Managing Operations - HSBC Bank (UK) Essay Example | Topics and Well Written Essays - 1250 words

Managing Operations - HSBC Bank (UK) - Essay Example It was a considered a premier bank in the Asian region. In Japan, after opening its branch in 1866, the bank went on to become an adviser to the government on banking and currency. In 1888, it was the first bank to be established in Thailand, where it printed the country's first banknotes. Today HSBC proudly boasts of over 125 million customers around the world, with a diverse workforce of more than 260,000 people, and has successfully completed 140 years of its presence in China in 2005. Today UK has the biggest share of its operations with over 55,000 employees serving the bank customers. The value that is added by both operations management and operations strategy is fundamental to any organization. Providing services or goods are the basic forms of operational activities. All organizations try to provide a combination of product and service. Opening a bank account, taking a meal in a restaurant, visiting a hospital, buying a pair shoes, insuring a vehicle, a hotel stay etc. are all operations activities and their management is central to the successful provisioning of goods and services. HSBC, having a vast experience over the 140 years, has done a commendable job by being a friendly bank to the world community at large. Operations management has i... ource form an active component of any organisation having many types of needs which, at times, are affected by the motivational factors present in the internal and external environment of the organisation. Therefore, human beings work towards the achievement of their short-term or long-term goals and objectives. The organisation too expects certain standards of performance from its staff and certain goals are set by the organisation as well. For HSBC we'll be examining its performance against the following five performance objectives; Quality: John Ruskin an English Critic said, "Quality is never an accident; it is always the result of intelligent effort. There must be the will to produce a superior thing". This 'will-power' is encouraged amongst the human being to achieve a quality service standard. In fact the term quality often conveys different meanings to different people. The meaning of quality varies in different circumstances as well, for example, a car which runs smoothly on straight roads may not prove to be of top quality while running in the hilly stretches of bumpy roads. HSBC has set for itself the following Core Business Principles to deliver quality service to its clientele. Outstanding customer service Effective and efficient operations Strong capital and liquidity Conservative lending policy Strict expense discipline Morality in dealings HSBC says, "We aim to combine quality investment performance, first class service and value-for-money products1. It appears HSBC has put in practice what it preaches. HBBC was adjudged as the top ranking in the 'sub-custodian' category 'Global Finance' magazine's (Oct 2005) Best-Banks award-2005, in 12 countries and three regions for the quality of its services to global custodians. Speed: The starting point of

Life Without Plastics Essay Example for Free

Life Without Plastics Essay The product, webcam 7 (in whole or in part, including all files, data, and documentation, from here on referred to as Software) is  © Copyright 2012 Moonware Studios, all rights reserved, and is protected by Switzerland copyright laws, international treaties and all other applicable national or international laws. The sole owner of this product is Moonware Studios. License Agreement. Title, ownership rights, and intellectual property rights in and to the content accessed through the Software is the property of the applicable content owner and may be protected by applicable copyright or other law. This License gives you no rights to such content. The Software is provided on an AS IS basis, without warranty of any kind, including without limitation the warranties of merchantability, fitness for a particular purpose and non-infringement. The entire risk as to the quality and performance of the Software is borne by you. This disclaimer of warranty constitutes an essential part of the agreement.   Either party may terminate this Agreement immediately in the event of default by the other party. Upon any termination of this Agreement, you shall immediately discontinue the use of the Software and shall within ten (10) days uninstall the software and delete all copies of the Software and Documentation. You may also terminate this Agreement at any time by destroying the Software and Documentation and all copies thereof. Your obligations to pay accrued charges and fees shall survive any termination of this Agreement. This Agreement represents the complete and exclusive statement of the agreements concerning this license between the parties and supersedes all prior agreements and representations between them. It may be amended only by a writing executed by both parties. Headings shall not be considered in interpreting this Agreement. This Agreement shall be governed by and construed under Switzerland law. This Agreement will not be governed by the United Nations Convention of Contracts for the International Sale of Goods, the application of which is hereby expressly excluded. Restrictions You may not use, copy, modify, translate, or transfer the product or any copy except as expressly defined in this agreement. You may not attempt to unlock or bypass any copy-protection or authentication algorithm utilized by this product.

Robert Frost-The road not taken :: essays research papers

http://www.english.uiuc.edu/maps/poets/a_f/frost/life.htm   Ã‚  Ã‚  Ã‚  Ã‚  Life has many roads you can take and it’s which ones you choose to follow that will shape your future forever. That is what I always take from this great Frost poem. He sees two roads both being equally appealing, but selects the one less traveled and how it makes his life unique. This poem is one of few that I do care for myself. It shows a man whose come to a point in his life where he has to decide what he will do with it. This is a point in our lives that everyone will come to and a somewhat difficult challenge for many. We have the many options ahead of us and must try and look ahead to what will come to decide our future. â€Å"And be one traveler, long I stood and looked down one as far as I could.† I think this was a time in Frost’s life when he had just moved to London and was looking back at the choices he had made. He quit trying the Derry farm and sold it and moved to London to write. This was an awfully risky thing to do at this p oint with a wife and kids, but it shows his approval in retrospect. â€Å"Then took the other, just as fair, and having perhaps the better claim, because it was grassy and wanted wear.† This shows that he choose a path that many choose to not to. He selected a harder path in life that could have been a devastating mistake given his situation in life. The easy road would have been more secure and he would have had less to worry about, but he probably wouldn’t have enjoyed life as much. â€Å"And both that morning had equally lay In leaves no step had trodden black. Oh, I kept the first for another day!† This is the part of the poem I myself have always had a slight confusion with, but have taken it that it is supposed to show his selection of the more difficult path and how he would return to it later in life and try the other path. The thing that confuses me about this section of the poem is the next line.† Yet knowing how way leads on to way, I doubted if I should ever come back.† This to me shows that he wants to return and try different things in life, but knows once he has chosen a road trying a different one is quiet difficult.

The Ice Cream Incident :: English Literature Essays

The Ice Cream Incident The Ice Cream Incident Eric Mortinson November 18, 2002 There inevitably comes a time during the course of your life where everything you are employs itself to seek revenge from a friend or loved one. This paradoxical concept drives you to the point of hating someone you care dearly for. In the end, the typical result is absolute regret. This moment in my life came at the ancient age of 13. I was the intellectual king of my class. No cerebrum could surpass the database of knowledge I carried within me. This sovereign fantasy of mine was shattered on the nightmarish day Josh Renfro entered the 5th grade classroom at Evans Valley Elementary School. I knew immediately that I was outmatched at last. As the old saying goes, "If you can't beat 'em, join 'em." That's precisely what I did. I quickly befriended Josh and became a study partner, even doing an intricate report with him. That joyous year of friendship was over within a few months, and a new challenge awaited us new friends. Josh and I perceived middle school as an educational joke. Most of the material being covered had already been noted and logged into our far advanced memory banks. Getting an 'A' became so simple that we resorted to analyzing teachers and their techniques (which we used for later use) as a form of intellectual entertainment. It was a little past the middle of our 6th grade year when the infamous incident happened. It was late in the science period when Mr. Harrison made an odd request of Justin Watkins and I. He stated that there was a short film that was going to be viewed, that therefore required us to assemble the ancient film projector. As Justin and I constructed and positioned the prehistoric projector, we concentrated hard on the correct assembly and use of this long forgotten technological marvel. Little to our knowledge, a minute science assignment was given to the class as Justin and I worked feverishly. The period ended after the short film; the day ended normally. First period came, and with it came the rumor of an unknown assignment. I questioned, "Josh, did we have a science assignment 'cause someone told me we did. I haven't heard anything about it." "Nope," he replied innocently, "Mr. Harrison didn't give us anything to do. We just watched that movie remember?

Cell Phones Essay

Technologies are getting high-tech. Everyone wants to have the latest gadgets like cell phones. As cell phones improved, more features are added that causes some problems to some school systems. Allowing students to have their phone in school has been debated over the years. Many school systems have adopted a policy that bans cell phones on school ground in which I support. Cell phones can interrupt class discussions. For instance, students often forget to turn off their cellphones in class which lead distractions to teachers and fellow students. This interruption can take away some of their time in learning their lessons which can lead to discussing a different topic. Some students purposely interrupt a class with their phones but without them having it, they cannot use it for distractions. Next, it will be easier for students to pass notes in class because of texting and other social networking sites. They could easily use their phones for cheating. For example, my classmate in my Spanish class always brings his phone every day to class. I was so curious on why he kept getting high grades in test when he doesn’t even do his home works. One time when we had a test, I saw him translating the Spanish sentences on his phone which could be the reason on why he kept on getting high grades. The scariest reason on why I opposed having phones in school is because of the recent Rutgers controversy regarding bullying. There’s a student from Rutgers University named Tyler Clementi who committed suicide by jumping to the George Washington Bridge. His roommate posted a video of him kissing another man to twitter and sending it to his friends that made Tyler decide to end his life. With these high-tech gadgets especially cellphone, many people’s lives could be in danger. It is never wrong to try something new for safety of the students. The hassle and distractions of what cellphones can bring and any other gadgets in school can lead to more serious problems. It is better to take actions now while the problems are not severe yet. Banning cellphones in school ground won’t hurt the students, but it will rather make them more disciplined. It can also make them smarter because they wouldn’t have to depend on their phones for answers.

