IKEA assignment Essay Example | Topics and Well Written Essays - 1750 words

IKEA task - Essay Example The stores incorporate eateries and kid care. Electric trucks are accommodated individuals who need them. IKEA’s items are popular yet modest comparative with the market. The product offering is exceptionally broad. What's more, IKEA prints and disseminates a bigger number of lists every year than the world produces Bibles (Roth). The organization has wound up in a place of noticeable quality in view of the one of a kind system it has created since its origin as a little mail-request trader in Sweden in 1943. Its author, Ingvar Kamprad, was a man of vision who began building up this system from the earliest starting point. It took him just twelve years to build up his model. He put the last addresses it in 1965 when he opened a huge store in rural Stockholm that takes after today’s stores around the world. A lot of IKEA’s system is installed in what it calls the IKEA Concept. As indicated by the IKEA Web webpage, the IKEA Concept â€Å"is dependent on offering a wide scope of all around structured, utilitarian home outfitting items at costs so low that whatever number individuals as could be expected under the circumstances will have the option to bear the cost of them.† The website additionally recommends that IKEA’s target showcase is the working class, not the privileged that has consistently had the option to purchase stylish furnishings. The Web webpage additionally talks about the manner in which its items are structured, fabricated, and circulated. There is notice of how the items are gathered. As it were, this is an error on the grounds that most IKEA furniture items are sold dismantled which is one reason why they can be sold as economically as they may be. In spite of the fact that Kamprad at first purchased the furniture he sold, he before long changed his methodology by assembling the furniture himself. He structured his furniture to be practical but then simple and economical to assemble. The furniture was sold di smantled to save money on assembling costs. Also, it was shown in the store with point by point clarification passes to ease the requirement for salesman help, in this way eliminating the expense of work (Owens). A significant upper hand that IKEA has is its power over the channels of creation and circulation. It controls a system of 1800 providers in excess of 50 nations (Normann and Ramirez). Since promoting channels are so basic on advertise acknowledgment and generally speaking monetary execution, making a conventional arranging process for structuring and choosing channels is basic (Stern and El-Ansary: 222). Quite a bit of this control is illuminated in its set of principles that it calls â€Å"The IKEA Way on Purchasing Home Furnishing Products.† This code was propelled in 2000. It characterizes what providers can anticipate from IKEA and indicates what IKEA anticipates from its providers. It not just illuminates its desires regarding legitimate necessities, working co nditions, outside condition, and ranger service the executives, yet in addition puts a lot of accentuation on the dynamic counteraction of youngster work (IKEA Web website). Somewhat for cultural reasons and mostly on the grounds that it is downright acceptable business, IKEA has gotten ecologically mindful. For instance, for quite a long time the firm has attempted to limit the utilization of formaldehyde in its items. For a long time, IKEA has applied the German formaldehyde legitimate prerequisite for every one of its items in all business sectors. The Germans have the strictest standard on the planet. IKEA even applies this standard in nations where no restriction exists. As far as possible is with the end goal that even people who are excessively touchy to formaldehyde ought not encounter any issues

Investment Banks and Commercial Banks Are Analogous to Oil and Water: They Just Do Not Mix :: History Argumentative Persuasive Essays

Speculation Banks and Commercial Banks Are Analogous to Oil and Water: They Just Do Not Mix Because of in excess of 9,000 banks falling flat during the Great Depression long periods of 1930-1933, bank guideline was significantly fixed in the United States. The council felt the unscrupulous activities from the incorporation of business and speculation banking helped in these disappointments for three fundamental reasons: banks put their own benefits in dangerous protections, unsound credits were made to support the cost of protections of organizations whom the bank had put resources into, and the business banks premiums in the cost of protections enticed bank supervisors to constrain clients to buy unsafe protections that the bank was attempting to sell. Accordingly, President Roosevelt felt that the best solution for the circumstance was to pass the Banking Act of 1933, which built up two new arrangements to monetary guideline: store protection and the partition of business and speculation banking exercises. Areas 16, 20, 21, and 32 of the demonstration are alluded to as th e Glass-Steagall Act. These segments preclude store taking establishments from taking part in the giving, endorsing, selling, or dispersing of protections. Since the arrangements of the Glass-Steagall Act didn't have any significant bearing to outside banks working in the United States, they could take part in protection and protections exercises. This put the American banks off guard. Because of the weight on the council and the steady talks of upsetting the demonstration, it was at last canceled. On November 12, 1999, President Clinton marked the Gramm-Leach-Bliley Financial Services Modernization Act, which canceled the Glass-Steagall Act. This permitted protections firms and insurance agencies to buy banks and business banks to guarantee protection and protections. From this annulment, the monetary administrations industry has experienced a uniting period of business banks and speculation banks getting one. Be that as it may, this has not generally demonstrated useful for these organizations. My speculation is that the way of life conflict coming from the diverse hazard resilience levels between venture banks and business banks is the principle motivation behind why such mergers and acquisitions have not brought about the normal collaborations the budgetary markets were envisioning. Venture banks, ordinarily, have higher hazard resistance levels than do business banks. The chief explanation behind this is venture banks are not money related middle people as in they take stores and loan them out.

Marketing Plan for a New Fashion Brand for Women free essay sample

The assortment will contain easygoing, mixed drink and night dresses, coats, shirts, coats, skirts and so on. The business extraordinary to showcase its line as an option in contrast to existing apparel lines and separate itself by advertising systems, eliteness and high brand mindfulness. All the assortments will be produced in E. U. utilizing â€Å"made in Europe† segments. The Market Description The R. O. I. what's more, UK fashion industry is enormous, full grown, and profoundly divided. Garments sold in Ireland and United Kingdom are created both locally and in outside areas. The UK market can be separated into two levels: national brands and other. National brands are created by approximatelyâ 15 sizable organizations and as of now represent some 30% of allâ wholesale deals. The subsequent level, representing 70% of all attire circulated, includes little brands and store (or private-name) merchandise. Attire is sold at an assortment of retail outlets. In view of information from NPD Group, rebate stores, off-value retailers, and manufacturing plant outlets represented 30% ofâ 2009 clothing deals, while strength stores and retail establishments represented 22% and 18%, separately. We will compose a custom article test on Showcasing Plan for a New Fashion Brand for Women or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Another 17% were sold at significant chains, and regular postal mail/indexes represented 6%. The rest of the 7% of clothing deals happened through different methods for conveyance Market Segmentation The organization intends to target females between the ages ofâ 30 andâ up with a consolidated family salary of more than â‚ ¬60,000. Inside this gathering, there are noâ ethnical hindrances, and clients have assorted foundations. The brandâ customer is an adaptable lady who can fit into any condition and is happy to address a center market cost for quality attire. Client as of now shop in quality retail establishments and boutiques for mid to high esteem things that are utilized on uncommon and semi-unique events in a work and individual setting. Client is socially dynamic, eating out, voyaging and engaging at home notwithstanding going to business related capacities. The companys target bunch is viewed as having enough discretionary cashflow to spend on center market estimated quality dress. Competitionâ in ourâ market portions is normally determined by who is offering the best quality, most interestingâ design for less. The way to progress is the nature of the garments: how and where it was made and with what materials. The purchasing factors incorporate what is in for each season, and the connection of solace to style every lady is focusing on. A couple of the primary contenders are: L. K. Bennett Karen Millen Hobbs Reiss Marketing methodology and Implementation Theâ brand will use its mastery, item offer and showcasing procedure to build its client base while driving deals and benefit. The accompanying areas survey the different methodologies that will bolster this exertion. SWOT Analysis The accompanying SWOT examination catches the key qualities and shortcomings inside the organization, and portrays the chances and dangers confronting the brand. Qualities †¢ Strong associations with providers that offer credit courses of action, adaptability, and reaction to uncommon item necessities †¢ Distinctive mark style and USP †¢ Excellent and stable staff, offering customized client assistance †¢ Strong marketing and item introduction. †¢ Contact with awesome PR and Marketing organization †¢ Beautiful and clear site †¢ All the brand assortments are fabricated in E. U. utilizing â€Å"made in Europe† parts. Shortcomings †¢ Ownerâ is as yet climbing the business experience bend †¢ Cash stream †¢ Challenges of the regularity of the business †¢ Customer base not yet settled Openings †¢ Growing business sector with a critical level of our objective market still not realizing we exist. †¢ An inventive e-Bespoke application which will allowâ women to modify their preferred dress †¢ Strategic alliancesâ offering sourcesâ for referrals and joint advertising exercises to broaden our range. †¢ Growing sell in Luxurious merchandise segment †¢ Changes in configuration patterns can initiateâ wardrobe refreshing andâ generateâ sales †¢ Internet potential for offering items to different markets the world over. †¢ Potential to take on a selling specialist and PR organization †¢ Potential to expand into auxiliary items, for example, sacks, shoes, homeware and so on. Key coalitions or chance to band together with others with corresponding abilities Threats †¢ Continued value pressure because of rivalry or the debilitating business sector decreasing commitment edges †¢ New contender enters showcase †¢ Changes in import and fare laws that influence evaluating or gracefully sources †¢ Changes to trade rates or loan costs. Advertising Strategy The companys special arrangement is assorted and incorporates a scope of showcasing interchanges: †¢ Press discharges and pictures are given to design magazines and to the style bloggers around the globe. †¢ Website and online shop and friends blog †¢ Online e-Bespoke application †¢ Company agents will join in and take part in a few public expos London-Pure, Paris - Who’s next, Berlin-Bread and Butter) †¢ Print promoting like leaflets, business cards, inventories. †¢ Advertisements in magazines and on Fashion and way of life sites and web journals. †¢ The organization likewise plans to utilize different channels including Google Ads, and online networking like Facebook, Twitter and Pinterest. †¢ Dressing nearby famous people †¢ Organizing magnanimous gifts †¢ Host a private trunk shows †¢ Hiring PR organization and deals specialist Sales Strategy The business exceptional to showcase its line as an option in contrast to existing garments lines and separate itself by promoting procedures, restrictiveness and high brand mindfulness. There will be three dissemination channels of the brand: Online store with prepared to-wear assortment center around fare and neighborhood advertise, discount to the boutique proprietors around the globe and through an online e-Bespoke creative application which will allowâ women to tweak their preferred dress (fare and nearby core interest). Most by far of our salesâ (app. 70%)â will be produced by our online shop and a creative e-Bespoke application which permits clients to tweak their preferred thing with the couple of snaps of the mouse. The third channel of dissemination will put the assortments in the top of the line boutiques and retail chains. The organization deals objective is to produce rehash business and solid verbal publicizing dependent on extraordinary purchasing experience.

