We are ready to represent the best custom paper writing assistance that can cope with any task like krispy kreme 2 even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like krispy kreme 2 in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
Krispy Kreme Doughnuts, Inc. is a branded specialty retailer of premium quality doughnuts. The doughnut retailer started its operation in 17 when Vernon Rudolph, the company founder, realized the opportunities that existed in the thriving local economy of the developing southeastern city of Winston-Salem. Today, Krispy Kreme has its headquarters in Winston-Salem and sells approximately .5 million doughnuts daily. It has expanded its operations outside the southeast to many metropolitan markets receiving a flurry of excitement from customers with each new store opening. With its stock prices 70 times projected 00 earning per share the company’s executive management realizes the need for strong strategies and high growth potential.
Krispy Kreme has a vertically integrated company structure that supports and profits from high-volume production and sale of high quality doughnuts and coffee products. The company’s business is driven by two complementing business units store operations, both company and franchise, and Krispy Kreme Manufacturing and Distribution (KKM&D). The company’s revenue is derived from the sale of doughnuts produced and distributed by company owned stores and franchise store operations. Krispy Kreme’s unique business model is comprised of the company’s retail stores, which are high automated and produces high-volumes of doughnut products sold through multiple sales channels. KKM&D has developed important operating competencies and capabilities that are used to support the company’s stores by providing strong product knowledge and technical skills, and by maintaining control of all critical production and distribution processes.
When determining a long-term direction or a strategy, it is imperative that the executive management of Krispy Kreme analyze their industry’s dominant economic traits. These traits will help frame the window of strategic approaches Krispy Kreme can pursue. The impact that these traits can exhibit on a chosen strategy could prove to be significant, and therefore, they need to be considered in the infancy of strategic planning.
Krispy Kreme is competing in a $4.7 billion doughnut industry, with Americans consuming 10 billion doughnuts annually (statistics from 18 and 1). The industry is dominated by Dunkin’ Donuts, which has proven to be Krispy Kreme’s main competitor. Dunkin Donuts dominated the industry in 1, possessing nearly 77 percent of the U.S. market and pulling in $.1 billion in total U.S. sales. No other doughnut chain had as much as 10 percent of the market share at this time.
Krispy Kreme’s competitive rivalry is worldwide. Of its chief competitors, Dunkin Donuts and Winchell’s Donut House have chains globally. Dunkin Donuts has 5,00 stores worldwide with ,600 in the U.S, while Winchell’s has just 600 stores located in 10 states west of the Mississippi and in countries such as Guam and New Zealand. Tim Hortons are located in both the U.S. and Canada. There are 1,00 Tim Hortons stores in Canada and only 10 locations in the U.S. LaMar’s Donuts is a small rival with locations only in the U.S. With its purchase by Franchise Consortium International in 17, there are plans in the works to open 500 new stores by late 004.
When looking at the product life cycle of the doughnut for this industry, I believe that the doughnut is in the mature stage of its life cycle. It seems as if its sales have stabilized and that survival will be for those retailers who can differentiate their product and brand image. Price wars and intense competition are present in the industry and the market appears saturated, leading many smaller producers to exit the market due to poor profit margins.
Krispy Kreme customers consist of people of all ages, races, and gender. The increasing domestic and world population provides significant opportunities for the doughnut industry to increase sales. Increasing work opportunities are resulting in continuous shifts in population to different geographical areas, both locally and globally. As the population is showing a growing trend from traditional ways of eating to more non-traditional ways, this gives rise to the growth in different needs and consumption patterns, especially in the populations approach towards fast foods. This could be an encouraging sign for Krispy Kreme.
In the doughnut industry very few organizations have tried to strengthen their competitive position with vertical integration. Krispy Kreme has established sizable cost savings, as well as alleviated the uncertainty of being dependent on suppliers for the crucial components needed to stay in business through backward integration. Their major competitors are all solely in the production and retail of coffee and baked goods.
