k above the island, a figure dropping swiftly beneath a parachute, a figure that hung with dangling limbs.† (Golding 95). Quote: [Simon] â€Å"What I mean is†¦ maybe it’s only us† (Golding 120). In the Lord of the Flies, much of the boys’ trouble is due to the â€Å"beast† on the island. In this quote, Simon explains his feeling that the beast is within the boys themselves. After all, belief in the beast first came from the worries of a littlun. As Simon attempts to convey, the contents of the boys’ minds and hearts are the most destructive, and perhaps only, beastly thing on the island. The group subsequently rejects the idea that civilized English boys could possibly be compared to beasts. The boys’ denial of their own power is later contrasted to their vicious search for it, such as when Jack becomes the main physical threat on the island. To Simon and the readers, the â€Å"beast† becomes a symbol for the dark side of human ability: dangerous, savage, and uncontrollable. Jack’s tribe members become known even to the boys as savages, the closest man comes to beasts of nature. The â€Å"beast† can also refer to human nature: man’s ability to lose his humanity and instead be controlled by fear, ignorance, and evil. The more they boys try to protect themselves from an external beast, the more they themselves embody the symbol by the qualities they possess.

Deception Point Page 76

Corky turned. â€Å"What's that supposed to mean?† â€Å"Why couldn't the heating and cooling event have occurred here on earth artificially?† Rachel asked. â€Å"The rock could have been blasted by a slush-hydrogen engine and then rapidly cooled in a cryogenic freezer.† Corky stared. â€Å"Manufactured chondrules?† â€Å"It's an idea.† â€Å"A ridiculous one,† Corky replied, flashing his meteorite sample. â€Å"Perhaps you forget? These chondrules were irrefutably dated at 190 million years.† His tone grew patronizing. â€Å"To the best of my knowledge, Ms. Sexton, 190 million years ago, nobody was running slush-hydrogen engines and cryogenic coolers.† Chondrules or not, Tolland thought, the evidence is piling up. He had been silent now for several minutes, deeply troubled by Rachel's newest revelation about the fusion crust. Her hypothesis, though staggeringly bold, had opened all kinds of new doors and gotten Tolland thinking in new directions. If the fusion crust is explainable†¦ what other possibilities does that present? â€Å"You're quiet,† Rachel said, beside him. Tolland glanced over. For an instant, in the muted lighting of the plane, he saw a softness in Rachel's eyes that reminded him of Celia. Shaking off the memories, he gave her a tired sigh. â€Å"Oh, I was just thinking†¦ â€Å" She smiled. â€Å"About meteorites?† â€Å"What else?† â€Å"Running through all the evidence, trying to figure out what's left?† â€Å"Something like that.† â€Å"Any thoughts?† â€Å"Not really. I'm troubled by how much of the data has collapsed in light of discovering that insertion shaft beneath the ice.† â€Å"Hierarchical evidence is a house of cards,† Rachel said. â€Å"Pull out your primary assumption, and everything gets shaky. The location of the meteorite find was a primary assumption.† I'll say. â€Å"When I arrived at Milne, the administrator told me the meteorite had been found inside a pristine matrix of three-hundred-year-old ice and was more dense than any rock found anywhere in the area, which I took as logical proof that the rock had to fall from space.† â€Å"You and the rest of us.† â€Å"The midrange nickel content, though persuasive, is apparently not conclusive.† â€Å"It's close,† Corky said nearby, apparently listening in. â€Å"But not exact.† Corky acquiesced with a reluctant nod. â€Å"And,† Tolland said, â€Å"this never before seen species of space bug, though shockingly bizarre, in reality could be nothing more than a very old, deepwater crustacean.† Rachel nodded. â€Å"And now the fusion crust†¦ â€Å" â€Å"I hate to say it,† Tolland said, glancing at Corky, â€Å"but it's starting to feel like there's more negative evidence than positive.† â€Å"Science is not about hunches,† Corky said. â€Å"It's about evidence. The chondrules in this rock are decidedly meteoric. I agree with you both that everything we've seen is deeply disturbing, but we cannot ignore these chondrules. The evidence in favor is conclusive, while the evidence against is circumstantial.† Rachel frowned. â€Å"So where does that leave us?† â€Å"Nowhere,† Corky said. â€Å"The chondrules prove we are dealing with a meteorite. The only question is why someone stuck it under the ice.† Tolland wanted to believe his friend's sound logic, but something just felt wrong. â€Å"You don't look convinced, Mike,† Corky said. Tolland gave his friend a bewildered sigh. â€Å"I don't know. Two out of three wasn't bad, Corky. But we're down to one out of three. I just feel like we're missing something.† 90 I got caught, Chris Harper thought, feeling a chill as he pictured an American prison cell. Senator Sexton knows I lied about the PODS software. As the PODS section manager escorted Gabrielle Ashe back into his office and closed the door, he felt his hatred of the NASA administrator grow deeper by the instant. Tonight Harper had learned just how deep the administrator's lies truly ran. In addition to forcing Harper to lie about having fixed PODS's software, the administrator had apparently set up some insurance just in case Harper got cold feet and decided not to be a team player. Evidence of embezzlement, Harper thought. Blackmail. Very sly. After all, who would believe an embezzler trying to discredit the single greatest moment in American space history? Harper had already witnessed to what lengths the NASA administrator would go to save America's space agency, and now with the announcement of a meteorite with fossils, the stakes had skyrocketed. Harper paced for several seconds around the widetable on which sat a scale model of the PODS satellite-a cylindrical prism with multiple antennae and lenses behind reflective shields. Gabrielle sat down, her dark eyes watching, waiting. The nausea in Harper's gut reminded him of how he had felt during the infamous press conference. He'd put on a lousy show that night, and everyone had questioned him about it. He'd had to lie again and say he was feeling ill that night and was not himself. His colleagues and the press shrugged off his lackluster performance and quickly forgot about it. Now the lie had come back to haunt him. Gabrielle Ashe's expression softened. â€Å"Mr. Harper, with the administrator as an enemy, you will need a powerful ally. Senator Sexton could well be your only friend at this point. Let's start with the PODS software lie. Tell me what happened.† Harper sighed. He knew it was time to tell the truth. I bloody well should have told the truth in the first place! â€Å"The PODS launch went smoothly,† he began. â€Å"The satellite settled into a perfect polar orbit just as planned.† Gabrielle Ashe looked bored. She apparently knew all this. â€Å"Go on.† â€Å"Then came the trouble. When we geared up to start searching the ice for density anomalies, the onboard anomaly-detection software failed.† â€Å"Uh†¦ huh.† Harper's words came faster now. â€Å"The software was supposed to be able to rapidly examine thousands of acres of data and find parts of the ice that fell outside the range of normal ice density. Primarily the software was looking for soft spots in the ice-global warming indicators-but if it stumbled across other density incongruities, it was programmed to flag those as well. The plan was for PODS to scan the Arctic Circle over several weeks and identify any anomalies that we could use to measure global warming.† â€Å"But without functioning software,† Gabrielle said, â€Å"PODS was no good. NASA would have had to examine images of every square inch of the Arctic by hand, looking for trouble spots.† Harper nodded, reliving the nightmare of his programming gaffe. â€Å"It would take decades. The situation was terrible. Because of a flaw in my programming, PODS was essentially worthless. With the election coming up and Senator Sexton being so critical of NASA†¦ † He sighed. â€Å"Your mistake was devastating to NASA and the President.† â€Å"It couldn't have come at a worse time. The administrator was livid. I promised him I could fix the problem during the next shuttle mission-a simple matter of swapping out the chip that held the PODS software system. But it was too little too late. He sent me home on leave-but essentially I was fired. That was a month ago.† â€Å"And yet you were back on television two weeks ago announcing you'd found a work-around.† Harper slumped. â€Å"A terrible mistake. That was the day I got a desperate call from the administrator. He told me something had come up, a possible way to redeem myself. I came into the office immediately and met with him. He asked me to hold a press conference and tell everyone I'd found a work-around for the PODS software and that we would have data in a few weeks. He said he'd explain it to me later.†

