Lao-Tzu Characteristics of a Good Leader Essay examples

Government is the essential power of a country, which directly influences society because it provides somewhat of a security blank for those who are affected by it. Lao-Tzu’s, â€Å"Thoughts from the Tao-te Ching,† along with Niccolo Machiavelli’s, â€Å"The Qualities of the Prince,† both discuss multiple characteristics that a leader should possess to be a successful. While their goal is similar, in which they both describe what it takes to become a better leader, their ideas concerning leading are conflicting. Lao-Tzu, a Chinese Philosopher from Henan Province China, is known today as the author of, â€Å"Thoughts from the Tao-te Ching.† He is also recognized as a, â€Å"contemporary of Confucius.† He served as a keeper of the dynastic archives.†¦show more content†¦This was a time, in which a money-based economy was being established, with means of commerce, the organization of international finance, and trading fleets. Technological advances were also on the rise such as gunpowder. This innovation changed the nature of the military as a whole. Another advance this era established was the printing press, this allowed the development of the Bible. It was processed in its original tongue and also translated into the vernacular (Baumgartner). When reading both of these stories, I was always hung up on what exactly I thought a good leader is. Lao-Tzu states in his work, â€Å"When the Master governs the people are hardly aware that he exists.† His proposal says that the ruler shouldn’t inform the people about all of his ideas, and that the less they know the happier they will be in the end. This idea of a leader, who is somewhat under the radar, completely contradicts Machiavelli’s idea, that a ruler must be feared to be effective. As I thought more about this I felt as if I was slightly more in sync with Machiavelli’s viewpoints. People today need to have an authority figure in which they fear so that they will obey laws. In a world filled with crime, more fear might lead to less law breaking. But is fear the only trait one should have to be an effective leader? InShow MoreRelatedLao-tzu and Current Government Essay806 Words   |  4 PagesChing (in English pronounced â€Å"dow deh jing †) is believed to be written by Lao-tzu (6th century B.C). However, it is not for certain that he wrote the book. Lao-tzu is translated as â€Å"Old Master†. He was born in the state of Ch’u in China. It’s been said that he worked in the court of the Chou dynasty. The day that he was leaving the court to start his own life, the keeper of the gate urged him to write his thoughts as a book. Lao-tzu’s work mostly illustrates Taoism –a religion founded by Chang Tao-lingRead MoreAmerican Government in Contrast to Lao-Tzu and Machiavelli Essay832 Words   |  4 PagesAmerican Government in Contrast to Lao-Tzu and Machiavelli In comparing and contrasting the governmental philosophies of the great thinkers Lao-Tzu and Machiavelli, I have found a pleasant mix of both of their ideas would be the best for America today. Lao-Tzu’s laisse-faire attitude towards the economy, as well as his small scale military is appealing to my liberal side, while Machiavelli’s attitude towards miserliness which causes low taxes appeals to the right wing. These great thinkersRead MoreA Good Leader : Lao Tzu1731 Words   |  7 PagesA good modern day leader should be able to be honest, well-rounded, confident in his work, well committed, and be able to protect his country and responsibilities throughout any trials thrown his way. In modern day society a good leader would be Lao-Tzu. He uses beliefs and tactics that are civil for today’s society. As for comparing two great leaders from a time so far back, I would have to pick Machiavelli as a great leader. The way the writers present them in the book is al most opposite in everyRead MoreLeadership And The Tao Of The Epic Of Gilgamesh1665 Words   |  7 Pagespeople, there is a leader selected over. This person acts as the guide, a protector, and the example for the people to follow. Sadly, this person is not always the one best suited for the job. The qualities of this leader is the lifeblood for the survival of the people they are appointed over. There are many examples of good and bad leadership throughout history. When the leader has outstanding leadership qualities, the people will flourish. When the leader has poor leader, the people will sufferRead More The Ideal State of Today Essay1789 Words   |  8 Pagesbeen an on going mission for leaders since the creation of the first government. For a state to be truly ideal, its administration and chief must have the right characteristics. A government is a system that governs a state. A leader is someone who operates the administration. Although this seems simple, historical and current chiefs and regimes have proven it is not. The teachings of men such as Lao-Tzu and Niccolo Machiavelli include specific details on the traits a leader must posses in order to runRead MoreThe Servant Leader Is A Servant1562 Words   |  7 Pagesâ€Å"The servant-leader is a servant first. It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead† (Center for Servant Leadership, 2015). Introduction to Servant Leadership Of the numerous leadership styles, servant leadership has the strongest historical foundation. The notion of servant leadership can be traced back to the 4th century B.C., through the official papers of Lao-Tzu who lived in China 570 B.C. Lao-Tzu was a ChineseRead MoreAnalysis Of Yin Yang Way Of Thinking2073 Words   |  9 Pagesbalanced (Robert 6). This paper intends to explore the major aspects of yin-yang way of thinking, how it affects the Confucius and Lao Zi ways of viewing happenings in the universe and the application of this kind of thought to the contemporary society There are some unique characteristics that are associated with the yin-yang way of thinking. These characteristics include; a) Complementary: This kind of thinking believes that the two opposing or different forces complement one another. They dependRead MoreLao Tzu Essay1091 Words   |  5 PagesLao Tzu The Taoist philosopher Lao Tzu put it best when he said, â€Å"A leader is best when people barley know he exists, When his work is done, his aim fulfilled, They will say: We did it ourselves.† Often when a person thinks of a leader they think of such great leaders as George Washington, George Patton, and Thomas Jackson. The word â€Å"leader† itself will invoke images of die-hard men with the charisma to command anyone and overcome anything. Yet despite this common image there was no theoryRead MoreComparison between Classical Athens and Han China1005 Words   |  5 Pageshierarchy and acceptance of position of the population in both societies, Han China and Classical Athens had disparities proportionate to their physical sizes. The geographical isolation from each other resulted in the differences in demographics, characteristics of government structures, individual duties and roles in government, and the general view of life. The east to west length of the Han Empire dwarfs the city-state of Athens. The maps of Classical Greece and Han China display the basic geographyRead MoreEssay on Taoism in Ursula LeGuins2664 Words   |  11 Pagesapparent that Omelas in many ways does not have to be concrete and limited to the previously provided descriptions. Her aim is not to describe a particular city, although it is named and its characteristics are already expressed, but to present the idea of a perfect city, a utopia in which bliss is fixed, and good fortune is wholly unchanging. However, there are two important details that the narrator insists upon in addition to the statement that they are happy: firstly, the people are

