STRATEGIC MANAGEMENT Essays (9520 words) - Strategic Alliances

Skip over navigation to the main content Searching:9 databases 16 Recent searches | 0 Selected items | My Research | Exit Basic Search Advanced Publications Browse Preferences English(Change Language) - this link will open in a new windowHelp ProQuest Full text Back to results Previous(previous record) Document 18 of 8891 Next(next record) Add to selected items Save to My Research Email Print Cite Export/Save Tags Share Collapse panel Other formats:Citation/Abstract Full text - PDF (2 MB) ReferencesCited by (19) More like this See similar documents Search with indexing terms Subject Organizational learning Market entry Research & development R&D Foreign investment More... Location Japan Search Entry mode, organizational learning, and R&D in foreign affiliates: Evidence from Japanese firms Belderbos, ReneView Profile . Strategic Management Journal24. 3 (Mar 2003): 235-259. Turn on hit highlighting for speaking browsers Show highlighting Abstract (summary) Translate Abstract This paper develops hypotheses concerning the role of entry mode and experience-based organizational learning as determinants of the R&D industry of foreign affiliates and tests these hypotheses on a sample of 420 Japanese manufacturing affiliates abroad. Entry mode has a major impact on R&D activities: the R&D intensities of acquired affiliates substantially exceed those in wholly owned greenfield affiliates, while the R&D intensities of minority owned ventures are higher if Japanese parent firms lack strong R&D capabilities at home. For greenfield operations, support is found for an incremental growth pattern of foreign R&D as a function of organizational learning and affiliate capability building. The results are consistent with the view that part of the explanation for Japanese firms' relative lack of involvement in overseas R&D must be sought in their status as 'latecomers' in the establishment of overseas manufacturing networks. LEC LEC Full Text Translate Full text Turn on search term navigation Headnote Received 13 January 2000 Final revision received 26 August 2002 Headnote Key words: R entry mode; organizational learning; Japanese firms Headnote This paper develops hypotheses concerning the role of entry mode and experience-based organizational learning as determinants of the R&D intensity of foreign affiliates and tests these hypotheses on a sample of 420 Japanese manufacturing affiliates abroad. Entry mode has a major impact on R&D activities: the R&D intensities of acquired affiliates substantially exceed those in wholly owned greenfield affiliates, while the R&D intensities of minority owned ventures are higher if Japanese parent firms lack strong R&D capabilities at home. For greenfield operations, support is found for an incremental growth pattern of foreign R&D as a function of organizational learning and affiliate capability building. The results are consistent with the view that part of the explanation for Japanese firms' relative lack of involvement in overseas R&D must be sought in their status as 'latecomers' in the establishment of overseas manufacturing networks. At the same time, a number of Japanese firms hav e actively used foreign acquisitions and joint ventures to gain access to overseas technology and to establish overseas R&D capabilities at a faster pace. Copyright ?2002 John Wiley &Sons, Ltd. INTRODUCTION There is continuing interest in the internationalization of research and development (R Kuemmerle, 1997; Pearce and Singh, 1990; Gerybadze and Reger, 1999; Hakanson and Nobel, 1993a, 1993b).2 Driven by shortening of product life cycles, increased global competition and rapid technological developments, multinational firms need to 'tap into' centers of world excellence in given technological fields (Bartlett and Ghoshal, 1989). The challenge is to utilize local technological learning in geographically dispersed sites by communicating and integrating it into the firm's global organization and leveraging it in other markets. This is the subject of an emerging literature on effective coordination and control processes in international R DeMeyer, 1997; DeMeyer and Mizushima, 1989; Gassmann and von Zedtwitz, 1999; Ghoshal and Bartlett, 1988; Reger, 1999). A common finding in the literature on international R Behrman and Fischer, 1980;

Explore the Theme of Monstrosity in Frankenstein Essay Essays

Explore the Theme of Monstrosity in Frankenstein Essay Essays Explore the Theme of Monstrosity in Frankenstein Essay Essay Explore the Theme of Monstrosity in Frankenstein Essay Essay Montrosity is a key in Frankenstein. and it affects both the Creature and Victor. whilst at the same clip. Shelley argues that society is monstrous through unfairnesss of the clip and the societal conventions. Frankenstein could be said to be the monster himself- when he says â€Å"miserable monster† whom â€Å"I had created† . we see Shelley implicitly suggest. through the alliterative phrase. that merely as â€Å"Adam was created in God’s image† so excessively was the Creature born in the image of Victor. Furthermore. the thought that Frankenstein is himself the monster is reinforced by â€Å"or instead cell† . â€Å"Cell† refers to a prison cell. and is used symbolically to stand for the thought that merely like a cell is for felons. who perform Acts of the Apostless of monstrousity. so to is Frankenstein the â€Å"criminal† perpetrating an act of â€Å"monstrosity† . On the other manus. we could reaso n that it was non so much the act of creative activity that was monstrous. but instead Frankenstein’s reaction. By composing â€Å"I ran out of the room† we see Victor execute the ultimate rejection. and hence. eschewing the responsibilty that exists in the double star between â€Å"Parent† and â€Å"Child†- as John McRae argued. It is interesting to observe that Frankenstein rejects the monster because of an unconditioned selfishness- â€Å"the beauty of the dream vanished† implies that Frankenstein’s physical construct does non equal that of his mental construct. and that because Frankenstein’s program are in confusion. his rational scientific methods- â€Å"I selected†¦in proportion† show this- are replaced by emotional responses ; which for him. is territory unknown- in the same manner Walton seeks to â€Å"ascertain the secrets† or how the Animal wants to understand human behavior at the De Lacy’s. Therefore. we see a connexion between Victor and the Creature- whom he describes as â€Å"miserbale monster† . Furthermore. the fact that Frankenstein can merely react to the Creature’s birth in empirical. scientific observations- â€Å"pearly white dentitions. dull eyes†- constrasts with Elizabeth’s response to William’s death- â€Å"O I have murdered my child† . By portraying Elizabeth in a positive light- she forms an emotional response. which juxtaposes with the unfertile feelings of Frankenstein at the construct of the Creatue. Shelley implies that adult females present a greater grade of humanity- and therefore criticises the male dominated society on education- whilst they may read â€Å"Shakespeare† and â€Å"Agrippa† . adult females will be worldly-wise. ( no uncertainty influence by her feminist female parent ) and that they are necessary to forestall freaks. This thought of the female function is reinforced by the fact that as the novel progresses. the adult females are easy being removed- first his Mother. so Justine and so Elizabeth- â€Å"I saw Elizabeth†¦held the cadaver of my dead mother† . This presents Frankenstein’s mental degregation and finally. the ctalyst for the mosntrous act- so Shelley presents the thought of a duality between adult male and women- Darwin supported this by proposing the hierachy of reproducion- adult male and adult female is better than adult male entirely. However. it could besides be argued that Frankenstein’s scenes augment his monstrousity- we see a sense of isolation- â€Å"solitude† is repeated. connoting that by enforcing self-exile. Frankenstein detaches himself from society and its regulations and that he has become an â€Å"outsider† ( McCrae ) much as the monstrousity that Victor calls the Creature. is besides an foreigner. Indeed the connexion between the two is best examined by the Shelley usage of the mountain-top- â€Å"Chamonuix. where I saw him†- which alludes to the thought of the Creator and Creation meeting ( Hayward ) . both as equal. with both. arguably as montrous. Victor for abondoning the Creature. and the Creature ( for Victor ) a representation fo his failure. By utilizing â€Å"Solitude and â€Å" Filthy Workshop of Creation† . Shelley implies that this isolation leads to ideas of monstrousity- Godwin influecned her argiung it â€Å"was a nusery of madmen† . This separation from society is symbolic excessively. If Geneva is â€Å"Eden† . so by widening against the bounds of knowledge-â€Å"if no adult male broke the rules† suggests no remorse- he cut himself off. much like Lucifer in Paradise Lost- and therefore. Shelley implies that this interior monster within Frankenstein and all of us. can merely be restrained by a balance- whether. male or female . or equal Torahs. The thought that the monstrousity is within Frankenstein ( and hence us ) is suggested by â€Å"wildness in his eyes†- he claims the Animal to be â€Å"wild† . but if the eyes are â€Å"windows to the sould† . Shelley suggests and unconditioned montrosity in him ( and us ) ; an â€Å"id† that is the animal desires. This contrasts the thought of the Monster’s â€Å"dull eyes†- which challenges the thought that the Creature is the monstrosity- this challenge is the ground why Shelley uses the Chinese Box Narrative- the assorted â€Å"narritve eyes† makes us explicate our ain opinion. In fact. the Moster. may be the most human of us all- he â€Å"imitates the physiognamy and manners† in the same manner that Justine did. yet both are treated below the belt. This thought of an unjust intervention alludes to Shelley’s belief that monstorusity exists in society- so whilst we can state it was Victor’s nature to be monstorus ( and that society placed bounds to forestall this ) . the nurturing of him within society is what leads to the freak arguably. In the instance of the Justine. the sarcasm is that she is treated â€Å"un-JUSTlY† reverse to her name- which possibly could be Shelley’s sly mention to her desire for female eqaulity ( influenced by Wollstencraft –the womens rightist motehr ) – a name is afforded to all. and Justine’s name contain’s justice- therefore. when she â€Å"is found guilty†- there is a trangression of nature. in the same manner that Frankenstein transgresses nature by making life. This presents the thought that society is excessively speedy to judge- merely as Frankenstein believes â€Å"seemingly to catch me† . Justine is rapidly found guilty- regardless of Elizabeth’s plea- no admiration Shelley nowadays s the jurisprudence in such a negative light- â€Å"judge†¦meddle in the dark side of human nature† . because it is flawed and makes roseola determinations. Therefore. we see Shelley see society as the monster. To reason. freak is pervades throughout the novel. impacting all characters and being influenced by puting and society. Yet. in the same manner that the Creature was Frankenstein’s creative activity. the novel coould be seen as her monster-shunned by contempories but exposing the reatiy of freak within us all.