Analysis of Organizational Behavior Example

Analysis of Organizational Behavior Example Analysis of Organizational Behavior – Assignment Example ï » ¿Analysis of Organizational Behavior Introduction Teamwork  represents the mutual actions conducted by a group of workers in order to achieve a common goal. However, almost every team from time to time goes through difficult conditions, which usually result in conflict. Conflict in the work place can negatively influence an efficiency of the whole company’s activity. Usually, it’s wrong communication strategies and  inadequate teamwork arrangement  that lead to the conflict. Team members can’t come to the mutual agreement on the main goals of their work and the ways to achieve these goals. It usually happens due to the lack of the communicating skills and cross-cultural differences (Loeb 2003). The consequences of teamwork conflicts Some conflicts also can be beneficial for the company because they help personal development and sometimes result in organizational change. However, they can be beneficial only if they are successfully resolved. Left unsolved, disagreements inside of the team can lead to many problems.  The company may undergo serious looses.   The possible influence of the conflict is different and usually unwanted. In one case several workers may raise the common level of anxiety in their team and decrease work efficiency to some extend. More serious conflicts can lead to the decrease of the whole company’s productivity, and conflicts among team of leaders usually come to lack of supervision in the company that usually results in fail (Loeb 2003). The benefits of teamwork Though the conflicts inside of the team happen very often they do not usually lead to the company manager’s refusal from teamwork, because it is very beneficial for any company. Successfully resolved, the conflicts also can be beneficial for the organization in some cases. Moreover, it is managers who is responsible and can be accused of the conflict of the team. Also they hold responsibility for their successful resolution (Loeb 2003). Teamwork has a lot of benefits. The first is that teamwork makes any work more creative providing the opportunity to use the creativity of many people. The second benefit is employees’ satisfaction. People are usually more enthusiastic working in a team. The next benefit is the opportunity to use the skills of different people. The speed of project implementation is also higher in a team, because the tasks are divided. Teamwork also stimulates employees to support each other, because they have a common goal (Loeb 2003). Conclusion and recommendations As teamwork appears to be so beneficial, the conflict that arises inside can’t make employers refuse from it. Moreover, it was already mentioned that it is manages who can be accused of the appearance of conflicts due to the wrong supervision of the company. Conflicts in teams are not always unavoidable. They can and should be prevented. The different purposes and opinions lead to conflict and competition between members.  Every manager must know the tactic of conflict resolution and prevention. Efficient conflict resolution tactic concentrates on employees' cultural differences and assists the team in its main projects implementation (Loeb 2003). WORKS CITED Loeb, Sarah. (2003) â€Å"The Ways to Avoid Conflict†. New York: Nerd Press,. Effective team building and development avoids or eliminates these team conflict problems. This is central to effective conflict resolution strategies in teams.   It is a common tendency in the U.S. business world that when people come together for a project or task they immediately get to work â€Å"tackling the problem at hand." After all, "that is what they are being paid to do." Devoting time to anything else "just delays the solution." This thinking frequently leads to the problems identified above. Teams must  address three aspects of their work: Build their skills at working with people having different perspectives, ideas, approaches to doing their work, and communication styles. Decide how they will discuss issues, include everyone’s input, and make decisions. Reaching a common understanding of the issue being addressed  and the needed business outcome.

Why Good Writing Skills Are Important in Todays Workplace

Why Good Writing Skills Are Important in Todays Workplace Why Good Writing Skills Are Important in Todays Workplace In today’s digital world, people seem to overlook writing skills as something that’s not as important as a strong resume. While that may be the case for some professions, effective paper writing and expressing your thoughts in a clear and cohesive way will get you far and beyond your peers. What is it that makes good writing such a necessity in today’s average workplace? How do I get better at writing? The short answer to attaining good paper writing skills is to read; a lot. Reading is the best way to expand your vocabulary and knowledge of different styles of writing and tones of voice. It’s a subconscious process that requires you to invest time to work on your writing skills before you even start writing.W Once you do start writing, it’s all about trial-and-error. You will make mistakes at first and that’s a part of the process. What’s important is to keep track of these mistakes and use them to write better the next time. There are numerous tutorials and guides on how to write and format specific documents in order to make your paper writing as presentable as it can be. The fact of the matter is that you are never too old, or too young to start developing your writing skills. Be sure to take time and study these formats and styles, since you won’t have so much free time once you are actually employed and use your writing on a daily basis. Good writing helps you get a job Before even talking about why writing skills are important at your workplace, let’s talk about applying for a job. Good essay writing skills will help you craft an amazing motivational letter that will help you not only express your future goals but also help you introduce yourself to your future employer. Not only does good writing help you express yourself, it also shows the employer that you have a good grasp of English and that you can use proper formatting, grammar and proofread your writing. There’s nothing worse than submitting a job application only to later find out that you didn’t proofread it and it’s full of errors. There are services online that can help you make your writing the best there is, but like any other skill, it takes time and patience to perfect. You will be happy for every minute you spend honing your writing skills however, since they are the best way to make a good first impression on your future employer. Writing skills help you progress faster Like your job application, what you do after you are hired speaks as much volume about you. The moment you start answering mail, writing papers and reports and basically doing any kind of written communication inside or outside your workplace, your writing skills will begin to show. What you show at this point is up to you, and it is highly advised that you work on your writing skills as much as possible. Exhibiting the same professional and thorough approach to paper writing will help your bosses notice you. This way you can progress up the structural ladder in your company or firm much faster, since you’re obviously a professional worker looking for ways to advance further and have more responsibility. Your paper writing skills in corporate world will speak volumes about who you are and give credibility to every word you write. People are much more likely to trust and follow a person with good writing skills than someone who can’t even properly format his e-mail. You need to be aware that in corporate world, many of your colleagues won’t see you eye-to-eye except on breaks and occasional coffee sessions. This means that they will communicate with you via mail, messages and official company correspondence. It is imperative that you use proper writing skills when you conduct this type of communication. Writing helps you develop leadership skills Any manager or executive will tell you that writing skills directly affect the way you lead people. Like we’ve mentioned, you will conduct most of your communication indirectly, and since this is the case, proper paper writing skills are essential in leading a team of people. Good writing skills will help you delegate assignments and manage your people a lot easier since you will be clear and concise in your correspondences. The biggest mistake you can make is not pay attention to the briefing you are writing for your employees. This can lead to confusion, creative and productive bottlenecks or in worst cases, loss of revenue. One misinterpreted sentence will cause you lots of trouble and back-and-forth, so make sure that your writing skills are on par with the position that you are filling. Good writing will also help you develop strong critical and objective thinking towards your people. You will give clear feedback on how to improve their workflow, motivate them to accomplish their tasks in a timely manner and best of all, writing skills will help you listen. That’s right. Often an employee will come to you with a problem. Be it personal or professional, it’s up to you to respond. You need to know what to say and when to say it. If your writing skills are good, you will know exactly how to respond and help your employee get back on track with their work.