Write a great resume even if you’ve never had a job

Write a great resume even if you’ve never had a job Looking for a job can feel like a catch-22: to get a job I need experience, but to get experience I need a job. And if you’re a student with no work experience or otherwise entering the workforce for the first time, how do you deal with that on a resume? You can’t just hand in a blank sheet with your name and address at the top. But don’t panic- you’ve got more than you think you do. Find experience in other places.You don’t have much full-time work experience yet, but you likely have experience in other areas. Have you volunteered? Are you a member of any clubs? Do you have any unpaid internships or other experience that’s close, but not quite, paid working experience? Any part-time jobs?Those may not be direct lines to the job for which you’re applying now, but you can talk about the skills and experiences you’ve had that have prepared you. Even hobbies may have a place here, as long as they’re relevant to the job you w ant- and, more importantly, appropriate. (Think â€Å"playing the violin† and not â€Å"crushing it on Xbox Live.†)For example: if you babysit on weekends, that shows responsibility. If you volunteer at the senior center sometimes, play up responsibilities and the skills you’ve learned and used there (like people skills or patient care skills). If you get to use your ninja math and organization skills as the treasurer of a club, definitely include that on your resume.Use academic experience.If you’re just starting out, whoever’s reading your resume likely understands that you’re light on experience. Academic courses and experience can come in handy here, especially if you’ve taken classes or become certified in the field where you’re trying to get a job. Don’t list every class you’ve ever taken, but a targeted list of relevant academic experience can help fill out your resume.Play up your skills.Here’s wher e you lean on personal qualities instead of personal experience. Bilingual? List it. Can do a vlookup like nobody’s business? That’s Excel expertise- list it.And if you’re feeling light on skills as well as experience, don’t sweat it. Skills are something you can build with time and effort, not just prior experience. You don’t need work experience to take a class on coding or public speaking. And those are skills that look great on a resume- ones you can highlight.Build your brand.It can be hard to develop a professional brand if you don’t yet have a job, but there are some things within your control here. If you’re interested in getting a job in graphic design, build a site where you can showcase your work. If you’re interested in social media, build up your presence and focus your energies on developing a professional network in the field in which you want to work.Bottom line: you have more experience than you think you do. W hen you’re building a resume without the luxury of having work experience, look at all aspects of your life for skills and bullet points that you can use to show you’re an awesome entry-level candidate.

American Citizenship by Judith Shklar essays

American Citizenship by Judith Shklar essays In American Citizenship, Judith Shklar identifies the right to vote and the right to work as the defining social rights and primary sources of public respect. Shklar has produced a compelling argument that the right to vote and the right to a job, neither of which was written into the constitution, are nevertheless necessary for full and equal American citizenship. In a country of heterogeneous composition the issue becomes more pronounced. In the very beginning, Shklar quotes Judge Learned Hand. He shares his views about the worth of his vote by saying that it may not be his vote that determines anything, but on the polls, at least he has a sense of belonging and has a satisfaction of being part of a great venture. As mentioned above, to Judith Shklar, among all the components of citizenship, there are two that are most important - the right to vote, and the right to earn. The author makes the distinction between "working" and "earning," because people can work, but not be paid for their labor. The book has a very liberal slant. In regards to the former, in her mind, the act of voting is much less important than having the right to vote, a belief starkly contrasted by Tocqueville. By earning, she means being remunerated for labor. She says that by this definition, aristocrats and beggars cannot be true citizens because they to not earn based upon their own labor; aristocrats - based upon the efforts of others, and be ggars - based upon handouts from the money of others. At times, her point is very hard to find, and at other times it seems like she just goes on and on. But overall, I know more for having read it. In this illuminating look at what constitutes American citizenship, Judith Shklar identifies the right to vote and the right to work as the defining social rights and primary sources of public respect. As far as the vote is concerned, the turnout remains a subject of controversy. Some find fault with the system of registr...

Find a New Career as a Health Care Professional

Find a New Career as a Health Care Professional Sometimes, the desire to be involved in medicine might not strike when you’re young. But then, inspiration hits. Maybe a life-changing event calls you to help others; maybe you realize that after pursuing another career, you have a skill set that lends itself perfectly to the rapidly evolving healthcare field. Even if you amassed a course load (and a degree) that has nothing to do with health care, never fear–it’s never too late for a career change into the growing and thriving medical profession.Your first step? Look for a  postbaccalaureate  program specifically designed to give you the core science classes you missed the first time around that you’ll need for your desired role. (Nurse? Doctor? Veterinarian? Dentist? They’re all up for grabs!)Next, find a mentor. Most programs are designed with career changers in mind and offer a wealth of opportunities to strike out on a path tailor-made for your life. Find a professional you hope to emulate and pick his or her brain. And don’t forget to contact other recent career changers who have been there and can give you advice from the trenches.Finally, pursue this major undertaking with confidence! Whether you’re fresh out of college and want a redo or are decades into your career, many resources are available for you enter the medical field and leave your mark.So you’re thinking of a new career in medicineRead More at USC News

Completing a threat assessment of ANSAR DINE. This entity poses a Essay

Completing a threat assessment of ANSAR DINE. This entity poses a threat to the United States in some way - Essay Example It is advisable that the US government should take this matter into serious consideration due to the fact that being an integrated part of ‘al-Qaeda’ it might raise threat against the interest of the US in the long run. One of such instances regarding this context includes the destruction of the ‘United Nations declared Heritage Sites’ in the area of Timbuktu, by Ansar Dine. This incident has raised severe levels of concerns for both the US as well as the security interests of the world along with bringing forward certain cases of humanitarian crisis2. Furthermore, the killing of ‘Osama bin laden’ (the leader of al-Qaeda) has further intensified the quest of this terrorist organization in the context of jeopardizing the western interests. Before the attack on the ‘World Trade Centre’ also known as (the attack of 9/11), the US government took the activities of this Islamic fundamentalist group in a casual manner. However, the attack of 9/11 completely changed the attitude of the US government towards this terrorist affiliate organization. The current fear of the US government is regarding the driving of the Ansar Dine militants into the ungoverned areas of the Sahara desert by the French army. The reason being, those ungoverned desert areas within Northern Mali can act as a settlement area for the al-Qaeda affiliates such as Ansar Dine3 This in turn has further increased the intensity of threat from this group both from the domestic as well as international perspective. This is due to the fact that Norther n Mali is a deserted border location within West Africa. Due to the geographical location of Mali, it will be easy for this Islamic fundamentalist group to easily smuggle funds, illegal machineries along with weapons from not only other states but also from the neighboring nations thereby increasing the threat intensity of the terrorist

Unit VIII Assessment MC Essay Example | Topics and Well Written Essays - 500 words

Unit VIII Assessment MC - Essay Example She filed a claim under the ADA. (4) Bob Hughes is 57 years old and was employed by the state as a school bus driver. He had an exemplary record, with no accidents in the 27 years he was employed by the state. Bob was replaced by a younger man, age 31. He filed a claim with EEOC for age discrimination. (6) Carlos, age 24, and Samuel, age 47, are employed as security officers for Jackson Security Co. In an effort to retain qualified officers and to be more competitive with the salaries offered by the police department, Jackson developed an incentive plan which provided for higher raises for younger officers. As a result, Jackson gave Carlos a higher raise than Samuel. Samuel filed a claim for age discrimination. (7) Gibson Foods, Inc. and Thompson Foods, Inc. have merged to form a new corporation, Better Food, Inc. In the process of consolidating the business, management decides that a reduction in force is necessary to avoid duplication of positions and generally streamline the running of the new company, thereby lowering the operating costs. Paul is a production manager and his job is eliminated. He is 51 years old and believes that he was targeted because of his age. (8) Catherine, aged 59, was employed as a make-up artist with a local department store. The company hired a new manager. He fired Catherine and gave her job to Katrina, age 42. Catherine is alleging age

Theories of punishment Term Paper Example | Topics and Well Written Essays - 750 words

Theories of punishment - Term Paper Example Crime and punishment consider the philosophical concept of cause and effect. Crime causes suffering, pain, and losses to someone. Punishment also causes suffering, pain, and losses (â€Å"Crime†). Punishment is the effect in the form of penalty inflicted on an offender through a judicial procedure. Society imposes retribution on an individual who committed an act that public laws forbid. Society has numerous answers to the issue why an offender should be punished. Some of them are to stop them from committing further crimes, tell the victims that the society disapproves the act, and share their feelings, stop others from doing similar acts, and protect the community. The set forth above review indicates that society tries to punish all offenders who commit index crimes. Whether a sentence is carried out or not is exclusively law enforcement and judicial authority’s tasks and only statistical appraisal can confirm it, which is beyond the scope of this assignment. An inde x crime is committed willingly and non-index ones are perpetrated non-willingly. Non-index crimes consist of non-physical confrontation. For example, violation of liquor laws is a non-index crime, which does not cause pain, loss and suffering to another person. It is a non-index crime. ... The concept of utilitarian theory is: Does consequence (result of punishment) relate to the happiness of the largest number? Punishment in this theory works for the prevention of future crime. Retributive theory is past oriented and it seeks retribution from offenders for their crimes. It also conveys to the offender that the purpose of the punishment is to impose moral responsibility, and punishment does not account offender's future conduct. The salient feature of the above analysis points to the fact that society is more eager to punish those whose crimes consist of physical confrontation. We can conclude that non-index crimes are punished less often. The described above definition of the index and non-index crimes states that index crime consists of physical confrontation and non-index crimes consist of non-physical one. For example, homicide, forcible rape, robbery, and aggravated assault cannot be committed without physical contact with the victim, while fraud, forgery, gamblin g, drug abuse, and disorderly conduct do not involve physical contact. That is why index crime, as a whole, causes more physical harm and financial loss than a non-index crime. According to the FBI report, property crimes in 2011 resulted in estimated losses of $156.6 billion (â€Å"Crime Statistics for 2010†). Part II The criminal justice system in general uses two punishment theories: utilitarianism and retributivism. The first theory states that criminal laws’ purpose is to prevent future harms while the following states the purpose is to punish past wrongs. Retributive justice has undergone different criticism. One of them defines that punishment for the same crime is different in different jurisdictions of the same country.