Mechanical Ethics Article Example | Topics and Well Written Essays - 750 words - 1

Mechanical Ethics - Article Example This is an ethical concern because the engineers had the knowledge of the problem and failed to communicate on the issue. The company had to recall the vehicles for proper fixation. General motors paid more attention to the ignition problem. The engineers became more innovative in the process. They had to install a key ring that prevented the movement of the ignition key in an up-down motion. The company had to invest more in research and development. The aim of the research was to understand the ignition problem for the betterment of the product. The company was able to address the safety concerns and became alert to potential problems. It was unethical that the company knew the problem through its engineers, but decided to ignore the concern. Most of the crashes occurred where the drivers exceeded the speed limits on unpaved roads. Ethically, the company needed to issue a disclaimer that the vehicles were not fit for high speed on such roads. The recall was not cost effective for the company as it embarked on actions that would save the situation. My opinion on the issue is that the company was ethically wrong to ignore such a concern. It is not in order to put the lives of people at risk with an aim of profit maximization. The company should embrace and uphold customer safety rules and regulations. This would ensure that the customers became satisfied with any decisions that the company made. The company has clear ethical policies laid down in its Memorandum of Association. It should ensure the production of safe and clean products that are consistent with the generally accepted international standards. I will use my knowledge and expertise to ensure that the human welfare is enhanced. I will be honest in every project that I undertake. I will ensure that the decisions I make are free of bias. I will strive to become a professional of integrity to my employer, the clients, and the public.  

Wal-Mart Case Study Example | Topics and Well Written Essays - 500 words

Wal-Mart - Case Study Example Therefore a person should possess strong financial, mathematical, communication and computer skills to perform the role of an equity analyst. Wal Mart is using the Dividend Discount Models to estimate the intrinsic value of the company. Wal Mart is using the Constant growth Dividend Discount Model to estimate intrinsic value of company and its perpetual growth in dividends. Equity analyst is using different method of estimating the growth of dividends. Firstly, estimate the historical dividend growth in a perpetual fashion. Secondly, future growth is estimated by the equity or financial analysts on the ground of recent data. Growth of dividend and in sale over several years is forecasted by estimating the historical value of stocks. In its financial statements, the average increase in shares has decreased as in 2009 they were 3,939 and in 2010 is 3,866 while sales has increased more than decrease in stock. In 2010 the annual growth of dividend is 14.7 while average growth till 2010 is 31.3 and all forecast is depend the value of historical values of stocks. Wal Mart is at the maturity stage of Three stage of dividends discount. This model calculates present stock price by using present value of all cash flows at the cost of equity. The Wal Mart has current earnings growth is 10.40 per cent with $ 1.09 payout ratio on $ 3.72. Therefore at maturity its payout ratio would be 40 % of its earning. Wal Mart price/ Earning Ratio is used to estimate the intrinsic value of stock. The P/E multiple of Wal Mart was 14.23 times. According to the analyst Wal Mart is current value is depend on the heavy traffic of customers or US benefits while risk is attached with the political, economic condition of the country where this store is operating and wage laws. A price earnings ratio 1 is assumed risky while 20 expressed is good to do business for

Physiology and Function Essay Example | Topics and Well Written Essays - 250 words - 5

Physiology and Function - Essay Example Ovum is a single celled female egg which carries the feminine genetic material to be passed on to the offspring. For this egg to develop into a zygote, a male seed usually carried by the sperm has to be introduced into it (Rogers, 2011). An ovum physiology is very detailed. Its development is induced at the follicle by a specialized hormone (Follicle Stimulating Hormone) while upon maturity; luteinizing hormone induces its release from the ovary into the mouth of the fallopian tube. An ovum is related to the reproductive system in that without an ovum fusion of gametes cannot take place (Heffner & Schust, 2010). Each ovum is haploid leaving the other half to come from the sperm; this would constitute a diploid molecule, the zygote which grows to become a fetus. Corpus Luteum (CL) is a yellow mass resulting from rapture of the ovarian follicle which produces the ovum. The principal physiological function of CL is inhibition of Gonadotropin-releasing hormone in case implantation occurs. Its characteristic yellow color is because of high content of carotenoids. This component is crucial to the reproductive system in that it supplies high level of progesterone which supports the zygote in the early stages of development (Rogers, 2011). Incase implantation never occurs, corpus Luteum degenerates. Scrotum only functions as a sack to hold the testes, which are the male gamete secreting centers. Scrotum is essential in the reproductive system because it offers a sack cooler than the normal body temperature, which is adept for spermatogenesis. According to Rogers (2011), fallopian tubes function as conveyor tubes connecting the ovaries and the uterus. They have correct balances of ph and fluid as well as supply of Celia to convey the ovum safely to the uterus. They are important in the reproductive system in that they act as fertilization sites before the zygote could implant in the uterus. Ovulation has been