Many retailers in the doughnut industry have several distribution channels. The larger establishments, such as Krispy Kreme, Dunkin Donuts, and Tim Hortons have distribution centers that supply the stores with essential supplies in core areas of their business. In addition, some retailers use supermarkets, convenience stores and other retailers as channels for distributing their products.
When looking at the barriers to enter into this industry, I believe that there are moderate barriers that exist. Capital requirements to construct a retail operation or franchise territories can range as high as $5 million. Experience and proven organizational capabilities are necessary to compete in this industry.
The globe is becoming smaller and smaller with every passing day thanks to technology. Technology has given many nations better standards of living, better businesses, and most importantly much healthier lives. New and more innovative equipment is available for producing doughnut products. The implementation of the latest technology in all business aspects, e.g. manufacturing, administration, finance, marketing, gives this industry unlimited opportunities to enter new markets and meet the demand of both existing and new customers.
The product characteristics in the doughnut industry are highly homogeneous. The products of different producers are essentially identical, where many buyers perceive little real difference from seller to seller. However, avid consumers of doughnuts tend to be brand loyalist and aware of product differentiations.
Mind that the sample papers like krispy kreme 2 presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Showing posts with label essay example. Show all posts
Showing posts with label essay example. Show all posts
Friday, September 7, 2012
Saturday, September 1, 2012
Roman art
We are ready to represent the best custom paper writing assistance that can cope with any task like Roman art even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like Roman art in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
Roman Art
The Emperors and Customs of Roman Art
Art is everywhere, even if we do not realize that. The way we dress, where we live, and what we believe are all influenced by our surrounding. Romans were collectors and admirers of Greek art. The art from Greece was brought to Rome, and changed by the Romans. Roman art is divided into four major categories that are; “portrait sculptures, paintings and mosaics, relief sculptures, and statues” (Art and Text in Roman Culture 17). In the two pieces described bellow two of this characteristics are (relief sculpture and statues) used to represent and remember their emperors and Gods.
Sculptures were one form of art in which the Romans used to describe their emperors and Gods. Many statues of people were made into an ideal form, although some represented a persons characteristics or a moment of their life. Roman culture had many successful emperors. The five most famous were Nerva, Hadrian, Trajan, Marcus Aurelius, and Antoninus Pius. Those five emperors gave Rome an era of great stability. Marcus Aurelius was a successful military commander, but not all the emperors were seen as “good emperors”. Unfortunately, he was succeeded as emperor by his son Commodus, who within in only twelve years destroyed the government his
predecessors had so carefully built. Commodus was a man “lacking political skill, administrative competence, and intellectual characteristic” (Commodus, an emperor at the crossroads 16) and were those characteristics that brought the empire of Rome down in such a short period of time. Commodus dedicated himself “to luxury and frivolous pursuits” (Art History Book). The sculpture from the book of “Commodus as Hercules,” is a reflection from his character. The sculptor’s perceptive “model and expert drill work exploit the play of light and shadow on the figure and bring out the textures of the hair, beard, facial features, and drapery” (Art History Book). The sculpture expresses the fantasy of life and movement, but it also captures its subject’s flaw.
The sculpture of “Commodus as Hercules” was made of marble and height 46 1/. This emperor was considered to be insane and he even believed to be the reincarnation of Gods such as Hercules and the incarnation of the God Jupiter. He even got to the point where he ordered the months of the Roman year to be renamed after him and changed the name of Rome to Colonia Commodiana. In the sculpture the emperor is portrayed as Hercules, decorated with references to the hero’s “his club, the skin and head of the Nemean Lion, and the golden apples from the garden of the Hesperides” (Commodus, an emperor at the crossroads 14).