Assessment And Evaluation Methods Direct Vs Indirect Methods - 1100 Words

Assessment And Evaluation Methods: Direct Vs Indirect Methods (Research Paper Sample) Content: Assessment and Evaluation Methods Name Institution Date Assessment and Evaluation Methods Validity and Reliability According to Banta and Palomba (2014), Assessment and evaluations must be free of distortion and bias for them to be sound. Validity and reliability are two concepts that are crucial for measuring and defining bias and distortion. Validity refers to the precision of an assessment-whether or not it evaluates what it is expected to measure. A trial may not deliver a sound evaluation even if it is reliable. For instance, a shower scale that is constantly showing that you weigh 130 pounds. The consistency (reliability) of this scale is better, but it is not valid (not accurate) since your actual weight is 145 pounds (sounds like the scale was re-set in a weak period). Since parents, school districts, and teachers make resolutions concerning students derived from assessment (such as graduation, grades, and promotions), the validity deduced from the assessments is crucial-even more essential than reliability. Furthermore, an assessment is valid, it is nearly consistently reliable. Reliability refers to a range in which assessments are reliable. Just as one loves having cars (Cars that depart every moment one needs them), one strives in having reliable, consistent instruments for measuring student achievement. Another way of thinking of reliability is imagining a kitchen scale. If five pounds of potatoes are weighed in the morning, and the scale is consistent, the same scale should record five pounds for the potatoes an hour afterward (except if, of course, one peeled and prepared them). Also, mechanisms such as national regulated exams and classroom tests should be dependable-it should not be making any dissimilarity whether a student is taking the test one day or the following; in the morning or afternoon. Internal consistency of items is another evaluation of reliability. For instance, if a student is able of solving a math problem, one would assume that the student will also solve another math problem. Direct vs Indirect Methods It is crucial to understand the difference between direct and indirect assessment of student learning. Direct assessment of learner learning is measurable, solid, and inclines to be more convincing proof of precisely what learners have and have not learned. This is the case since one can look at the students’ performance to determine what they have learned. Indirect assessment methods tend to be constituted of proxy indications that students are presumably learning. A case of indirect assessment is a research asking learners to provide details of what they have learned. This is verification that learners are probably learning what they give an account of what they have learned but is not as convincing as a faculty associate literally looking at learner's performance. It is not unusual in learners' providing details to either inflate or underrate what they have literally learned. While it is simple to differentiate between what is the direct assessment of learner learning and w hat is indirect, some verification of learning is not so much clear. For instance, peer evaluation of learner's work. While learners are literally presenting in demonstrating what they have learned, a faculty associate may never view this work or have a chance to assess it. Direct methods This method of assessment is based on an evaluation of a learner's products or behaviors in which they are demonstrating how well they have grasped learning results. Direct assessment allows one to gather evidence of a learner's learning or attainment directly from students and the works that they present to you. Examples include portfolio evaluation, video and sound evaluation, and capstone course evaluation. Portfolio Evaluation This is an assessment form that students do together with their faculty members and is different from the typical classroom test. It contains the demonstrations of the students work and displays growth over time. Reflection is the keyword because, by reflection of a student's work, one can begin to identify his/her own strength and weaknesses (Suskie, 2009). Video and Sound Evaluation The faculty has used video and audio instruments as a sort of pre-test/post-test measure of learner's skills and knowledge. Disciplines such as music, art, communication, and theatre, might contemplate this resource as an evaluation tool. Capstone Course Evaluation Capstone courses combine concepts, knowledge, and skills incorporated with a whole progression of research in a program. This assessment technique is unique since the courses themselves become the tools for assessing learner’s teaching and learning. Using Indirect Assessment Method Ethnographic Research Selected learners serve as contributor-observers who gather information concerning a student and/or learning involvement through talks with colleague students, surveys, and reflection on their own surveys. Contributor-observers meet frequently with staff and/or faculty conducting the research to clear questions, share results, assess them, and plan next moves. Advantages * Providing a participant viewpoint or else unavailable. * Allowing longer-term enquiry, for instance, a semester as an object to one-moment interview. * Allowing in-depth research. * Providing an approach to elusive attitudes, values. * Is flexible, e.g., to a learner's life and also academic issues. * Can incorporate non-verbal info such as demeanor and body language. * Has potential for producing unexpected and surprising discoveries. * Has high chances of producing useful and actionable info. Disadvantages * Is...