A Rose For Emily By William Faulkner - 986 Words

The history of the South could arguably be split into two sections: The Old South and the New South. The Old South is associated to the life Scarlett O’Hara at the beginning of the Gone with Wind, complete with the antebellum dresses and plantation houses. The New South is commonly associated with the era of Reconstruction and continues on into modern history. What many people fail to contemplate is the transition from one southern era to another, the change wasn t a smooth one. A Rose for Emily by William Faulkner is a metaphor for the conflict between the changing times in the South, also called the development of the â€Å"New South† and the traditional â€Å"Old South† southern traditions. A Rose for Emily by William Faulkner describes the life and death of Emily Greirson, an eccentric woman who lived in the town of Jefferson. The story is divided into five different parts, with each part revealing more about Emily Grierson’s history and the details that lead up to the climax towards the end of the story. The story opens up with the narrator describing that when Emily Grierson died, everyone in the town of Jefferson attended her funeral. Grierson is then described as being a â€Å"tradition, a duty, and a care† to the people in Jefferson, though members of the younger generation begin to disagree with this idea. Part two consists of how a horrible odor is found coming from Emily’s house, which leads to her neighbors compaining about the odor to the mayor.. The mayor disregards theShow MoreRelatedA Rose For Emily By William Faulkner923 Words   |  4 PagesA Rose for Emily; A Tale of The Old South William Faulkner was born in New Albany, Mississippi in 1897 but lived most of his life in Oxford, a small town nearby. After dropping out of high school then briefly joining the Canadian Air Force, he returned home and completed three terms at the University of Mississippi (Fulton 27). During his early twenties Faulkner spent time in New Orleans and Europe before returning to Oxford and publishing his first book of poems. In 1929 he married Estelle FranklinRead MoreA Rose For Emily By William Faulkner1729 Words   |  7 PagesJune 24, 2015 â€Å"A Rose for Emily† In every neighborhood there is always that one house that is a mystery to everyone. A house that everyone wants to know about, but nobody can seem to be able to dig up any answers. It’s the type of place that you would take any opportunity or excuse to get to explore. The littler that is known, the more the curiosity increases about this mysterious place or person. In the short story â€Å"A Rose for Emily† by William Faulkner, this mysterious person is Emily Grierson, andRead MoreA Rose For Emily By William Faulkner949 Words   |  4 PagesIn William Faulkner’s â€Å"A Rose for Emily† it is clear how Emily’s gender affects how the individuals in the town perceive her. Emily’s gender particularly affects how men understand her. Throughout the whole piece Emily is seen as a helpless individual who is lonely and has suffered losses throughout her life. When the reader reaches the end of the story the actions that Emily has taken is unexpected because of the way she is perceived by the narrator. In the beginning of the story, when the wholeRead MoreA Rose For Emily By William Faulkner1577 Words   |  7 Pagesâ€Å"A Sarah Markins Dr. Bibby ENG 107 February 11, 2015 â€Å"A Rose for Emily† by William Faulkner â€Å"A Rose for Emily†, written by William Faulkner in 1931, follows a series of peculiar events in Miss Emily Griersons life. Written in third person limited, Faulkner utilizes flashbacks to tell of the period between the death of Emily’s father and her own passing. Split into five short sections, the story starts out with the townspeople of Jefferson remembering Emily’s legacy and how each new generation ofRead MoreA Rose For Emily By William Faulkner1552 Words   |  7 PagesRyan Dunn Mrs. Williams English 11 March 11, 2016 In the short story â€Å"A Rose for Emily† by William Faulkner, the reader is given a glimpse of the internal conflict of the main character, living in the past, and the involvement of an over involved society causing the reader to look into the consciousness of an individual haunted by a past and lack of a future. The story is set in a post-Civil War town in the South. He is able to give the reader a glimpse of the practices and attitudes that had unitedRead MoreA Rose For Emily By William Faulkner1507 Words   |  7 Pages1897, William Cuthbert Faulkner was born in New Albany, Mississippi. He stands as one of the most preeminent American writers of the twentieth century. His literary reputation included poetry, novels, short stories, and screenplays. Faulkner won two Pulitzer Prizes for Fiction and the Nobel Prize in Literature. â€Å"A Rose for Emily† is a short fascinating story written by William Faulkner and it was his first short story published in a national m agazine. The story involved an old woman named Emily GriersonRead MoreA Rose For Emily By William Faulkner883 Words   |  4 PagesIn the timeless classic, â€Å"A rose for Emily† by William Faulkner we are introduced to Emily Grierson, a matured sheltered southern woman; born to a proud, aristocratic family presumably during the American Civil War. Through out the short story William Faulkner uses many literary devices such as symbolism, metaphors and allegory to play with â€Å"time† and how time reflects upon his main character Emily Grierson. Emily being one who denies the ability to see time for what it is linear and unchangeableRead MoreA Rose For Emily By William Faulkner1270 Words   |  6 PagesWilliam Faulkner’s short story â€Å"A Rose for Emily† thoroughly examines the life of a strange woman name Emily Grierson who lives in the town of Jefferson. If we examine â€Å"A Rose for Emily† in terms of formalist criticism, we see that the story dramatizes through setting, plot, characterization, and symbolism on how Miss Emily’s life is controlled by a possessive love she had for her father and lover. William Faulkner uses Emily’s life as the protagonist to examine from a formalist aspect. In orderRead MoreA Rose For Emily By William Faulkner1780 Words   |  8 PagesIn 1930, William Faulkner wrote a five-part story entitled â€Å"A Rose for Emily† that follows the life of a young woman named Miss Emily Grierson. Faulkner sets his story in the Old South, soon after the ending of America’s Civil War, and represents the decaying values of the Confederacy (Kirszner Mandell, 2013a, p. 244). One of these values which the text portrays quite often in â€Å"A Rose for Emily†, is the patriarchal custom of society viewing men as having more importance than their female counterpartsRead MoreA Rose For Emily By William Faulkner1277 Words   |  6 PagesMiss Emily Grierson, the main character in the strange short story â€Å"A Rose for Emily† written by William Faulkner. It would be best to examine her in a mental capacity as well as the circumstances that may affect her. Throughout the story, Miss Emily’s unpredictable and eccentric behavior becomes unusual, and the reader, like the townspeople in the story, is left to speculate how Miss Emily has spent years living and sleeping with the body of Homer Barron. An important quote from the story was that