The emperors and Gods were also represented in other ways and change through out the time. During this period of time their funerary practices changed from cremation, to using sarcophagus. Like the Etruscans, the early Romans generally cremated their dead, and they placed the ashes in special cinerary urns or vases. It was around 100 AD that cremation was replaced by inhumation as the standard burial
custom in the Roman Empire (A Roman Life 57). Although they had already existed elsewhere for centuries, marble sarcophagi decorated with bas-relief became a
characteristic Roman art form. Sarcophagi from the western empire, and more specifically from Rome, were carved on three sides, the fourth sides were carved. Most sarcophagi used relief sculptures which were “carved into large pieces of stone, and used to decorate pediments, cella walls of temples, and the interior and exterior of various buildings” (The Roman Empire 115). There are two types of relief sculptures. One is a pictorial frieze, which is “an unbroken representation of one or more mythological or historical events. The other is an image, consists of a self-contained representation of an act, an occurrence, or event relating to the deeds of military figures” (The Roman Empire 1).
Because Rome was heavily influenced by Greek culture, characters and situations from Greek mythology were common subjects on sarcophagi. Portrayed on one sarcophagus is the myth of “the Return of the Body of Meleager to Kalydon” and uses a pictorial frieze kind of relief. This sarcophagus, a coffin carved, was made to hold the body of a wealthy Roman.
According to the myth, the sarcophagus relates a famous story about the death of the young prince, Meleager. At his birth the Fates decreed that Meleager would live only as long as a log in the fire remained intact. After hearing this, his mother Althaea, rescued the log from the fire. Meleager grew up and became a famous hunter. Unfortunately, during one incident he killed his uncle during one argument. When his mother found out about the dead of her brother, she took the log from its
hiding place and threw it into the fire. Meleager began to weaken until finally he died. Althaea grieved for the son that she had given both life and death (Museum of Art).
As we can see both the sarcophagus and the Statues are essentially antiquitys marble objects. They both portrait the life of important people, Gods, and emperors during the Roman period. Both, in the sarcophagus of “the Return of the Body of Meleager to Kalydon” and in the statue of “Commodus as Hercules” the main characters are visualized as strong male figures, with most of their body uncovered.
In conclusion, the Roman Empire was influence by the Greek culture, and became the great empire we know today. By using four major styles that are, portrait sculptures, paintings and mosaics, relief sculptures, and statues, the Romans were able to create their on architecture. When studying the pieces of “the Return of the Body of Meleager to Kalydon” and “Commodus as Hercules” I was able to find some similarities between those two, but most of all the way they relate to each other, and the influence they had on their emperors. Romans were more focused on their emperor during this period of time, and it was by using styles like relief sculptures and statues that they were able to demonstrate that.
Mind that the sample papers like Roman art presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Roman Art
The Emperors and Customs of Roman Art
Art is everywhere, even if we do not realize that. The way we dress, where we live, and what we believe are all influenced by our surrounding. Romans were collectors and admirers of Greek art. The art from Greece was brought to Rome, and changed by the Romans. Roman art is divided into four major categories that are; “portrait sculptures, paintings and mosaics, relief sculptures, and statues” (Art and Text in Roman Culture 17). In the two pieces described bellow two of this characteristics are (relief sculpture and statues) used to represent and remember their emperors and Gods.
Sculptures were one form of art in which the Romans used to describe their emperors and Gods. Many statues of people were made into an ideal form, although some represented a persons characteristics or a moment of their life. Roman culture had many successful emperors. The five most famous were Nerva, Hadrian, Trajan, Marcus Aurelius, and Antoninus Pius. Those five emperors gave Rome an era of great stability. Marcus Aurelius was a successful military commander, but not all the emperors were seen as “good emperors”. Unfortunately, he was succeeded as emperor by his son Commodus, who within in only twelve years destroyed the government his
predecessors had so carefully built. Commodus was a man “lacking political skill, administrative competence, and intellectual characteristic” (Commodus, an emperor at the crossroads 16) and were those characteristics that brought the empire of Rome down in such a short period of time. Commodus dedicated himself “to luxury and frivolous pursuits” (Art History Book). The sculpture from the book of “Commodus as Hercules,” is a reflection from his character. The sculptor’s perceptive “model and expert drill work exploit the play of light and shadow on the figure and bring out the textures of the hair, beard, facial features, and drapery” (Art History Book). The sculpture expresses the fantasy of life and movement, but it also captures its subject’s flaw.