Small Businesses Are Essential For The Growth Of Any Economy

Background: Small businesses are essential for the growth of any economy since they are considered as building blocks. They can be equated to stem cells in the human body that have the ability to self-generate and differentiate into various structural forms. Small businesses can be established to cut across industries, countries, and communities. One of the primary roles of small businesses is the creation of employment for large numbers of people in society. In the United States (US), small businesses are estimated to create jobs for approximately 64 percent of the population with most of them having less than 500 employees. In other countries like Australia, small businesses are classified as those having less than 20 employees.†¦show more content†¦Importantly, strategies play a significant role in the growth of small businesses. This is because they offer a company a direction and come up with the way through which the goals can be achieved. However, early research indicates that sm all businesses do not take into consideration the role played by strategy in ensuring that their growth is attained. Moreover, much of the existing literature emphasizes large businesses entities with no explicit theoretical frameworks explaining the management of small businesses. The results of the studies confirm the relevance of the subject and the need to conduct more research on this topic to develop the strategies that will offer small businesses guidance and direction on the various development strategies. Problem Statement: Business growth relies on the strategies that are applied in production and marketing of products. Managers should set goals and the timeframe within which the goals should be achieved. This can be done only if there is sufficient knowledge regarding the market. Therefore, it is important that adequate research on growth strategies for small businesses is carried out. Currently, there is limited knowledge about small businesses which can be justified by the small level of interest, inadequate economic data, and the assumption that small businesses do not use growth strategies. It is important to note that small businesses working withShow MoreRelatedWhat Does The Study of Regional Economy Teach Us?1436 Words   |  6 Pagesscience is a sub field of social sciences that analyzes approaches to urban, rural, or regional problems. It involves the study of spatial patters to analyze the economic factors of a region. The study of regional science is necessary to improve the economy in todays competitive global market. This study helps the government organizations to identify and make efficient use of public resources by implementing best practices to meet the expectations of the general public. 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The Differences Between Beowulf And Faustus - 1757 Words

There are two stories which one can analyze and put into comparison, that being the stories of the mighty Beowulf and that of the arrogant Doctor Faustus. In Beowulf a story is told from the view of a warrior becoming a hero and displaying amazing feats. While in Christopher Marlowe â€Å"Doctor Faustus†, he is recognized as an ambitious self- centered individual with an eager sensation to learn more knowledge of the Arts. He decided to takes his learning a step further and ultimately becomes his main wrongdoing for his entire life. By reviewing the text of both tales, there are a set of both similarities and differences able to be made between Beowulf and Faustus. In the story, â€Å"Beowulf†, he is faced with multiple monsters that have endangered the lives of nearby villages. Beowulf being the vigilant strong warrior is brave enough to face these monstrosities in combat. His extraordinary strength allows him to take on such feats and come out victorious as a champion . Beowulf is presented with a warrior like virtues that make him a preeminent figure in the perspective of the people of Hrothgar, because of his actions he’s seen with the traits of a noble warrior, which consist of bravery, generosity, and heroism. These trait are very popular and have shown to be unique when it comes to being a great leader. While in, Christopher Marlowe, â€Å"Doctor Faustus†, a significant difference that is shown between the two is that Doctor Faustus is not perceived as a warrior or a nefarious

Cognitive and Affective Characteristics of Gifted Children free essay sample

There are many cognitive and affective characteristics of intellectually gifted adolescents which differ from those of their non-gifted peers. These characteristics have the potential to assist academic and social development, or conversely may present social and academic difficulties for the adolescents. Two cognitive characteristics and two affective characteristics typically associated with gifted adolescents will be examined to explore the relationship between these characteristics and their effect on social and academic development. The two cognitive characteristics that will be examined is self-regulation, and their dislike of slow paced work. And the two affective characteristics is the possible exhibition of perfectionist tendencies, and their emotional intensity. The first cognitive characteristic is self-regulation. Self-regulation is a characteristic in which all students will generally have. It is comprised of metacognition, thinking about thinking, and motivation. It is the process of self-regulation employed by intellectually gifted adolescents which differ from those of their non-gifted peers. The metacognition component requires students to plan and self-check their academic performance. These students tended to plan strategies and checked their solution processes and answers while solving problems. The motivation aspect of self-regualtion involves self-efficacy and effort. Highly intrinsically motivated students expended greater effort for completing relevant tasks, and also tended to be self-efficacious. Hong Aqui, 2004) It has been asserted that gifted student’s use of cognitive and metacognitive strategies enhance perception of self-efficacy, which as a consequence provide the motivation for self-regulation. Confidence in their own abilities causes their efforts in the face of failure to increase exponentially until success us achieved. (Hong Aqui, 2004) Gifted students have the ability to apply more conscious control over their use of metacognitive processes, such as controlling the solution process. This characteristic translates to a positive influence onto gifted student’s academic development, since gifted students are more self-efficacious. This means that they are more aware of what their level of ability is, and can strive to the best of their ability. With this increase in self-efficacy, since the students know what they can do, expend greater amounts of effort in achieving the desired results. Such effort, although generally positive, may lead to negative perfectionist tendencies, which will be discussed later. Another aspect of self-regulation which can be seen to directly benefit academic development is planning and self-check. Planning may involve activities such as time management for successful balance between studying and leisure, planning the processes required to reach the desired solution when completing a task, or even planning how to disrupt a classroom in their bid to mask their giftedness. Gifted students will generally be more proficient with the planning processes than non-gifted peers, thus allowing them greater opportunities for academic success. (Hong Aqui, 2004) Research conducted by Hong Aqui appear to indicate that male gifted students have higher self-efficacy than their female counterparts, whereas the female gifted students have higher motivation for success. An explanation proposed is that â€Å"female adolescents [to] examine their work meticulously even when they attain high levels of achievement in school [†¦], male high achievers might believe that they can do well in school [†¦] without exerting much effort. † (Hong Aqui, 2004) The next cognitive characteristics to be discussed is gifted adolescent’s dislike of slow paced work. Intellectually gifted students have larger, more efficient memories, they have larger and more elaborately organised schemata, and as mentioned before, exert greater conscious control over metacognitive processes. All of this indicates that gifted students require less time to learn new material, master it, and to be able to effectively reproduce the material in original ways. (Robinson Clinkenbeard, 1998) In a typical classroom without a curriculum devised for gifted and talented students, the progress of the class will be perceived as being slow paced. The gifted students will have already mastered the current material, and in all likelihood, have already predicted correctly the next process, and may be planning on studying by themselves to escape the slow pace. There are various positive and negative aspects of this characteristic towards academic development. The major disadvantage of a slow paced classroom is that the gifted students may feel excessive levels of frustration at constantly being held back by the class. Unless this frustration is addressed, this can lead to underachievement, or constant disruption of the classroom environment. Teachers can address this frustration by providing more challenging work for the gifted students once they finished their assigned work, or possibly include challenging material for the whole class to complete, as research has indicated that even non-gifted students may find some aspects of the current curriculum to be mere revision. (Robinson Clinkenbeard, 1998) Another consequence of gifted students’ dislike of slow paced work is boredom. In a classroom where the students are not provided with challenging and engaging work, the gifted students may slowly develop underachievement tendencies, such as disengagement from the curriculum, or completing tasks at an adequate level, but well below their capability. Once again, material for students must be engaging and challenging to meet gifted students’ needs. The boredom in the classroom can lead to different types of disruptive behaviour, such as constantly being provocative, being a ‘class clown’, or even non-attendance. (Robinson Clinkenbeard, 1998) Despite the many negative consequences of the dislike of slow paced work, there are positive aspects, though not particularly for the gifted student’s benefit. When the gifted students have completed their set tasks, they may then proceed to provide assistance to their non-gifted peers. The gifted want the pace to increase, so by ‘tutoring’ their peers, can provide the assistance for more students to finish the work quicker, thus increasing overall pace. This generally helps the other students, but by teaching other students, their own understanding and mastery of the material also have the potential to increase. This practice however, can be perceived as discriminatory and unfair, in that the student is doing the teacher’s job. (Robinson Clinkenbeard, 1998) Another possible positive aspect is that in a slow paced classroom, gifted students have the opportunity to seek out knowledge from their own interests, and become autonomous learners. Once the gifted student has completed the required tasks, they can then maybe proceed with extra credit work, or do research and learn material not in the curriculum, but peaks their interests. For example, learning about bath houses and the ‘unseen’ history, when studying a unit on Ancient Rome. Becoming an autonomous learner is a desired outcome for academic development. (Robinson Clinkenbeard, 1998) Two affective characteristics of gifted adolescents is exhibition of perfectionist tendencies, and emotional intensity. Being a perfectionist means that a person wants everything they do to be the best physically possible. For gifted students, this may mean the drive or motivation to achieve standards the student knows they are capable of (self-efficacy), or negatively, may develop into a fear of failure, resulting in submission of work which is correct, but below the level of their true capacity. Lovecky, 1994) Gifted adolescents appear to have â€Å"logical imperatives related to their complex though patters [†¦]. The necessity for the world to be logical results in a need to argue extensively, correct errors, and strive for precision of thought. † (Lovecky, 1994) The result of this is that gifted students may find simple tasks to be complex, and complex tasks to be simple. An example to illustrate this point is asking a gifted student a simple question like ‘What can a computer do? ’. A non-gifted student may answer with ‘I can play games. , but for a gifted student, they may know so many possible answers to the question that they can’t settle for a simple answer. To combat such a situation, the student may either choose to answer in as many ways possible to be ‘perfect’, or ‘dumb down’ and give a simple correct answer in fear of failure to ‘correctly’ answer the question. (Lovecky, 1994) When a gifted student exhibit perfectionist tendencies, it can lead to social rejection. During adolescence when social acceptance and conformity is most important in their eyes, social rejection is the worst possible outcome. When a gifted student exhibit perfectionist tendencies, their peers may give them labels such as ‘geek’ or ‘nerd’. Such labels can act as barriers against social acceptance. The gifted student may, as a result, stop exhibiting such tendencies, and ‘dumb down’ to act average for social integration. The aim is to encourage the positive aspects of perfectionism. This can be achieved by setting long term tasks for the class to complete, with checks at regular intervals to monitor progress. This gives students the opportunity to strive for their best over an extended period of time, and encourages all students to expend greater effort in completing the task. (Lovecky, 1994) The last characteristic examined is the affective characteristic, emotional intensity. Gifted adolescents tend to experience emotional reactions at a deeper level than non-gifted peers, and have a heightened capacity to respond to intellectual or emotional stimulus, which sometimes causes them to appear immature. Theis translates over to a high capacity for empathy, and for them to experience the emotions of others. Emotional intensity suggests that gifted students are easily over-excited by regular stimuli, for example with humour. Gifted adolescents also have an unusually well developed sense of humour, so they may find something which others do not, overly funny. Also during events causing much grief, such as the death of a relative, they may feel sadness at a much deeper level, and may display such emotions with little conscious control. (Lovecky, 1994) Empathy is ordinarily referring to the projection of â€Å"oneself into another’s persona and determine what the other is feeling†. It can also mean the ability to transform their emotions into a physical entity, such as with writers or artists creating books and sculptures. (Lovecky, 1994) There are various effects this capacity for empathy can have on the social development of gifted students. Being highly emotionally sensitive during a time when they are still understanding and establishing their identity, this can cause some confusion. They may be experiencing sadness when world disasters occur, but not understand why it should affect them so, for example. The emotions of those close to them may also ‘bleed’ over and ‘infect’ them. For example, a parent may be under the effects of depression. Being emotionally sensitive may cause the gifted student to pick up on the symptoms, and begin exhibiting such symptoms themselves. (Lovecky, 1994) This can be positive in that gifted students can judge what others are feeling, and adjust certain behaviours to suit the situation. For example, a friend may be frustrated or sad over something. The gifted student may realise this, and try to remedy the situation. Another positive effect for their high capacity for empathy is that they have the ability to imagine themselves as part of their own creative products. They may also be able to project themselves into the process of problem solving. For example, with musical compositions, the best compositions will cause the listener to fully experience the motions intended by the composer, such as with Beethoven’s Moonlight Sonata. (Lovecky, 1994) As it can be seen, the cognitive and affective characteristics of gifted adolescents are interwoven with each other, and can’t really be considered on their own, as each characteristic have an effect on each other. Each characteristic can also be seen to have an effect both positively, and negatively on the academic and social development of gifted adolescents, as can be expected from the multidimensional characteristics of giftedness.