How the Channel Tunnel Was Built and Designed

How the Channel Tunnel Was Built and Designed The Channel Tunnel, which is often called the Chunnel or the Euro Tunnel, is a railway tunnel that lies underneath the water of the English Channel and connects the island of Great Britain with mainland France. The Channel Tunnel, completed in 1994 and officially opened on May 6 of that year, is considered one of the most amazing engineering feats of the 20th century. Overview of the Channel Tunnel For centuries, crossing the English Channel via boat or ferry had been considered a miserable task. The often inclement weather and choppy water could make even the most seasoned traveler seasick. It is perhaps not surprising then that as early as 1802 plans were being made for an alternate route across the English Channel. Early Plans This first plan, made by French engineer Albert Mathieu Favier, called for a tunnel to be dug under the water of the English Channel. This tunnel was to be large enough for horse-drawn carriages to travel through. Although Favier was able to get the backing of French leader Napoleon Bonaparte, the British rejected Faviers plan. (The British feared, perhaps correctly, that Napoleon wanted to build the tunnel in order to invade England.) Over the next two centuries, others created plans to connect Great Britain with France. Despite progress made on a number of these plans, including actual drilling, they all eventually fell through. Sometimes the reason was political discord, other times was financial problems. Still other times it was Britains fear of invasion. All of these factors had to be solved before the Channel Tunnel could be built. A Contest In 1984, French President Francois Mitterrand and British Prime Minister Margaret Thatcher jointly agreed that a link across the English Channel would be mutually beneficial. However, both governments realized that although the project would create much-needed jobs, neither countrys government could fund such a massive project. Thus, they decided to hold a contest. This contest invited companies to submit their plans to create a link across the English Channel. As part of the contests requirements, the submitting company was to provide a plan to raise the needed funds to build the project, have the ability to operate the proposed Channel link once the project was completed, and the proposed link must be able to endure for at least 120 years. Ten proposals were submitted, including various tunnels and bridges. Some of the proposals were so outlandish in design that they were easily dismissed; others would be so expensive that they were unlikely to ever be completed. The proposal that was accepted was the plan for the Channel Tunnel, submitted by the Balfour Beatty Construction Company (this later became Transmanche Link). The Design for the Channel Tunnels The Channel Tunnel was to be made up of two parallel railway tunnels that would be dug under the English Channel. Between these two railway tunnels would run a third, smaller tunnel that would be used for maintenance, as well as providing a space for drainage pipes, etc. Each of the trains that would run through the Chunnel would be able to hold cars and trucks. This would enable personal vehicles to go through the Channel Tunnel without having individual drivers face such a long, underground drive. The plan was expected to cost $3.6 billion. Getting Started Just getting started on the Channel Tunnel was a monumental task. Funds had to be raised (over 50 large banks gave loans), experienced engineers had to be found, 13,000 skilled and unskilled workers had to be hired and housed, and special tunnel boring machines had to be designed and built. As these things were getting done, the designers had to determine exactly where the tunnel was to be dug. Specifically, the geology of the bottom of the English Channel had to be carefully examined. It was determined that although the bottom was made of a thick layer of chalk, the Lower Chalk layer, made up of chalk marl, would be the easiest to bore through. Building the Channel Tunnel Evening Standard/Getty Images The digging of the Channel Tunnel began simultaneously from the British and the French coasts, with the finished tunnel meeting in the middle. On the British side, the digging began near Shakespeare Cliff outside of Dover; the French side began near the village of Sangatte. The digging was done by huge tunnel boring machines, known as TBMs, which cut through the chalk, collected the debris, and transported the debris behind it using conveyor belts. Then this debris, known as spoil, would be hauled up to the surface via railroad wagons (British side) or mixed with water and pumped out through a pipeline (French side). As the TBMs bore through the chalk, the sides of the newly dug tunnel had to be lined with concrete. This concrete lining was to help the tunnel withstand the intense pressure from above as well as to help waterproof the tunnel. Connecting the Tunnels One of the most difficult tasks on the Channel Tunnel project was making sure that both the British side of the tunnel and the French side actually met up in the middle. Special lasers and surveying equipment was used; however, with such a large project, no one was sure it would actually work. Since the service tunnel was the first to be dug, it was the joining of the two sides of this tunnel that caused the most fanfare. On December 1, 1990, the meeting of the two sides was officially celebrated. Two workers, one British (Graham Fagg) and one French (Philippe Cozette), were chosen by lottery to be the first to shake hands through the opening. After them, hundreds of workers crossed to the other side in celebration of this amazing achievement. For the first time in history, Great Britain and France were connected. Finishing the Channel Tunnel Although the meeting of the two sides of the service tunnel was a cause of great celebration, it certainly wasnt the end of the Channel Tunnel building project. Both the British and the French kept digging. The two sides met in the northern running tunnel on May 22, 1991, and then, only a month later, the two sides met in the middle of the southern running tunnel on June 28, 1991. That too wasnt the end of the Chunnel construction. Crossover tunnels, land tunnels from the coast to the terminals, piston relief ducts, electrical systems, fireproof doors, the ventilation system, and train tracks all had to be added. Also, large train terminals had to be built at Folkestone in Great Britain and Coquelles in France. The Channel Tunnel Opens On December 10, 1993, the first test run was completed through the entire Channel Tunnel. After additional fine-tuning, the Channel Tunnel officially opened on May 6, 1994. After six years of construction and $15 billion spent (some sources say upwards of $21 billion), the Channel Tunnel was finally complete.

PharmaSim Report OCM Group Allstar Brands Lab Example | Topics and Well Written Essays - 1250 words

PharmaSim OCM Group Allstar Brands - Lab Report Example Marketing plan or strategy must describe the key or augmented product characteristics and the kind of benefits they provide to the customer, the pivotal price that bounds company profitability yet providing value for money for the customer, tempting promotions that wil attract people to buy the product and a sound distribution and placement strategy to create access for the customers. Our target market segments was basically the retired segment where Allround had the most penetration and the largest (30%) market share. The prime reason for the selection of this market was the fact that they are most prone to body aches due to ageing. Since Allround product had the most amount of Analgesic, it was more suitable for aches and fever than cold symptoms. The brand is the clear market leader in this market segment. Most consumers use this product for nighttime relief because of the strength of the medication and because the alcohol and antihistamine help the patient rest. How you adjusted your pricing, channel, and promotions in response to the changes in: a) Macroenvironment of the Industry: Macro-economic environment changes such as change in government regulations; taxes, demographic changes and political environment highly affect the performance of the brand. For example, decline in industry growth and rise in infaltion negatively affected all the companies (including Allround brands) in the market. The cost of goods sold became higher than the previous period and hence our bottom line took a hit. After a consistent decline in the industry profits and growth, because of the competitive nature of the industry or changes in government policies for OTC, the macroeconomic environment changed in Period 8 when it increased by almost 12% period-over-period growth. Due to anticipatory high growth, the prices of the product were marginally increased ($1) in the respective period in order to leverage the benefits of market boom. b) Consumer Behaviors: Generally speaking, m arketing revolves around people. In the words of Peter Drucker, â€Å"Marketing is the entirety of the business from the perspective of the customer.† Hence, it is imperative to understand consumer behavior in order to gain customer insights and apply it to one’s brand strategy. In PharmaSim, consumer behavior was studies through market research reports and analysing shopping trends of the customers. The following insights were gained about our target market segments: Majority of the customer bought their over-the-counter medicines from grocery stores Majority of the physicians and pharmacists recommended brands Coughcure and End c) Competitors’ moves: Similar to the real world, one cannot play in insolation in PharmaSim, hence competitors’ reactive and aggressive moves affect your Dripstopperformances and strategies. For example, Besthelp, Coughcure and End

Quantitative Methods and Analysis Essay Example | Topics and Well Written Essays - 1000 words - 1

Quantitative Methods and Analysis - Essay Example It is expected that increase in employee benefits will be positively related with intrinsic, extrinsic and overall job satisfaction. What are the least squares regression line equations for each of the 3 different regressions? The regression line is the basic simple linear regression model: linear in the parameter ?0 (or Y-intercept) and ?1 (Slope); and in the independent variable (Kutner, Nachtsheim and Neter, 2004). Mathematically, simple linear regression is represented as: Y = ?0 + ?1(X) This paper drew data from the AIU data set. Regression analysis was carried out by excel. Three regression lines were obtained by using benefit as an independent variable and intrinsic, extrinsic and overall job satisfaction as dependent variables. Following results were obtained. Regression Line 1: Intrinsic Job Satisfaction = 4.61781924 + 0.034(Benefits) Regression Line 2: Extrinsic Job Satisfaction = 5.411102 - -0.058 (Benefits) Regression Line 3: Overall Job Satisfaction = 4.934424 + 0.006301 (Benefits) What are the slopes and the y-intercepts? ‘ Regression Line 1: Â   Coefficients Intercept 4.61781924 Slope 0.033893373 Regression Line 2: Â   Coefficients Intercept 5.411102 Slope -0.058 Regression Line 3: Â   Coefficients Intercept 4.934424 Slope 0.006301 What are the R-squared values for the 3 different regressions? Regression Line 1: Regression Statistics R Square 0.001964739 Regression Line 2: Regression Statistics R Square 0.011193 Regression Line 3: Regression Statistics R Square 0.000174 Similarities, differences and strength of correlation The results obtained by the regression analyses revealed both positive and negative slope values showing positive and negative relationships between the dependent and the independent variables. The first and third regression lines have a positive slope which shows that employee benefits are positively related with intrinsic and overall job satisfaction. However, small values of R-square show a weak relationship between these variables. The second regression model shows negative correlation between benefits and extrinsic job satisfaction. The strength of this relationship as measured by R square was highest and therefore the correlation between these two variables was high (Stuart, 1998) Conclusion The purpose of this paper was to examine the relationship between employee benefits and job satisfaction. It was asserted that increase in employee benefits would be positively related with intrinsic, extrinsic and overall job satisfaction. However, the results of this study weren’t consistent with this assertion. Overall, the results of this study show that the employee benefits can be used to predict employee satisfaction. According to the results employee benefits were positively related with intrinsic and overall job satisfaction. Furthermore, there was negative relationship between benefits and extrinsic job satisfaction. The strength of this relationship as measured by R square was highest a nd therefore the correlation between these two variables was high. References Kutner, M. H.. Nachtsheim, C. J and Neter J. (2004), Applied Linear Regression Models, 4th ed., McGraw-Hill/Irwin, Boston Locke, E. A. (1976). Nature and causes of job satisfaction. In M.D. Dunnette, (Ed.), Handbook of industrial and or Organizational psychology, 1297-1349. Chicago. Schneider, B., Gunnarson, S. K.,& Wheeler, J.K. (1992). The role of opportunity in the conceptualization