Accounting project Essay Example | Topics and Well Written Essays - 1000 words

Accounting project - Essay Example The strategy shifted sales from the future periods to the current quarter. In addition, the approach assumed a gross profit on the future sales, which resulted in the inflation of the earnings in 1997. Therefore based on the company-adopted strategy, Dunlap accelerated the company’s revenues by 18 percent. The management had adopted this plan to improve the stock prices, which would have resulted from good earnings reports presented by the company (Sondhi, & Taub, 2008). The increase in stock prices would assist in the acquisition of debt financing for the merging process. The bill and hold strategy adopted by the company provided incentives to the customers to make purchases whose delivery and billing was to happen in the future. The customers were not expected to pay for the goods until when the goods were delivered. Actual payments of the current period sales occurred in the preceding quarters. Therefore, the sales were recorded in the books of accounts as accounts receivables resulting in the increase of the accounts receivables expected by the company. The company avoided a significant shortfall in revenues, therefore, the continued using the bill and hold strategy in the preceding quarters. In this case income was not recognised at the point of sale rather it was recognised immediately the customer accepted the bill and hold conditions. Revenue may be earned during a period, but it is usually recognised at a point to fulfil the revenue recognition criteria, which is satisfied at the point of product delivery. Based on this revenue is recorded when there is certainty of the cash being received. Based on sunbeam’s case record of 1998 quarter first revenues were recorded in 1997 due to the fraudulent bill and hold strategy that they had adopted (Sondhi, & Taub, 2008). The sales revenue acquired in the first quarter of 1998 was used to offset futures that the company had borrowed to satisfy the bill and hold

The Fifth Amendment Coursework Example | Topics and Well Written Essays - 750 words

The Fifth Amendment - Coursework Example If the government is not limited in this aspect, it will be easy for them to â€Å"force (coerce) people to answer questions that would cause them to look guilty of a crime† (Harr, Hess, and Orthmann 324). The government's limitations on this matter is even emphasized when â€Å"By the middle of the 18th century, English courts began to limit the admissibility of confessions† (Harr, Hess, and Orthmann 326). This is to prevent the occurrences of â€Å"confessions...obtained by any manner, including force or the threat of force† (Harr, Hess, and Orthmann 326). Not limiting the government's ability to how and when it asks questions opens an avenue for abuse and arbitrary actions. How do you feel about police â€Å"encouraging† suspects to talk by threatening or using physical force or otherwise intimidating them? Despite arguments that the ends can justify the means, one has to keep in mind that regardless of the motivation, individual rights should be, first and foremost, protected, because, personally speaking, it cannot be said that a government can protect the rights of a nation if that government is unable to first protect the rights of the individual. I truly cannot see how justice can be served if the foundation of such â€Å"justice† is already unjust. ... s could mean that if done properly, interrogation techniques can do the job already, so there is really no need to apply force or the threat of force. In the rest of the cases, a more diligent police work --- like searching for physical evidences --- could work in areas where interrogation did not provide much help. Does the Miranda decision impede police work? It is said that â€Å"because of [the] Miranda, substantial numbers of criminal convictions are lost each year† and that it â€Å"may be the single most damaging blow to the nation's crime fighting ability in the past half century† (Harr, Hess, and Orthmann 330). However, it is also said that: Miranda...changed the analysis of the Fifth Amendment protection against self- incrimination from a totality of the circumstances test for voluntariness to whether those subjected to a custodial interrogation by police were advised of their rights...[but] Miranda has not completely displaced the due process/voluntariness st andard. (Harr, Hess, and Orthmann 331) Therefore, the Miranda may have made police work tougher, but it does not absolutely impede police work. This is because â€Å"When a Miranda violation cannot be used to support an attack, voluntariness still can† (Harr, Hess, and Orthmann 331). Would a different result occur, given exactly the same circumstances of an interrogation, for what a private security officer could do as opposed to what a city police officer must do? Private security officers such as security guards or even rent-a-cops â€Å"are not required to advise suspects of their Miranda rights† (Harr, Hess, and Orthmann 360). City police officers are required to issue the Miranda warning to â€Å"individuals they had in custody, before questioning them† (Harr, Hess, and Orthmann 331). This could

Accounting project Essay Example | Topics and Well Written Essays - 1000 words

Accounting project - Essay Example The strategy shifted sales from the future periods to the current quarter. In addition, the approach assumed a gross profit on the future sales, which resulted in the inflation of the earnings in 1997. Therefore based on the company-adopted strategy, Dunlap accelerated the company’s revenues by 18 percent. The management had adopted this plan to improve the stock prices, which would have resulted from good earnings reports presented by the company (Sondhi, & Taub, 2008). The increase in stock prices would assist in the acquisition of debt financing for the merging process. The bill and hold strategy adopted by the company provided incentives to the customers to make purchases whose delivery and billing was to happen in the future. The customers were not expected to pay for the goods until when the goods were delivered. Actual payments of the current period sales occurred in the preceding quarters. Therefore, the sales were recorded in the books of accounts as accounts receivables resulting in the increase of the accounts receivables expected by the company. The company avoided a significant shortfall in revenues, therefore, the continued using the bill and hold strategy in the preceding quarters. In this case income was not recognised at the point of sale rather it was recognised immediately the customer accepted the bill and hold conditions. Revenue may be earned during a period, but it is usually recognised at a point to fulfil the revenue recognition criteria, which is satisfied at the point of product delivery. Based on this revenue is recorded when there is certainty of the cash being received. Based on sunbeam’s case record of 1998 quarter first revenues were recorded in 1997 due to the fraudulent bill and hold strategy that they had adopted (Sondhi, & Taub, 2008). The sales revenue acquired in the first quarter of 1998 was used to offset futures that the company had borrowed to satisfy the bill and hold

LEARNING STYEL ENGLISH Essay Example | Topics and Well Written Essays - 750 words - 1

LEARNING STYEL ENGLISH - Essay Example n easy job especially as it requires a lot of patience and practice but it can be made easier and the goal can be achieved quickly if the teaching style is made according to the learning style of an individual and this is what Strategic Inventory Learning Language is all about. Learning of language in the best way can be done by first recognizing our own learning style and then working on that pattern. Learning styles can be observed by an individual or simply by the learning style checklist. Mostly our learning styles are developed at very early stages may be at pre-school time or elementary school years. I found out from the learning style checklist that I am a Visual Learner meaning that my learning abilities are best with the aid of pictures, graphs and images. I believe this is because from the very beginning of my schooling my parents and teachers emphasized on teaching me through practical means rather than just reading books. Usually our learning styles are at sub-conscious level therefore before working to improve learning abilities it is important to recognize our style. A strategic inventory for language learning is a formalized tool that answers the question of what method is best for one particular learner, or group of learners, to learn a foreign language. According to the author Strategic Inventory Learning Language is grouped into five strategies which are memory strategy, cognitive strategy, compensation strategy, meta-cognitive strategy, affective strategy and social strategy (Griffiths and Parr 251). Usually we follow one or two of the strategies sub-consciously. To realize our strategy we can observe our learning and studying habits or simply fill the SILL questionnaire. I found out that my sub-conscious SILL is Cognitive Strategies; which is that I read for pleasure in English to increase my vocabulary and to ensure quick and right sentence formation, also I try to find patterns in English which enables me to easily converse in the language.