The Life Of Charles Dickens (1113 words) Essay Example For Students

The Life Of Charles Dickens (1113 words) Essay The Life of Charles DickensINTRODUCTION This report will talk about the life of a famous author, Charles Dickens. It will tell you about his early, middle, and later years of his life. It will also talk about one of his great works of literature. In conclusion, this report will show a comparison of his work to his life. EARLY LIFECharles Dickens was born at Landport, in Portsea, on February 7, 1812. His father was a clerk in the Navy Pay-Office, and was temporarily on duty in the neighborhood when Charles was born. His name was John Dickens. He spent time in prison for debts. But, even when he was freehe lacked the money to support his family. Then, when Charles was two they moved to London. 1 Just before he started to toddle, he stepped into the glare of footlights. He never stepped out of it until he died. He was a good man, as men go in the bewildering world of ours, brave, transparent, tender-hearted, and honorable. Dickens was always a little too irritable because he was a little too happy. Like the over-wrought child in society, he was splendidly sociable, and in and yet sometimes quarrelsome. In all the practical relations of his life he was what the child is at a party, genuinely delighted, delightful, affectionate and happy, and in some strange way fundamentally sad and dangerously close to tears. 2 At the age of 12 Charles worked in a London factory pasting labels on bottles of shoe polish. He held the job only for a few months, but the misery of the experience remain with him all his life. 3 Dickens attended school off and on until he was 15, and then left for good. He enjoyed reading and was especially fond of adventure stories, fairy tales, and novels. He was influenced by such earlier English writers as William Shakespeare, Tobias Smollet, and Henry Fielding. However,most of the knowledge he later used as an author came from his environment around him. 4MIDDLE LIFEDickens became a newspaper writer and reporter in the late 1820s. He specialized in covering debates in Parliament, and also wrote feature articles. His work as a reporter sharpened his naturally keen ear for conversation and helped develop his skill in portraying his characters speachrealistically. It also increased his ability to observe and to write swiftly and clearly. Dickens first book, Sketches b y Boz (1836) consisted of articles he wrote for the Monthly Magazine and the London Evening Chronicles.5 On April 2, 1836 he married Catherine Hogarth. This was just a few days before the anoucement that on the 31st he would have his first work printed in The Posthumous Papers of the Pickwick Club. And this was the beginning of his career. 6 Then, at 24, Dickens became famous and was so until he died. He won his first literary fame with The Posthumous Papers of the Pickwick Club. Published in monthly parts in 1836 and 1837 the book describes the humorous adventure and misadventures of the English Countryside. After a slow start, The Pickwick Papers as the book was usually called gained a popularity seldom matched in the history of literature. 7 Then in 1837, Catherines sister Mary, died. Because of her death Dickens suffered a lot of grief. This led some scholars to believe that Dickens loved Mary more than Catherine. Catherine was a good woman but she lacked intelligence. Dickens a nd Catherine had 10 children. Then later in 1858, the couple seperated. 8 LATER LIFEHis later years was basically consisting of two main additions to his previous activites. The first was a series of public readings and lectures which he began giving it systematically. And second, he was a successive editor. Dickens had been many things in his life; he was a reporter , an actor, a conjurer, a poet, a lecturer, and a editor and he enjoyed all of those things. 9 Dickens had a remarkable mental and physical energy. He recorded all his activites in thousands of letter, many of which made delightful readings. He spent much of his later life with crowded social friends from arts and literature. He also went to the theater as often as he could, cause heloved drama. Dickens also produced and acted in small theaters to give public readings of hiswork.10 Besides doing all this after his retirement he got involved in various charities . These charities included schools for poor children and a loan society to enable the poor to prove to Australia. 11 Then about 1865 his health started to decline and he died of a stroke on June 9, 1870. 12Dickens Work The Great Expectations This story talks about a guy who is in love with a girl. It is the theme of a youths discovery of the realities of life. An unknown person provides the young hero, Pip, with money so that he can live as a gentleman. Pips pride is shattered when he learns that he loses Estella forever, the source ofhis great expectation. Only by painfully revising his values does Pip reestablish his life on a foundation of sympathy, rather than on vanity, possesions, and social position. .u72b21fed35e9d19b71ca3e0a69cfad4a , .u72b21fed35e9d19b71ca3e0a69cfad4a .postImageUrl , .u72b21fed35e9d19b71ca3e0a69cfad4a .centered-text-area { min-height: 80px; position: relative; } .u72b21fed35e9d19b71ca3e0a69cfad4a , .u72b21fed35e9d19b71ca3e0a69cfad4a:hover , .u72b21fed35e9d19b71ca3e0a69cfad4a:visited , .u72b21fed35e9d19b71ca3e0a69cfad4a:active { border:0!important; } .u72b21fed35e9d19b71ca3e0a69cfad4a .clearfix:after { content: ""; display: table; clear: both; } .u72b21fed35e9d19b71ca3e0a69cfad4a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u72b21fed35e9d19b71ca3e0a69cfad4a:active , .u72b21fed35e9d19b71ca3e0a69cfad4a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u72b21fed35e9d19b71ca3e0a69cfad4a .centered-text-area { width: 100%; position: relative ; } .u72b21fed35e9d19b71ca3e0a69cfad4a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u72b21fed35e9d19b71ca3e0a69cfad4a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u72b21fed35e9d19b71ca3e0a69cfad4a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u72b21fed35e9d19b71ca3e0a69cfad4a:hover .ctaButton { background-color: #34495E!important; } .u72b21fed35e9d19b71ca3e0a69cfad4a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u72b21fed35e9d19b71ca3e0a69cfad4a .u72b21fed35e9d19b71ca3e0a69cfad4a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u72b21fed35e9d19b71ca3e0a69cfad4a:after { content: ""; display: block; clear: both; } READ: Salem witch trials Essay We will write a custom essay on The Life Of Charles Dickens (1113 words) specifically for you for only $16.38 $13.9/page Order now Conclusion His work of Great Expectation is very related with his life. It deals with the same problems he faced when he lost Catherine and how his life was before he became rich and famous. He also created scenes and descriptions of places that have longed delighted readers. Dickens was a keenobserver of life and had a great understanding of humanity, especially of young people. The warmth and humor of his personality appeared in all of his works. Perhaps in no other large body of fiction does the reader receive so strong and agreeable impression of the person behind thestory. Endnotes1. G. K. Chesterton, Charles Dickens The Last of The Great Men, American Book-Stratford Press, NY., 1942 pg.192. Ibid, pg. 21-22 3. Johnson, Edgar, His Tragedy and Triumph. Rev. ed. Viking, 1977, pg. 204. Ibid, pg. 275. World Book Encyclopedia, Random House, NY., 1990 pg. 1936. G. K. Chesterton, Charles Dickens The Last of the Great Men, American Book-Stratford Press, NY., 1942 pg. 507. World Book Encyclopedia, Random House, NY., 1990 pg. 1938. Johnson, Edgar, His Tragedy and Triumph. Rev. ed. Viking, 1977, pg. 539. G. K. Chesterton, Charles Dickens The Last of the Great Men, American Book-Stratford Press, NY., 1942 pg. 16710. World Book Encyclopedia, Random House, NY., 1990 pg.195BIBLIOGRAPHYChesterton, G.K., The Last of the Great Men American Book-Stratford Press, NY., 1942. Johnson, Edgar, His Tragedy and Triumph Rev. ed. Viking, 1977. World Book Encyclopedia, Random House, NY., 1990