Importance of the Student Council and Student Voices

Importance of the Student Council and Student Voices It is being widely recognized that young people have the tight to be heard and also to speak out about their school experiences. International policy makers are urging the contribution of young people to todays and tomorrows world. The U.N. Convention on the Rights of the Child included the right of children to be heard as one of their four basic principles. How to listen and learn, as well as to teach and lead, is the challenge for teachers, schools and their communities (TEACHING AND LEARNINIG, JUNE 2003). A study by Helen Demetriou showed that consulting the young people could be a way to responding to the needs of teachers and also the pupils. It shows that pupils voice have the potential to harness the thoughts and feelings of pupils which will ultimately lead to effective teaching and learning. The study carried out interviews on 11 secondary school science teachers to ascertain the quality of their teaching and the extent to which they felt they were successful in communicating with the students. Thus the research highlighted the merits of consulting children in both primary and secondary schools about their teaching and learning (Helen Demetriou, university of Cambridge). What must the students be consulted about? Firstly the students must be consulted about the School-wide issues Like revising school mission statements, system of rewards and sanctions, revising school rules, what qualities are needed in a new teacher, and how to get the school council to work well the contribution of pupils as researchers. Secondly they must be consulted about the Year group issues like the induction plan for next year, parents evenings, qualities in a year tutor, suggestions for timetables and organizing homework. Thirdly students must be consulted on issues in their class like their preferences in learning styles, way f understanding, peer support, improving group works and way of catching up so that you dont miss work. Consultations at all these three levels have a similar purpose but are shaped differently i.e. in the context in which they occur. In the classroom teachers must always consult pupils and check whether theyve understood the module or need help in their learning. At school level the consultation is based on a different set of condition, skills and sensitivities (TEACHING AND LEARNING, JUNE 2003). ADVANTAGES FOR THE PUPIL It develops in them a stronger sense of membership. They feel more positive about school and the organizational dimension. They will also build a stronger sense of respect and self worth, making them feel positive about themselves. It also creates a sense of self-as-learner and enables them to better manage their own learning. It gives the a sense of agency making them feel like a part of the school matters which will contribute in the improvement of  teaching and learning. ADVANTAGES FOR THE SCHOOL It helps build a practical agenda for a change which the pupils can identify with. The changes can lead to enhanced engagement with school and school learning. It helps in building a deeper relationship between the pupils and the teachers. It also creates a sound basis for developing democratic principles and practices. It will also enhance the capacity of the school as a learning organization. SCHOOL COUNCIL A school council is thus built on this foundation of student consultation, making their voice heard, and thereby integrating them as a part of the organizational system. A school council is a group of students who are elected to represent the views of all pupils and also to improve the school. The term means collectively stands for all kinds of school-based groups run by students, which includes student forums and youth parliaments (Newsround, school councils, retrieved on 28th April).The functions of the school council are to organizes meetings; usually with a teacher present, on topics such as school lunches, behavior or ideas for fundraising events. The members of the school council are also responsible for carrying out the final ideas that have been agreed at the end of each session e.g. planning discos, writing newspaper articles, or meeting with catering staff. The important features that will enhance the working of a school council are firstly it should not be too big. Secondl y they must conduct regular meetings and representatives with strong communication skills must be chosen. Training should also be provided for the members. The council can be again spilt into smaller sub-committees that will work on specific events. The council must also carry out annual evaluations and also decide their curriculum time so that they dont miss out on their lessons. The concept of School Councils has been around for around for almost 40 years, but now with citizenship being taught, there are many more around. The government acknowledges that school councils are important; but still they will not force schools to have one. In some countries there however there are laws which state all secondary schools must have councils. Eg:- Ireland, Germany, Spain, Sweden (Newsround, school councils, retrieved on 28th April). Every school council is a legal entity in its own right i.e. they are a group of people who are given the power to set the key directions for the school. This means that a school council can directly influence the quality of education that the school provides to its students. They endorse the key school planning, evaluation and reporting documents which also includes the School Strategic Plan, the school budget and the Annual Report to the School Community. School councils make sure the schools running effectively in terms of how it spends its money. The council is accountable to the Minister for Education in respect to how it fulfills its functions. (Introduction to school council, retrieved on 28th April). Objectives of a school council A school councils objectives must include assisting the schools in their efficient governance, ensuring that decisions affecting students of the school are made keeping in mind first and foremost the students interests. It must also include, enhancing the educational opportunities of the students at the school and ensuring that the school and council comply with all the legal requirements. Functions of a school council (Introduction to school council, retrieved on 28th april) The 3 critical functions of a school council are to firstly participate in the development of the School Strategic Plan. Secondly it is to approve the annual budget and the monitor the expenditures. Thirdly they must be involved in developing, reviewing, updating and monitoring of the school policies Drawbacks of a school council The drawbacks of a school council includes that firstly it does not manage day-to-day functioning of the school. It also does not discuss the individual issues that relate to teachers or staff or parents. Thirdly school councilors are not appointed to represent specific interest groups. Also school councils do not renew the principals contract or recruit or dismiss the principal. The school Council is also not allowed to grant license in terms of land; purchase a motor vehicle or plane etc. Co-operative forces in school councils In order for school councils to operate effectively, its important that the school council is able to work in a team. An important relationship is that between the principal and the school council president. They need to co-operate and work together, and when necessary, be prepared to acknowledge any personal differences so as to be able to work in partnership for the good of the school. Even the school council president and the conveners of the subcommittees must maintain respectful and cooperative relationships. Subcommittees are advisory bodies to school council and do not make decisions by themselves. Therefore its important for subcommittee to remember this. School council members need to work as a team, which means respecting the different skills, knowledge and experience that each member brings to council, sharing the workload and responsibility. School council also needs to be able to work cooperatively with the parents and staff at the school. This does not mean that counsel ors have to like everyone, rather they need to be able to listen and ask the school community, about their views on various topics; example: uniform policy or dress code. The school council needs to discuss and document a process for consulting with its community. Role of school council members For the school councils to operate effectively, its very important that its members respect each others opinions, even with the ones with whom they disagree with. Its very important that after a council reaches a decision, the school counselors must support that decision in the school community. Parent members who are on the school council can share their experiences as parents at the school, thereby bringing a wider school community to school council meetings. If any community members are on a school council, they can introduce a particular skill to school council like accounting , building skills or some other skill that the school is looking for at that time. To be on the school council one must be keen, not necessarily an expert. Its helpful if one likes to interact with people, because of the need to be able to work as a team. One also needs to be prepared to commit time and effort to ensure the work of council gets done. School councils work best only when they have people from different backgrounds with different experiences. Being on the school council is thus a great way to get involved and have a say in what the school does for its students. It is also a very good way to help the present and future