Coffee shop Essay Example for Free

Coffee shop Essay Studying the fundamental reasons why the proponents aim to establish a business coffee shop’. A coffee shop or cafeteria businesses are already popular worldwide, too many names, establishment and products. Almost every coffee shop businesses stay long because of satisfying income. How about innovation to this business that have a risk but can probably maximize profit. Mobile coffee shops that acquired equipments that almost within a vehicle that travels to different places is definitely unique and new that’s why it is feasible. The proponents are aiming to study the reasons this business should be implemented and figured out a solution to all the problems that may encounter to the research. These are some reasons and problems: 1. An innovation should have a perfect research before implementing and it is bit difficult to introduce to the mass market. 2. Risky is involved because it can easily bump by other cars that it may destroy the vehicle full of machineries and high value assets and equipment that can probably explode. 3. Implementing is one of the hardest part because it has a lot of process and there were only few high-ways to trip, also it has limited places to go like traveling at the urban areas and primary highways. 4. Supply of coffee beans can be also limited, Benguet, the province itself produce supply of resources wherein the harvest is by season. 5. The weather of course can cause the profit loss especially here in Benguet where rainy season is mostly half-year. I. Project Summary I. 1 NAME OF THE BUSINESS â€Å" Clique Mobile Cafe Clique is the proposed name of the business because it’s a converted vehicle that in just one click it is transformed into a business mobile and it has Wi-Fi. In addition, ‘mobile’, as the word itself, it can travel to one place to another while the mobile itself is the kitchen. I. 2 BUSINESS LOGO I. 3 LOCATION Burnham Park Baguio City, Benguet I. 4 DESCRIPTIVE DEFINITION OF THE PROJECT Clique Cafe is a coffee shop that serves not only beverages but includes food, bread and pastry products. It has small kitchen, machineries in making coffee and pastry products and a small portable comfort room. The dining is an open area just outside around the vehicle wherein all the tables and chairs are portable including the tabernacles and tent that covers the place. It has a dimension of 21ft x 9ft x 9ft. It’s a food and beverage business which the main product is coffee. It travels to different places where people usually hang-out. Clique Cafe serves some beverages such as herbal tea, hot and cold Choco coffee. I. 5 VISION AND MISSION Vision: We aim to travel nationwide to provide the best quality coffee and bread for breakfast in every Filipino household that can purchase our most affordable product. We intend to promote tourism and make our own trademark name of coffee product that positions ourselves as premier coffee shop nationwide. Mission: To provide the best quality and most satisfying offer produc   with high standard services. To continuously promote teamwork and excellence in our establishment and provide a good environmental relationship between our employees and customers. I. 6 Objective There are two main products we aim to provide to our market. Our cafe will establish the commonly used style of coffee which is serving coffee and bread. But we want to make name for our own product. We aim in making our very own unique taste for our products that our market would want to have. We strongly believe that this would be possible by the aid of using indigenous raw product we have in Baguio. Being a city located in the Benguet Province, the province mainly produces harvest of coffee beans that have quality which can compete with its own flavor. This flavor is what we want to introduce in the mass market. The Province also is the main provider of fresh vegetables and fruits that our cafe can make use of in producing breads. We will able to make recipes from these indigenous products. These are the product that Clique Mobile Cafe would be proud of and carry under its brand. Clique Mobile Cafe goal is to satisfy our customer by the unique products with the very best of goods and services that we can offer. And we want our business and product will known all over the world. I. 7 History †¢Coffee History The history of coffee goes at least as far back as the thirteenth century with a number of myths surrounding its first use. The original native population of coffee is thought to have come from East Africa specifically to Ethiopia, and it was first cultivated by Arabs from the 14th century. The earliest credible evidence of either coffee drinking or knowledge of the coffee tree appears in the middle of the 15th century, in the Sufi monasteries of Yemen. By the 16th century, it had reached the rest of the Middle East, Persia, Turkey and northern Africa. Coffee then spread to the Balkans, Italy and to the rest of Europe, to Indonesia and then to the Americas. †¢Coffee shop History Coffeehouse and coffee shop are related terms for an establishment which primarily serves prepared coffee and other hot beverages. Cafe or cafe or c aff may refer to a coffeehouse, bar, tea room, small and cheap restaurant, transport cafe, or other casual eating and drinking place, depending on the culture. A coffeehouse may share some of the same characteristics of a bar or restaurant, but it is different from a c afeteria. As the name suggests, coffeehouses focus on providing c offee and tea as well as light snacks. Many coffee houses in the Middle East, and in West Asian immigrant districts in the Western world, offer shisha (nargile in Turkish and Greek), flavored tobacco smoked through a hookah. Espresso barsare a type of coffeehouse that specializes in serving espresso and espresso-based drinks. II. MANAGEMENT ASPECT BUSINESS ORGANIZATION A business organization is an individual or group of people that collaborate to achieve certain commercial goals. Some business organizations are formed to earn income for owners. Other business organizations, called nonprofits, are formed for public purposes. These businesses often raise money and utilize other resources to provide or support public programs. 2. 1 Partnership Partnership is a business organization in which two or more individuals manage and operate the business. Both owners are equally and personally liable for the debts from the business. Therefore the proponents will adopt the Partnership form of business. The proponents chose partnership because it’s not big and broad as a corporation and the capital is lesser than a larger business. The proposed project is easily managed by two or more people or the owners itself. ?Rules and Guidelines of Partnership One of the potential drawbacks of a partnership is that the other partners are bound to contracts signed by each other on behalf of the partnership. Choosing partners you can trust, and who are savvy, is critical. †¢Making Money Making money is the first rule because it is the biggest impetus for any deal. The deals that actually get done are the ones that can prove their worth. Companies often have a minimum monetary threshold, but if you can prove that a lucrative alliance can be made, then you should be in discussion about working together. †¢Naming Business Naming business partnership is actually a very important step in creating partnership agreement because it formally establishes the business entity for legal purposes. All documents referring to the partnership should use the partnerships name, once you and your business partners register it. †¢Contribution to Partnership A partnership agreement must include the capital or property each of the partners is investing in the company. The agreement should also include what roles each partner will be performing when the business is operational, including managerial capacities and who controls the day-to-day operation of the business. The partners dedicate resources such as financial, technical, staff and reputational toward achieving agreed objectives over time. They also establish a new organization with shared governance and a management unit to deliver these activities. Partners dont draw a salary and share profits and losses equally. Partners have a duty of loyalty to the other partners and must not enrich themselves at the expense of the partnership, and also have a duty to provide financial accounting to the other partners. †¢Allocating Profits and Losses Allocating profits and losses is a key element of companys partnership agreement. This section of agreement determines how much money each partner stands to make, including what percentage of profit each member may receive, as well as what percentage of business losses each partner must absorb. Its usually illegal to create a partnership agreement that assigns a higher percentage liability to a partner than the partner originally invested in the company. Keeping responsibility for losses commensurate with each partners percentage investment should preserve the legal integrity of the document. †¢Determining Partnership Authority Without specific language detailing each partner’s authority in the business, any partner can force the entire company into a binding legal agreement without the consent of your other partners. Clearly defining each partners power within the company to enter into binding agreements keeps the partnership from spreading itself too thin and making bad business decisions. This rule can also put a system in place for the partnership to make business decisions, including rules on voting and obtaining partner consent. The other rules would be found in a written partnership agreement. Such an agreement could outline procedures for making major business decisions, how profits and losses will be split, and how much control each partner maintains. 2. 2 Owner of the Business Clique mobile cafe is owned by Mr. John Ericson P. Amistad and Ahldrin L. Abellera.