The sculpture of “Commodus as Hercules” was made of marble and height 46 1/. This emperor was considered to be insane and he even believed to be the reincarnation of Gods such as Hercules and the incarnation of the God Jupiter. He even got to the point where he ordered the months of the Roman year to be renamed after him and changed the name of Rome to Colonia Commodiana. In the sculpture the emperor is portrayed as Hercules, decorated with references to the hero’s “his club, the skin and head of the Nemean Lion, and the golden apples from the garden of the Hesperides” (Commodus, an emperor at the crossroads 14).
The emperors and Gods were also represented in other ways and change through out the time. During this period of time their funerary practices changed from cremation, to using sarcophagus. Like the Etruscans, the early Romans generally cremated their dead, and they placed the ashes in special cinerary urns or vases. It was around 100 AD that cremation was replaced by inhumation as the standard burial
custom in the Roman Empire (A Roman Life 57). Although they had already existed elsewhere for centuries, marble sarcophagi decorated with bas-relief became a
characteristic Roman art form. Sarcophagi from the western empire, and more specifically from Rome, were carved on three sides, the fourth sides were carved. Most sarcophagi used relief sculptures which were “carved into large pieces of stone, and used to decorate pediments, cella walls of temples, and the interior and exterior of various buildings” (The Roman Empire 115). There are two types of relief sculptures. One is a pictorial frieze, which is “an unbroken representation of one or more mythological or historical events. The other is an image, consists of a self-contained representation of an act, an occurrence, or event relating to the deeds of military figures” (The Roman Empire 1).
Because Rome was heavily influenced by Greek culture, characters and situations from Greek mythology were common subjects on sarcophagi. Portrayed on one sarcophagus is the myth of “the Return of the Body of Meleager to Kalydon” and uses a pictorial frieze kind of relief. This sarcophagus, a coffin carved, was made to hold the body of a wealthy Roman.
According to the myth, the sarcophagus relates a famous story about the death of the young prince, Meleager. At his birth the Fates decreed that Meleager would live only as long as a log in the fire remained intact. After hearing this, his mother Althaea, rescued the log from the fire. Meleager grew up and became a famous hunter. Unfortunately, during one incident he killed his uncle during one argument. When his mother found out about the dead of her brother, she took the log from its
hiding place and threw it into the fire. Meleager began to weaken until finally he died. Althaea grieved for the son that she had given both life and death (Museum of Art).
As we can see both the sarcophagus and the Statues are essentially antiquitys marble objects. They both portrait the life of important people, Gods, and emperors during the Roman period. Both, in the sarcophagus of “the Return of the Body of Meleager to Kalydon” and in the statue of “Commodus as Hercules” the main characters are visualized as strong male figures, with most of their body uncovered.
In conclusion, the Roman Empire was influence by the Greek culture, and became the great empire we know today. By using four major styles that are, portrait sculptures, paintings and mosaics, relief sculptures, and statues, the Romans were able to create their on architecture. When studying the pieces of “the Return of the Body of Meleager to Kalydon” and “Commodus as Hercules” I was able to find some similarities between those two, but most of all the way they relate to each other, and the influence they had on their emperors. Romans were more focused on their emperor during this period of time, and it was by using styles like relief sculptures and statues that they were able to demonstrate that.
Mind that the sample papers like Roman art presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Sunday, August 26, 2012
essays
We are ready to represent the best custom paper writing assistance that can cope with any task like essays even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like essays in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
China, a developing country in the Asia-pacific region is labeled as the worldfs seventh largest economy in terms of power and influence and the largest in terms of size- 1% of global population. Under Mao Tse Tungfs communist rule, China attempted to modernize both agriculture and industry in the ggreat leap forwardh in the 150fs. However, the policies implemented proved futile and resulted in pervasive famine and poverty. In the latter period of the 160fs Tungfs successor, Deng Xiao Ping instigated a cluster of fundamental policies designated on integrating China with the global economy and to promote its economic growth and development.