students. One important role of the school council is to help set the future direction for the school. The school council must meet at least 8 times every school year, and at least once per school term. Its a good practice to have 2 meetings per term. The meetings should be restricted to approximately 2.5 hours duration at most. Most schools require that all school counselors are expected to sit on at least one subcommittee. Subcommittees also meet at least twice each term (Introduction to school council, retrieved on 28th April). School council elections The principal arranges and conducts these elections according to the procedures that are outlined in the schools council. The Elections are held each year. If one decides to stand for election, they must arrange for someone to nominate them as a candidate or they can nominate themselves. The nomination form must be returned within the time stated on the notice of election and call for nominations. Ballots are held only if more people are nominated as candidates than there are positions to fill. Every student must vote and even encourage the parents to do the same. The details of the election process are available from the school. To find out more about what a school council involves, one can talk to the principal or the school council president or the past and present school counselors. Officer Roles in school council The School Councils have officer roles such as the Chairperson whose duty is to has to draw up an agenda at least two days before a meeting. He/she has to take views of the other Council members. Second officer duty is that of a Vice-Chairperson who takes the Chairpersons place if he/she is not available. A vice chairperson has to assist the chairperson. The third officer position is that of a secretary who has to take down the minutes of the meeting, write any letters/communicate with others. If a member seeks election as Chairperson, and proves unsuccessful, they automatically go forward for election as Vice-Chairperson. Need for a School Council To help children develop responsible attitudes, improve their behavior; give children hands-on experience of issues in the National Curriculum. It also creates a feeling of belonging, encourages listening to others and develops self-confidence. And above all to improve pupil/teacher relationships (SCHOOL COUNCIL, retrieved on 28th April). NSPC SURVEY (School Councils, retrieved on 28th April) In 1989 NSPCC ran its first Listen to Children week with an aim to encourage parents and professionals to listen to children. The underlying message was that a child who is heard is more likely to turn to a parent or other adult if she/he needs help. And the schools have a particular role in encouraging and empowering young people. In a previous research conducted by NSPCC, pupils across the Midlands and Wales were consulted about their school life. The major recommendation from this research was that schools must find effective ways of consulting pupils. School councils have been an essential feature of the British education for many years but very little was known about how effective teachers and students believed they were (School Councils, retrieved on 28th April 2011). The previous NSPCC activities and research have reinforced the importance of listening to children as part of their protection. Schools in particular have an important part to play in supporting this process of empowerment. NSPCC believes that school councils must encourage children and young people to be more resilient and better protected. NSPCC did this research as a first step in the process of attempting to learn more about school councils and how they were perceived by those who participate in them, as well as collecting the views of the staff and students who dont have school councils (School Councils: the Views of Students and Teachers). NSPCC conducted a survey of school councils in partnership with School Council UK and the Advisory Centre for Education (ACE). A questionnaire was sent to a random sample of teachers approx in 200 state primary schools and students and teachers in 600 state secondary schools in England and Wales. The findings were as follows (School Councils, retrieved on 28th April) The staff from 294 secondary schools and 89 primary schools responded; 226 of 240 secondary schools with councils also submitted a student response. Student replies were from 30 of the 54 secondary schools without councils. Three quarters of the council meetings were attended by a senior member of the schools management team. In 92% of the school councils in secondary schools and in 12 of the 16 councils in primary schools the student members were elected. The frequency of meetings varies enormously. In 4% of schools, meetings were held every week; in 9% they occurred once a month; and in the other 9%, three times a term; in 45% twice a term and in the remaining 27% once a term. 44% of schools meetings were held in that curriculum time; 35% were during the lunch break; 25% after school, and 2% before school and 2% in assembly time. In 91% cases students contributed to the agenda and in 66% the staff did. But there was, however, considerable variation in the consultation processes aro und these agendas. About 54% of council specific topics could not be discussed. (School Councils, retrieved on 28th April 2011). They were matters relating to members of staff (44% of councils) or individual pupils (19%). Areas other than that included uniform, the length of the school day, curriculum content and disciplinary matters. Most frequently mentioned agenda items were the matters related to canteen, uniforms and toilets. Twenty percent of the responding councils had discussed staff appointments, and majority of them had been involved in some way in the interviewing process. Comments from both staff and students indicated that most of them thought that councils played an important role in communicating. Student respondents in schools with councils rated the performance of their councils in relation to certain criteria. And the ratings showed that they were more optimistic about their potential for improving relationships between students (73%) than for securing an improvement in the relationships between staff and students (50%). The main advantage identified by the staff and students was that the cou ncils gave the students a voice, providing the link between staff and students, and also allowing the students to have a role in the management of school (School Councils, retrieved on 28th April 2011). The areas in which the staff wanted to see councils develop was in developing of a proactive student council, improved communication between councils and all other sections of the school community, particularly governing bodies, and student involvement in the development of school policies. Students placed more emphasis on raising the profile of councils in their schools, on contributing in areas where a student perspective was seen to be extremely important, such as the development of anti-bullying or discipline policies, and on obtaining appropriate training for student representatives so they could be more effective partners. The staff identified two main issues standing in the way of the development of some council, which were time constraints and staff resistance. The obstacle identified by students was to establish a higher level of trust between students and staff in many schools before real progress could be made. A third of the schools which responded did not have school cou ncils although the majority of them were willing to see one established. Staff and students alike viewed them as a way of giving the students a greater stake in their schools. Only few of the respondents opposed the introduction of a council in their schools. In the primary sector this was mainly because teachers thought their pupils were too young to participate effectively or because they felt staffs in these schools are already operating under extreme pressure which should not be augmented. Only a quarter of the staff respondents in schools without a council identified disadvantages in having one and that was related to the time that a staff would have to the council, if it were to develop into an effective force within the school (School Councils, retrieved on 28th April 2011). HISTORY OF SCHOOL COUNCIL Prior to the 1960s, political education was in the form of hard academic learning about constitutions and institutions especially for the high status students; or they were reminders of observing the rules by the low status students. Then with the introduction of the Program for Political Literacy (Lister 1987), procedure values and skills were being encouraged. (Ian Davis school council, retrieved on 28th April) During the 1980s a new era of education became prominent. Education based around global peace, gender, anti-racist etc were being emphasized upon. The focus was now on political literacy and specific political issues. In early 1990s citizenship education had was developed emphasized on voluntary activity by individual young people in the context of a declining welfare state. However the current version of citizenship education (from Cricks notion) is about social and moral responsibility; and also the community involvement and political literacy. A number of key thinkers have outlined the importance of school councils (Palmer; Davies, Gregory and McGuinn 2002). A few of them are mentioned as follows- Dewey postulated that thinking is the instrument for solving problems and that knowledge is the process of accumulation of wisdom gained in the problem solving process. (Westbrook 1993, p. 279). Rousseau outlines a number of key ideas like childhood is not just a preparation for adulthood but rather a stage of life in itself; individualization