Organizational Culture And Leadership Styles Education Essay

Organizational Culture And Leadership Styles Education Essay Human learning in the 21st century will be as different from human learning in the 20th century as the micro-chip and neural networks are from the valve. (Lepani,1994, p. 3). In this century the scope and pace of change seem to be accelerating in all areas of human existence. We have to move with it or ahead of it if we are not to be left behind. Academic institutions are feeling this tidal wave of change in ways that have left many educators consciously or otherwise confused, exhausted and disillusioned. (Deal, 1990, p.131) Change can be seen as evolutionary and dynamic with an emphasis on continuous learning and adaptation (Dixon, 1994; Fullan, 1991; Fullan and Miles, 1992). The challenge for academic institutions is to adopt change strategies that provide internal stability while moving ahead. This challenge may be able to be met in education and elsewhere by focusing on a change strategy where learning comes to be seen as the single most important resource for organizational re newal in the postmodern age (Hargreaves, 1995). The nations that lead the world into the next century will be those who can shift from being knowledge transformational bodies to those that will have the capacity to possess, renew and utilize knowledge successfully. The major issue that confronts educators is whether or not we can transform education and create academic institutions that can successfully prepare our nations students for life. This process calls for leadership at all levels, a good school culture and personal commitment of those who are responsible for these institutions. They must take the time to seriously consider the kinds of changes that are needed. They have to address the needs of students and teachers and then a fundamental transformation of education could happen. There are many routes for organizational development through change, which can be used to improve an organizations quality. Learning organization models provide one administrative method that can be used to provide direction for organizational achievement for both public and private organizations (Makasarnont, 1997). As Hoy and Miskel (2001) state, academic institutions are service organizations that are committed to teaching and learning. The academic institutions functions as a learning organization in order to continue to improve performance and build capacity to manage change (Corcoran and Goertz, 1995) in an environment where academic institutions are becoming increasingly borderless. Conceptualizing academic institutions as learning organizations is appropriate, given the new challenges of a fast-changing world. To be relevant in a knowledge society, new skills, capabilities and knowledge are required. The focus of each academic institution should therefore fall on the enhancement of individual commitments to continuous learning by creation of an enabling enterpreutionial culture and transformational leaders for the development and growth of academic institutions as Learning Organizations. Teachers have to be awake to these changes and must try to improve their skills all the time. They cannot stop their learning simply because they have graduated from school or the university and have been employed; if they would like to be successful, they must grow. They have to keep on learning from their experiences, environment, or their organization. As Lassey (1998) shows successful people are people who learn. Without learning, there is no improvement; and without improv ement the institutions stagnate. The institutions should be places where participants continually expand their capacities to create and to achieve. If academic institutions are to be effective learning organizations, they must find ways to create structures that continuously support teaching and learning and enhance organizational adaptation. Therefore the learning organization is the important thing that an administrator has to create in her/his school in order to give leaders, teachers and students an opportunity for learning continuously, based on the belief that the more people learn, the better they can perform when they go on in life. Need for the Study Many academic institutions are struggling to meet the requirements for academic performance. In this study academic institutions is narrowed down to only schools, as they are base in the description of an academic institution. Despite numerous promising initiatives from the government to promote student success in schools, overall gains in student performance have been disappointing. Some commentators have suggested that nothing less than a fundamental redesign of the educational system will begin to address the hurdles faced by students in succeeding at school (Boyd Shouse, 1997). Coleman (1997) noted that the highly bureaucratic nature of Government schools stifles creative problem solving and blocks receptivity to large-scale and transformative system reform. He described schools as administratively driven organizations with long feedback loops from the top of the organization (for example, the principal) to component subsystems (for example, teachers and students). Coleman consi dered schools with decentralized authority structures and norms of accountability and social support, which he labels as output-driven organizations, as having more promise than ones with traditional bureaucratic forms for increasing teacher and student performance. With growing concerns about the ability of the public education system to respond to the needs of students (Orfield et al., 2004), many voices in the school reform movement have discussed the need for schools to operate as learning organizations, which addresses the importance of faculty and staff working together to solve problems through networking and team learning (Senge et al., 2000). The degree to which schools function as learning organizations may not only influence the willingness of school employees to embrace new innovations for promoting student achievement, but also their personal well-being, their sense of efficacy in working with students, their work satisfaction, and their evaluation of the school as a hi gh-performing organization. A burgeoning number of empirical investigations offer support for these types of positive effects from schools functioning as learning organizations (Lick, 2006; Orthner et al., 2006). I believe that understanding schools as learning organizations offers the potential to unlock the creative and dynamic processes that schools require to undergo fundamental and significant change initiatives. Only then do we believe that schools will begin to address the challenges they face in educating children and youths and in closing the significant gaps in educational achievement and life success. The phenomenon known as the learning organisations has during the past three decades been discussed widely in the literature (Khadra Rawabdeh, 2006; Moilanen, 2001, 2005; Hawkins, 1991; Watkins Marsick, 1993; Senge, 1990; Pedler, Burgoyne Boydell, 1991). Unfortunately, the concept of the learning organization remains abstract and elusive for many school level practitioners, which reflects, in part, a strong leaning toward a constructivist approach in the study of organizational learning. School personnel also have relatively few tools available to examine this aspect of their schools, and assessment is the first step in the evidence-based practice planning sequence. During the past century much has been learned about how the brain works and how students learn. We have also learned that how schools can be organized in what that can enhance the quality of learning that students experience and we know a great deal about the kinds of conditions that are necessary for change to occur. The issue in Indian Educational system is to find a way to create the conditions that will encourage the learning organization concept which is needed to transform Indian academic organizations. What is also clear is that leadership is a critical component of the transformation of education. However, the kind of leadership that is needed is fundamentally different than what has traditionally been the case. Leaders must be able to transform their academic institutions. This has been widely discussed the literature (Jones Rudd, 2007; Reed, 2006; Bartling Bartlett, 2005; CASEL, 2006; Bamburg, 1997; West, 1999; Telford, 1996; Barnett, Marsh Carven, 2003; Stander Rothman n, 2009) and hence the inclusion of this as a variable in this study. As small schools become more autonomous, they create new identities and establish unique school cultures. It is also believed that the schools culture is inextricably linked to classroom culture. Many researchers have explored the challenges of building school culture (Silver, 2003; Zilwa, 2007; Ferreira Hill, 2008; Niemann Kotzà ©, 2006; Thomas Willcoxson, 1998; Raywid, 2001;). The researches explore various approaches to the issue of organizational culture, including techniques from the business world, the connection to physical spaces, and the use of traditions (Berg Wilderom, 2004; Fard.et.al, 2007;). A schools culture includes the obvious elements of schedules, curriculum, demographics, and policies, as well as the social interactions that occur within those structures and give a school its look and feel as friendly, elite, competitive, inclusive, and so on. Just as culture is critical to understanding the dynamics behind any thriving community, organization, or business, t he daily realities and deep structure of school life hold the key to educational success. Reforms that strive for educational excellence are likely to fail unless they are meaningfully linked to the schools unique culture and hence the inclusion of this variable in this study. Teachers play an important role in the success of any school. The personal commitment of the teacher has a very strong influence in the smooth functioning of the school and the school to develop into a learning organization. Personal commitment could be commitment for ones own development and commitment for the development of the school and students. Research on commitment has generally focused on either the antecedents or the consequences of commitment. Early studies of commitment explored the antecedents of commitment and found four general antecedents, namely: personal characteristics, job characteristics, work experiences, and role-related characteristics (Mathieu and Hamel 1989; Mowday, Porter and Steers 1982). Some of the earlier studies also explored the role played by demographic variables on commitment. The demographic variables found to have influence on commitment are: age (Mathieu and Zajac 1990), organizational tenure (Mathieu and Hamel 1989), position tenure (Gregersen and Black 1992), and education (DeCotiis and Summers 1987). Furthermore, Glisson and Durick (1988) identified skill variety and role ambiguity as predictors of satisfaction and leadership, and the age of the organization as predictor of commitment. The impact of commitment on organizational level outcomes has also been explored in a number of studies. However, it is the consequence of affective commitment which is more often studied in the literature. This is because high levels of affective commitment are shown to be related to a number of positive behavioral level outcomes and job attitudes (Hislop 2003; Cooper-Hakim and Viswesvaran 2005). Further Organizational commitment and professional commitment of teachers in schools have been researched on (Sood Anand, 2009; Karakus Aslan, 2009; Weber, 1990; Coladarci, 1992; Menep. I, 2010; Iqbal, 2010; Borgei. et.al, 2010;). Although the study of commitment has been advanced from a range of theoretical perspectives, it is interesting to note that very few attempts have been made by researchers to work on personal commitment. The belief is that an understanding of the relationship between leadership, culture and commitment is necessary. As a teacher educator I think that personal com mitment of teachers is very important in transforming schools into a learning organization and no researches have been done in this area, hence the inclusion of the variable in this study. Conceptual Framework Schools as Learning Organization To present a theoretical framework in which the school as learning organization can be grounded, the study is using The learning disciplines (Senge et al., 1996:4). According to Peter Senge (1990: 3) learning organizations are: à ¢Ã¢â€š ¬Ã‚ ¦organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together. While all people have the capacity to learn, the structures in which they have to function are often not conducive to reflection and engagement. Furthermore, people may lack the tools and guiding ideas to make sense of the situations they face. Organizations that are continually expanding their capacity to create their future require a fundamental shift of mind among their members.  For Peter Senge, real learning gets to the heart of what it is to be human. We become able to re -create ourselves. This applies to both individuals and organizations. Thus, for a learning organization it is not enough to survive. Survival learning or what is more often termed adaptive learning is important indeed it is necessary. But for a learning organization, adaptive learning must be joined by generative learning, learning that enhances our capacity to create (Senge 1990:14). The dimension that distinguishes learning from more traditional organizations is the mastery of certain basic disciplines or component technologies. The five that Peter Senge identifies are said to be converging to innovate learning organizations. They are: Systems thinking, Personal mastery, Mental models, Building shared vision Team learning Personal mastery According to Senge et al. (1996:194) the term mastery evolved from the medieval French, maitre, which meant someone who was exceptionally proficient and skilled a master of a craft. Maitre as it is used today means the capacity, not only to produce results, but also to master the principles that underpin the way an individual produces those results. Mastery is a commitment to be the best in whatever is done (Secretan, 1997:54). Educators who strive to become masters of their craft are often those who would be described as being committed to their work in their respective schools. According to Zecha (1994:6) and Kushman (1992:6), there are two types of educator commitment, namely organizational commitment and commitment to student learning which are effective ingredients for transforming schools into learning organisations. Mental models Research by Senge et al. (1996:235-236) indicates that mental models are subjective images, deeply ingrained assumptions, generalizations and stories that people carry in their minds about themselves, other people, institutions and events that take place in the world. These mental maps act as a filtering system for our judgments and influence how we take actions based on these judgments. If these mental maps or models are not questioned they could become blockages to change. To succeed in transforming schools into learning organizations it is important that individual educators learn how to unearth their internal pictures (subjective images) of the world and bring these to the surface and critically scrutinize them. This can be done if meaningful conversations are encouraged in the school, where educators expose their own thinking patterns and also listen to other colleagues. These conversations can influence individuals to shift their thinking patterns and see the