Why Most Changes Fail Assignment Example | Topics and Well Written Essays - 750 words

Why Most Changes Fail - Assignment Example Failure rate remains high because a huge gap prevails between knowing the subject and transferring that knowledge into action. Rick highlights four mistakes that are responsible for these failures. Firstly, knowledge itself cannot lead to support or commitment from the participants. The focus needs to be on how to bring people's commitment on the change process. Secondly, employee engagement is not granted due importance in the right context. The point is that changes are thrust upon people without giving any space to them to influence the very basic idea of change or participate in the plan process. The Gallup's findings are worth contemplating in this context when they say that there is a great disparity with regard to employee engagement between an average and any world-class organization. Its cost has been estimated over $300 billion in terms of lost productivity in the US itself. Thirdly, Fear of change itself prevents employees to participate in change process with dedication b ecause they view the change process as a threat to their existence in the organization. Moreover, fearful employees cannot focus whole heartedly in the change process. Finally, trust is a crucial element while implementing any change process in the organization. That is to say that the leader needs to develop trust in employees while embarking on any change process, if the organization wants to ensure that the change process goes through successfully. ... Apple's retail store management is a classic case of creating employee engagement. The retail stores are founded on the basic tenet – engaged employees create engaged customers (Customer Experience Matters). For creating employee engagement, the Apple has employed 20-year young adults who love Apple products by heart. These young employees are paid above minimum wage with all other fringe benefits including 401K contributions. Even they are offered employee stock options to buy company stocks. Employee engagements in Apple products help create customers engagement in Apple products resulting into a burgeoning sale of all Apple products. It is a fact that Apple stores bring in more money per square foot than any other retailer in the US. While developing employee engagement, organizations cannot rest on old laurels but needs continuous focus based on the current feedbacks. Employee engagement is crucial for overall success of change management process; however, the most crucial part is how to achieve employee engagement that only a few world-class organizations can achieve consistently? It is true that change management process evokes an unknown fear among employees; however, it is equally true that people resist change and this resistance is also due to inertia as a natural tendency. Every change needs conscious action and natural inertia opposes that. Mechanical living means the process that is devoid of conscious efforts. In organizations, usually, a major part of routine daily activities are mechanical in nature that does not require a conscious effort on part of the employees. Changes process forces them to be alive, alert and agile all the time. This is a conflicting situation between natural inertia and need to

The Role of the Midwife in supporting women with Breech presentation Essay

The Role of the Midwife in supporting women with Breech presentation to have a safe vaginal delivery and the implications for practice - Essay Example As a result, without sufficient training and experience for obstetricians and midwives in managing vaginal breech births, the skills of these practitioners have been reduced. Based on this critical assessment of studies on vaginal breech births, it has been established that there are various factors affecting the incidence of vaginal breech births, lack of experience among birth attendants at the top of the list. Also, the fear of litigation is impacting on the conduct of vaginal breech births. These practitioners are also unwilling to risk the life of the infant by attempting to deliver these infants vaginally. However, as was mentioned, studies have not definitively indicated that caesarean deliveries are actually improving survival rates for breech infants. More studies in line with this research are needed in order to provide specific and definitive results which can be applied in the practice. This dissertation examines the decreasing use of vaginal breech deliveries, in the context of choice available to women, the experience and expertise of the responsible midwives and the trends toward preferential delivery by caesarean section. This dissertation will be based on the author’s perspective, available evidence and current practice and will further evaluate if the women’s choices with regards to delivery of the breech are significantly impacted by the deskilllling of midwives or by the actual risks of the procedure itself. Current practice, as supported by the NICE and RCOG Guidelines recommends the counselling of women on their possible options for delivery, emphasizing the risks involved in vaginal and caesarean births (Royal College of Obstetricians and Gynaecologists, 2006). Many obstetricians and midwives however have only ever experienced vaginal breech deliveries in a simulated environment, often making vaginal breech births riskier options for women (ROCG, 2006). Since practice is now

Health and Safety Essay Example | Topics and Well Written Essays - 750 words

Health and Safety - Essay Example Its main provisions are: To provide and sustain as far as is, feasible for workers a working environment that is safer and with no risks to health. In this feature, â€Å"feasible† means doing what can be achieved in terms of: the cruelty of risk or hazard in question; the suitability and availability of ways to mitigate or remove that risk; and the state of knowledge about the given risk and any techniques of mitigating the hazards. Another feature of the Occupational Health and Safety Act is that it sets out a framework to build procedures and policies in which a health and safety board is established. The board formulates, disseminates, and reviews the rules, standards, and procedures to employees associated to safety and healthy that are to be complied or carried out at the workplace. The above regulations are relevant in the World Federation of Engineering Organization (WFEO) because this organization has set a working environment that is geared to the advancement of the engineering profession. The engineers therefore are made aware of procedures, rules and policies of the firm. Since its mission is to create a professional team that helps in disaster reduction through the transfer and exchange of technology from one nation to another, the regulations are vital in ensuring that the technologies are transferred safely with special consideration to the health of the workforce. He or she gives expert skills and knowledge to create and promote a positive health and safety attitudes. This represents a major role in assisting to control work-related risk. They work in collaboration with employees, employers, trade unions, and directors (Murray & Dainty, 2013). The Health and Safety advisor is responsible for making sure that all legislations related to safety are adhered to and practices and policies are adopted. They are also

Analyze the way in which the Surrounded grounds its narrative in the Essay

Analyze the way in which the Surrounded grounds its narrative in the relationship of geographic space and indian identity. what do you make of the text's narrative landscape - Essay Example The paternal conflict between Max Leon and his sons, including his flawed connection with his wife Catharine brings forth the convergence in the novel. Catharine is the daughter of Running Wolf, an honorable Salish Indian man and known as faithful Catharine after her recent conversion. The bridges burned between them and the mostly disappointing offspring they have conceived together. Max, the patriarch of the family, was imprisoned for a crime his sons it appears hascommitted. Stealing cattle, the sheriff failed to arrest the Leon boys. After his release, Max built a grander house for his own and left his wife in the log cabin. The relationship between husband and wife is a testament to the undeniably challenging relationship among Native Americans and the immigrant Europeans. The life they shared seemed but mangled years of disconnect. Epitomized in the novel is the diversity among two immense cultural groups and their inability to understand one another despite their passive aggressive attempt to do so. It exemplifies the clash in culture that was brought upon by the influx of European immigration to the Americas. This brought upon detraction from the traditional way of life and a shift to the technologically advance European innovations. Life as the Natives knew it was swiftly becoming obsolete as the need to cope with the modern white men increases. Tribal cultures were in essence destroyed that it insinuated a feeling of alienation, opposition or inert tolerance to the fate they cannot possibly escape. Families, communities and people lost not only their lands but their identities in the process. But above all these, Mc Nickle painted the inherent connotative perceptions each group possesses for the other. This constitutes an undeniable conflict of contradiction and passivity. Yet it identifies a certain sense of self-awareness and of condescension for each other. Descending from a MÃ ©tis Indian lineage while his