U.S. Citizenship Test Questions

U.S. Citizenship Test Questions On Oct. 1, 2008, the U.S. Citizenship and Immigration Services (USCIS) replaced the set of questions formerly used as part of the citizenship test with the questions listed here. All applicants who filed for naturalization on or after October 1, 2008, are required to take the new test. In the citizenship test, the applicant for citizenship is asked up to 10 of the 100 questions. The interviewer reads the questions in English and the applicant must answer in English. In order to pass, at least 6 of the 10 questions must be answered correctly. New Test Questions and Answers Some questions have more than one correct answer. In those cases, all acceptable answers are shown. All answers are shown exactly as worded by the U.S. Citizenship and Immigration Services. * If you are 65 years old or older and have been a legal permanent resident of the United States for 20 or more years, you may study just the questions that have been marked with an asterisk. AMERICAN GOVERNMENT A. Principles of American Democracy 1. What is the supreme law of the land? A: The Constitution 2. What does the Constitution do? A: sets up the governmentA: defines the governmentA: protects basic rights of Americans 3. The idea of self-government is in the first three words of the Constitution. What are these words? A: We the People 4. What is an amendment? A: a change (to the Constitution)A: an addition (to the Constitution) 5. What do we call the first ten amendments to the Constitution? A: The Bill of Rights 6. What is one right or freedom from the First Amendment?* A: speechA: religionA: assemblyA: pressA: petition the government 7. How many amendments does the Constitution have? A: twenty-seven (27) 8. What did the  Declaration of Independence  do? A: announced our independence (from Great Britain)A: declared our independence (from Great Britain)A: said that the United States is free (from Great Britain) 9. What are two rights in the Declaration of Independence? A: lifeA: libertyA: pursuit of happiness 10. What is freedom of religion? A: You can practice any religion, or not practice a religion. 11. What is the economic system in the United States?* A: capitalist economyA: market economy 12. What is the rule of law? A: Everyone must follow the law.A: Leaders must obey the law.A: Government must obey the law.A: No one is above the law. B. System of Government 13. Name one branch or part of the government.* A: CongressA: legislativeA: PresidentA: executiveA: the courtsA: judicial 14. What stops one branch of government from becoming too powerful? A: checks and balancesA: separation of powers 15. Who is in charge of the executive branch? A: the President 16. Who makes federal laws? A: CongressA: Senate and House (of Representatives)A: (U.S. or national) legislature 17. What are the two parts of the U.S. Congress?* A: the Senate and House (of Representatives) 18. How many U.S. Senators are there? A: one hundred (100) 19. We elect a U.S. Senator for how many years? A: six (6) 20. Who is one of your states U.S. Senators? A: Answers will vary. [For District of Columbia residents and residents of U.S. territories, the answer is that D.C. (or the territory where the applicant lives) has no U.S. Senators.] * If you are 65 years old or older and have been a legal permanent resident of the United States for 20 or more years, you may study just the questions that have been marked with an asterisk. 21. The House of Representatives has how many voting members? A: four hundred thirty-five (435) 22. We elect a U.S. Representative for how many years? A: two (2) 23. Name your U.S. Representative. A: Answers will vary. [Residents of territories with nonvoting Delegates or resident Commissioners may provide the name of that Delegate or Commissioner. Also acceptable is any statement that the territory has no (voting) Representatives in Congress.] 24. Who does a U.S. Senator represent? A: all people of the state 25. Why do some states have more Representatives than other states? A: (because of) the states populationA: (because) they have more peopleA: (because) some states have more people 26. We elect a President for how many years? A: four (4) 27. In what month do we vote for President?* A: November 28. What is the name of the President of the United States now?* A: Donald J. TrumpA: Donald TrumpA: Trump 29. What is the name of the Vice President of the United States now? A: Michael Richard PenceA: Mike PenceA: Pence 30. If the President can no longer serve, who becomes President? A: the Vice President 31. If both the President and the Vice President can no longer serve, who becomes President? A: the Speaker of the House 32. Who is the Commander in Chief of the military? A: the President 33. Who signs bills to become laws? A: the President 34. Who vetoes bills? A: the President 35. What does the Presidents Cabinet do? A: advises the President 36. What are two Cabinet-level positions? A: Secretary of AgricultureA: Secretary of CommerceA: Secretary of DefenseA: Secretary of EducationA: Secretary of EnergyA: Secretary of Health and Human ServicesA: Secretary of Homeland SecurityA: Secretary of Housing and Urban DevelopmentA: Secretary of InteriorA: Secretary of StateA: Secretary of TransportationA: Secretary of TreasuryA: Secretary of Veterans AffairsA: Secretary of LaborA: Attorney General 37. What does the judicial branch do? A: reviews lawsA: explains lawsA: resolves disputes (disagreements)A: decides if a law goes against the Constitution 38. What is the highest court in the United States? A: the Supreme Court 39. How many justices are on the Supreme Court? A: nine (9) 40. Who is the Chief Justice of the United States? A: John Roberts (John G. Roberts, Jr.) * If you are 65 years old or older and have been a legal permanent resident of the United States for 20 or more years, you may study just the questions that have been marked with an asterisk. 41. Under our Constitution, some powers belong to the federal government. What is one power of the federal government? A: to print moneyA: to declare warA: to create an armyA: to make treaties 42. Under our Constitution, some powers belong to the states. What is one power of the states? A: provide schooling and educationA: provide protection (police)A: provide safety (fire departments)A: give a drivers licenseA: approve zoning and land use 43. Who is the Governor of your state? A: Answers will vary. [Residents of the District of Columbia and U.S. territories without a Governor should say we dont have a Governor.] 44. What is the capital of your state?* A: Answers will vary. [District of Colu*mbia residents should answer that D.C. is not a state and does not have a capital. Residents of U.S. territories should name the capital of the territory.] 45. What are the two major political parties in the United States?* A: Democratic and Republican 46. What is the political party of the President now? A: Republican (Party) 47. What is the name of the Speaker of the House of Representatives now? A: Nancy Pelosi (Pelosi) C: Rights and Responsibilities 48. There are four amendments to the Constitution about who can vote. Describe one of them. A: Citizens eighteen (18) and older (can vote).A: You dont have to pay (a poll tax) to vote.A: Any citizen can vote. (Women and men can vote.)A: A male citizen of any race (can vote). 49. What is one responsibility that is only for United States citizens?