other side of the story. Shared vision A shared vision is an all-encompassing world view which provides focus for an individual and the team concerning what is to be learnt and what is to be valued (Bierema Berdish, 1996:6). This shared vision answers the question: What will success look like? This question acts as a motivating force for sustained action to achieve individual and school goals. It is a guiding image of success formed in terms of a contribution to the school. According to Johnson and Johnson (1994:9) a shared vision creates a basic sense of sink or swim together among the members of the school. A powerful vision binds educators to mutual commitments through collaboration to achieve individual and school goals. Team learning The discipline of team learning starts with dialogue, which is the capacity of members of a team to suspend their assumptions and enter into a genuine thinking together. According to Senge et al., 1996:352), team learning is the discipline that has to do with learning about alignment. Alignment means functioning as a whole or in a cohesive group committed to a common purpose. This alignment is achieved through sustained dialogue that may result in knowledge sharing and recognizing interdependencies among team members (Murgatroyd Morgan, 1993:73). The discipline of dialogue involves learning how to recognize the patterns of interaction in teams that undermine learning. The patterns of defensiveness are often deeply ingrained in how a team operates. Therefore, the impact of team learning is the establishment of shared values, vision, mission, and core strategies to achieve individual and school goals. The fifth discipline, systems thinking, incorporates the other four learning discipl ines. Systems thinking Systems thinking is based on system dynamics; it is highly conceptual and provides ways of understanding practical school issues. It looks at systems in terms of particular types of cycles and it includes explicit system modeling of complex issues. The discipline of systems thinking teaches that in any social phenomenon it is important to look at the whole picture. In systems thinking the school is looked at as a system that is interconnected to different parts of life that intersect and influence each other. These interrelated parts are bound together in such a way that they become coherent to one another (French Bell, 1995:93). The components of a school include learners, educators, context, student learning processes and any identifiable component that affects learning. Therefore, the essence of systems thinking lies in a shift of mind to one that sees:à ¢Ã¢â€š ¬Ã‚ ¢ interrelationships rather than linear cause-effect chains; and à ¢Ã¢â€š ¬Ã‚ ¢ processes of change rather than sn ap shots. The discipline of systems thinking starts with understanding the concept of feedback: that is how actions can reinforce or counteract (balance) each other. In trying to build effective learning environments, educators have to learn to see the deeper patterns and interrelationships of change. Leadership Leadership is a described as being one of social sciences most examined phenomena (Antonakis, Cianciolo, Sternberg, 2004). Shoemaker (1998) suggested that leadership is difficult to characterize as the field is punctured by inconclusive definitions as to the role and function of leadership. The latest chapter in the almost 100 year history of leadership research is dominated by the development of transformational leadership theory embodied in the Full Range of Leadership Model (Antonakis, et al., 2004; Bass, 1998). This approach to leadership focuses on the charismatic and affective elements of leadership. Northouse (2004) described transformational leadership as a process that changes and transforms individuals. It is concerned with emotions, values, ethics, standards, and long-term goals, and includes assessing followers motives, satisfying their needs, and treating them as full human beings (p. 169). Furthermore, as Bass (1985) advocated, by engaging in transformational leadershi p behaviors a leader transforms followers. In reality this means that followers are changed from being self-centered individuals to being committed members of a group, they are then able to perform at levels far beyond what normally might have been expected (Antonakis, et al., 2004, p.175). The model of transformational leadership includes a continuum of transformational, transactional, and laissez-faire forms of leadership. Each form characterizes aspects of the dynamic process of interaction between leader and follower but identifies certain patterns and features to distinguish transformational leadership from transactional and laissez-faire styles (Avolio, 1999). The transformational leader pays particular attention to others needs, which, in turn, raises followers levels of motivation (Avolio, 1999; Bass, 1998). Furthermore, a leader of this type encourages others to reach their full potential while also adopting a strong ethical characteristic. Whereas, transactional leaders, approach followers with an eye to exchanging one thing for another (Burns, 1978, p. 4), with the leaders use of either reward or punishment contingent on the followers completion or non-completion of assigned tasks. Laissez-faire leadership involves indifference and avoidance as a leader with this profile will avoid making decisions, abdicate responsibilities, divert attention from hard choices, and will talk about getting down to work, but never really does (Bass, 1998, p. 148). Senge proposes that in learning organizations the leaders new work should include a commitment to: being the organizations architect; providing stewardship; and being a teacher. For schools to become learning organizations, the schools leader(s) must accept responsibility for creating conditions that promote and enhance that learning. Principals must create opportunities for teachers to acquire information about what is occurring in the school and engage them in finding solutions to the problems that occur. A fundamental difference between the old view of leadership and that proposed by Senge is that the leader has a responsibility to create opportunities for teachers to learn about current research and apply that research in their classrooms in an environment that promotes learning. Perhaps most important of all, principals need to create a climate that promotes risk taking and eliminates the fear of failure. If these things can be done successfully schools will then possess the capacity to develop a shared vision about what needs to be done and engage in the kinds of activities that are needed to make their shared vision a reality. Organizational Culture Organizational culture has been defined from various perspectives (Carroll and Nafukho, 2006; Popper and Lipshitz, 1995; Shien, 1990; Alvesson, 2002; Cook and Yanow, 1993; Adler and Jelinek, 1996; Argris, 1999). According to Marguardt (2002), culture is an organizations values, beliefs, practices, rituals and customs. The culture of a learning organization habitually learns and works to integrate processes in all organization functions. In effect, the learning organizations culture is constantly evolving and travels along an infinite continuum in a harmonious learning environment. Ultimately, the goal is an exchange of useful knowledge leading to innovation, and improved learning public organizations. The various terms used in the context of organizational culture are: values, ethics, beliefs, ethos, climate, environmental culture. Ethics refers to normative aspects to what is socially desirable. Values, beliefs: attitudes and norms are interrelated. Interaction between beliefs and values results in attitude formation and then produces norms. Values and benefits are the core, while attitudes are the next layer, followed by the norms or behavior. Then these get institutionalized, or when they accumulate and integrate we have social phenomena. The eight important values relevant to institution building are openness, confrontation, trust, authenticity, pro-action, autonomy, collaboration and experimentation. Openness: openness can be defined as a spontaneous expression of feeling and thoughts, and the sharing of these without defensiveness. Openness is in both directions, receiving and giving. Both these may relate to ideas (including suggestions, feedback (including criticism), and feelings. For example, openness means receiving without reservation, and taking steps to encourage more feedbacks and suggestions from customers, colleagues and others. Similarly, it means giving without hesitation, ideas, information, feedback, feelings, etc. openness may also mean spatial openness, in terms of accessibility. Confrontation: confrontation can be defined as facing rather than shying away from problems. It also implies deeper analysis of interpersonal problems. All this involves taking up challenges. Trust: trust is not used in the moral sense. It is reflected in maintaining the confidentiality of information shared by others, and in not misusing it. It is also reflected in a sense of a assurance that others will help, when such help is needed and will honor mutual commitments and obligations. Trust is also reflected in accepting what another person says at face value, and not searching for ulterior motives. Trust is an extremely important ingredient in the institution building processes. Authenticity: authenticity is the congruence between what one feels, says and does. It is reflected in owning up ones mistakes, and in unreserved sharing of feelings. Authenticity is closer to openness. The outcome of authenticity in an organization is reduced distortion in communication. Pro-action: pro-action means taking initiative, preplanning and taking preventive action, and calculating the payoffs of an alternative course before taking action. The term pro-act can be contrasted with the term react. Pro-activity gives initiative to the person to start a new process or set a new pattern of behavior. Pro-activity involves unusual behavior. In this sense pro-activity means freeing oneself from, and taking action beyond immediate concerns. A person showing pro-activity functions at all the three levels of feeling, thinking and action. Autonomy: Autonomy is using and giving freedom to plan and act in ones own sphere. It means respecting and encouraging individual and role autonomy. It develops mutual respect and is likely to result in willingness to take on responsibility, individual initiative, better succession planning. The main indicator of autonomy is effective delegation in organization and reduction in references made to senior people for approval of planned actions. Collaboration: Collaboration is giving help to, and asking for help from, others. It means working together (individuals and groups to solve problems and team spirit. The outcome of collaboration includes timely help, team work, sharing of experiences, improved communication and improved resource sharing. Experimenting: Experimenting means using and encouraging innovative approaches to solve problems, using feedbacks for improving, taking a fresh look at things and encouraging creativity. Personal Commitment Mowday, Steers and Porter (1979, p. 226), defined commitment as the relative strength of an individuals identification with, and involvement in a particular organization. Although many definitions of commitment have been presented since the seminal work of Mowday et al. (1979), it is the conception of Meyer and Allen (1991), which identifies three distinctive dimensions affective, normative, and continuance that has been the cornerstone of extant theorizing in the area of commitment (Herrbach, 2006). Mowday, Porter and Steers (1982) Model Commitment (Attitudinal Commitment), to an organization involves three components: (a) a strong belief in and acceptance of organizational goals and values, (b) a willingness to exert considerable effort on behalf of the organization, and (c) a strong desire to maintain membership in the organization (Mowday et al., 1982). Research on organizational commitment has been examined primarily in relation to labour turnover (Ferris Aranya, 1983; Hom, Katerberg Hulin, 1979; Huselid Day, 1991; Mowday, Steers Porter, 1979; OReilly Caldwell, 1980; Wiener Vardi, 1980; Steers, 1977; Stumpf Hartman, 1984). Meyer and Allen (1997) Model Meyer and Allen (1997) view organizational commitment as a three component concept. The three components in their model are Affective, Continuous, and Normative. The affective commitment describes the emotional attachment an individual has with the organization, their identification with the goals and values of the organization and the level of their involvement (Zanagro, 2001). Affective commitment is taken as a construct closely related to identification (Bergami Bagozzi, 2000). Continuance commitment is based on the cost that an employee associates with leaving the organizations, such as reduction in pay, pension, benefits, or facilities (Herbiniak Alluto, 1972). Normative commitment is associated with employees feelings of obligation to continue employment due to the work culture and other socially accepted norms (Weiner Gechman, 1977). The less common approach to viewing commitment is in terms of obligation. Of the three components least is known about the development of norm ative commitment (Meyer Allen, 1997). The three dimensions highlight commitment from the perspectives of attachment, obligation, and necessity respectively. From the above conceptual framework, a model is drawn for better understanding. Organizational Culture Openness Confrontation Trust Authenticity Proaction Autonomy Collaboration Experimentation Leadership Transformational Transactional Laissez-Faire Personal Commitment Own Development Student Institutional Development Learning Organization Personal Mastery Mental Models Shared Vision Team Learning Systems Thinking Review of Literature Schools as Learning Organization Bowen et.al., 2007-Assessing the Functioning of Schools as Learning Organizations: Using data from the population of employees in 11 middle schools in North Carolina and building on an earlier analysis, this study examines the reliability and validity of a new assessment tool for assessing schools as learning organizations: the School Success Profile Learning Organization. The results align with the conceptual model that informed the development of the measure, including support for the two hypothesized learning organization components: actions and sentiments. Kelleher Michael, 2007 Learning Organization: The author designed a model for a learning organization: The model of the learning organization, with its three dimensional approach, proposes strategies within the domains of individual, team and organizational learning. He concluded by saying if lifelong learning is to become a reality, it will become increasingly important to ensure that strategies and actions support the development of learning organizations. If overlooked, the world of work could well be that area of peoples lives where learning is not explicit, supported and developed. Moloi K.C..et al., 2006 Educators perceptions of the school as a learning organization in the Vanderbijlpark-North District, South Africa: This article outlines the principal findings of research that sought to provide a comprehensive understanding of schools as learning organizations in the Vanderbijl Park-North District of the Gauteng province of South Africa. The quantitative research methodology used was of major importance in obtaining data that were grounded largely on the theoretical framework of learning organizations as wel