Ventures Strategic Innovation And Thinking -Myassignmenthelp.Com

Question: Discuss About The Ventures Strategic Innovation And Thinking? Answer: Introduction This paper depicts the importance of using proper application of design thinking tool for developing the current status of entrepreneurship in business organization. In order to improve the current status of the business organizations it is necessary for the organizations to improve the business situation. In this paper, I will represent my personnel experiences about the role of design thinking tools and technologies in the entrepreneurship development. In order to identify the behaviors with required development proper key events and development activities are required to be undertaken by the system developers. I have realized that, in order to improve the exiting situation of the enterprises based on the type of the business proper design thinking is needed to be applied. The way through which the design thinking tools should be used for the organizational improvement and even how the design thinking tools help to develop the frame of the system, are also elaborated in this paper. I will also demonstrate the experiences I have gained from the content of blog 6. I have learned that, design thinking is referred to as a system that overlapped three different components including viability, desirability and reliability as well. After addressing three of these perspectives innovation in systems become possible accordingly. In addition to this, within the organizational teams the innovation is also possible with the support of Design Thinking (DT) tools. Control over the re- thinking and the prioritize activities are needed to develop business plan for providing project direction. Experience on the topic of Design Thinking tool Design Thinking (DT) Tool is referred to as a components overlapped system. In this system three different components viability, desirability and feasibility are being overlapped to each other. I have learned that different design thinking tools are there however based upon the type of the businesses the system developers are required to adopt proper design thinking tool for their system development (Sniukas, Lee Morasky, 2016). I have experienced that many design thinking tool are there such as virtualization, customer journey mapping, stakeholder mapping, value chain analysis, mind mapping, prototype development, assumption testing, development of rapid concept, learning launches, storytelling, consumer co-creation etc. Though, all of these tools are not equally viable but at the same time, some of these tools are very much reliable. I have learned that, for the entrepreneurial improvement the most effective design thinking tools are rapid prototyping and customer journey mapping (Arastoopour et al., 2016). With the help of two of these design thinking tools the enterprises will be able to gain effective success throughout. Different Design Thinking Tools In order to identify and execute the opportunities for entrepreneurial growth and innovation, different design thinking tools are there. Visualization is all about the imagination, however it is not about drawing rather it is similar to visual thinking approaches. With the help of this particular approach the rate of possibility of the mental unmatched models will get reduced (Geissdoerfer, Bocken Hultink, 2016). On the other hand another design thinking tools is consumers journey mapping. I have learned that with the help of consumers journey mapping approach the enterprises will be able to serve as per the requirement of the consumer. The directional flow of the consumers for a particular enterprise could be determined easily with the help of the journey mapping. Even though with the help of journey mapping design thinking tool the system designers will be able to get to know about the requirement of the consumers (Filatro, Cavalcanti Muckenberger, 2017). Considering the requirem ent of the consumers if the enterprise develops their business units and components then, it will help the company to gain competitive advantages and measurable effective structured revenue. I realized that the design thinking tools show direction of incubating ideas and creativities towards success. Through the application of creative level solutions on design thinking the five different phases those the enterprises are required to go through include empathize, define, ideation, prototype and testing (Seidel Fixson, 2013). If all these five phases are covered accordingly then, certain answers will be generated. In order to gain success in the competitive market, the initial thing that is needed to be considered is identification of the risks. Application of the Design Thinking Tools After identification of the risks, the approaches by which the challenges could be mitigated are also determined. I erudite that in the define phase the findings will be interpreted by the system designers and after that based on the risks and risk mitigation strategies new ideas must be created to resolve the preliminarily identified issues (Nobeoka Kimura, 2016). I have learned that in order to formulate the ideas prototype model should be developed. With the help of prototype design before the final implementation of the model the system developer will get to know about the model details. If any additional changes are needed then as per the requirement of the consumers those could be added to the designed prototype. After building the ideas in the prototype model, in the testing phase the ideas should be improved accordingly. I have learned that, in order to execute the thought successfully all the design thinking phases and the design thinking tools are needed to be used properl y (Leonard, Fitzgerald Riordan, 2016). In order to implement the creativity properly selection and application of design thinking tools are very much important. Impact of Design Thinking Tools Another important design thinking tool is the rapid prototyping and rapid concept development. I have learned that technology is evolving day by day and in order to meet the requirement it is very much necessary for the system developers to consider the evolving technologies accurately. With the help of the identification of the technologies properly, the design thinking tools could be applied accordingly. If the system developer fails to identify the technologies properly then the idea will not be evolved according to the requirement of the consumers (Liedtka, 2014). Mind mapping is another helpful design thinking tool that is used to represent the ideas with proper connection and links. In order to generate, visualize, structure and classify the ideas again this particular design thinking tool is very much helpful. Mind mapping also helps to display information accurately by allowing the themes to get merged with the patterns. Again another powerful communication tool is the mind m apping. With the help of mind mapping, all the components will be able to create strong relationship between each other and again those will help to maximize the clarity of the components by simplifying them (Moreira, Tschimmel Xavier, 2014). I think that rapid prototyping is the most important and beneficial design thinking tools that help the system developers to define the creativity in terms of its development in the real world. I learned that the rapid prototyping allows the system developers to make abstract advanced ideas tangibly to the potential partners and consumers. Knowledge gained from workshop I also learned that, the components associated to rapid prototyping are user scenario, storyboarding, journey based on the experience and illustration of the business concept. On the other hand, consumer co-creation is another important design thinking tools that is widely used by different organizations to meet the requirement of the consumers. Not only this but also, I have attended a workshop and the outline of the workshop include learning launch, real launch, launch readiness plan etc (Nobeoka Kimura, 2016). I learned that the learning objectives of the design it project is to develop planning, execution and review the learning lunch plan. Not only this but also in order to launch the innovation plan for any nominated topic it is necessary to understand the details of the design approach by breaking it down in different segments. The learning launch plan includes different segments such as experiment in the marketplace with quicker and inexpensive model base. Additionally, I also realized that, based on the type of the business proper design thinking tool is required to be used by the system developers to customize the behavior of the designer towards the model development. I learned that, the behavior of the consumers towards the service providers varies based upon their nature towards the consumers (Seidel Fixson, 2013). After comparing the behavior of the real word consumers and the consumers belongs to the hypothetical world I realized that launch plan developed by the developers must be based upon the demand and behavior of the consumers towards their services and products as well. I have learned that for implementing any project the most important phase that is required to be considered is the testing phase (Filatro, Cavalcanti, Muckenberger 2017). Through the help of the testing phase, the system developers will be able to make necessary changes in the system as per the requirement of the consumers. I came to know that, design thinking approach and role of entrepreneurship in the business development are closely interrelated to each other. Even, in order to understand the relationship between the service providers and consumers it is very much necessary for the system developers to make details analysis on the design thinking tools. I earned that design thinking tool and entrepreneurship are two completely different things. Over the past two to three decades, people have started understanding the importance of innovation in the corporate competitiveness for gaining global economic growth (Glen, Suciu Baughn, 2014). During the workshop session I also studied that, in order to support the enterprise based outlines it is necessary to follows all the design thinking tools components step by step. Almost each large enterprise are using the approach of design thinking tool currently including Apple Inc, Dyson, PG etc. On the other hand, the SMEs are also currently using the concept of design thinking tool for the development of their services and products as well. I came to know that the role of the entrepreneurs is to undertake the business ideas tangibly and make it much concrete (James, 2015). In order to develop the newly developed venture plan it is necessary for the entrepreneurs to afford the business incubation properly. Not only for the existing firms but also for the start up firms also the service providers are required to consider proper design thinking tool. After attending the arranged workshops I learned that, the connection between the design thinking tool, business incubation and innovation is very strong. Four different segments are there such as design thinking, innovation, business incubation and design driven innovation those are required to be considered for the implementation of business success (Johansson?Skldberg, Woodilla etinkaya, 2013). For the successful implementation of the business it is necessary to illustrate both the theoretical as well as practical application. If the project developers fail to adopt proper design thinking tool for the business development then the execution might face several challenges and major failure as well. Learning from Workshop I learned that before the adoption of the design thinking tool it is necessary for the system developers to understand the details of their service details and products quality as well. Even they should also assume the launching details at the testing phase. In addition to this, for measuring the success of the products or service it is necessary for the management authority to adopt proper measurement metric and total capital to be invested for the implementation of the innovation. I learned that for the successful implementation of any project the project triple constraints are needed to be considered including time, cost and project goal. In order to meet the project objectives the project developers should allot proper time limit for the project designing and its implementation and according to the allotted time phase accurate budget should also be considered to avoid the higher level of financial crisis. During the workshop besides the positive impact if design it I also came to know about the negative impact of the design thinking tool. If the service provider fails to meet the expectation of the consumers then according to the changing requirement of the consumers they will have to change the content of the design (Filatro, Cavalcanti Muckenberger, 2017). There are two different models of design thinking approaches are there those are helpful for the acquisition of technology and exploration of the key elements of technology and innovation as well. The two models of innovation are the closed innovation model and open innovation model. Both of these models are very helpful for the implementation of the business models using the design thinking tools. Again n order to gain measurable success from the competitive market it is necessary to identify the risks or problems those might raise or interrupt the general flow of business process (Huq et al., 2017). The problems must be identif ied initially and based upon the identification proper risks mitigation plans are also required to be developed. I have learned with the help of proper risk mitigation plan the issues associated to exploration of prototype could be resolved accordingly. The honest and creative feedback must be considered for the improvement of the business processes. In order to implement the business approaches properly information are required to be collected and those must be analyzed accordingly. Based upon the collected information and their details another important thing that is needed to be considered includes immediate observation and analysis as well. I think that my personnel knowledge on design thinking tools and its application has been grown up. I can now apply the design thinking tool for developing the existing operation and functional situation of an organization (Johansson?Skldberg, Woodilla etinkaya, 2013). Now I can apply the design thinking tool to reduce the operation complexities of the enterprises and took proper decision for measurable revenue of the business organization. Not only this but also my strengths have been developed after the adoption of the design thinking tools. The set of strength gained from the lessons are as follows: It helps me to develop creative approach regarding different issues those could have been solved It helps to generate set of possible ideas to resolve the operational issues It helps to design more tangible ideas about the problem statements I have taken part in prototype designing on entrepreneurship. Before the implementation of the prototype model we have studied also attend the last weeks prototyping activities. However, my learning group and project group are different (Filatro, Cavalcanti Muckenberger, 2017). I also realized that among each phases of business process development the most effective phase is the project launch phase. N this phase the project developer launches the ideas which help to determine the progress of innovation and if the developers fail to launch the ideas on time then the ideas will be lost or killed due to delay (Glen, Suciu Baughn, 2014). I think that, in order to plan a real launch progress of the solution or innovations are very much important. I learned that different launch activities are there however, based on the business topic, proper launch plan should be adopted by the management authority and the system developers. I think that the ideas and knowledge I have gained from the workshop will help me throughout in my career development phase. bI can utilize those ideas and design thinking approaches while developing ay real world project for any business enterprise (James, 2015). Though, there are different design thinking tools but I think that among them the most appreciable tool is the rapid prototyping and rapid project concept development. I think that, innovation plan and marketing plan are the two most important things those I should consider before the implementation of the business as an innovation. For any new project the common business aspects are business plan, business case, marketing plan and career plan as well (Johansson?Skldberg, Woodilla etinkaya, 2013). All these plans are needed to be considered for the improvement of the business structure. However, proper monitoring and control over the project progress will help the enterprise to gain competitive advantages from the competit ive marketplace. Development of an Action Plan After getting feedback from the users the design thinking processes are re4flected and shared out. The action Plan for the coming 6 months is as follows: WBS Task Name Duration Start Finish Predecessors 0 Action Plan development 180 days Mon 10/12/09 Fri 6/18/10 1 Focus on the trends of enterprises and business processes 33 days Mon 10/12/09 Wed 11/25/09 1.1 Political needs 12 days Mon 10/12/09 Tue 10/27/09 1.2 Social needs 6 days Wed 10/28/09 Wed 11/4/09 2 1.3 Technical needs 7 days Thu 11/5/09 Fri 11/13/09 3 1.4 Economical needs 8 days Mon 11/16/09 Wed 11/25/09 4 2 Strategic planning development 43 days Thu 11/26/09 Mon 1/25/10 2.1 Understanding clients requirements 9 days Thu 11/26/09 Tue 12/8/09 5 2.2 Analyzing competitive market 20 days Wed 12/9/09 Tue 1/5/10 7 2.3 Developing partnership 9 days Wed 1/6/10 Mon 1/18/10 8 2.4 Scanning external environment 5 days Tue 1/19/10 Mon 1/25/10 9 3 Initial agreement development 27 days Tue 1/26/10 Wed 3/3/10 3.1 Identifying mandatory plans 7 days Tue 1/26/10 Wed 2/3/10 10 3.2 Mission vision development 5 days Thu 2/4/10 Wed 2/10/10 12 3.3 Understanding internal market 7 days Thu 2/11/10 Fri 2/19/10 13 3.4 Strategic issues analysis 8 days Mon 2/22/10 Wed 3/3/10 14 4 Development of business strategies 34 days Thu 3/4/10 Tue 4/20/10 4.1 Major proposal implementation 8 days Thu 3/4/10 Mon 3/15/10 15 4.2 Work program development 7 days Tue 3/16/10 Wed 3/24/10 17 4.3 Understanding the Practical alternatives 7 days Thu 3/25/10 Fri 4/2/10 18 4.4 Resource planning 5 days Mon 4/5/10 Fri 4/9/10 19 4.5 Review on current business situation 7 days Mon 4/12/10 Tue 4/20/10 20 5 Defining project problems 23 days Wed 4/21/10 Fri 5/21/10 5.1 Collecting and analyzing information 6 days Wed 4/21/10 Wed 4/28/10 21 5.2 Clarification and prioritization of problems 7 days Thu 4/29/10 Fri 5/7/10 23 5.3 Development of goal statement for each solution 7 days Mon 5/10/10 Tue 5/18/10 24 5.4 Solution implementation: The action plan 3 days Wed 5/19/10 Fri 5/21/10 25 6 Monitoring and evaluation of the actions 20 days Mon 5/24/10 Fri 6/18/10 6.1 Start with analysis of new problems 2 days Mon 5/24/10 Tue 5/25/10 26 6.2 Defining project problems 2 days Wed 5/26/10 Thu 5/27/10 28 6.3 Defining design thinking tools 4 days Fri 5/28/10 Wed 6/2/10 29 6.4 Selecting the most appropriate design thinking tool 4 days Thu 6/3/10 Tue 6/8/10 30 6.5 Collecting and analyzing information 3 days Wed 6/9/10 Fri 6/11/10 31 6.6 Clarification and prioritization of problems 3 days Mon 6/14/10 Wed 6/16/10 32 6.7 Development of goal statement for each solution 2 days Thu 6/17/10 Fri 6/18/10 33 (Source: Created by Author) Conclusion From the overall discussion I can conclude that in order to gain measurable success from the competitive market proper design thinking tools are required to be considered. Based on the research field, proper design thinking tool should be considered. In order to resolve those some of the issues associated to Design Thinking approaches include certain steps, I think that after the adoption of these steps the issues could be minimized completely. I learned that at first I have to identify the risk, then based upon the risk empathy and perspective thinking are required. I realized that after those ideas will be generated through which the primary design could be stretched. After gathering information from the consumers or users the prototype test refine could be developed. References Arastoopour, G., Shaffer, D. W., Swiecki, Z., Ruis, A. R., Chesler, N. C. (2016). Teaching and assessing engineering design thinking with virtual internships and epistemic network analysis.International Journal of Engineering Education,32(2). Filatro, A., Cavalcanti, C. C., Muckenberger, E. (2017). Design Thinking and Online Education. Geissdoerfer, M., Bocken, N. M., Hultink, E. J. (2016). Design thinking to enhance the sustainable business modelling processA workshop based on a value mapping process.Journal of Cleaner Production,135, 1218-1232. Glen, R., Suciu, C., Baughn, C. (2014). The need for design thinking in business schools.Academy of Management Learning Education,13(4), 653-667. Huq, A., Huq, A., Gilbert, D., Gilbert, D. (2017). All the worldsa stage: transforming entrepreneurship education through design thinking.Education+ Training,59(2), 155-170. James, M. (2015). Design Thinking and the Internal: A Case Study. Johansson?Skldberg, U., Woodilla, J., etinkaya, M. (2013). Design thinking: past, present and possible futures.Creativity and Innovation Management,22(2), 121-146. Koh, J. H. L., Chai, C. S., Benjamin, W., Hong, H. Y. (2015). Technological Pedagogical Content Knowledge (TPACK) and design thinking: A framework to support ICT lesson design for 21st century learning.The Asia-Pacific Education Researcher,24(3), 535-543. Leonard, S. N., Fitzgerald, R. N., Riordan, G. (2016). Using developmental evaluation as a design thinking tool for curriculum innovation in professional higher education.Higher Education Research Development,35(2), 309-321. Liedtka, J. (2014). Innovative ways companies are using design thinking.Strategy Leadership,42(2), 40-45. Melles, G., Anderson, N., Barrett, T., Thompson-Whiteside, S. (2015). Problem Finding through Design Thinking in Education. InInquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators(pp. 191-209). Emerald Group Publishing Limited. Moreira, R., Tschimmel, K., Xavier, A. (2014, January). Design Thinking applied in Product Innovation Strategies. InISPIM Conference Proceedings(p. 1). The International Society for Professional Innovation Management (ISPIM). Newman, P., Ferrario, M. A., Simm, W., Forshaw, S., Friday, A., Whittle, J. (2015, May). The role of design thinking and physical prototyping in social software engineering. InProceedings of the 37th International Conference on Software Engineering-Volume 2(pp. 487-496). IEEE Press. Nobeoka, K., Kimura, M. (2016, September). Art thinking beyond design thinking Mazda design: Car as art. InManagement of Engineering and Technology (PICMET), 2016 Portland International Conference on(pp. 2499-2514). IEEE. Seidel, V. P., Fixson, S. K. (2013). Adopting design thinking in novice multidisciplinary teams: The application and limits of design methods and reflexive practices.Journal of Product Innovation Management,30(S1), 19-33. Sniukas, M., Lee, P., Morasky, M. (2016).The Art of Opportunity: How to Build Growth and Ventures Through Strategic Innovation and Visual Thinking. John Wiley Sons.