Health and Safety Essay Example | Topics and Well Written Essays - 750 words

Health and Safety - Essay Example Its main provisions are: To provide and sustain as far as is, feasible for workers a working environment that is safer and with no risks to health. In this feature, â€Å"feasible† means doing what can be achieved in terms of: the cruelty of risk or hazard in question; the suitability and availability of ways to mitigate or remove that risk; and the state of knowledge about the given risk and any techniques of mitigating the hazards. Another feature of the Occupational Health and Safety Act is that it sets out a framework to build procedures and policies in which a health and safety board is established. The board formulates, disseminates, and reviews the rules, standards, and procedures to employees associated to safety and healthy that are to be complied or carried out at the workplace. The above regulations are relevant in the World Federation of Engineering Organization (WFEO) because this organization has set a working environment that is geared to the advancement of the engineering profession. The engineers therefore are made aware of procedures, rules and policies of the firm. Since its mission is to create a professional team that helps in disaster reduction through the transfer and exchange of technology from one nation to another, the regulations are vital in ensuring that the technologies are transferred safely with special consideration to the health of the workforce. He or she gives expert skills and knowledge to create and promote a positive health and safety attitudes. This represents a major role in assisting to control work-related risk. They work in collaboration with employees, employers, trade unions, and directors (Murray & Dainty, 2013). The Health and Safety advisor is responsible for making sure that all legislations related to safety are adhered to and practices and policies are adopted. They are also

Fast Food Tips for Athletes Essay Example | Topics and Well Written Essays - 750 words

Fast Food Tips for Athletes - Essay Example Since the fast food concept is based on speed, uniformity and low cost, fast food products lack the required nutritional values (Wikipedia n. pag) required particularly for an athlete. Fast food restaurants provide a quick, cheap and filling meal but these are often items which are high in fat, calories and sugar. They are also low in vitamins, minerals and fiber. Too many fat calories get in the way of eating enough carbohydrates. Carbohydrates are the body's main source of energy. Athletes require more of carbohydrate in their food. If an athlete eats too few carbohydrates, they lose energy for sports performance. It is estimated that about 60% of the calories should come from carbohydrates (bread, rice, pasta, fruits, vegetables, beans). Proteins are essential and are the basis for building muscles and fats/oils help with nerves and hormones, in the body (University of southern Maine n. pag). A proper diet should include all of these. Fat takes longer to digest than carbohydrate, which means that an athlete should cut down on high-fat snacks or meals particularly just before the game. Soft drinks are high in sugar, but do provide energy. Diet drinks have no nutritional value, especially if they contain caffeine which draws fluid out of the body should be avoided. Instead better choices are juices, seltzer, low-fat milk, hot cocoa, or just plain water (The Women's Sports Medicine Center 1999). As it is a well known fact that 70 % of our body is water. As an athlete, it's important to keep the body well-hydrated. It is also important to drink plenty of water to keep the muscles hydrated. Athletes must take care of their dietary requirements and should stay away from carbonated drinks, especially soft drinks. No junk foods such as sugary snacks or chips even if they are baked. And minimize heavy fats and proteins in pre-game meal (velocitys p.com n pag). Staying away from dairy products and too much protein like greasy hamburgers, pizza, ice cream, and cheese is good for athletes. It is good to avoid dishes that are deep fried or battered. Though soda pop and candy bars are quick burst of energy but it will drop quickly, avoiding them is good. Before the game eating high carbohydrate foods like bread, pasta, whole grains, vegetables, and fruits are considered as very good. Carbohydrates are digested quickly and provide glucose to the muscles. Meals that are good sources of carbohydrate such as rice, noodles and pasta are a good place to start. In addition, adding lean sources of protein such as lean meat, fish, chicken, beans or tofu and include plenty of vegetables are good. Sandwiches, cereal bars, fruit, juice, liquid meal supplements and bottled or powdered sports drinks are ideal (Department of Sports Nutrition, AIS). Some of the major nutritional challenges faced by athletes include achieving carbohydrate and protein requirements on a daily bases, meeting daily vitamin and mineral requirements, balancing energy intake, maintaining adequate hydration, and food safety. It is very essential to choose the right food before and after the game to complete the nutritional requirement of the body as well as to provide enough energy for the athlete to perform well in sports. Work cited Department of Sports Nutrition, AIS, Nutrition for Travelling Athletes, Australian Sports Commission (2004) 29 March 2007

A view from the Bridge Essay Example for Free

A view from the Bridge Essay Eddie Carbone is in love with his niece by marriage, Catherine or Katie as he affectionately calls her. He has bought up the orphaned child as his own, loved her unconditionally. However, on the cusp of womanhood he has fallen in love with her, something he cannot admit to himself, as it is too terrible to acknowledge. The first clue to this unlawful love is his obsessive concern for her appearance Katie, you are walkin wavy! I dont like the looks theyre givin you in the candy store. And with them new high heels on the sidewalk clack, clack, clack. The heads are turnin like windmills. Without realising quite why he has done it, he has delayed her oncoming womanhood by keeping her at school and secretarial college. This way he can protect her from external influences keeping her wings clipped. This is why he is so keen to dissuade her from taking a job offered to her. I know shell be in the office but that aint what I had in mind We are afforded here a confirmation of the tragedy that is likely to unfold by the way Eddies wife; Beatrice reacts to Eddies dismay at Katies first steps to freedom. We feel her sense of urgency in her attempting to put distance between Katie and Eddie, she remonstrates with Eddie I dont understand you; shes seventeen years old you gonna keep her in the house all her life? To re enforce our understanding of Eddies true feelings another character fills us in on ensuring drama. This part belongs to Alfieri the lawyer / narrator of the play who in the traditional tragedy takes the part of the Greek chorus. More educated and yet part of the community, he tries to forestall the inevitably tragic ending even though he knows he is powerless to stop it. As the play progresses a monstrous change creeps up on Eddie. He is violently opposed to this romance between Rudolpho and Catherine. Eddie is not intelligent enough to realise that this opposition is not motivated, as he thinks, by a dislike of the boy and the suspicion that he is a homosexual. Not even the Alfieri can persuade Eddie to let go of the girl. Most ancient tragedies have a recognition scene wherein self-realisation dawns on the protagonist, in this case Eddie as it happened with Oedipus Rex. All of Shakespeares tragedies have recognition scenes. In this play there is no formal recognition scene. Only after Eddie has given Marco and Rudolpho up to the immigration service and he knows that he is facing certain death, due to his jealous desperate behaviour, does he begin to realise his faults and this is when the recognition scene takes place. This is similar in Millers A Death of a Salesman. He is adamant about wanting his name back, and he knows that he is in an impossible situation so he sees no other way out, and this is when everything comes crashing down around Eddie because he realises what he has done and cannot change anything. In my opinion what makes this play such an important and textbook modern tragedy is the way the viewer or reader is made aware of the inevitability of a tragic outcome given the setting and cast of characters. We are aware of the importance of name to the Italians, and the system men are judged by in the ethnic group in America. As Eddie loses more and more control over his feelings for Katie and thereby causing the problem to worsen he is in desperate need of some other focus, hence the significance of his blinding desire to clear his name of traitor which Marco has accused him of being. He feels if this can be sorted out so will his life. Hes gonna take that back, hes gonna take that back of Ill kill him! You hear me? Ill kill him! Ill kill him. This point is further emphasised by Eddies point blank refusal to accept Rodolphos apology which would help to sort things out. Eddie knows that if he and Rodolpho were seen to have made up that things between Marco and Eddie may possibly be patched up. Eddies near hysterical response is I want my name! He didnt take my name; hes only a punk. Marcos got my name By refusing the option that would have diffused the situation, the way is cleared for the inevitable outcome, his sense of self righteousness over Marco taking his name obscures his vision as to the real villainy of the piece his wrongful love for Catherine. The audience now knows that he truly would rather die than admit his true feelings showed in his horrified utterance of Beatrice in response to her accusation of you want somethin else Eddie, and you can never have her! The outcome of this disaster is one man killed, one facing deportation and therefore financial ruin for his family. Two families are ruined. All this has come about from the combination of one mans psychological make up and the circumstances ensuing from his social background. A truly modern tragedy. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