Chinafs experience with the World Bank is extensive. Since joining the bank in 180, China has been the largest single source of long-term foreign capital, acquiring $US.5 billion after 1 for reform purposes.
Furthermore, China had loaned minimal amounts from the IMF and repaid immediately.
In 180 an eopen doorf policy was employed to expose China to foreign trade and investment with Special Economic Zones established in the southern coastal provinces. This policy was successful due to the low tax rates, import duty exemption, far less stringent regulations, and the comparative advantage China has in labour productivity. In this period foreign trade generated $US0 billion, which expanded to $US400 billion in 1. TNCfs such as Phillips operate companies and generate $US5 billion-worth of goods in China each year, but nearly two-thirds of that is exported overseas.
In addition, agricultural reforms were implemented to strengthen economic development. This entailed the removal of the commune system, also referred to as de-collectivisation and the introduction of the Household Responsibility System where the household sector had freedom to organise their own production decisions and distribute surpluses in free markets after the establishment of quotas or plans. In f7 agriculture measured 1% of GDP.
These reforms generated positive economic growth rates for China. World Bank studies concluded that China achieved average growth rates of 8.% between 178 and 15. Further, the IMF Economic Outlook 00 states that Chinafs GDP (adjusted for PPP) has reached $4.5trillion, equivalent to 1% of Gross World Product (GWP).
The growth of Chinafs potential export markets increased due to reduced government intervention and international convergence but at the expense of higher unemployment and structural change in domestic industries. Through a series of further decentralizing effects, current Premier, Zhu Rongji attempts to increase industry efficiency and competitiveness. China was admitted into the WTO at the Doha conference in 001 and raised exportfs by almost 50% during the first half of this year by exporting to the other 14 member nations.
Financial sector reforms corroborated the nationfs drive to entice foreign investment. They began in 1 with a price mechanism established and a new taxation system operating amidst the central and local authorities. The Peoplefs Bank of China was assigned the central bank implementing the monetary policy and a dual exchange rate was established. The capital loan and negotiable securities markets were gradually established after 185 and Chinafs average tariff rate was cut from % to 15% in 000. Banking laws were initiated in 15 and lead to network banking, stock exchanges and a more sophisticated capital market to accommodate savings and investments. In the years after 1, the amount of foreign investment absorbed by China has maintained the honor of No. in the world for five consecutive years, after the USA. Chinafs private bank savings surpass $US840 billion, equivalent to its GDP. Since then, China has maintained a managed float currency.
Chinafs quality of life may be measured via various indicators such as the level of educational attainment, life expectancy at birth, GNP per capita and the number of doctors per 100,000 people. Education reforms such as the gnine-year compulsory schooling systemh, which was implemented to enhance primary, secondary and tertiary education, achieved great results with the average adult literacy rate rising to 8.8% in 1. Life expectancy at birth reached an average 6.8 years with GNP pc averaging $US780. This gave China an overall HDI value of 0.706. To add, during 1-5 there were 115 doctors per 100,000 people. The Chinese have an average quality of life in comparison to Australiafs whopping 0..
Chinafs reform strategies created many environmental consequences. The country is affected by soot, smoke, acid rain and polluted air and water, which are the unintended consequences of globalisation. By 000 China has basically controlled environmental pollution and the worsening of the ecological environment by establishing things such as the ,500 environmental-protection departments.
The distribution of income and wealth for China is imbalanced. For instance, rural residents had a per capita net income of ,10 Yuan in 1 compared to urban residents receiving 5,854 Yuan. This has increased the prominence of relative and absolute poverty. Chinafs current urban unemployment rate measures 10-15%. However, China has promoted the combination of overall social planning with individual accounts and set up at unified insurance system for staff and workers of enterprises. In 1 million retired staff was covered by old-age pension.