of education and also that children learn by discovering (Ian Davis, school council, retrieved on 28th April). Vygotsky argues that culture plays an important role and one cannot talk about learning as such, but has to judge the nature of learning in relation to the culture that produces it. Individuals can also develop their own learning by interacting with the environment and not waiting for learning to be imposed on them. (Ian Davis, school council, retrieved on 28th April). Rowes arguments for and against school councils FOR The students have the right to be heard and live in justice. They also learn how to serve each other. The council promotes citizenship learning and social confidence that will enable decision making in challenging situations. Its a democratic process which is effective and efficient in developing a consensus. AGAINST The Schools must not deceive the children into thinking that they have more power; its important that teachers exercise their professional responsibilities. It emphasizes service rather than rights. The councils create a low status and cynicism. ROWES CONCLUSION He concluded that its rather easy to underestimate the obstacles that come in between a good communication between teachers and students. The size of the council does matter. Momentum also is necessary because counselors will lose interest if nothing is happening. Also the staff needs to be responsible and make the students feel worthwhile. The head and administrative staff must make the counselors feel valued. The Staff must also be aware of vulnerable times of the year. SCHOOL COUNCILS IN OTHER COUNTRIES Danish Education Act 1996 requires that the secondary schools must create and maintain pupil councils when the majority of the students want to have one. The Irish Education Act (1998) The school board has to establish and maintain procedures for the purpose of informing students about the activities of the school. A procedure thats been established under section 1 will enable the involvement of the students in the operations of the school having regards for the age and experience of the students in association with their parents and teachers. A board of a post primary school should encourage the establishment of a student council and facilitate by giving assistance to The students who want to establish the council Councils when they have been established Australian secondary schools have a student representative council and in USA the National Association of Student Councils is active. DIFFERENT TYPES OF PARTICIPATION IN A COUNCIL Levels of participation (Hart 1992). Manipulation- The children are engaged for the benefit of their own interests, formulated by adults, but the children themselves do not understand the implications. Decoration- The children are called in to embellish adult actions. Adults do not pretend that all this is in the interest of the children themselves. Tokenism- Children are given a voice, to serve the child friendly image adults want to create, rather than the interest of the children themselves. Assigned but informed- Adults take the initiative to call in children but inform them on how and why. Only after the children understand the intentions of the project and the point of their involvement, the children decide whether or not to take part. Consulted and informed- Children are intensively consulted on a project designed by adults. Adult initiated shared decisions with children. In the case of projects concerned with community development, initiators such as community workers and local residents frequently involve various interest groups and age groups. Child initiated and directed- Children conceive, organize and direct a project themselves without adult interference. Child initiated shared decisions with adults Its up to the school to choose what they prefer (IAN DAVIS, SCHOOL COUNCIL, retrieved on 28th April). Methodology In order to investigate the functioning of the school council, a multi-method approach of gathering data (triangulation) is used to ensure maximum reliability and accuracy. The purpose of this is to ensure validity of data and ensure that the results of the research are a true a true representation of the school. INTERVIEWS All members of the school council are interviewed (one class at a time-two members per class-one male and one female providing all participants agree to participation). An interview of the person setting up the council was taken to find out what the aims for the council were. Also an interview of 3 staff members who are present at school council meetings was taken Pupils are approached during break time or lunch time, and are asked to answer if they agree or disagree with a series of statements. And depending on their answers, the questionnaire for further investigation is developed. The advantage of this method is that it yields good results and the researcher can be assured that he/she knows exactly what the pupils mean. Additionally the researcher can also notice the students reactions to the questions. The disadvantage however is that not so many results can be gathered by using only the interview method. For the interview to be successful, the children must have the freedom to describe their views; they must feel comfortable so that they answer accurately. (misconceptions in science education, retrieved on 28th April). OBSERVATION Observational techniques are a very important aspect of several research and case studies. In a way we all are already well versed in the art of observation. We all observe human behavior and tend to draw conclusions based on that. In research however its important to go beyond the subjective approach and eliminate bias. Also its important to be systematic and open about the procedures of the study, so that others can check the bases on which the conclusions have been reached. (ANDREW HANNAM,2006) Non-structured observations are used in this study because the aim is to measure staff influence in meetings and council agenda and this can be best measured only without the constraints of structured and semi-structured observation methods. PUPIL QUESTIONNAIRES A questionnaire provides a pool of questions that can be used to explore the barriers and supports for the pupils in school. It uses open and closed questions. It can use symbolic faces to rate their experiences or more conventional response options. It also helps explore a pupils feelings of the different events and happenings in the school. Therefore this method of data collection will help to find out a students problems. Even though the students complete the questionnaire by themselves, they still must be briefed initially about why they are being asked these questions; and who will have access to the information and how will it benefit in bringing about a desirable change. The questionnaire can be designed in an online format as pupils are more engaged with an online format and it also adds a feeling of anonymity. Whereas a black and white photocopy is completed as compliance without any personal thought or reflection. An important advantage of questionnaires is that the pupils responses are not influenced by an adult ( pupil questionnaire, retrieved on 28th April). This questionnaire that has been made for this study is anonymous with the option for pupils to write their name, especially if they wish to have a follow up conversation with an adult. QUESTIONAIRE 1. How many times did your school council meet during the current school year? 2. Does your school council meet the minimum membership requirements outlined by in the provincial regulation? Yes No 3. What efforts has your school council made to ensure that it has met the school council membership requirements? 4. What kinds of consultation and activities was your school council involved in during the current school year? (tick against the options you feel right) Consultation Activities Local school year calendar Fundraising School code of student conduct Workshops and/or seminars for parents Preparation of the school profile Extra ­curricular activities in the schools Input to the principal profile School community communication strategies School budget priorities Reporting to parents/guardians and the community Curriculum and program goals and priorities Local coordination of services for children andyouth Responses of the school/Board to achievement School ­based services and community partnerships, In provincial/Board assessment program such as social, health, recreational programs lunch/nutrition Development, implementation, and review of Community use of school facilities Board policies at the local level Others, please list below Others, please list below: 5. How does your school council seek input from parents and the school community? i- School council meetings ii- Sub ­committees iii- Casual Discussion iv- Parent e ­mail list v- Surveys 6- What were the top three priorities/goals for your school council for the current school year? a)Addressing School Transfer Procedures and winter line ­up problem. b) Investigate School Transfer Policy options. c) Establishing better communications (via more frequent Lisgar Links e ­newsletters and a new web site). 7. Were you successful in achieving these priorities/goals? Yes No 8. Why/why not? 9. How could we best communicate with school councils? 10. What are your school councils top three priorities for the coming year? 11. What are top three biggest challenges facing your school council for the coming year ? 12. Any additional comments or suggestions to improve our efforts to support school councils? 13. What should the focus of School Council be for the upcoming (year) school year? 14. We would like to increase involvement in the school and need new members of School Council. (OTTAWA CARELTON SURVEY)