History of Business Studies

History of Business Studies This research has been a requisite due to the fact that in 2011 students performance at Higher School Certificate level had a fail rate (Grade U) of 34.16% out of 161 examinable candidates in Business Studies at Advanced Subsidiary level (MES, 2012). Moreover, the key messages from the principal examiners report for teachers (2011) claimed that educators should show students how to construct their answers by using the context and data provided; put emphasis on number of attempts of all questions in the data response paper; improve time management skills; read questions carefully and focus answers closely to question asked; provide guidelines for command words in questions such as explain, analyse and evaluate as evaluation remains a problem for candidates. In relevance to marketing, focusing on the elements of changes to the marketing mix; contextualising the market research; picking key evidences from daily marketing activities of businesses of were the most important aspects. On t he other extreme, candidates should take care to apply analysis and evaluation skills in the context in order to achieve higher marks; give a balanced argument in answers; show how concepts are useful to a business; comprehend the exact requirements of the questions. In 2000, Raelin (p.107) sustained that We need to continue to experiment with ways to bring reflective practice to management education (Business Studies in this context). Management is truly a messy, interactive, and typically tacit activity. We tend to treat instruction at an absurdly low level of complexity . . . Consequently, the author believes that Action Learning as an Action Research may revolutionize the leaning process of Business Studies students at secondary level. Aims and Objectives of the Research Aims of Research To show how effective is Action Learning as a concept in the teaching and learning of Business Studies at HSC level. To identify learning difficulties during Business Studies lesson. Objectives To enable set participation and discussions to acquire new skills during Business Studies lesson. To assess student based on their social skills and help them to learn from their own action. To compare performance of students behaviour based on past experiences in Action Learning. To provide participants the opportunity to ask questions, support each other and take action to resolve problems. To see how effective is Action Learning in developing other skills for learners. Rationale During the past years, teacher centred approaches have dominated the learning process leading to poor results in Business Studies. Students have very often complained that the teaching strategies being adopted by teachers are not motivating. Learners see the lesson as being bulky to complete at the two last periods after recess with conventional instruction. Throughout, interest level seems to be very low and the learners try to oppose the learning process. These are the main causes why the author proposes an alternative concept in Business Studies to minimise learning barriers. This research adopts a purely humanistic conception toward the enhancement of personal development of students in Business Studies. The humanistic perspectives incorporate cognitive, affective and psychomotor domains to facilitate experiential learning. The researcher is convinced that learning difficulties encountered by the students can be identified through action leaning. Guided and just-in-time learning will take place within a safer environment in order to acquire additional skills (communication skills, social skills and interpersonal skills). Real problems may be challenging for learners though discussion and questioning. In the company of a facilitator, critical thinking, generalisation of ideas and reflection of set members are achieved. Research Questions What types of problem are students facing while doing business studies at HSC Advance Subsidiary level in Forest Side SSS (boys)? Does action learning affect personal development and performance of students during learning process? Methodology An action research has been adopted for this study based on qualitative and quantitative research methodology. For the collection of data, qualitative assessment will be implemented on social skills through participants observation and quantitative assessment in the form Students Feedback Questionnaire. The sample size consists of 5 students studying Business Studies (Advance Subsidiary) at Lower Six. Materials will be mostly Case Studies where students will have to identify problems and discussions will be made in prior to obtain an outcome by using action learning. CHAPTER ONE INTRODUCTION Introduction This chapter outlines the history and evolution of Business Studies curriculum and syllabus in Mauritius at both Lower and Upper secondary level. It highlights the importance of choosing Cambridge International Examination (CIE) for Business Studies at SC level as basic grassroots. However, the author lays more emphasis on Higher School Certificate (HSC) at Advance Subsidiary level (AS) as it is the research focus area. 1.1. Brief history of Business Studies In 1948, management of business as a subject was introduce in the Mauritian curriculum during the British colonisation. The aim was to educate elite and students from aristocratic background to undertake family businesses. Later, Mauritian students got access to London Chamber of Commerce for distance learning in management studies. Some years later, in 1965 more precisely, the local government come to a decision to launch Business Education studies in both public and private schools. Business education was provided as core and elective module at the University of Mauritius after 1971. Business education at School Certificate level Introduced in lower secondary level (Form 3) curriculum during 1986, Business Education encompassed of three major domains namely Commerce, Principles of Accounts and Economics. Few years later prescribed textbooks along with their syllabus of these subjects had to be used in all schools doing Business Education. To be eligible for SC exams, students are offered a list of subject choices in Form 3 before promoting to Form 4. They are given the chance to select their study side. For instance, they can opt for Commercial studies, Business Studies, Economics, and Accounting. The syllabus code for Business Studies at O level is 7115. The exam paper embraces two sections namely; short-answer questions, structured questions and data response questions and Paper 2 questions derived from a given case study carrying equal weightage. Business activity, the organisation, changing business environment, economic environment, marketing and production are some underlining topics at Business Studies O level for students to apply their understanding to a variety of simple business situation. Figure 1.1 illustrates the grade distribution of Business Studies in 2011 at SC level. 1.3. Why choosing Cambridge O level Business Studies? Cambridge O level Business Studies is acknowledged by Universities and employers as a proof of business concepts and techniques across a range of different types of business (University of Cambridge, 2012). Successful students are exposed to lifelong business skills incorporating: understanding different forms of business organisations, the environments in which businesses operate and business functions such as marketing, operations and finance; an appreciation of the critical role of people in business success; confidence to calculate and interpret business data; communication skills including the need to support arguments with reasons; ability to analyse business situations and reach decisions or judgments. (Source: University of Cambridge, 2012) 1.4. Business education at Higher School Certificate level Business Studies at HSC level is demarcated by offering compulsory subject combinations through which learners have to compete for. For example, E03 would mean the combination of Economics, Business Studies and Accounting and NS20 would stand for Mathematics, Business Studies and Accounting. The paper code was amended in 2001 as 9707 which was previously 9368 for Management of Business. The exams paper takes into account of Core topics (for Advance Subsidiary) and Extension topics for Advanced level students. The composition of Advance Subsidiary (AS) exam session is of Papers 1 and 2 covering only core topics in Business Studies curriculum. Paper 2 lasts for 90 minutes through which students have to answer two data response questions in contrast to Paper 1 having two sections (A for short answer questions and B for essay on core curriculum) with duration of 75 minutes and weightage of 40 percent of the total marks. AS level syllabuses are designed to offer candidates with 180 guided learning hours with direct teaching per subject over the duration of the course and may vary with curricular practice and candidates prior knowledge on the subject. The main aims of the syllabus are to provide critical understanding of business activity, nature, and behavior and at the same time developing skills for decision making, problem solving, management of information and effective communication. Some topics covered by the syllabus are business and its environment, people in organizations, marketing, operations and project management, finance and accounting and finally strategic management which was recently introduce in the syllabus. It is worthy to note that AS results are shown in grades of a, b, c, d and e whereby grade a being the highest, e the lowest marks scored and U as ungraded (fail). A concrete example is illustrated in Figure 1.2 showing the performance in Business Studies at AS level for 2011. 1.5. Conclusion There has been an evolution in Business Education since 1965. With a high level of failures among Business Studies students in 2011, this study has become a priority to identify the factors causing learning difficulties through the use of Action Learning. The next chapter present an overview of AL as a concept. CHAPTER TWO LITERATURE REVIEW Introduction There is a number of reasons for the need for educational reform, including inappropriate methods of teaching and learning Mograby (1999), which have been largely a combination of teacher-directed rote learning using state developed curriculum and test-driven assessment (McNally, et al.,2002). Educational reform requires teachers with new knowledge and skills, teachers who are proactive and capable of generating their own professional dynamics (Wallace, 1996, p. 281). For those hoping to achieve learner agency, there are many powerful approaches aligned with the goals of active learning. One of these is Action Learning (AL) by Revan (1998). Hence, in this literature the first part emphasise on a definition for action learning. Various models of AL are discussed and interpreted as experiential leaning process. Last but not least, the characteristics of AL are described bearing in mind its components such as the AL set and the facilitator or the advisor. 2.1. Definition of Action Learning Revans (1998, p.83) asserted that there can be no learning without action and no action without learning. An action is a process of doing something to achieve a particular aim: student need to study to pass exams. Alternatively, learning is the acquisition of knowledge or skills through study or experience: different student experience different learning difficulties. Wrapping up action and learning would simply mean a course of action of performing a task differently through study and past experience to attain particular objectives. In a different way it is the transfer of knowledge, skill, and behaviour to something practical (Weinstein, 1998) to acquire wisdom. Yet, numerous researchers have elucidated the concept of Action Learning further. Action Learning formerly developed by Revans during the 1940s enable top management to steer the coal mining industry through a period of tumultuous change after world in Britain (OHara et al, 1996). The idea of Action Learning later became a reference for problem-solving for managers who believed that appropriate solutions may arise through discussions and changes in behaviours. Willmott (1997) elucidated how action learning can contribute to critical thinking by exploring how comparative abstract ideas can be mobilized in the process of understanding and changing interpersonal practices. Tom Bourner et al (1996) defined AL as a process of reflection and action aimed at improving effectiveness of action where learning is an important outcome while in 2002, Zuber-Skerrit came forward with a newer definition for Action Learning as learning inspiring from concrete experience and critical reflection on that experience which may occur in or by group discussions, trial and error, discover y and learning from and with each other. ONeil (1996) believed that AL programmes are used to help individuals to acquire new learning skills (social skills, communication skills and interpersonal skills), however, OHara et al (1996, p.16) put it as being less straightforward and more demanding than a traditional taught program. The latter argued that participants develop the capacity to be life-time learners, enabling them to adapt to new situations and circumstances (p.21) through AL. 2.2. Models of Action Learning Revans (1998) derived a model for action learning through conventional education system (traditional and formal methods of instruction) and penetrating questions (questioning skills used to get to the unknown). He expressed it by an equation: L=P+Q Whereby, L represents totality of individuals learning; P which is programmed knowledge and Q as the questioning insight. Though questioning insight boosts up effective learning (questions set from lower levels to higher levels) and facilitates the exploration of nature, action learning is not about acquiring only knowledge. That is why, Weinstein (1998) put forward that action learning is about practical learning and thinking differently through the use of new set of values and beliefs. Besides, based on a UK conference experience, Krystyna Weinstein devised a model of AL by focusing on a combination of three Ps comprising of a philosophy; specific procedures and two-end products. Weinstein (1997) argued that if any of the three Ps is missing, action learning will not crop up due to the fact that the philosophy underpins the procedures and show how the two end-products are reached. In her model, Ruebling (2007) stated that awareness (goals to achieve), inquiry (structured questioning through factual, feeling, possibility and decisional questions), insight and possibilities (suggestions), planning, commitment of future team meeting, accountability, execution, reflection, experiential learning and recalibration (take any particular to the next level whilst providing additional solutions) are the critical success factors for AL. Numerous types of AL were thought-out into four different schools (Tacit, Scientific, Experiential and Critical Reflection schools) by ONeil in 1999 whereby the centre of attention were real problems, scientific research, experiential learning, and reflections consecutively. OHara (1996) proposed a model to show how AL has been integrated in higher education whereby it involved processes which motivate participants to learn in a safety environment; set members share commitment and competences which eventually lead to personal or group challenges; the facilitator brings in trust, support and intellectual or emotional energy. Furthermore, the learner achieves a more fulfilling and successful experience when the action leaning approach is merged with stock of knowledge, research techniques and outcomes are assessed to gain academic qualification, learning skills and ability to deals with new circumstances. 