* A: serve on a juryA: vote 50. What are two rights only for United States citizens? A: apply for a federal jobA: voteA: run for officeA: carry a U.S. passport 51. What are two rights of everyone living in the United States? A: freedom of expressionA: freedom of speechA: freedom of assemblyA: freedom to petition the governmentA: freedom of worshipA: the right to bear arms 52. What do we show loyalty to when we say the Pledge of Allegiance? A: the United StatesA: the flag 53. What is one promise you make when you become a United States citizen? A: give up loyalty to other countriesA: defend the Constitution and laws of the United StatesA: obey the laws of the United StatesA: serve in the U.S. military (if needed)A: serve (do important work for) the nation (if needed)A: be loyal to the United States 54. How old do citizens have to be to vote for President?* A: eighteen (18) and older 55. What are two ways that Americans can participate in their democracy? A: voteA: join a political partyA: help with a campaignA: join a civic groupA: join a community groupA: give an elected official your opinion on an issueA: call Senators and RepresentativesA: publicly support or oppose an issue or policyA: run for officeA: write to a newspaper 56. When is the last day you can send in federal income tax forms?* A: April 15 57. When must all men register for the Selective Service? A: at age eighteen (18)A: between eighteen (18) and twenty-six (26) AMERICAN HISTORY A: Colonial Period and Independence 58. What is one reason colonists came to America? A: freedomA: political libertyA: religious freedomA: economic opportunityA: practice their religionA: escape persecution 59. Who lived in America before the Europeans arrived? A: Native AmericansA: American Indians 60. What group of people was taken to America and sold as slaves? A: AfricansA: people from Africa * If you are 65 years old or older and have been a legal permanent resident of the United States for 20 or more years, you may study just the questions that have been marked with an asterisk. 61. Why did the colonists fight the British? A: because of high taxes (taxation without representation)A: because the British army stayed in their houses (boarding, quartering)A: because they didnt have self-government 62. Who wrote the Declaration of Independence? A: (Thomas) Jefferson 63. When was the Declaration of Independence adopted? A: July 4, 1776 64. There were 13 original states. Name three. A: New HampshireA: MassachusettsA: Rhode IslandA: ConnecticutA: New YorkA: New JerseyA: PennsylvaniaA: DelawareA: MarylandA: VirginiaA: North CarolinaA: South CarolinaA: Georgia 65. What happened at the Constitutional Convention? A: The Constitution was written.A: The Founding Fathers wrote the Constitution. 66. When was the Constitution written? A: 1787 67. The Federalist Papers supported the passage of the U.S. Constitution. Name one of the writers. A: (James) MadisonA: (Alexander) HamiltonA: (John) JayA: Publius 68. What is one thing Benjamin Franklin is famous for? A: U.S. diplomatA: oldest member of the Constitutional ConventionA: first Postmaster General of the United StatesA: writer of Poor Richards AlmanacA: started the first free libraries 69. Who is the Father of Our Country? A: (George) Washington 70. Who was the first President?* A: (George) Washington B: 1800s 71. What territory did the United States buy from France in 1803? A: the Louisiana TerritoryA: Louisiana 72. Name one war fought by the United States in the 1800s. A: War of 1812A: Mexican-American WarA: Civil WarA: Spanish-American War 73. Name the U.S. war between the North and the South. A: the Civil WarA: the War between the States 74. Name one problem that led to the Civil War. A: slaveryA: economic reasonsA: states rights 75. What was one important thing that Abraham Lincoln did?* A: freed the slaves (Emancipation Proclamation)A: saved (or preserved) the UnionA: led the United States during the Civil War 76. What did the Emancipation Proclamation do? A: freed the slavesA: freed slaves in the ConfederacyA: freed slaves in the Confederate statesA: freed slaves in most Southern states 77. What did Susan B. Anthony do? A: fought for womens rightsA: fought for civil rights C: Recent American History and Other Important Historical Information 78. Name one war fought by the United States in the 1900s.* A: World War IA: World War IIA: Korean WarA: Vietnam WarA: (Persian) Gulf War 79. Who was President during World War I? A: (Woodrow) Wilson 80. Who was President during the Great Depression and World War II? A: (Franklin) Roosevelt * If you are 65 years old or older and have been a legal permanent resident of the United States for 20 or more years, you may study just the questions that have been marked with an asterisk. 81. Who did the United States fight in World War II? A: Japan, Germany, and Italy 82. Before he was President, Eisenhower was a general. What war was he in? A: World War II 83. During the Cold War, what was the main concern of the United States? A: Communism 84. What movement tried to end racial discrimination? A: civil rights (movement) 85. What did Martin Luther King, Jr. do?* A: fought for civil rightsA: worked for equality for all Americans 86. What major event happened on September 11, 2001, in the United States? A: Terrorists attacked the United States. 87. Name one American Indian tribe in the United States. [Adjudicators will be supplied with a complete list.] A: CherokeeA: NavajoA: SiouxA: ChippewaA: ChoctawA: PuebloA: ApacheA: IroquoisA: CreekA: BlackfeetA: SeminoleA: CheyenneA: ArawakA: ShawneeA: MoheganA: HuronA: OneidaA: LakotaA: CrowA: TetonA: HopiA: Inuit INTEGRATED CIVICS A: Geography 88. Name one of the two longest rivers in the United States. A: Missouri (River)A: Mississippi (River) 89. What ocean is on the West Coast of the United States? A: Pacific (Ocean) 90. What ocean is on the East Coast of the United States? A: Atlantic (Ocean) 91. Name one U.S. territory. A: Puerto RicoA: U.S. Virgin IslandsA: American SamoaA: Northern Mariana IslandsA: Guam 92. Name one state that borders Canada. A: MaineA: New HampshireA: VermontA: New YorkA: PennsylvaniaA: OhioA: MichiganA: MinnesotaA: North DakotaA: MontanaA: IdahoA: WashingtonA: Alaska 93. Name one state that borders Mexico. A: CaliforniaA: ArizonaA: New MexicoA: Texas 94. What is the capital of the United States?* A: Washington, D.C. 95. Where is the Statue of Liberty?* A: New York (Harbor)A: Liberty Island[Also acceptable are New Jersey, near New York City, and on the Hudson (River).] B. Symbols 96. Why does the flag have 13 stripes? A: because there were 13 original coloniesA: because the stripes represent the original colonies 97. Why does the flag have 50 stars?* A: because there is one star for each stateA: because each star represents a stateA: because there are 50 states 98. What is the name of the national anthem? A: The Star-Spangled Banner C: Holidays 99. When do we celebrate Independence Day?* A: July 4 100. Name two national U.S. holidays. A: New Years DayA: Martin Luther King, Jr., DayA: Presidents DayA: Memorial DayA: Independence DayA: Labor DayA: Columbus DayA: Veterans DayA: ThanksgivingA: Christmas NOTE: The questions above will be asked of applicants who file for naturalization on or after October 1, 2008. Until then, the Current Set of Citizenship Questions and Answers remains in effect. For those applicants who file prior to October 1, 2008, but are not interviewed until after October 2008 (but before October 1, 2009), there will be an option of taking the new test or the current one.