Intelligence Process: Dissemination :: essays research papers

INTELLIGENCE PROCESS: DISSEMINATION One of the most important steps in the intelligence cycle is deciding who or whom will receive the analyst’s work. This process is called dissemination. Once completed, the intelligence product has to be able to be passed on to those personnel that meet the requirements of dissemination; Right to know, Need to know, Authority to release.   Ã‚  Ã‚  Ã‚  Ã‚  The first requirement of the right to know determines what individuals should have the information to make intelligence decisions. Access to the final products is mainly focus towards law enforcement agencies, both federal and state. These agencies are, however, not the exclusive heir to information. In some cases the Department of Family Services may need to have information on civilians in order to locate offenders or deal with juvenile delinquents. The right to know may also be extended to licensing groups, in order to stifle organized crime. Some examples of non-authorized industries are banks, credit bureaus, and employment agencies.   Ã‚  Ã‚  Ã‚  Ã‚  The need to know is the second requirement of the dissemination process. Whether part of the law enforcement agency or working outside of the agency, before intelligence information is disclosed, there must be a need to know based on the case that law official may be working on. This requirement keeps just anyone from casually browsing through all the classified information that may not pertain to what they have the right to know. The information-seeking agency will need to have proof of needing to know the information, found generally by the case number. Another form of need to know is observed when a background investigation is being conducted on an individual.   Ã‚  Ã‚  Ã‚  Ã‚  Once the first two requirements have been satisfied and the right to know and need to know has been established, it is now necessary to determine whether the right to release information to the agency is possible. Many times the information or intelligence may not be possible to release, due to the originating agencies need to have the information keep a secret from the everyone, for example, an undercover agents identity was disclosed. Historically, information is classified at a higher level than necessary, so personnel in this type of circumstance are not compromised. If this is the case, than a date should be disclosed as to when this information may be declassified or downgraded to the consumers level.   Ã‚  Ã‚  Ã‚  Ã‚  There are two general methods of dissemination. The first type is a distribution list.

Madonna the Goldfinch

Henry Kutilek Grinvalds Humanities (A8) 10/31/12 Emotions From the Finch 100 years ago the first car was made. This created an entirely new form of transportation that was innovative to that generation. Similarly, the 100 year difference between the end of the Medieval Era and beginning of the Renaissance Era showed amazing changes in the form of art. The painting â€Å"Madonna the Goldfinch† by Raphael Sanzio was created in c. 1505-1506. This was the very beginning of the Renaissance Era, and the painting strived for perfection unlike any of the paintings created before it.Madonna the Goldfinch portrays a sense intrigued curiosity, but to those who analyze it will find a guiding informative response with a deep understanding of symbolic foreshadowing. This essay will discuss the visual, expressive, and associative responses experience from Raphael’s painting, The Madonna the Goldfinch. The responded will be ordered by when chronologically experienced. The primary respo nse I feel is visual. The first thing that catches my eye is the pale face of the woman (Mary) and her blue and red clothes. Her face is close to white, its large, and located at the top of the painting.She is looking down, and the expression on her face looks close to surprised, with a faint smirk on her lips. This makes me think she is curious, yet knowing of the situation at hand. Next I look at the two children on the left and right (John the Baptist, Jesus) below Mary. I immediately notice the clothed John and naked Jesus, and then the bird that John is holding. He is offering it to Jesus, and Jesus strokes the top of its head with assurance. He is also being held tightly between Mary’s knees, and she has an arm around John, which makes me feel like she is encouraging him.These three bodies make a near perfect triangle, which balances the painting to a tee. Also, the colors on their bodies contrast the green landscape in the background. I noticed this, and then saw that there is a city very far in the distance across a river (Florence, Italy). If I had been another foot away from the painting I wouldn’t have noticed this, and without the zoom in feature on the google art galleries I would not have known it was a city. Either side of the bodies show two different landscapes, and they are both of equal size.On the left side shows trees in the distance, along with a bridge. The most impressive showings of detail are found in the bird, John’s hair, and the city in the background. This had to be truly amazing for the people in this time period. Not only is this painting artistically impressive, it is expressively impressive. The first feeling I get when looking at this painting is security. Mary is holding Jesus tightly between her knees, and holding an arm around John. Along with this, John is gently holding on to a bird that he is offering to Jesus.Mary’s face looks similar to a teacher watching a student try something new they ju st learned, and her holding the book adds to this. All of this makes me feel guidance, and gives me a motherly feeling of love that can push me along with whatever troubles I have in my life. The aspect of motherly love is exactly how I relate to this picture. I associate this painting with a favorite picture in my house of my mother watching my two oldest brothers play when they were just a few years old. It struck me early on in the viewing of the picture how similar it is to my young family.My mom is watching over them while they are sitting down in the yard, and my oldest brother is offering my other brother a toy to play with. The similarities between Mary’s face and my moms is shocking. These similarities make me think about what is actually happening in the painting, and the story that is being told. This is called the intellectual response. One main theme I see is actually a Renaissance Concept, that that is Emulation of the Classics. Art made in Europe in the Medieva l Era was all mainly funded by the church, and in turn it was made to glorify god.It is obvious this painting is doing something similar, but just with a perfected brush stroke that had depth and balance. Also, the idea of Humanism comes into play. Mary is holding a book that she seems to have just been reading, and in the Renaissance Era people were just beginning to not be afraid to learn. Maybe Raphael was trying to portray that reading is an okay and safe thing to do by having someone as idealistic as Mary reading. I noticed how both Mary and John have halos above their head, but Jesus does not.I was very confused by this at first, and it made my question whether the bird had something to do with it. Upon researching I learned that this bird is a Goldfinch, a bird that eats primarily off of throned plants. The legend is that when Jesus was carrying his cross to become crucified he had a thorn painfully poking at his head, and a Goldfinch flew over to him and removed it from his head. The Goldfinch is often used as a symbol of resurrection, so there is no doubt in my mind that the bird is used as a symbol of John foretelling Jesus about his future. Madonna the Goldfinch† is a truly amazing piece of artwork, with incredible attention to detail. It made me think about how good Raphael is as an artist, but also what he meant to portray. In my eyes, it shows the guidance of a mother and the wonder of two children. It really made me interpret the painting in ways I never have before, like considering facial expressions and what they mean. If I had to rename this painting it would be â€Å"Wisdom of the Goldfinch†. This is because the bird is the focus of the painting and it is causing the emotions of all of the people in the painting, through which wisdom is being passed.

Online Courses: the Pros and Cons

Online Courses: The Pros and Cons By Melody More and more students are taking online classes. They are advertised on the radio, television, and billboards, promising convenience and opportunities. Even traditional universities are now offering online classes in conjunction with their normal â€Å"brick and mortor† classes. In actuality, online classes only appear to be easier and more convenient. Online course are more difficult and time-consuming than traditional classroom courses although they have afforded many bright and industrious students unprecedented opportunities to further their education.The stigma behind online classes has led them to be less respected than traditional classes. In an effort to increase enrollment, many universities advertise that they offer online courses in which a student can quickly and conveniently earn their degree. This has two potentially negative consequences. First, employers who have never experienced a classroom setting in an online env ironment assume that these degrees are not as reputable as those from schools that exclusively offer traditional courses. Secondly, students enroll in these online courses with the mistaken belief that they are going to be quick and easy.Unfortunately, this could not be further from the truth. Online classes are more time consuming than in-classroom courses. In almost all courses, participation makes up a portion of everyone’s grade. Most professors count participation points as 10% of a student’s total grade. This 10% can easily be obtained in a classroom environment where a student can speak to peers and professor about a particular topic. However, online courses use a discussion board for communication, where the students and professor post responses to a discussion.The continuous posting by the students and professor makes spelling, grammar, and punctuation an unprecedented factor in a student’s participation points. Although online professors typically over look spelling and grammatical errors when responding to students’ posts, they are liable to take away points. Most of the time they deduct participation points if the grammar and spelling is so bad that they cannot understand the point the student is attempting to make. Students whom normally struggle with spelling and grammar are forced to improve their writing skills.In turn, the necessity of grammar, spelling, and punctuation benefits a student’s overall education experience. Moreover, the increased writing in a classroom environment can be a double-edged sword. The replacement of writing rather than speaking in a classroom can yield a negative effect on a person’s life. Online environments inadvertently encourage social isolation. A student who may have had social challenges or anxiety about speaking in front of a group of people in the past can easily continue isolating themselves from others rather than facing their fears.When the student graduates, findin g employment can be increasingly difficult without these necessary interpersonal skills. The socially awkward alumnus of a particular university negatively represents their university and discredits other alumni that could be applying for the same position. Despite this potentially disastrous effect, there are opportunities online courses have presented to so many people around the world. Online courses open doors to people who would otherwise have to give up on their dreams of higher education.An example is a single mother who barely survives by working two jobs to provide for her children. She does not have the money to hire a babysitter while she attends night classes. However, with online classes, she can work on a college degree while her young children sleep. Online classes are more convenient for the worker that works until 3:00 am and has little time before and after work to study. Driven, disciplined, non-traditional students can derive great benefit from the ability to att end class when they can, wherever they have internet access.Furthermore, potential students should not shun the idea of online classes if it can help them further their education. Students who may be considering online classes should think carefully about what it is they need from a course. If they want to speak to a professor directly to get their questions answered, have the availability at the same time each week to attend a course, and prefer not to perform additional writing assignments each week, then an online course may not be for them.On the other hand, if a potential student works for a company that is not willing to work around a school schedule, childcare is not available, or they simply do not want to drive to class in the evening, an online course may be the perfect solution. There are many pros and cons that are part of the decision-making process on whether or not to take an online course. Taking an online course should not be a decision that a student jumps into wit hout carefully considering all the factors involved.