Globalisation has presented numerous implications for Chinafs economic policy framework. Chinafs path to global integration relied essentially upon decentralisation of decision- making, a greater role market forces (through initiatives such as exchange rates) and X-led growth. From 16-8 the Chinese government loosened monetary policy eight times to increase investment in capital and consumer spending. Furthermore, it implemented fiscal expansion policy and budgeted for a deficit in 1 to fund necessities such as telecommunications, transportation and infrastructure. This budget deficit cost the Chinese government a total of $160billion renminbi in treasury bonds.
So, it is obviously illustrated that China has embraced the notion of globalisation and coincide with the continuously changing demands associated. It is successfully reforming its economy even in the present day today and is envisaging positive outcomes for the future. Through its reforming process it has experienced both the benefits and drawbacks of globalisation. From recent trends, it appears highly likely for China to continue growing at such as miraculous rate, competing close to the U.S and ultimately, embracing the global economy.
Mind that the sample papers like essays presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
China, a developing country in the Asia-pacific region is labeled as the worldfs seventh largest economy in terms of power and influence and the largest in terms of size- 1% of global population. Under Mao Tse Tungfs communist rule, China attempted to modernize both agriculture and industry in the ggreat leap forwardh in the 150fs. However, the policies implemented proved futile and resulted in pervasive famine and poverty. In the latter period of the 160fs Tungfs successor, Deng Xiao Ping instigated a cluster of fundamental policies designated on integrating China with the global economy and to promote its economic growth and development.
Chinafs experience with the World Bank is extensive. Since joining the bank in 180, China has been the largest single source of long-term foreign capital, acquiring $US.5 billion after 1 for reform purposes.
Furthermore, China had loaned minimal amounts from the IMF and repaid immediately.
In 180 an eopen doorf policy was employed to expose China to foreign trade and investment with Special Economic Zones established in the southern coastal provinces. This policy was successful due to the low tax rates, import duty exemption, far less stringent regulations, and the comparative advantage China has in labour productivity. In this period foreign trade generated $US0 billion, which expanded to $US400 billion in 1. TNCfs such as Phillips operate companies and generate $US5 billion-worth of goods in China each year, but nearly two-thirds of that is exported overseas.
In addition, agricultural reforms were implemented to strengthen economic development. This entailed the removal of the commune system, also referred to as de-collectivisation and the introduction of the Household Responsibility System where the household sector had freedom to organise their own production decisions and distribute surpluses in free markets after the establishment of quotas or plans. In f7 agriculture measured 1% of GDP.
These reforms generated positive economic growth rates for China. World Bank studies concluded that China achieved average growth rates of 8.% between 178 and 15. Further, the IMF Economic Outlook 00 states that Chinafs GDP (adjusted for PPP) has reached $4.5trillion, equivalent to 1% of Gross World Product (GWP).
The growth of Chinafs potential export markets increased due to reduced government intervention and international convergence but at the expense of higher unemployment and structural change in domestic industries. Through a series of further decentralizing effects, current Premier, Zhu Rongji attempts to increase industry efficiency and competitiveness. China was admitted into the WTO at the Doha conference in 001 and raised exportfs by almost 50% during the first half of this year by exporting to the other 14 member nations.
Financial sector reforms corroborated the nationfs drive to entice foreign investment. They began in 1 with a price mechanism established and a new taxation system operating amidst the central and local authorities. The Peoplefs Bank of China was assigned the central bank implementing the monetary policy and a dual exchange rate was established. The capital loan and negotiable securities markets were gradually established after 185 and Chinafs average tariff rate was cut from % to 15% in 000. Banking laws were initiated in 15 and lead to network banking, stock exchanges and a more sophisticated capital market to accommodate savings and investments. In the years after 1, the amount of foreign investment absorbed by China has maintained the honor of No. in the world for five consecutive years, after the USA. Chinafs private bank savings surpass $US840 billion, equivalent to its GDP. Since then, China has maintained a managed float currency.