The Fast Track Program of Florida Institute Essay

The Fast Track Program of Florida Institute - Essay Example The Fast Track Program of FIT gives an opportunity for undergraduate students to take graduate coursework; thus, they are able to finish a master’s degree in less time than in traditional programs (Florida Institute of Technology 1). Furthermore, the students will not have to shoulder the cost of graduate admission requirements and eliminate the anxiety of applying to a graduate program. The time commitment will also be greatly reduced. Â  Another major advantage of the FastTrack program is that most students who graduate from this program usually earn higher starting salaries. They also gain access to the latest trends in technology and are better exposed to real-world scenarios. They become exposed to industry leaders and are able to expand their professional network (Florida Institute of Technology, par.1). Students from the program acquire major-related work experience, professional skill-honing, co-op earnings and insight into one’s professional strengths (Florida Institute of Technology, par.4). Â  

The History of Management Theory Research Paper Example | Topics and Well Written Essays - 750 words

The History of Management Theory - Research Paper Example The classical school of management outlined the scientific management principles and suggested to use scientific methods to deal with the problems of handling assembly lines. More emphasis was placed on achieving specialization so that productivity can be improved. The Human Relations School however, attempted to add more dimensions to the management and suggested the psychological dimensions of the management also. (Roth, 1994) The open system school attempted to reconcile the differences of classical and human relations school and provided a system approach to view organizations as a complete system with humans operating as one part of the whole system. The social action school has also put forward the arguments of viewing the employees as individuals having their own interests and goals. The social action school of management is one of the latest advancements in the theory of management. Comparison and Contrast between Classical and Human Relations School Classical School of Manag ement is considered as the oldest school of management and it started with the advent of industrial revolution in developed countries. ... however, refused under the human relations school wherein it was outlined that organization is not just a mechanical thing with employees working like mechanical objects. Employees being the humans also possess feelings and have their social needs and it is the responsibility of the management to actually account for such social needs of the employees. My current organization, considering employees having social needs and responsibilities, tend to provide different facilities such as leaves, bonuses, paid vacations etc which actually help employees to free themselves from the stress of work and to become more productive in nature. This also serves as the source of intrinsic motivation for most of the employees as it outlines that the organization is taking care of the needs of the employees and employees feel the part of the organization. Work is also delegated to the employees and there is more need to develop employees which can perform multiple tasks. There is therefore a clear di version from the principles of scientific management which advocates for the specialization of the tasks whereas my current organization focuses on developing the capabilities of the employees in different areas of the work so that can better perform for the overall organization level. Scientific management also advocated the use of things like following best practices, complying with the policies and manuals of the company. This view has been held till now also wherein management still believes that employees work as economic agents with their own self-directed interests to achieve monetary gains. In order to provide such monetary gains to the employees, management must force them to comply with their policies and manuals. Though human relations movement did not negated this position but

Employee Resourcing Essay Example for Free

Employee Resourcing Essay Their business approach and culture is very different from other competitors. Examples of their different culture are; no dress code, flexible working hours and spending lavishly on the recruitment process. Around 700, mostly young employees work under Trilogy and its Director of college recruiting Mr. Jeff Daniel expects the employees to â€Å"commit their expertise and vitality to everything they do†. Trilogy has an expensive and aggressive employee recruitment strategy that includes training at the companys Trilogy University. The new employees joined will undergo an intensive training program at their in-house training facility known as â€Å"Trilogy University†. Recruiters tend to select the ambitious, over achievers with entrepreneurial instincts from the campus recruitment method being the fresher’s in the job market. Trilogy’s recruitment interviews are said to be very intense at the same time an interview day will end with lot of adventure and fun activities for both recruiters and interviewers, which makes a strong bond between new comers and the managers. For Trilogy recruiting is not just a high priority its a company-wide mission. Its mission is to recruit the best of the best?. For that reason Trilogy uses very costly recruiting techniques: The Company spent $13,000 per hire with 262 college graduates were selected from short listed 4000 candidates, and this short listing was from 15000 applications! Q1. Identify some of the established recruiting techniques that underlie Trilogy’s unconventional approach to attracting talent? The company Trilogy, aggressively pursues the least experienced people in the job market. At many college campuses island wide, in career fairs and computer-science departments, looking for students who represent what Daniel calls whom are expected to totally commit their expertise and vitality in everything they do†. In other words, he looks for young, talented over achievers with entrepreneurial ambition – people. The top managers, including CEO of the company, conduct the first round of  inter views, letting all applicants know that it would be hard, but rewarding experience.

should the confederacy won the civil war? :: essays research papers fc

Should the Confederacy have won the civil war?   Ã‚  Ã‚  Ã‚  Ã‚  Looking at the American Civil War ones must also look at the economics of the 19th century in the U. S. Hand in hand one must also look at the politics and battle plans of the war. The slave plantation owners’ class was a minority in the Southern population but it controlled southern politics and society. Slavery being the biggest investment of the South, and the fear of slave instability ensured the allegiance of southern non-slave-owners to the economic and social system of the South. As luck would have it, slavery helped America become noticed as a world power during the 19th century. Many other factors must be looked at when discussing the successes and failures in the Civil War. Decision made and actions that were taken all played a part in the final outcome of the war. The thought that the South could have positive outcomes from the war was doomed from the beginning.   Ã‚  Ã‚  Ã‚  Ã‚  Slaves produced many good and services that were provided to the benefit of most white Americans absolutely or not absolutely. (1) Slaves were not just used for agriculture. They also were used for forms of production and trade jobs. For parts of the 18th and most of the 19th century, slaves were the true work force of America. The existence of slavery was the reason that most white Americans had hobbies or did not worry about occupations concerned about farming or the need to earn an hourly wage. Because of this white Americans were able to get higher educations and (1) Schwartz, David G. â€Å"The South and Slavery† History 101. University of Nevada Las Vegas. March 30, 2004 skills to increase their generation income for themselves and their offspring. The development of a leisure class also developed the social upper classes of the Old South. (2) In other words, other than the obvious, slavery produced gargantuan benefits indirectly for white Americans. Production was not a true concern of many plantation owners; since it was being handled it would always be handled as long as there were slaves on the plantation production system. While the South became extremely wealthy by using slavery for agricultural labor, the North focused on trade, commerce, banking, shipping, and manufacturing. But the question can one survives without the other comes up? The North was able to attain such success in commerce because of the South’s cheap production of food and materials produced by slavery.