Macbeth Retold and Macbeth Similarities Essay Example

Macbeth Retold and Macbeth Similarities Paper Macbeth Retold and Macbeth share many connections, yet have essential differences. Demonstrate the truth of this comment through a detailed discussion of Brozels film and Shakespeares drama. Macbeth Retold uses themes, a modified plot to be more accessible to a contemporary audience and exaggerated characters to have an effect on viewers. Retold also utilises setting to create an emotive atmosphere. Likewise Shakespeare Macbeth employs a variety of themes that reflect Elizabethan times, a historical plot and language features, relevant to Shakespeares context. Although links and onnections do exist between the two texts differences are also apparent. These differences enhance the emotional response and the understanding that a modern audience may absorb from Brozels Macbeth Retold. Brozel created Macbeth Retold In 2005 and it Is his Interpretation of the earlier play. The plot Is similar In that key events and characters appear In both texts. Brozel chose to represent the network of the Scottish aristocrats through the hierarchy of a current restaurants kitchen, but changing the setting that events take place in. Joe Macbeth, Brozels contemporary quivalent of Shakespeares protagonist, is head chef and with his wife, Ella (Lady Macbeths filmic parallelb they plan to kill the celebrity chef/owner Duncan Docherty- so that Joe would take ownership of the restaurant. The plot, but more so the setting, was modified so It resonate with people of today. Joes character is easy to connect with as he is overworked, which is evident by the dark circles under his eyes and his lack of sleep. He also answers to a selfish boss and becomes ambitious wanting to receive what he believes he deserves of. We will write a custom essay sample on Macbeth Retold and Macbeth Similarities specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Macbeth Retold and Macbeth Similarities specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Macbeth Retold and Macbeth Similarities specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In Shakespeares Macbeth the intended udience responded to the settings, such as the aftermath of war, and castles, for example. The concept of Scottish nobility, the divine right of Kings, Princes and Thanes is an abstract concept for many people today, so it is unlikely that Retold would have been as successful if Brozel had not made changes to the plot and setting. Similar themes are employed by both composers to evoke emotions In their respective audiences. Through the relationship of Joe and Ella, Brozel questions the dynamic of a marriage. Shakespeare uses Macbeth and Lady Macbeth to re-lnforce he role of a woman, as that of a passive companion, as expected within Elizabethan society. Ella and Lady M both have aspirations and are driven, and they manipulate their husbands. Lady Ms famous quote l fear thy nature, It is too full othmllk of human kindness. (1. 5. 15-16) indicates she is doubting Macbeths masculinity. Ella also uses a similar line for the same effect, as she attempts to persuade Joe to commit murder. Lady M and Ella share some common goals but Ellas character is able to be more of an equal to her husband. This Is due to the socially accepted role that woman have. Ella is Hostess/front of house of the restaurant where she and Joe work. She maintains a very high standard, which can be observed in the scene at the beginning of the film as she Inspects the table before they open for the night. This symbolises the importance she puts on her position and may be a factor for why she t front of house to go to waste. The Elizabethan ideal of the chain of being and natural world versus unnatural is very apparent in Macbeth. Gods represenitive on Earth is the King, and when Macbeth murders Duncan he disrupts the chain of being and causes disorder. By Macbeth usurping Duncans throne unnatural things start happening, horses eating each other, owls hunting and killing hawks are both mentioned in Act 2 scene 4. Macbeths and Lady Ms spiral into insanity and instability is also an unnatural consequences of the murder committed. Shakespeares character Macbeth was flawed, he became ambitious after his encounter with the Weird Sisters, and he wanted what they promised. He was Jealous and as the play progressed he became arrogant, which eventually lead to his death. The personal Journey that he undertakes and the actions he takes are nderstandable to audience members. They may disagree with Macbeth murdering Duncan, but the ambition that lead Macbeth to commit the murder can be seen. In contrast through Retold, Duncan was portrayed as a much more selfish and egotistical man than King Duncan. Joes character is a passionate chef who is full of enthusiasm, which is demonstrated in the first scene when he is cooking. He starts singing loudly and encourages the other staff to do so. This passion for cooking and for his livelihood is later transformed into anger and extreme behaviours. The two ays that each composer has chosen to have their Macbeth are different, but both Macbeths have the same basic flaws, making them relatable. Brozel uses film techniques due to his differing median. Whereas Macbeth uses written techniques such as dramatic irony, where the audience has an overall view and idea of the plot compared to characters who are limited to knowledge, they learn in scenes they are involved in. An example of dramatic irony in Shakespeares play is when the audience learns in Act 1 that Macbeth has been appointed Thane of Cawdor, when approached by the Weird Sisters- Macbeth himself does not know this. Making what the Sisters tell him and Macbeths reaction dramatic irony. Imagery is also used in both texts, but because Macbeth Retold is a film the imagery and use of colour is more evocative for todays responders. In the moments leading up to the celebratory breakfast scene (which parallels the banquet scene in Shakespeares play) Joe is initially depicted as standing in the hall looking at his reflection in a metal door, behind him is a deep red curtain. The image given to those watching is a distorted view of Joes face with red all around him. This image is a striking one, as it carries on he black, white, and red colour pallete but it also consolidates the idea that Joe isnt really a good guy and that looks can be deceiving. The red in Brozels film symbolises the bloodshed Macbeth causes in the original play. Brozels Macbeth Retold and Shakespeares Macbeth are linked in many ways. Through plot, characters, and some themes. Yet they share distinct differences including each Macbeths character traits, setting and views on woman in society. Because Brozel made changes to his Macbeth Retold it became successful as a film. The differences strengthened the success.