Essay --

On September 29, 2013 10.3 Million people tuned in to watch the final episode of Breaking Bad. The show was a huge success for AMC and grabbed million’s of people’s attention to the drug that the show was based around; Methamphetamine. Although Breaking Bad heavily influenced the popularity of Methamphetamine, it is not a new drug. However, Methamphetamine has become more potent in recent years due to technology and manufacturing that has become easier and more advanced. The origin of Methamphetamine comes from a drug called Amphetamine; which was first produced in 1887 in Germany. Later, Methamphetamine, which was easier to make and stronger than its predecessor, was created in Japan in 1919. Due to the crystalline powder being able to be soluble in water, injection of the drug became very popular in its early days. Methamphetamine first got put into huge use during World War II. Methamphetamine was used to keep troops from falling asleep, and was used by both sides of the war. A strange and depressing fact is that Methamphetamine was actually given to kamikaze pilots before their...

The Problem And Proposed Solutions

The Digital Divide debate encompasses issues that are of social, economic and political import. Meaning to say, the issues regarding the digital divide, as a phenomenon and as a current concern that needs to be addressed, is not merely limited to the issue of the existing disparity in terms of access to technology which transverses different sectors of society. This paper attempts to explicate the digital divide, the debate and the foundational issues concerning the phenomenon/problem.In line with the main task of this paper is the identification of the two most important obstacles that need to be overcome and the two important things that the government needs to create in dealing with the digital divide. In meeting the demands of a global economy, technological advancements especially in the field of telecommunications and information technology are key factors in making possible various transactions faster, cheaper, more reliable and convenient. Needless to say, these technological advances are important tools if companies and other business ventures are to survive in the digital economy.These technological advancements however, are evolving far too fast which consequently generate pressing problems that ought to be considered. On a preliminary note, the aforementioned rapid technological evolution poses serious questions if our societal structures can rapidly adapt to these changes and more importantly, if we, ourselves can rapidly adapt and be able to integrate for ourselves these changes. A good example is the Internet and the online community and it is to this topic that we shall now turn.A fuller understanding of the digital divide phenomenon necessitates an understanding of its underpinnings. As Pippa Norris contends, â€Å"the digital divide is understood as a multidimensional phenomenon encompassing three distinct aspects† (Norris). These three distinct aspects according to Norris are the global divide, social divide and democratic divide, resp ectively. Norris elucidates further, â€Å"The global divide refers to divergence of Internet access between industrialized and developing societies.The social divide concerns the gap between the information rich and poor in each nation. And lastly, within the online community, the democratic divide signifies the difference between those who do, and do not, use the panoply of digital resources to engage, mobilize and participate in public life† (Norris). One may thus infer that these three aspects related to the issue of ‘access’ to the Internet involve not mere social, but also economic and political considerations.In an article entitled, What is the Digital Divide, Harouna Ba makes a similar point as Norris. Ba writes, â€Å"lack of access to networked technology will result in a substantial segment of society having neither the skills nor the means to participate in the progressively more knowledge-based U. S. economy† (Ba). As Ba contends, there is a f elt need to address the issue of access along with the social, economic and political considerations that it entails. At this point, the emphasis is on what Norris calls disadvantaged communities.As mentioned earlier, these communities lack not merely access but also and more importantly, the necessary skills and the means to participate in the digital world. Ba identifies a number of obstacles in dealing with the digital divide phenomenon/problem. But, as I reckon it, in relation to the issue of access, the two most important obstacles in dealing with the digital divide are the issues of the disadvantaged communities’ not having the skills that are necessary and their lack of the means that are necessary.These two are barriers to technological access. One may thus infer that the issue of access only becomes a legitimate issue because of these two obstacles. Again, it is not merely a matter of providing the communities with a greater access to computers and the Internet by lo wering the cost of the hardware and software that hardware and software companies manufacture and sell in the market nor is it merely a matter of increasing the ratio of computers to students in our schools and other institutions of learning.This will not solve the digital divide. The solution to the problem lies on our capability to the address the needs of the disadvantaged communities. There is a need for intervention, so to speak. The government has a significant role in addressing these needs. However, the government’s intervention will not suffice. There is a need for a multi-sectoral cooperation in addressing the needs of disadvantaged communities. A crucial question comes into the scenario. What needs to be done?As Ba sees it, what is needed is to develop community-based technology programs that will support the needs of disadvantaged communities. Ba writes, â€Å"Community technology access models are often grounded on community needs and encompass multiple goals to strengthen neighborhoods, educate youth, promote economic development, connect individuals to the social and economic life of the community, and increase participation in civil society† (Ba). It is of utmost importance that we first assess the needs of the community so that we may provide the appropriate solutions.Furthermore, it is important that technology programs be based on the needs of disadvantaged communities so that these communities themselves may have the opportunity to identify and thereby, integrate what the vital functions of technology are to them and the opportunities that it can provide for them. Such an integration entails that a disadvantaged community sees the relevance of technology in their lives. It may thus be inferred that for Ba, the digital divide may be addressed by people empowerment.Our concerted efforts must be directed to empowering the disadvantaged sectors of society. How can this be done? People empowerment is made possible through community education. As Ba contends, there is a lot of work to be done especially in â€Å"the areas of learning and teaching with and/or about advanced technologies in informal settings for under-served communities† (Ba). This is one of the main reason why government initiatives and interventions in the past only had a limited success in dealing with the digital divide phenomenon.There indeed are initiatives and interventions but they do not address the problem. They miss the point, so to speak. As Ba notes, state governments attempt to address the digital divide via two government agencies; the Public Utility Commission (PUC) and the Department of Education. The PUC by appealing to telecommunication companies and the likes for universal service and the Department of Education by making provisions for computers in school for those students that do not have access to a computer and the Internet at home.These attempts miss the point because they have been made on the unfounded assumpti on that the digital divide issue is merely an issue of ‘access’ and thus, can be solved by making computers and the Internet more accessible to individuals. But what can these initiatives and interventions accomplish if in the first place, the problem is that individuals from disadvantaged sectors of society lack the necessary skills and the means to be able to access and thereby, utilize technology? The plain truth of the matter is that technology evolves much faster than society can adapt to it.Furthermore, why limit the provisions with the students? Why not youth in general? Why exclude out-of-school youth? This merely shows that the limited success of state initiatives and interventions may be explained by the fact that their assumption is unfounded and that their digital divide programs are not grounded on community needs and thus, ineffective. The digital divide phenomenon/problem is not merely a problem of access. The preceding discussion makes it clear that it i s not a mere matter of identifying â€Å"the have from the have not†.Even this distinction is grounded on further distinctions in terms of the social, economic and the political. These further distinctions albeit different from each other, are very closely interrelated that they all affect changes in the others. Human society is complex. It is not simply a social system. It is also a political system and every political system is also an economic system. The human mind too is complex. There are countless possibilities in terms of scientific and technological advancements. Science and technology evolves too fast.In contrast to science and technology, our societal structures and institutions do not. They do not because there are many other significant things to consider. Perhaps, this is the predicament of our time. Works Cited Ba, Harouna. â€Å"What Is Digital Divide†. August 20 2007. . Norris, Pippa. Digital Divide: Civic Engagement, Information Poverty, and the Inter net Worldwide (Communication, Society and Politics). Cambridge Cambridge University Press, 2001.