Northern Colonies vs. Southern Colonies Essay

From the first settlement founded in the 1600’s, the British colonies were a varied mix of communities that grew to distinct civilizations in the 17th and 18th centuries. Queen Elizabeth helped drive the colonization of Jamestown in 1607 and ultimately the creation of other Southern colonies to help Britain’s economy flourish. In contrast, James I, Elizabeth’s successor, spurred the settlement of the Northern colonies for religious reasons when he â€Å"vowed to purge England of all radical Protestant reformers† (Davidson, et al 85). When the Pilgrims sailed the Mayflower in 1620, an error in navigation led them far north to New England, rather than the South. A second wave of Puritans led to the formation of the Massachusetts Bay colony and the growth of other Northern colonies. While the early settlers were all looking for new experiences, different types of people populated the Northern and Southern colonies. Although the two regions in the 17th and 18t h centuries may appear to be similar on the surface, there are many obvious differences in economy, treatment of Natives, and stability, stemming from the reasons they were founded in the first place. While the colonies differed in their economies and the reasons they were settled in the first place, they all benefited from â€Å"benign neglect† from Britain during much of the 17th and 18th centuries. Benign neglect was Britain’s policy of non-interference with the colonies (Davidson, et al 128). Britain was busy dealing with its own government issues and change in rulers and did not have the time to strictly administer the colonies. Because of this, both the Northern and Southern colonies flourished economically and established a relatively stable way of life. In addition, the first Colonial settlers and their descendents shared a desire for a better life, whether it was for land, money, or religious freedom. Without this benign neglect from Britain, the colonies may have never been able to prosper and set the stage for the new world the way they did. Despite a similar determination to thrive in a new world, the Northern and Southern colonies differed substantially in their economies. The Southern colonies included Virginia, Maryland, Georgia, and the Carolinas and were largely founded for profit. Because of the warm climate and fertile soil, the Southern colonies were perfect for the growth of staple crops, ranging from tobacco, rice, and sugar. A planter, â€Å"[John] Rolfe, had been obsessed with  finding a crop that could be grown in Virginia and then sold for gain across the sea. When he succeeded by growing tobacco, other English followed his lead† (Davidson, et al 53). Tobacco growth was critical for the Southern economy to succeed. But, as these crops began to prosper and England demanded more, â€Å"many of Jamestown’s colonists had little taste for labor† (Davidson, et al 59). The sudden need for cheap labor led to the reliance on slavery, which would dominate the Southern economy and way of life for many years to come. In the late 1600’s, farmers began to invest in slavery rather than white servants because they would get more years out of the slaves, and also gain title to their children (Davidson, et al 63). New laws made it nearly impossible for white Masters to free slaves, further solidifying slavery in the South. In contrast, the Northern colonies had a more industrial economy. The Northern colonies consisted of Massachusetts, Connecticut, Rhode Island, New Hampshire, New York, New Jersey, Pennsylvania, and Delaware. Almost every male settler in the North owned property, so small farms were, in fact, established across New England and the Mid Atlantic colonies (Davidson, et al 89). But unlike the South, the crops grown from these farms were not for capital, but rather for feeding the families. The soil in the North was too rocky and the climate was too unstable to have a promising agricultural industry. Many early colonists described the land as â€Å"rockbound and rugged†¦ long winters of numbing cold melted into short summers of steamy heat† (Davidson, et al 85). Also, because agriculture was limited, the need for slavery did not exist. â€Å"With little hope of prospering through commercial agriculture, New England farmers had no incentive to import large numbers of servants a nd slaves or to create large plantations† (Davidson, et al 89). Instead, they traded fur with the Indians and established major harbors in Boston and Philadelphia for international trading. Shipbuilding and fishing also dominated port cities, such as Boston. â€Å"Boston’s merchants sent fish to the Caribbean and Catholic Europe† (Davidson, et al 118). As a result of different land and climates in the North and South, their economies differed, affecting many more aspects of the colonies as well. The Indians were the original settlers in the colonies as well as the rest of what would become America. As both the Southern and Northern settlers arrived in the New World, they took vastly different approaches in their treatment of the natives. Neither  region treated the Indians ideally. When Captain John Smith sailed to Chesapeake, many of his settlers were hungry and, â€Å"he bullied the Indians for food and would have enslaved them if it had been in his power† (Davidson, et al 52). It is hard to imagine that the early settlers took the Indians’ land, but in addition, bullied them to receive food. To take the Southern treatment of Indians to an extreme, the Carolinas traded the Indians themselves as slaves. The Carolinas needed cheap labor to grow their cash crops, but they could not afford African slaves. To fund this venture, the Carolinas resold enslaved Indians they traded goods for with other Indian tribes (Davidson, et al 70). The Carolinas treated Indians like they were a commodity, rather than as human beings, all in the name of funding an even greater evil: slavery. Although the Northern Colonists were involved in a number of conflicts with the natives, they were not nearly as cruel as the South ern Colonists. John Eliot, a Puritan leader, for example, helped set up a school within Harvard, to help Indians learn English and culture (Davidson, et al 94). Although this didn’t help the Indians grow as a tribe, it did not drive them away from the Colonists and made them feel more like a community. The Northern colonies also needed help from the Indians to survive the harsh winters, so treating them well was important. In Pennsylvania, the Quakers coexisted peacefully with the Lenni Lenapes, another Indian tribe. â€Å"Before [William] Penn sold any land to colonists, he purchased it from the Indians (Davidson, et al 96). Because the Quakers settled in Pennsylvania for religious freedom, not profit, keeping peace with the Indians was part of their way of life. In short, the treatment of Indians reflected the reasons the two regions settled in America. The stability of the colonies also varied by region. The Northern colonies were significantly more stable than the Southern colonies for a variety of reasons. In the North, their settlements were closer together, creating more order and stability in their â€Å"tightly knit† communities.â€Å"The†¦ [Northern] colonists lived to an average age of 70, nearly twice as long as Virginians† (Davidson, et al 89). The population in the North also increased naturally, whereas in the South, it was artificially increased by the import of African slaves. â€Å"By 1740, 40% of all Virginians were black† (Davidson, et al 67). Also, because of the higher life expectancy in the North, families were stronger. About 90% of children in the North reached adulthood, and unlike  the Chesapeake, most parents were able to survive and provide for their family (Davidson, et al 89). In the Chesapeake region, there were few churches whereas in the North, community life centered around churches, contributing further to a more stable society, which would help the Northerners in the long run. Although the Northern and Southern colonies in the 17th and 18th centuries shared some similarities, they were, in fact, separate and distinct civilizations. The colonies varied drastically in their economies, treatment of the native people, and their stability, mainly because their reasons for settling in the New World were different as well. The Southern colonies were established primarily for profit. The Northerners were looking to break free from Catholic Britain and have freedom of religion in the New World. The unplanned arrival in Plymouth, rather than the South, contributed even more to how different the two regions really were, based on geography. These differences, while distinct early on, ultimately led to much bigger conflicts in America, almost destroying it altogether.

A Comparison of Three Advertisements Essay - 683 Words

A Comparison of Three Advertisements The word Media is a term for information or messages conveyed by diferent channels (means) to an audience. Examples of media types are music, news, radio etc. A symbol is a picture of something eg: a cross. A denotation is what you actuallly see. A connotation however is the hidden meaning or sub text of a symbol. The anchor ties the picture down, comfirms the message or adds to the idea of something. A stereotype suggests a typical image of people that the audience recognises. Soft focus might imply romance, olden days and femininity. I will be analysing three adverts.†¦show more content†¦It shows a wealthly city street, with the kind of victoran architecture you may see in an exclusive shopping street like in London. It gives the impression of wealth, reinforced by the price of the shoe which we see in the anchor for ( £350). The second jeep advert also has an area which is in focus and a area which is blurred. This time the background is blurred and the car is in focus. The jeep is head on to the camera and this suggests power, strenght and confidence. The jeep looks like it is going fast through the water because of the water splashing everywhere and the detailed droplets in the air. Adverts lay things out well. They use specail techniques to catch our eye and to make us read the adverts. On the first advert they use the effect of 3 new cars on a white background. There is a box under each of the cars with the price and the model of the car. That is the bottom 40%. The are parked, facing the camera head on. This makes the cars look big and strong (exaggerated perspective). The brand names of all these cars are at the bottom of the page. There is a flag pole which shows authority, importance, tradition etc. On the car there are five spoked alloys which suggest power, speed, eye catchy, sporty, stylish etc. the car is a silvery colour and it stands out well fromShow MoreRelatedSocietal Standards of Feminine Beauty Essay783 Words   |  4 Pagestelevision and in advertisements are well below what is considered normal for American women. â€Å"The average American woman is 5’4† tall and weighs 140 pounds, while the average American models is 5†™ 11† tall and weighs 117 pounds. Most fashion models are thinner than 98% of American women† (Being Truly Beautiful). 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