Should Teachers Motivate Learners To Attend University an Example of the Topic Career by

How Should Teachers Motivate Adult Learners To Attend Universities by Expert Marvellous | 26 Jul 2016 The composition of the student population has changed. The educational institutions which were once dominated by youth are now slowly being invaded by adult learners. According to Knowles, there are two criteria in determining whether an individual should be classified as an adult: a) those individuals who perform roles associated by our culture with adults; b) those individuals who perceive himself or herself to be responsible for his/her own life. (Dr. Karen Jarett Thomas) Need essay sample on "How Should Teachers Motivate Adult Learners To Attend Universities" topic? We will write a custom essay sample specifically for you Proceed With the changing student population, new challenges in the field of teaching have also emerged. It bears stressing that the learning needs of the adult learners are very much different from the children learners. A teaching strategy may be effective for children learners but may not be as effective for adult learners. Thus, it is important for teachers to adjust their teaching styles and strategies to suit the needs of the increasing adult populations in educational institutions. This case study focuses on the motivation of adult learners. Specifically, this paper will seek to answer this problem: How should teachers motivate adult learners to attend universities? In answering this question, this paper will use as model Howard Gardners Theory of Multiple Intelligences. This paper will seek to prove that adult learners can be motivated to attend universities using Gardners theory that all people possess at least eight different bits of intelligence that operate in varying degrees depending on the individual. (Julie Wise) This intelligence include linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalistic intelligence. The problem, however, is that the present system of education has not only discouraged the adults from attending universities but it also has de-motivated them to learn because of its emphasis on linguistic and logical-mathematical intelligence to the neglect of the six other intelligence. The purpose of this case study is to prove that the application of Gardners Theory of Multiple Intelligences in the Andragogy can be a source of motivation for the adult learners to go back to universities. This case study presumes that adult learners already know the importance of education. With the wealth of experience, they bring to the classroom, they know how important education is to their personal development and professional advancement. The present system of education, however, has not encouraged them to learn. The learning styles and strategies adopted in most educational institutions are only geared towards measuring linguistic and logical-mathematical intelligence. In this situation, learners who are naturally gifted in these two bits of intelligence will naturally perform well in class. Consequently, these students are the ones who excel academically. Adult learners who are naturally gifted in one of the six other bits of intelligence will perform poorly in school. It i s as if the educational system is denying education to these other adult learners. Thus, to motivate adult learners, there have to be changed in the learning strategies of teachers to allow adult learners to develop the six other bits of intelligence. Thus, Gardner stressed the need to develop all the eight bits of intelligence. Gardners theory will be applied to the following setting: there are around 35 students in one classroom; they are all adults who wish to finish their college education; some are single mothers who are between 30-35 years of age who are working for promotional and career advancement; some are single who are presently in experiencing financial difficulties, some are experiencing problems in their relationship with their loved ones, some are retired government employees who only wish to learn and experience finishing his education; some enrolled for want to meet new friends; some desire to finish their college education to be promoted; The school environment which embraces the difference in the method and manner of learning between adults and children designs various techniques by which adults could be motivated to learn. This educational institution is geared towards developing the eight bits of intelligence which Gardner argued that we all have. It is also committed to ensuring that the educational institution will adopt a particular kind of learning environment that will motivate the adults to learn by enhancing the reason for learning and by decreasing the obstacles to learning. Writers Role The writers role is to observe the behavior of the adult learners before they enter the university. Emphasis will be given to their expectations on the university, their fears and apprehensions and their feelings about returning to school. During the learning sessions, the writer will also take note of the reactions of the adult learners to the activities they are required to perform. At the end of the learning session, the writer must inquire into the actual result of the class from the point of view of the adult learners. The inquiry must be made whether their expectations have been fulfilled or whether their fears before the learning sessions were validated. Teacher The teacher must admit the fact that the traditional means of teaching which gives emphasis on Logical-Mathematical and Linguistic Intelligences is not sufficient to properly motivate adult learners. According to Gardner, there is a unique blending of the eight bits of intelligence in the person. As such, if teachers will focus only on these two bits of intelligence in the classroom to the point of neglecting the six other bits of intelligence then it will be tantamount to the teachers depriving the other students of education. Concentrating on the two bits of intelligence will motivate those adult learners who are predominantly linguistic or predominantly logical-mathematical in intelligence. At the same time, this will also de-motivate and discourage those who are predominant on other intelligence. Teachers must also realize that one of the differences between adult learners and children learners is that the former brings to the classroom a wide array of experience they often would want to share with the other adult learners. Teachers must take precaution that the discussion is not controlled by the adult learners. Teachers must also realize that the adults want to know how the lessons being learned in school could be applied in their everyday lives. They lose interest when they are made to attend classes without the teacher explaining the relevance of the topic to their personal or their professional lives. Thus, the teaching style should be adopted to suit the needs of every adult learner. The teachers must bear in mind the following key principles of adult learning: motivation; reinforcement; retention; transference. (Stephen Lieb) In order to ensure that the adult learners are actually motivated to learn, the teachers must, right at the very beginning of class, establish a friendly and open atmosphere showing that he is willing to teach the adult learners. Reinforcement happens when the teacher acknowledges positive behavior from the students or when the teacher informs the adult learners when their response to a particular situation is not proper. Learning happens when the adult learners actually retain the information they gained in class. Transference is the transfer of learning that adult learners were taught in class. It could be positive transference in the sense of applying the principles they learned or negative transference in the sense of not applying what they are told not to do. Observer The observers task is mere to make a record of the behavior of the adult learners before and after this case study is applied. Emphasis must be made on the response of the students to the activities performed in class. Facilitator The task of the facilitator is to ensure that the tasks and activities are properly performed by each adult learner. His task is to ensure that the adult learners actually learn from the activities. The teacher must also act as a facilitator once in a while. The facilitator must also coordinate with the teacher in choosing the right kind of activities for the adult learners. Goals The specific goals of this case study are the following: a) to gain a better understanding of adult learning; b) to prove that life is a journey of continuous learning. Learning is a continuous process which applies to all persons regardless of age; c) to develop different strategies for teaching adult learners; d) to prove that it is possible for adult learners to be motivated to study by enhancing the reason for learning and decreasing the obstacles to learning; e) to eliminate the barriers to learning such as lack of time, money, lack of interest, lack of confidence and responsibilities at home and at work. Reasonable Timeline The application of Gardners Theory require the development of all the eight bits of intelligence, consequently, there must be enough time for the teacher to apply all teaching strategies in the development of the 8 bits of intelligence. There is no specific timeframe involved because this will depend on the pace of each student. Realistic The application of Gardners Theory of Multiple Intelligence in the field of adult learning is realistic. Though his theory has not yet been accepted by psychologists, educators have responded positively to this theory. At present, the theory has been embraced by educational theorists and applied by teachers as a solution to the problems of schooling. Attainable The purpose of the case study is also attainable considering that it is very realistic and there is enough time for the teacher to apply all his teaching strategies. At first, it may appear difficult considering that educators are already having problems teaching just one kind of intelligence. Educators will eventually have a more difficult time teaching all eight bits of intelligence. However, I believe that in the long run, it will be to the advantage of the teachers in the sense that they will have eight additional strategies by which they could teach adult learners. Objectives/Expectations I expect that the majority of the students, if not all, will be able to appreciate and fully comprehend Gardners Theory of Multiple Intelligences and that activity designed to the development of all the eight bits of intelligence will help motivate the students to go to school. This case study also seeks to encourage the academic institutions who until now are still applying the traditional methods of learning to adopt Gardners Theory of Multiple Intelligences. Expected Outcomes I believe that the outcome will be positive and the two objectives of this case study will be attained. Firstly, we will see a significant improvement in the behavior of adult learners manifesting that they have been actually motivated and have learned something. Secondly, we will also see a distinct improvement in the way teachers and the educational institutions handle teaching. Measurement of Outcomes To be able to determine whether the objectives of the case study have actually been attained there must be a way by which the results could be measured. One way of measuring is by conducting an interview to the adult learners several months after the learning sessions and by asking whether there have been improvements in their personal and professional life after the learning sessions. The outcome can likewise be determined by monitoring the behaviors of the adult learners at the end of each class and comparing them to their behaviors at the beginning of the class. Assessment This makes the case study very pragmatic in the sense that the society needs well-rounded individuals who are not only experts in a particular field. We need individuals who have the potentials to excel in a variety of fields This case study also provides a solution to the problem of out-of-school youths which is widely prevalent in our society today. Analysis of Outcomes Based on the activities performed in class, there are distinct differences in the teaching strategies between an adult and a child. I have come to realize that adults also need to be stimulated to learn. They want to be involved in the planning of the teaching strategies that will be applied to them. Adult learners want the goals and objectives established in class to be realistic. They also want to see the relevance of the lessons to their personal and professional lives. They also want to receive feedbacks from their teachers on the progress they are making in class. It is also important for adults to be given the opportunity to apply the lessons they learned in class in direct and concrete settings. Lastly, adults are not concerned with the content-based instruction instead, they want the teaching strategy to be problem-centered. Conclusions and Recommendations The application of Gardners theory in the field of adult learning is very promising but it is still in its infancy stage. Educators and educational institutions are yet to completely realize how effective it is in motivating adult learners. This case study not only has proved that Gardners theory may help in arousing the interest of adult learners and helping them to become motivated to go to school but it has also helped the teachers and parents gain insights on how to improve their teaching skills. References: Lieb, Stephen. Principles of Adult Learning. Retrieved October 20, 2006 Theory of Multiple Intelligences. Wikipedia. Retrieved October 22, 2006 Thomas, Karen J. Theyre Not Just Big Kids: Motivating Adult Learners. Retrieved Wise, Julie. Multiple Intelligences Theory. Retrieved October 20, 2006