Arthur Miller increases the tension within the play Essay

In this piece of coursework I will be analysing the tragic play â€Å"A view from the bridge† specifically pages 35 to 42. I also will be discussing how the author Arthur Miller increases the tension within the play which continues to create an impact towards the later stages of the play. The play tells us a story of Eddie which has already happened. This is why Alfieri takes the role of two crucial characters in the play: a chorus and the role of a lawyer. When I say chorus I mean he doesn’t just tell us the story but reflects on the story as well as telling us what to feel and think of the tragedy, just like the ancient Greek chorus. I believe that the title â€Å"A view from the bridge† is a metaphor for the role Alfieri plays due to the reason that he is a Sicilian American lawyer who probably lives in a lat in Manhattan however he crosses the bridge to a poor estate called Brooklyn. This helps us understand Alfieri is a chorus that who is like eyes looking down from the bridge. When Alfieri says â€Å"I knew, I knew then and there I could have finished the whole story then and there† Alfieri using the technique of doubling shows that he is confident and tries to make the audience in awe of the play I also believe that miller created the character Alfieri as his voice to express his feelings and tell the audience what he Miller thinks through Alfieri because when Alfieri says â€Å"it wasn’t as though a mystery to un ravel. I could see every step coming† this shows that Alfieri knows what will happen next yet unlike Miller, Alfieri is powerless to help Eddie this is shown when Alfieri says â€Å"I sat here many afternoons asking myself why, being an intelligent man, I was so powerless to stop it†. The play uses a great deal of dramatic irony as a technique to keep us interested in the play due to the reason that we are privileged miller gives us insights into the play letting us the audience know what some of the characters are not aware of. For example, when Rudolpho says â€Å"lemons are green† trying to correct Eddie, Eddie replies â€Å"I know lemons are green for Christ’s sake† Eddie says this in a angry tone leaving Rudolpho to wonder why Eddie just snapped at him like that however the audience know that Eddie is boiling with rage at Rudolpho who is stealing the women he loves and Rudolpho is everything Eddie cannot be The audience is also aware of the strain Eddie who is simmering with rage feels as he cannot deals with his love for Catherine. Alfieri sums up these feelings when he says â€Å"we all love somebody, the wife, the kids – every mans got somebody they love, heh? But sometimes†¦ there’s too much†¦ and it goes where it mustn’t. † Eddie hates the fact that Catherine should have relationships with anyone except him. Eddie is jealous of Catherine and Rodolpho’s relationship because Catherine loves him and not Eddie: he doesn’t like the fact that his feelings are one way only Tension is built up by the lack of ability of characters to communicate. An example of this is when Beatrice says Eddie is not a proper husband: â€Å"your wife gettin’ the money alright, Marco? MARCO â€Å"oh, yes† this shows that Beatrice is indirectly asking to Eddie why he cannot be a proper husband and care for his wife like Marco does. However through what I have read and gathered. To my understanding Beatrice is very loyal, compassionate and patient towards Eddie as she knows about Eddies feelings towards Catharine. â€Å"well be an uncle then† when she says this Beatrice is trying to remind Eddie that he is only her uncle and nothing else. In addition to that she is also trying indicate that Eddie is being overprotective as if he is her boyfriend. Miller also builds up the suspense and tension at the end of act 1 by showing Marco’s true strength when he lifts a chair from one corner with one hand keeping it straight, â€Å"raised like a weapon†, above Eddie’s head. This leaves us with a sort of cliffhanger in which the end of act 1 has changed the course of the story and has added to the mystery of Marco and his relationship with Eddie. To wrap up I would say that Miller builds up the tension and suspense between 35 to 42 due to the reason that he is ending act 1 so he has to create suspense so that the audience come back for act two anticipating what will happen next. 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.