2.3. Action learning as experiential learning Zuber-Skerritt (2002), Miller (2003) and Hicks (1996) advocated that action learning is identical to experiential learning that is, it is more than just a different form of expressing how to learn from experience (Mumford, 1995). However, Smith (2001, p.36) implied that: It is well known that experience itself is a very slippery teacher; most of the time we have experiences from which we never learn . . . action learning seeks to throw a net around slippery experiences and capture them as learning, i.e. replicable behaviour in similar and, indeed, differing contexts. A framework is provided to AL participants through which an individual, having had a concrete experience and having made observations about and reflected upon that experience, is in a position to form or develop abstract concepts or generalization based upon their observations and reflections. These concepts can then be tested in a new situation or a changed environment, which will, in turn, lead to new concrete experiences (Raelin, 1997; Smith, 2001). Figure 2.3 shows the Experiential learning cycle design by Kolb (1984) Experiential learning (Figure 2.3) also occurs through the action learning set (Mumford, 1991) as set members learn through their experiences of their actions, their observations, reflections, and conceptualizations are developed. They are encouraged and challenged explicitly through the set, which provides support to test the new understanding for discussions to develop and learn from experience in order to change, rather than simply repeating previous patterns (McGill and Beaty, 1992). 2.4. Characteristics of Action Learning Many researchers debated that effective Action Learning can only take place if the four elements below are linked to one another: the person or individual; the problem they are seeking to solve; a group of individuals (the learning set) with whom they interact; and action on the problem and learning from this action. Following the same dimensions, Smith and ONeil (2003) grouped some common characteristics of AL whereby problems are tackled in real time with no right answer; participants meet several times in small sets; problems are relevant; participants ask questions, reflect, extract lessons; they support each other; and take actions to resolve problems between set meetings. Problem solving provides the learner with an opportunity to act, be creative and to show that there is a significant change in behaviour, not simple increased awareness than rumination on unbounded ideas (MacVaugh and Norton, 2011). Although problems involved in learning may be familiar or unfamiliar to a group, internal or external, AL problems must, be real, significant, clearly defined, challenging, involve implementation (action) and capable of being learned from (Revans, 1980, 1982; Edmonstone, 2002). Furthermore, Marquardt (1999, 2004) identified six components of Action Learning which encloses a challenge is important to the group; diverse background for groups of four to eight; a process of questions and reflections; power to take action for strategies developed; commitment to learning at team and individual level; and lastly an AL coach who promotes learning and improve skills for personal development of team members. Personal development requires a person who is encouraged to develop his or her own reflective practices with a view to making things happen or change. According to Revans (1980, p. 43) this personal development works best when it is a natural outcome of a managers reflection on their daily practice; by tackling todays problems more thoughtfully, he automatically learns how better to tackle tomorrows. Ruebling (2007) discussed that bottlenecks can be eliminated from beginning to end by peer accountability and a distinctive peer-questioning to classify biases and a ssumptions driving thinking processes and behaviors. 2.5. Action learning Set Set is a group of participant or colleagues working with real problems with the intention of getting things done and take active stance toward life and helps to overcomepressures of life and work (McGill and Beaty, 1992). Set members comprises of four to six learners as there are no hard or fast rules about the constitution (Johnson, 1998). Set as a group process; it uses peers to generate learning from reflection on practice (Beaty et al., 1997, p. 185) and brings people together to exchange, support and challenge each other in seeking to learning (Pedler, 1996, p. 15). It is not an official meeting as there is no headperson or minutes of meeting to be taken which is absolutely essential to effective action learning (Mercer, 1990; Mumford, 1995). On the contrary, Craig Johnson (1998) stated that sets meeting support individuals in reflecting on past actionsand construct future action based on actual problems but Lee (1996) maintained that set requires equality of voice, shared trust and confidence, open discussion and a supportive environment, and works best when of an interdisciplinary nature. It is through discussion and questioning that set individuals develop their understanding and outcomes of a scrupulous problem. 2.6. The facilitator In action learning the facilitator creates a conducive learning environment by enabling participants to be more active and self-directed towards taking more responsibility for what they learn and how they learn it, and for assessing whether they have learned it. He or she is mainly the teacher in a classroom context with the expectation of developing the skills of learning for the students. Skills as such may be for instance, encouraging critical thinking, theories development and real world reflections. Also known as the advisor, the exact moment is resolved to perform role plays in a particular milieu. Facilitators rely on the group to offer suggestions to members engaged in project quandaries (Raelin, 1997) and are dissimilar from that of the university lecturer; they do not teach, but help participants to learn from exposure to problems and one another (Mumford, 1995). The role of the facilitator is to ensure the set is focused on and effective in its discussions, but ultimately the facilitator wants the set to work independently. However, it was observed that external pressures influencing the learning advisor were encountered within the organisational setting (sitting arrangements for this research) and low frequency of regular meeting over an extended period of time of group members (McGill and Beaty, 1992; Pedler, 1991). Other researchers such as ONeil and Marsick (1994) noted that programme design that is questioning insight in action learning provided just-in-time learning. However, the background of the advisor/facilitator, workload assigned, need and attitudes of participants (ONeil, 1996) might have a harsh impact on the learning process. 2.7. Conclusion The literature review chapter clearly depicts that very few educational institutions (Tacit, Scientific, Experiential and Critical Reflection schools) are said to have applied active learning using a unified model (Maudsley, 1999) such as action learning (Revans, 1998). AL programmes help students to acquire new learning skills ONeil (1996) and learn from concrete experience and critical reflection through group discussions. In a way, it is a transfer of knowledge, skill, and behaviour to something practical (Weinstein, 1998) by set members whereby problems are tackled in real time with no right answer (Smith and ONeil, 2003). The facilitator or the teacher creates a favourable learning environment by enabling participants to be more active and self-directed towards taking more responsibility. That is why the author believes that there is a need to change from the traditional transmission model, (transmission of knowledge from the teacher to the student, (McNally, et al., 2002)) to a learner centred approach by implementing AL. CHAPTER THREE METHODOLOGY Introduction The purpose of this chapter is to describe the methodological implementation of Action Leaning concept as an Action Research in Business Studies to achieve research objectives. One of the main objectives is to point out whether Action Learning offers contribution to the development of students social, communication, interpersonal and problem solving skills. Furthermore, it provides the opportunity to see whether a profound learning relationship is built between the teacher and the student through participation, discussions, past experiences and transferring of skills. The first section discusses about the AR process and its implementation throughout the study context. Details about the data collection methods are elaborated further at a later stage along with the sampling design process. 3.1. Study Context This study has been carried out in a Secondary State School in lower Plaines Wilhems district (Zone 3) in Mauritius. Students in Lower Six Economics One (LVIE1) studying Business Studies at Advance Subsidiary with subjects combination of Sociology, Accounting, Economics and Mathematic were the main participants for this research. Respondents were informed beforehand about this research and were willing to try something new as a teaching and learning strategy in Business Studies. 3.2. Why Action Research (AR)? AR is a new methodology that emerged after the First World War from the intellectual climate and ethos of an era that focus on empowerment and change, gathering momentum across contexts and cultures (Zuber-Skerritt and Fletcher, 2007). Some key features of Action Research outlined by Koshy (2005) are the involvement in research for teachers own practice (analysis, reflection and evaluation), facilitation of changes through enquiry and its usefulness in term real problem solving as it deals within actual situations. The main advantages gain from using Action Research are: research is focused only to a specific context which provides the efficient use of time and cost; researchers can be participants and always close to the situation; open-ended outcomes can emerged; through AR the researcher can bring about modification in projects and at times theoretical development may occur. OLeary (2004) depicted AR as a cyclical process comprising of observations to gather data, reflect on thes e research data and finally design a plan for implementation to generate further knowledge. She further argues that cycles converge towards better situation understanding and improved action implementation; and are based in evaluative practice that alters between action and critical reflection (2004: 140). 3.3. Time Frame The implementation of Action Learning in Marketing as topic in Business Studies took place from 29th August to 13th September 2012 wrapping up three weeks during the third school term. The consecutive weeks were split into three cycles as stated below: Cycle 0: 27th August 31th August (3rd Week) Cycle 1: 3rd September 7th September (4th Week) Cycle 2: 10th September 14th September (5th Week) 3.4. Sampling 3.4.1. Set Members The sample to undertake AL has been students from Lower Six Form at a State Secondary School. These participants also known as the set members are mixed ability students having different socio-economic and ethnic background. All of them lives in the nearby villages and will take part in the Cambridge International Examination next year. The set comprises of five boys, all studying Business Studies at Subsidiary Level in respect of their other subjects chosen at Advanced Level. For AL to take place, set members are to be grouped to achieve learning objectives. 3.4.2. The facilitator In this context, the researcher will act as the facilitator to smooth the progress of discussions through effective questioning methods. The advisor encourages participation to develop positive attitudes along with social skills among students. 3.5. Data Collection Methods Innovative forms of assessment will be carried out to gather data instead of the traditional test assessment in the forms of: Qualitative assessment through observation and checklist prepared by the facilitator to assess interaction among students, Quantitative assessment through Students Feedback Questionnaire at the end of the teaching/learning strategy. 3.5.1. Observation Observation is performed by the facilitator whereby attitudes and behaviours are noted down. The important criteria considered to bring drastic changes in personal development in the student will be as follows; students level of response, involvement, participation, behaviours toward peers and ability to discuss and ask questions. 3.5.2. Checklist The facilitators assessment checklist is constructed from beginning to end based on variables (criteria) discussed in Chapter Two (Literature Review) on Action Learning. Criteria are selected by the researcher for the contribution of personal development as well as improving social, problem-solving, communication and interpersonal skills. Each criteria is rated from 1 (Very Poor) to 5 (Very Good) including 3 as Satisfactory as illustrated below in Table 3.1. 3.5.3. Students Feedback Questionnaire Students Feedback Questionnaires (See Appendix 1) were distributed and collected to targeted respondents on 19th of September after the AR had been completed. After a small consultation about confidentiality, students were convinced about reliability of this research and agreed to fill in the data with all honesty. Some students had a kind of fear as it was the first time they were participated in a survey. However, the response rate was 100% as they cooperated and participated fully in the exercise. 3.6. Ethical Issues on Data Collection Ethical requirements in research should not only aim to only benefits but to avoid any harm. In this context, the principles of the research ethics were considered as: Minimising the risk of causing emotional harm to students by not probing into their personal life through the use of irrelevant questions. Moreover, the researcher would have been out of context and would shatter the prevailing level of trust. Obtaining the consent of the learner himself without which getting hold of data would have been impossible. Consent forms were set up and signature of students parents were required. This research provides secrecy for the name of school and school staffs where this study has been carried out. Protecting confidentiality of data collected was of high priority as trust is the bridge between the researcher and the respondent. There was avoidance of deceptive practises whereby students were well informed beforehand about this research and additional information was provided to them to clear any misunderstandings. Learners were provided the right to withdraw from the survey at any point of time and were not forced to take u this exercise. 3.7. Triangulation More than one method of data collection tools has been used for this Action Research. Triangulation methodology is a mixture of quantitative and qualitative research techniques to generate reliable data and at the same time support the validity of the research. In this study data triangulation was