Converting VB6 to VB.NET

Converting VB6 to VB.NET VB.Net has a built-in migration tool, but converting VB6 code to VB.NET isn’t as easy as loading it to the newer software. The migration tool does a lot of the work, especially with syntax, but nowhere near all of it. You must work on your VB6 code before you try to load it in VB.Net. Should You Upgrade the Code? Some types of programs are best left in VB6. If your projects use WebClasses, DHTML pages, and UserControls, the migration to VB.NET may not go smoothly. That isn’t to say you shouldn’t try. The migration wizard will list any critical issues, and you can go back and fix them. Preparing Your VB6 Code for Migration Remove any dead code that your program doesn’t use and join any duplicated code to reduce the code more. You can do this manually if you are patient or your program isn’t lengthy, or you can use a source code analyzer program to locate the duplicated or unused code. Fix Any Data Declarations If you used undeclared variables in your program, you have a lot of work ahead of you. Add proper type declarations to every Dim statement and add Option Explicit statements. This will smooth the import process. Don’t worry, if you miss any, you’ll find out later. VB.NET Wizard Goes to Work Open your program in VB.NET and wait while the migration tool does its work. Expect to receive a lengthy report listing all the upgrade issues- the ones the wizard fixed and the ones it didn’t. There will also be comments in the code near spots that need extra work. Try to Compile Don’t even hope for your code to compile the first time through. It won’t, but you’ll receive a long list of compile errors that you can go back and fix. Work on Your Code Using the reports, return to your code and fix the critical issues. When you’ve done them all, load the code into VB.NET again. You may receive another list of critical issues to fix, but eventually, it will make it through the wizard and the compiler. You’re not done yet. Look for comments the migration tool left in your code and do whatever the comments say. Now, run and test your program in VB.NET.

Crimes against the elderly Research Paper Example | Topics and Well Written Essays - 1750 words

Crimes against the elderly - Research Paper Example The vulnerability of its members sets this section of the population apart from other age groups that are also concerned about crime. Going out at night alone; walking alone; living alone; traveling unfamiliar routes alone; doing their banking; inside or outside at automated teller machines; going to and from parking lots to do their shopping. Even doing something as simple as answering their telephones (Montague, 2009). Scores of the crimes committed against the elderly are signs of what is happening to the population in general. While many kinds of crime could involve any age group, a few categories, frauds and scams, pick pocketing, purse snatching, theft of checks from the mail and crimes in long-term care settings are committed more to the older than younger victims, AARP studies have indicated in a recent survey. Reports of brutal crimes multiply fast through the mature community and affect that section of the population dramatically. Although statistics show that brutal crime against the elderly is uncommon as compared to other age groups, many older people pose great fear of physical harm. The crimes committed against the elderly are discussed below. The first type of crime is property crime. This involves invasion of an elderly person’s living house and destroying his/her possessions, which may lead to economical and emotional destruction. Sometimes the loss of possessions may not be as destructive as the feeling of insecurity in those living houses after the incident (U.S. Department of Justice, 2008). The other type of crime is frauds and swindles against the elderly. Loss of money can be serious for anyone with limited financial possessions, but for many older individuals, it can be more devastating. Some of the elderly people are even at higher risks to fraudulent schemes than the younger groups. While it is not easy to draw general conclusions, various combinations of factors contribute to victimization,

Bdm Essay Example | Topics and Well Written Essays - 1250 words

Bdm - Essay Example 8.56135 7.77005 Inter-quartile range (IQR): The median happens to be in the middle of the sorted data. Similarly the first quartile can be defined as 1/4 of the way through the sorted data, and the third quartile to be 3/4 of the way through the sorted data. Second quartile is also known as the median. The range between the first and third quartiles includes half of the data. The size of the range (i.e., the difference between the third quartile and the first quartile) is another measurement of variability called the inter-quartile range or IQR. For normally distributed data: IQR = 1.35 From the above calculations it appears the reorganization exercise has not been a grand success. Though it appears to have tightened some loose ends but still the average output remains the same. Task-3: Table-2: Annual record of sales revenue & advertising expenditure for SarnesCo (000's) Period 1 2 3 4 5 6 7 8 9 10 11 12 Sales Revenue 100 130 160 175 180 190 190 180 220 250 255 260 Advertising expenditure 10 12 12 12 13 13 13 14 15 15 16 16 3 period moving averages for sales A3 = (160+130+100)/3 = 390/3 = 130 A4 = (175+160+130)/3 = 465/3 = 155 A5 = (180+175+160)/3 = 515/3 = 171.67 A6 = (190+180+175)/3 = 545/3 = 181.67 A7 = (190+190+180)/3 = 560/3 = 186.67 A8 = (180+190+190)/3 = 560/3 = 186.67 A9 = (220+180+190)/3 = 590/3 = 196.67 A10 = (250+220+180)/3 = 650/3 = 216.67 A11 = (255+250+220)/3 = 725/3 = 241.67 A12 = (260+255+250)/3 = 765/3 = 255 4 period moving averages for sales (it can be calculated similarly as above) A4 = Task-4: Task- 5: Business Presentation Material for the presentation SarnesCo, the manufacturer of machinery for the textile industry, wants to improve its assembly line SarnesCo appoints consultant, who in turn study the assembly...The range between the first and third quartiles includes half of the data. The size of the range (i.e., the difference between the third quartile and the first quartile) is another measurement of variability called the inter-quartile range or IQR. For normally distributed data: Taking a look at the mean, median figures of the production efficiency 'before' and 'after' the implementation of these steps, it is quite apparent that the consultants have not been able to improve the assembly line as much as desired by the company.

The Sexual Misconduct Underage Girls In The Swimming Teams Undergo Movie Review

The Sexual Misconduct Underage Girls In The Swimming Teams Undergo Under Their Coaches - Movie Review Example The coaches see the girls as easy prey and spread their sexual tentacles to them. They threaten them to ensure that word of their sexual misconduct does not reach adults. Their sexual misconduct is a slow process that starts with simple talks and then advances to caressing. This is followed by kissing and later fondling. Some stop at this point but some coaches simply break the limit. They advance to deep kissing and later full sexual intercourse (Ross, 2010). They do not care that these are minors they are dealing with which is not only legally unacceptable but it is morally and ethically inappropriate. They do not care about the lives of the young girls they are messing around with nor do they care about the life long trauma the girls will get as a result of guilt and harboring secrets. All they care about are their own sexual gratification and when discovered, they quickly relocate to another state and continue the same cycle. The other key point raised is the fact that the US swimming association does not take the issue seriously. It defends their coaches and lets them back on the job after suspension or simply with a warning. They also fail to conduct proper background checks on a coach before being hired and they simply rely on official criminal records. Many coaches who are sexual molesters and have gotten away with it still roam around and seek similar jobs elsewhere and hunt for new preys to sexually molest.