Principles of the Human Relations Movement

Principles of the Human Relations Movement Free Online Research Papers In today’s successful organisations, the most important focus is managing individual employee satisfaction and motivation, apart from complying with formal rules and operating procedures, to maintain high quality productivity. Unlike the classical perspectives of management such as Scientific Management and Bureaucracy, â€Å"the importance of informal social factors in the work place such as co-worker relationships and group norms that influence employee motivation and performance is highlighted† (Macky Johnson, 2003, p.82) under the ‘Human Relations Movement’. This essay will discuss how the Human Relations Movement has been adapted and carried out successfully in New Zealand by the restaurant chain, Starbucks Coffee. By focusing on the principles of maintaining a socialised natural group working environment and two-way communication between employees and managers, this essay will demonstrate how they became the most powerful and well-known coffee franchise restaurant in New Zealand market. To start with, the Human Relations Movement firstly emphasises the importance of the working environment for employees as a socialised natural group in which social aspects for both employees and managers take precedence over functional organisational structures. Elton Mayo, who was called â€Å"the founder of both the Human Relations Movement and of industrial sociology† (Pugh Hickson, 1989, P.152), had the basic idea that â€Å"workers had strong social needs which they tried to satisfy through membership of informal social groups at work place† (Nicholson, 1998, p.215). Opposing the classical perspectives of management principles of the Scientific Management and Bureaucracy, Mayo claimed that scientifically clarified rules, strict work procedure and incentive money payments were not the only stimulus to inspire workers and that they were â€Å"less factors in determining output than were group standards, sentiments and security† (Robbins, Millett Waters-Mar sh, 2004, p.815-816) after he proceeded an experiment, called the ‘Hawthorne Experiment’. According to the Hawthorne Studies, employees were motivated to work harder and efficiently when managers provided a more comfortable and informal working environment taking into account individual satisfaction and their personal needs rather than manipulating employees by way of higher remuneration. Mayo demonstrated that an organisation could not generate much beneficial output if managers â€Å"treat workers simply as economic individuals wanting to maximise pay and minimise effort† (cited Nicholson, 1998, p.215). As a result, â€Å"managers would no longer consider the issue of organisation design without including the effects on work groups and employee attitudes† (Robbins Barnwell, 2006, p.47). They now see their jobs as dealing with human beings rather than simply with work. One of the most well-known and influencing coffee franchise restaurants in New Zealand, Starbucks Coffee, tries its best to offer an informal and social working environment in which employees can enjoy themselves and be enthusiastic, in order to satisfy and motivate those employees at the same time increasing company sales. The company expects and encourages every employee to participate in developing plans, creating and achieving their goals. First of all, Starbucks Coffee, for example, treats every employee equally and they are all called ‘partners’. Therefore, those employees can feel more familiar and closer to their work place which could otherwise have been formal and difficult to feel part of. Also, Starbucks Coffee puts its effort into paying attention to employees, so as to satisfy their personal needs and wants. Managers schedule and allocate employees’ work hours and schedule time off with the needs of those employees being central. Additionally, emplo yees, including part-time employees, for instance, are provided a number of benefits such as medical and dental health care coverage, vacations, discounts on merchandise, etc, apart from money. Also, Starbucks Coffee develops tools and courses to support and train employees towards their future career development. Although the costs of these partner benefits are rapidly rising, Starbucks Coffee covers the financial risks and funds to display benefits and training courses, because it is aware how employee satisfaction affects the productivity and behaviour towards customers. Accordingly, great treatment of employees in the well-developed and humanly concentrated environment has brought Starbucks Coffee much impact on the high quality services to customers and thus an increase in company sales each year. In addition to the Human Relations Management being focused on the importance of the working environment for employees as a socialised natural group that is aimed at satisfying personal needs and wants of each employee, there is another significant principle of the Human Relations Movement. This is two way communications between employees and managers. According to the Hawthorne experiment, which was performed by Elton Mayo, as explained above, Bartol (2005) advocates that â€Å"collaborative and co-operative supervisor-and-worker relationships was emphasised† (Bartol, Tein, Matthews Martin, 2005, P.43) Mayo carried out an experiment about the effects of physical conditions of work. During the experiment, he observed the impact on the productivity of workers by varying the lighting conditions, however there was no particular change found that affected workers. Mayo (1932, P.153, as cited in Pugh Hickson, 1989) eventually realised that â€Å"communication between workers an d the research team was very full and open throughout the experimental period.† Mayo had discovered that the communication was one of the most effective fundamentals to stimulate the motivation of employees so as to boom a level of production. Unlike the classical perspectives of management principles of the Scientific Management and Bureaucracy, which stated the significance of one way communication by giving orders and requirements from managers to workers, the Human Relations Movement stresses â€Å"the importance of an adequate communication system, particularly upwards from workers to management (Pugh Hickson, 1989, P.155). In today’s organisations, employees have a right to express and indicate their opinions and personal thoughts towards the management, so that the decisions can be made widely throughout whole organisation. As a result, in order to operate this management system, the role of managers in the organisation requires them to have â€Å"social skil ls as well as technical skills† (Bartol, Tein, Matthews Martin, 2005, P.43) to understand the influence of human control on organisational outputs. Starbucks, for instance, performs its operations under the principles of the Human Relations Movement by displaying two-way communication between employees and managers in their work environment. In the first place, Starbucks Coffee ensures all its policies, standards and procedures are communicated between employees and managers. Managers in this organisation allow employees to provide their own suggestions and complaints, therefore Starbucks Coffee can improve its effectiveness and correct any deficiencies. The managers conduct daily and weekly interviews to listen to what individual employees want. Starbucks Coffee also holds a special survey for employees every 18 to 24 months, called a ‘Partner View Survey’. By operating this survey, employees give the management feedback as they are requested to point out what in the organisation performs well and issues which it needs to consider more closely. In addition, Starbucks supplies training courses for managers so that t hey can act as role models for employees and can lead and control employees in a positive manner. This organisation is concerned about the importance of personal control with every employee so as to construct a closer and informal relationship with each other. Starbucks Coffee is hence continuing to develop passionate, motivated employees who have a large impact on their consistent sale increases. As stated so far, the Human Relations Movement is mainly based on the satisfaction and motivation of each individual employee rather than a formally structured organisational group. As distinct from Scientific Management and Bureaucracy, a socialised natural work environment for employees and two-way communication between employees and managers, especially upwards from employees to managers, conceptualises the Human Relations Movement. Starbucks Coffee could become one of the most successful coffee franchise restaurants in New Zealand, because it has adapted well to and operate effectively in modern management based on the Human Relations Movement. Managers show their respect towards individual employee by treating every employee equally. Also the organisation offers employees a lot of personal benefits rather than incentives. Besides, the management in Starbuck Coffee open their minds to communicate efficiently with employees as they conduct a survey, interview and receive feedback. Overall, as a result, the Human Relations Movement is an obviously essential method of the management that modern organisations must apply to operate as a successful and influencing business in the market. 1359 Words Reference List Badol, K., Tein, M., Matthews, G. Martin D. (2005). Management: A Pacific Rim Focus 4E. Mc Graw Hill Australia. James, H. (2003). The Gurus who created Modern Management and why their ideas are bad for Business today. Cambridge. MA Perseus Books Group. Macky, K. Johnson, G. (2003). Managing Human Resources in New Zealand (2nd ed.). Mc Graw Hill Australia. Nicholson, N. (1998). Encyclopedic Dictionary of Organisational Behaviour. Blackwell. Pugh, D.S. Hickson, D.J. (1989). Writers on Organisations – An invaluable introduction to the ideas and arguments of leading writers on MGMT (4th ed). Penguin Business. Robbins, S.P. Barnwell, N. (2006). Organisation Theory – Concepts and cases (5th ed.). Pearson education Australia. Robbins, S.P. Judge, T.A. (2007). Organisational Behavior. Robbins, S.P., Millett, B. Waters-Marsh. (2004). Organisational Behaviour. Pearson. Research Papers on Principles of the Human Relations MovementTwilight of the UAWThe Project Managment Office SystemAnalysis of Ebay Expanding into AsiaResearch Process Part OneThree Concepts of PsychodynamicMarketing of Lifeboy Soap A Unilever ProductBionic Assembly System: A New Concept of SelfEffects of Television Violence on ChildrenNever Been Kicked Out of a Place This NiceInfluences of Socio-Economic Status of Married Males

Alcan - IT Principles Case Study Example | Topics and Well Written Essays - 1250 words

Alcan - IT Principles - Case Study Example The rate of change in the operating environment is subject to consumer demand, government regulations, or fundamental changes in the proprietary technologies. Alan is in the mining sector with operations in primary metal, engineering products, packaging, and Bauxite and Alumina (Dube, Berner & Roy 2009). These areas of interest are very mature technologically with well-developed value chains. There is very little groundbreaking change that can force system-wide changes to the business processes. As compared to fields like IT and electronics, the areas of interest of Alcan are slow to change. Therefore, on the scale of change, we conclude that Alcan is an organization that does not change rapidly. Analyzing the operations of the company by sources of competitive advantage shows that the company relies on efficient operations to improve its bottom line. Again, the products developed by Alcan have been in the market for a very long time and the applications are not changing in any significant way to warrant the use of development of new products as a source of competitive advantage. For instance, the technology for making soft drink cans relies on the aluminium sheet produced by Alcan. Therefore, Alcan cannot rely on developing better sheets for making cans as a source of competitive advantage (Dube, Berner & Roy 2009). These two characteristics classify Alcan as an efficient, predictable operator. There are five governance archetypes used in IT governance according to Weill and Ross. They include Business Monarchy, IT monarchy, Federal System, IT Duopoly, Feudal and Anarchy. The archetypes delineate governance systems that span from a very centralized system to completely unmitigated structures. Alcan is at different levels in each of the five decision areas identified by Weill and Ross. The development of the global IT direction for the organization has not been the role of any one person. In fact, the case shows that each business unit developed its own IT agenda and pursued its own direction in IT development.  Ã‚  

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

FDI - Essay Example ssets in a domestic facility.2 In a foreign direct investment scenario there are normally two parties that are involved; the foreign affiliate and the parent business enterprise when the two are combined they form the multinational company. For instance, if a United Kingdom company decides to make a takeover of the majority stake in a South African and thus assumes its operations then that is a typical example of a foreign direct investment. The South African firm is the parent business company while the UK Company is the international business affiliate for that particular investment. However, that is not the only form that foreign direct investment has to be conducted it can take varied form depending on the interests of the parties concerned, as well as the environment of that particular investment.3 There are two primary types of foreign direct investment namely; inward foreign direct investment and outward foreign direct investment. Inward foreign direct investment occurs when there is an investment of foreign capital in the local resources. For instance, a Canadian firm takes over a significant stake in United Kingdom mining company and thus assumes its operations. Countries are making efforts to attract inward foreign direct investment since they stimulate economic growth as well they inject new capital into the economy thus making it more robust.4 Various countries implement different foreign direct investment regimes depending on their need to attract foreign investments in their economy. Some of the common factors that determine growth of inward foreign direct investment include; tax breaks from the government in that sense that foreign firms are allowed tax relaxation to a certain extent to encourage more inward investment for foreign based organization. Low-interest rates are yet another collective initiative that governments implement to facilitate the uptake of inward foreign investment from overseas companies in order to stimulate the local