Compare and contrast Mr. Birling and Sheila Birling Essay -- English L

Compare and contrast the characters of Mr. Birling and Sheila Birling in their attitudes to social issues. In the play â€Å"An Inspector Calls† by J.B. Priestly, Mr. Birling and Sheila Birling have contrasting attitudes to social issues. The author uses this difference to highlight the diversity between generations and their reactions to situations faced. Arthur Birling is the father to Sheila Birling and so is presented as the older, â€Å"old-fashioned† generation whereas Shelia is the younger generation, who is more aware of the responsibilities they have towards other people. (?) The play begins with Mr. Birling and his family celebrating the engagement of Sheila to Gerald. The atmosphere is happy and light-hearted. Before the Inspector arrives, Birling is happy with life and himself. He says, â€Å"It’s one of the happiest nights of my life†. This shows that he is quite selfish because he only thinks that it is one of the happiest nights of his life, not of Sheila and Gerald’s. He also shows that he can accept economic change in business but not social and personal change, as we see later in the play. He says, â€Å"There’ll be peace and prosperity and rapid progress everywhere – except of course in Russia, which will always be behindhand naturally.† Mr. Birling’s tone of voice at the beginning of this quotation is boastful which changes to scorn when he talks about Russia. His scornful attitude towards Russia emphasises Mr. Birling’s lack of attitude towards others. Sheila, too, is in a happy and playful mood at the beginning of the play. The stage directions say â€Å"half playful, half serious† which emphasises her good mood. Sheila doesn’t say much at the beginning as it is Mr. Birling doing most of the talking. Bot... ... still affected by what has happened even though it may not be true. She doesn’t understand how her father can go back to normal. Mr. Birling emphasises the differences between the older and younger generations and refuses to accept social change. Sheila gets stronger throughout the play and she symbolises the new generation and society. Sheila accepts change and knows what they did was wrong. She understands that if it had happened, there would have been consequences. The message that J.B Priestly is putting across is that people have a responsibility towards others. The Inspector says, â€Å"We don’t live alone. We are members of one body. We are responsible for each other†¦if men will not learn that lesson, then they will be taught it in fire and blood and anguish.† The party at the beginning represents society but underneath the happiness, society is rotten.