Morality and ethics in international laws

Morality and ethics in international laws Introduction All of international laws put great emphasis on morality and use of ethics. Morality is one of main criterions in foreign affairs. Many schools at international level provide an account of international relations, which focus on the interplay between power and morality. International level morality captures a holistic framework to analyze the main question to normative theories, namely some of moral values that are attributed to particular political activities against humanity as a whole, or may be the claims of any individual human being. This important question is at the heart of international level morality relations being one of most challenging moral questions. Recently, the international community comes up with great strides. It widely accepted the moral responsibility to protect in most of the situations where the state could not fulfill its obligations of protecting its own people. Morality and ethics are increasingly becoming fashionable and discussed on different levels of international education as well. Morality issues run throughout the lives of people, without making any division between their personal and professional identities. The foremost goal of national education policies is the character building and encouraging students to learn moral values of honesty, respectfulness, tolerance, sympathy, and truthfulness. The content of textbooks should mainly focus on these moral values. If the content is effective and delivered in an effective and efficient way to students, only then they are capable of increasing the internalization of moral knowledge. In order to minimize the gap between student’s moral information and practice, it is necessary to develop such a policy that involve moral content to significant extent in the textbooks of middle and secondary classes. National education policies aim to include moral reasoning and moral information as an essential curricular component of the school experience. Moral education is the main part of an educational backdrop throughout the history of any country. The 21st century is not able to afford any exception. Education policies at national level must embed the curriculum of primary and secondary schools into the moral content areas like Social Studies and Islamic Studies. With the subjects such as English, Urdu, Islamic Studies, Social Studies, Science, and other elective and compulsory subjects, schools can easily facilitate moral reasoning without any need to create an additional course depicting moral content. Introducing a moral reasoning and moral information curriculum through content-integrated curriculum facilitates the moral development of the students. Traditionally, people take moral education through different perspectives. Interpretation of student’s moral knowledge should be developed by taking into account the cultural influences. However, not all the cultures depict same moral values. Therefore, it is necessary to make culture-free the future direction in moral reasoning. Embedding moral content in the content of school textbooks encourages many students to develop their moral character. The moral standard of new curriculum in primary and secondary schools intends to lay such a foundation for students that gives them moral knowledge, develops moral character, responsibility, truthfulness, honesty, and high standards of personality and behavior. Moral values implied in the moral content of textbooks can be divided into several other categories of respectfulness, tolerance, kindness, awareness of rights, and sense of responsibility. Size of Moral Content The school textbooks provide comprehensive knowledge about morality. It covers a wide range of moral content including culture, social life, geography, politics, and environment. Through the moral content, students are able to make their own decisions and moral judgments. They are capable of understanding the importance of moral values that are taught in their primary and secondary curriculum. Moreover, moral education is not only possible through instructing the student on how to behave in the moral domain. The process should also cover the development of moral reasoning of individuals as well as dealing with different moral issues. The primary goal of the schools is not only promoting the academic achievements. However, the schools are in real need to promote moral character and moral development of students as well. Therefore, major part of the content in school textbooks is the moral content that focused on different moral values. With the help of such moral content, students learn many skills on resolving conflicts peacefully. They practice pro-social behaviors and engage themselves in services that result in less incidence of violence. The students master the basic moral knowledge and develop self-innovation skills and their own learning. The purpose of moral education is to develop moral virtues and personal character development of students. It helps in improving learning environment, promoting student achievements, building student character, and reducing disciplinary problems. Studying the moral content in school textbooks turns the students into good and responsible citizen, who are capable of cultivating their moral values efficiently. By studying the different facts of their own lives, they correct their moral orientation and achieve correct moral values. It taught the students ideological, civil, traditional, and moral education. Incorporating a wide range of moral content in the content of textbooks is important for all schools. Teaching moral education to students of primary and secondary schools is all about giving them enough skills to fight with several moral dilemmas that they may face in their daily lives. Moral education is no longer the teachings of religious morality rather it is about the basic character education. Students are able to resolve moral dilemmas peacefully without creating any violence. An effective moral education may revolve around specific strategies that help students in dealing with disillusionment and focusing on creation of a culture that would support the emotional and moral growth of the teachers. It is imperative to include large portion of moral content in education for the moral development of the students throughout their lives. Moral education in schools is effective for building character, sense of responsibilities, and moral values in students. The primary and secondary curriculum over time included it along with mathematics, reading, and writing. In some schools, moral education is a new concept and in many others, it is just a constant thread that has been seen throughout the history and facilitating the growth through levels of moral development. Developing moral reasoning The content of school textbooks on moral reasoning covers much of the social studies and arts curriculum. The content provided developing moral reasoning successfully implements it in daily lives of students. The incorporation of content about moral reasoning in curriculum is sufficient to move the students through stages of moral reasoning in efficient manner. Shared leadership and discussion are necessary curricular components of all schools. Schools teach morality inherently by conveying to students what one expects of them regarding what is right and wrong. Teachers help them to reflect on moral reasoning efficiently. Moral reasoning comprises of abstract concepts that students can examine and evaluate through dilemma-based discussions in their schools. It lets the students to present and discuss open-based scenarios. The content about moral reasoning makes the students to think contextually and analytically, who are then able to make informed decisions based on social and historical context. Therefore, it is best to embed moral reasoning in content areas of language arts and social studies specifically for dilemma-based discussions. Embedding the moral reasoning content into the core content parts of school textbooks allows both the teachers and their students to participate in integrated discussions throughout the school year and at different times rather in isolation. The pressure on students to share their decision-making roles provides such situations where moral reasoning can be applied. It is important to apply it in conjunction with dilemma-based discussions. Moral reasoning allows the students to practice it through their abstract thoughts and discussions. Moral reasoning helps the students to cover quickly the stages of moral development. It allows the schools to reach their mission of an educated citizenry through content-integrated and dilemma-based discussions. Allowing for student ownership in the school is an important aspect of moral education approach. Schools must implement this approach programmatically to achieve goal of an educated citizenry. The school administration needs to model it in order for students, who can internalize it. This approach depends on principles of fairness and justice in society. The contents about moral reasoning in school textbooks depend largely on the moral concepts that include student’s intention and understanding in relation to their actions. Using this approach, teachers are responsible for engaging students emotionally and intellectually through several discussions and solving moral dilemmas and issues. It helps the students to reach at high stage of moral thinking. Since moral thoughts goes through sequence of development stages, teachers must assist students throughout this process. Teachers play a vital role by closely listening to students in order to have better understanding of their reasoning and helping them in moving to next level of reasoning. Kohlberg’s stages of moral development as a theoretical framework facilitate the development of moral reasoning. During the stage of universal principles, the moral reasoning of individuals is beyond the strict rules of the society. Despite, it is beyond the social norms founded on abstract principles. Kohlberg believed that very few people achieve this stage where moral reasoning is guided by those internal universal standards, which supersede laws. The content provided developing moral reasoning exhibits its varying degrees from explicit religiosity to the secular overtones throughout students’ life. Content about moral information A large proportion of the contents of school textbooks explore the moral information and examine whether these contents properly address the content about moral information and knowledge of the students. Moral information is an important curriculum in education that targets in guiding students to live comfortable life and to become responsible citizen. Morality causes them to integrate into their community and learn how to solve problems of their lives. The most important responsibility and purpose of the content about moral information is to make students of primary and secondary classes to learn to live a healthy and civilized life. The moral content guides them in developing high standards of moral values. It encourages them to develop and explore the innovative spirit of science and civic virtues as well. Moreover, moral information leads to a good moral character and behavior habits of the students that enable them to live happy lives. Through moral knowledge and information, they learn about the development of their own in an effective way. Students of early grades are capable of learning skills more than the students in higher grades of education learn. Moral content of the school textbooks provides them such learning skills to face the challenges of life with confidence and solve daily life problems peacefully. They learn to develop their own life skills and avoid disasters and risks in their lives. Moral education guides them about the correct moral orientation and facts regarding their own lives. They analyze and adopt the moral values that play important role in the moral development of their own caring character. Such moral content successfully addresses the principles regarding psychology and physical development of the students. The content of school textbooks about moral information comprises of different categories. These revolve around making the students to love their motherland and their hometown. It guides them kindness to others, sense of participation in society, sense of responsibility, awareness of rights, traditional virtues, national unity, trustworthiness, respect for teachers, and love for younger individuals. It helps in developing mental health of students, their occupational satisfaction, consciousness of peace, and global consciousness. Moral information in curriculum aims to make students productive and contributing social members of the community. It provides them with basic knowledge about cultural literacy and introduces them to the cultural traditions while shaping their moral identity. Living in a liberal environment, the main objective of moral education is to provide intellectual skills to students that help them in making responsible and informed decisions about the problems considered being of moral importance. It intends to promote deep sense of concern in students for the well-being and betterment of the nation. Educating students provided the moral content and information in school textbooks is a challenge largely due to the reason that it does not provide a guarantee that the students would become just persons morally through the principles of common good. One of the major challenges that come up with moral education is that what schools teach children may differ a great deal, to what parents prefer their children to learn. Provided different understanding of morality and moral information, the subject offered different forms depending upon the country where it is taught. Human rights education, character education, personal education, social, and civic education are some of the forms of moral education. Content addressing each moral value different at different level of learning Some of the problems remain there in the moral content of school textbooks. The moral content provides a comprehensive knowledge. However, each moral value addressed is different at different level of learning. For example, the moral content on respectfulness of teachers, parents, and elders vary in large proportion to the moral content on sense of democracy, responsibility, and equality in society. Analysis of school textbooks shows addressing each moral value in different way at different level of understanding. Each moral value of truthfulness, honesty, sympathy, and tolerance presents ratios of different values. Furthermore, the school textbooks content is closer to the experiences of students in cities and lacks the content related to the experiences of rural students. No doubt, a great deal of historical and geographical knowledge is available as compared to the moral knowledge. The content of these textbooks need to include good proportion of each moral value as the moral and character building is important aim of education. Different conceptions of moral education exist to answer various questions regarding the extent to which moral education should comprise of. Some focus on the learning and teaching of moral virtues while others promote the moral practice. Some still consider development of moral reasoning and education as an emotional upbringing. Whichever these of conceptions about moral education in textbooks is right, it is not wrong saying that all conceptions strive towards the same objective. Despite addressing moral education different at different level of learning, its only objective is the education of mature individuals who have the abilities of independent action moral reasoning. Estimation of content addressing moral virtues among students School textbooks content address moral virtues among students to great extent. Some of the exercises and practical activities given in the textbooks encourage students to participate in moral development of their character. The main objective of these activities is to offer moral education for students and develop clear understanding of different aspects of real world. However, the internal moral education of students is considered to be abstract. Teaching learning methods for carrying out the activities and resolving problems provided in textbooks develop creative capabilities in students and help them in understanding and experiencing the problems in real life. The key problem of whether a student changes attitudes, and fills the gap between moral knowledge and moral practice along with forming good habits is not much paid attention or examined in detail. Improving the moral content of curriculum is necessary in some schools. Each student must set clear objectives based on cognitive and physical development in every grade. Teachers are responsible for knowing what the students require to achieve in each of their grades in school. They should force students to participate excessively in such activities that plays important role in the moral development. The responsibility for moral education sometimes lies with parents and followed by other social organizations and institutions, among which primary and secondary schools lead the way certainly. Although moral education is not considered as a subject course, it is clear that it is central part of any educational process. Conclusion/Recommendations The moral content should be capable of penetrating the past and connecting with the future. Therefore, the students can develop clear understanding of each moral virtue and its practice. The teaching staff should be trained about the content of morality. Understanding of the morality standards is essential for teachers for improving the multi-disciplinary knowledge and moral information. Policy makers are in need of empowering moral education teachers through organizing various workshops that stress on relevant approaches. The recommendation that teachers Moral education and development stimulates the students to high level of moral understanding. Embedding large ratio of moral content in the school textbooks content is considered much relevant and important because of the decline in social capital. Another reason is the lack of interest in some national issues, weak community bonds, loosening of family, and decline in sense of trust among most of people. One form of moral education is based on liberal thinking that targets to educate both heart and mind. Students can learn and internalize logical moral thinking for analyzing moral issues in logical and consistent ways.