European Custom Law

The Customs Union is one the bases of the European Union and an essential element in the functioning of the unified market. The unified market can only function when there is a common application of common rules at its external borders. This implies that the 27 Customs administrations of the EU must act, as they were one. These common rules go beyond the Customs Union as such, and extend to all aspects of trade policy, such as preferential trade, health, environmental control, the protection of EU economic interests and the management of external relations. The creation of a customs union in the European Economic Community in 1968 was implemented internally through the abolition of customs duties, quantitative restrictions and measures having equivalent effect between Member States and, on the external front, through the introduction of a common customs tariff and a common commercial policy. In fact, goods imported from third countries had to be treated in the same way by all Member States in order to circulate freely in the customs union. But the customs union itself had to be integrated into the existing international economic order, regulated by the 1948 General Agreement on Tariffs and Trade. On the EEC Treaty the Member States declared that in creating a customs union, they intended to contribute, in accordance with the common interest, to a harmonious development of world trade, a gradual removal of restrictions to international trade and the lowering of customs barriers. The creation of the customs union has led to strong growth in intra-Community trade, but the Community has not become insolated. Instead, it has developed into the world's biggest importer and exporter. In addition, the rules of the GATT and the various international agreements created under their influence, formed the legal basis for the EU's own commercial policy instruments and action, notably in the field of tariffs, the application of safeguard measures, anti-dumping and anti-subsidies actions. The European Union can introduce surveillance and safeguard measures in the framework of the common rules for imports when imports at prices viewed as normal are causing or risk causing serious injury to European producers. In cases where the export price is lower than the normal value of a like product (dumping), the EU can take trade protection measures, notably through the application of anti-dumping duties. European rules being compatible with those of the World Trade Organization, economic operators must comply with only one set of rules for imports into the EU These rules apply automatically in the new States acceding to the EU. The Member States of the European Union no longer have an independent foreign trade policy. More than 60% of their trade is intra-European and as such it depends on the rules of the single market that prohibit any trade protection or trade promotion measures. For the remaining 40% of their trade, the main instruments of commercial policy, the Common Customs Tariff, the common import arrangements and the common protective measures are in the hands of the organs of the EU, the Commission and the Council. Together they contribute to ensuring an even competition playing field for European businesses, giving them access to equal prices for imported raw materials and other products they need. At the same time, the common commercial policy facilitates the work of European importers who can use a uniform import license, valid throughout the EU. Mission statement of Customs authorities:The European Commission website on its Taxation and Union section states:â€Å"Customs authorities shall be primarily responsible for supervision of the Community’s international trade, thereby contributing to fair and open trade, to implementation of the external aspects of the internal market, of the common trade policy and of the other common Community policies having a bearing on trade, and to overall supply chain security. Customs authorities shall put in place measures aimed, in particular, at:a. Protecting the financial interests of the Community and its Member States;b. Protecting the Community from unfair and illegal trade while supporting legitimate business activity;c. Ensuring the security and safety of the Community and its residents, and protection of the environment, where appropriate in close cooperation with other authorities;d. Maintaining a proper balance between customs controls and facilitation of legitimate trade. The two faces of customsCustoms services in the EU play a dual role. Customs officers still act as collectors of customs levying import duties and taxes but increasingly they also work as â€Å"watchdogs† securing the Union’s external borders to protect citizens’ health and safety. Checks to enforce security and safety rules can only be performed at the EU’s external borders. It is inevitable that certain cargo shipments, which could pose a risk to the safety or security of the EU and its citizens, must be stopped and checked. These checks are different from the task of levying import duties, which customs authorities can perform at a later stage along the supply chain, for example on the premises of the importer or exporter, to avoid congestion at the EU’s external borders. The watchdogBorder checks to guarantee the safety and security of European citizens are performed by customs officers in close cooperation with other border agencies, such as veterinary and product safety authorities. Two particular causes of concern for customs authorities with respect to health and safety are counterfeit goods and drug precursors. The collector of customsEvery shipment of goods, which enters the European Union, has to be declared to customs. On the basis of the customs declarations, customs officers check the shipment and levy the import duties and taxes due. In 2007, import duties totaling over â‚ ¬15 billion were levied, which is equivalent to 13. 2% of the revenue side of the EU budget (Garcia, 2012)Application of Common Customs Tariff:A customs union is characterized by the existence of a single external tariff applied by all Member States to imports coming from third countries. Such imports only have to clear customs once and can then move freely within the common customs area. Reaching an agreement among the original Member States on a single external tariff required a complex striking of balances and compromises, given the different national interests, stemming from the different products that each country wished to protect. The common customs tariff (CCT) adopted by the European institutions in 1968 is, therefore, a major achievement of European integration (Article 28 TFEU, ex Article 23 TEC). For the member countries, the CCT meant both the loss of customs revenue, which, since 1975, has been a resource of the Community/Union budget, and the option of carrying out an independent customs or trade policy. No member country can unilaterally decide on or negotiate tariff matters; all changes to the CCT are decided by the Council following negotiation (if necessary) and proposal by the Commission. All bilateral (between the EU and non-member countries) and multilateral negotiations are carried out by the Commission. As of 1968, the Member States are not entitled to unilaterally carry out customs policy, i. e. suspend customs duties or change CCT. Only the Council can waive the normal application of CCT by means of regulations adopting various tariff measures. Such measures, whether required under agreements or introduced unilaterally, involve reductions in customs duties or zero-rating in respect of some or all imports of a given product in the territory of the European Union. They take the form of EU tariff quotas, tariff ceilings or total or partial suspension of duties. Modernized Customs Code: Customs authorities today, faced with this rapidly changing and challenging environment, must ensure that they continue to provide a first-class service to EU citizens and companies. A central pillar of the MCC is the concept of centralized clearance, which makes it possible for authorized EU traders to declare goods electronically and pay their customs duties and value-added tax (VAT) at the place where their business is established, irrespective of the member state where the goods are presented. Centralized clearance builds upon the current practice of Single Authorization for Simplified Procedures. The current draft of the MCCIP, however, requires that traders send the required customs clearance information to multiple member states. Basically, where the customs office designated for the lodging of customs declarations (i. e. , supervising customs office) is in a different member state than the customs office that receives the physical goods (i. e. customs office of presentation/importation), the importer must provide the entry information to the customs offices in both member states as well as the member state where the VAT is due. The modernisation and simplification of the customs legal and technological environment started several years ago with a major amendment to the Community Customs Code adopted in 2005, which gave EU customs authorities the powers to implement some of the most advanced security requirements in the world, while creating an environment that does not disrupt legitimate trade. This amendment is expected to be fully mplemented by mid 2016. The Modernized Customs Code will, when fully implemented, provide the necessary simplifications to make customs and trade work better, faster and cheaper. The Electronic Customs Decision already provides a significant step forward in linking national customs Information and Communication Technology systems, benefiting both customs and trade. By meeting the needs of modern logistics, a pan-European electronic customs will increase the competitiveness of companies doing business in Europe, reduce compliance costs and improve security at the EU borders. The proposal to amend the mutual administrative assistance provisions in customs matters will streamline and improve the current IT systems and enhance capacity in the fight against fraud in the customs sector. These are important legal and technological steps that will prepare European customs both for the immediate and the medium term future. Electronic Customs are a significant development for the E. U. Customs that aims to provide interoperable customs systems, accessible to economic operators throughout the Community by replacing paper-based customs procedures with similar declarations in electronic form across the entire E. U. , thus creating a more efficient, simpler and modern customs environment. The electronic office is a very important development for the E. U. Customs. Its aim is to provide interoperable customs systems, accessible to economic operators throughout the Community, in order to replace the current paper-based customs procedures, with similar declarations in e lectronic form throughout the entire E. U. , thus creating a more efficient, simpler and modern customs environment. Trade facilitation and security strengthen at external E. U. borders are the twin goals of this project. Specifically, this initiative aims to * Make easier the movement and control of goods to and from the internal market through efficient import and export procedures. * Increase the competitiveness of European trade, by reducing compliance and administrative costs as well as to speed up clearance times. * Facilitate legitimate trade through a coordinated and common approach of goods control.