Case Study: Shutterfly

Its as easy as a snap shot. Shutterfly has made great marketing decisions through-out the years. No matter the year they were always moving ahead of the technology of their time. With not many digital cameras flouting around and internet at slow dial-up connections, Shutterfly were allowing the upload of â€Å"digital images to order prints from a web-based company. † This was new to people even with rabbit speed broadband. Always looking forward, Shutterfly now have become a â€Å"major force in the online photo-printing industry. † Shutterfly has put considerable effort into keeping quality in focus. Investing in certain business aids, the photo processing company has created a name for themselves and improved service quality. To showcase their quality they â€Å"invested in special printing equipment† so they could control the â€Å"clear, crisp and colorful† picture quality instead of relaying on orders from an outside photo processing firm that may not perform to Shutterfly’s standard. This maintained Shutterfly’s quality as reliable with very little to no variation of quality. The new special printing equipment also included â€Å"photo enhancement functions† to provide customers with helpful photo improvements, like red-eye effect, to ensure their satisfaction. Furthermore, they distinguished themselves from other photo companies by giving costumers the option to upload and store their photos on Shutterfly’s website. They even â€Å"promised never to delete any photos† which provideds great customer contact and is highly valued by their costumer base. In all, Shutterfly has managed the challenges of heterogeneity very well and have created a reliable, quality photo processing company. Going through ups and downs throughout the years, Shutterfly has used marketing to draw customers to their product. Early on, they encouraged adoption through offering free photo printing. They gave away more than 80 percent of the prints in the first six months. Although after intense competition in 2003, Shutterfly needed to try something different. In 2005, CEO, Jeff Housenbold, launched â€Å"a next generation personal publishing platform† that would let costumers â€Å"take, use, and share photos† at their own home. But before the launch of this new platform they surveyed customers to gain better knowledge of customers needs and preferences. This platform provided customers with company search qualities where they could experience Shutterfly prior to purchase. In addition the company â€Å"negotiated to license well known characters† such as Clifford and SpongeBob Squarepants for â€Å"personalized photo greeting cards, photo albums, and other products. † To introduce these new offerings Shutterfly used â€Å"print ads in various parenting magazines and woman’s magazines and commercials on the Home Shopping Network. † Shutterfly has shown their dedication to customers satisfaction by adding supplemental features as well as symbolic and experiential benefits to their offerings. The CEO notes that â€Å"people have an intrinsic desire for social expression† and that prints are a great way to tell a story, however, he believes in telling the story through other ways. Widening their product mix, Shutterfly has provided T-shirts, jewelry boxes and tote bags that help satisfy that desire for social expression. â€Å"You will see a lot more of that† says a senior vice president. Additionally, licensing well-known Nickelodeon characters on greeting cards provides excellent symbolic benefits of playfulness and even fulfills peoples creativity. In other words, â€Å"it tells a story. They even offer online interaction so that customers can share their stories quick and hassle free. Through considerable effort and strong customer contact, Shutterfly has provided offerings and major benefits to those offerings. Their are multiple reasons why Shutterfly would license Nickelodeon characters for personalized photo products. One reason is that the well-known characters create a popular product line that customers can utilize to share their â€Å"stories. † It gives the customers a networking platform to start from and it is playful and fun. Also it provides wider options for customized photos. For example, if a customer wanted to provide a frame on the picture then they could use one of these characters to do so. Lastly and most crucially, these characters are geared more towards children and as a photo company many of the processed photos tend to be memories of peoples children or past childhood. Providing these Nickelodeon characters is a great way to draw in customers and maybe even make a larger profit. They have sold 400 million prints, storing at least 1 billion images for its customers and have increased sales by a impressive 670 percent in the â€Å"last five years to nearly $100 million. It is without question that Shutterfly is closely associated with quality and responsive service. They have maintained a excellent customer retention rate and are still expanding to this very day. Through ups and downs and hard competition they enable people to convey the strong emotion in their photos with ease. People want â€Å"to capture and share their experiences, to relive special moments, to communicate their memories,† and Shutterfly provides the best service to do so; the best service to tell a story.

Charlie and the Chocolate Factory: Summary

The story is about a boy Charlie Bucket, who lives in extreme poverty. A poor but virtuous boy, Charlie lives in a tiny house with his parents, Mr. and Mrs. Bucket, and all four of his grandparents. His grandparents share the only bed in the house, located in the only bedroom, and Charlie and his parents sleep on mattresses on the floor. Charlie gets three sparse meals a day, which is hardly enough to nourish a growing boy, As a result, he is almost sickly thin. Once a year, on his birthday, Charlie gets one bar of Wonka chocolate, which he savors over many months. For the first time in a decade, Willy Wonka, the solitary and eccentric chocolate maker, is opening the doors of his unique chocolate factory for five members of the public. The lucky five who find a Golden Ticket in their Wonka chocolate bars will win a daylong tour of the factory and a lifetime’s supply of Wonka treats! For young Charlie Bucket, this a dream come true when one cold winter night, he retrieves a dollar from the ground and buys two Wonka's Whipple-Scrumptious Fudgemallow, by sheer luck or destiny. As Charlie unwraps the second chocolate bar, he sees the glimmer of gold just under the wrapper! Yes, he was one of the chosen lucky one! Happiness struck the poor Bucket family. Charlie’s oldest and most beloved grandparent, Grandpa Joe, sprang out of bed for the first time in decades and decided to accompany Charlie to the Wonka Chocolate factory. The very next day, Charlie, and the unworthy fellow winners Mike Teavee(a rude television addict), Veruca Salt(an insufferable brat,who demands every single thing from her rich father), Violet Beauregarde(an ardent gum chewer), and Augustus Gloop(a corpulent child whose only hobby is eating), step into the Great Chocolate Factory. In the factory, Charlie and Grandpa Joe marvel at the unbelievable sights, sounds, and especially smells of the factory. Whereas they are grateful toward and respectful of Mr. Wonka and his factory, the other four children succumb to their own character flaws. Augustus Gloop falls into the hot chocolate river—while attempting to drink it—and is sucked up by one of the many pipes. Veruca Salt is determined to be a â€Å"bad nut† by nut-judging squirrels who throw her out with the trash. Violet Beauregarde impetuously grabs an experimental piece of gum and chews herself into a giant blueberry. With the hope of being on his beloved television, Mike Teavee shrinks himself, and his father has to carry him out in his pocket. During each child’s fiasco, Mr. Wonka alienates the parents with his nonchalant reaction to the child’s seeming demise. He remains steadfast in his belief that everything will work out in the end. After each child’s trial, the Oompa-Loompas (Mr Wonkas’ workers from Loompaland) beat drums and sing a moralizing song about the downfalls of greedy, spoiled children. When only Charlie remains, Willy Wonka turns to him and congratulates him for winning the entire chocolate factory. Charlie, Grandpa Joe, and Mr. Wonka enter the great glass elevator, which explodes through the roof of the factory and crashes down through the roof of Charlie’s house, where they collect the rest of the Bucket family.

Sustainable Transport Policy The WritePass Journal

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