Chinafs quality of life may be measured via various indicators such as the level of educational attainment, life expectancy at birth, GNP per capita and the number of doctors per 100,000 people. Education reforms such as the gnine-year compulsory schooling systemh, which was implemented to enhance primary, secondary and tertiary education, achieved great results with the average adult literacy rate rising to 8.8% in 1. Life expectancy at birth reached an average 6.8 years with GNP pc averaging $US780. This gave China an overall HDI value of 0.706. To add, during 1-5 there were 115 doctors per 100,000 people. The Chinese have an average quality of life in comparison to Australiafs whopping 0..
Chinafs reform strategies created many environmental consequences. The country is affected by soot, smoke, acid rain and polluted air and water, which are the unintended consequences of globalisation. By 000 China has basically controlled environmental pollution and the worsening of the ecological environment by establishing things such as the ,500 environmental-protection departments.
The distribution of income and wealth for China is imbalanced. For instance, rural residents had a per capita net income of ,10 Yuan in 1 compared to urban residents receiving 5,854 Yuan. This has increased the prominence of relative and absolute poverty. Chinafs current urban unemployment rate measures 10-15%. However, China has promoted the combination of overall social planning with individual accounts and set up at unified insurance system for staff and workers of enterprises. In 1 million retired staff was covered by old-age pension.
Globalisation has presented numerous implications for Chinafs economic policy framework. Chinafs path to global integration relied essentially upon decentralisation of decision- making, a greater role market forces (through initiatives such as exchange rates) and X-led growth. From 16-8 the Chinese government loosened monetary policy eight times to increase investment in capital and consumer spending. Furthermore, it implemented fiscal expansion policy and budgeted for a deficit in 1 to fund necessities such as telecommunications, transportation and infrastructure. This budget deficit cost the Chinese government a total of $160billion renminbi in treasury bonds.
So, it is obviously illustrated that China has embraced the notion of globalisation and coincide with the continuously changing demands associated. It is successfully reforming its economy even in the present day today and is envisaging positive outcomes for the future. Through its reforming process it has experienced both the benefits and drawbacks of globalisation. From recent trends, it appears highly likely for China to continue growing at such as miraculous rate, competing close to the U.S and ultimately, embracing the global economy.
Mind that the sample papers like essays presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Saturday, August 11, 2012
Change Essay (GCSE B+)
We are ready to represent the best custom paper writing assistance that can cope with any task like Change Essay (GCSE B+) even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like Change Essay (GCSE B+) in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
I still remember that fateful day well, the day my whole life changed. I look
back at it now and I still cant find a rational explanation for the events that occurred.
At the time, I didn’t let many people know, even now many people don’t know. After
the incident, I moved here, a small rural village in the countryside, to get away from
the publicity that it caused. No one knew about my changes here, and they now only
exist, some fifty years later, as myths to the teenagers.
It all started when I was in my first year at college. I had many friends, I was a
member of the football team and I had a beautiful girlfriend. He name was Clara; her
long dark hair, extremely feminine figure and beautiful smile as well as a bubbly fun
personality made her the sweetest girl I have ever met. Back then my life was great. I
was very happy with my social status, my studies and my life.
I used to go out with friends to parties and bars, and we would have a great
time. I used to drink, I used to love it, but I was no addict. I never tried drugs either, I
didn’t see the point in taking such a risk in my life, and I would be taken off the team
immediately if the coach caught me. When we went out, we used to find little things
to do for a joke, things that would give us a cheap laugh at the time.
This one dark night Clara, Dufty and Matchu and I went out for a few beers.
We left the bar at around midnight and headed towards our college. About a quarter of
the way into the thirty-minute walk, there is a shortcut, which goes across a few fields
and through an old wood. We had been down there in daylight, but tonight was
different. It was very dark, the sky cloudless and the light from the huge full moon
flooded the landscape and lit everything with an eerie blue tint. The trees were
standing tall, the shadows intruding the roads. We could hear only the sounds of the
nightlife, and the odd passing car.
It was suggested by Dufty that we should take the shortcut. Matchu agreed,
Clara didn’t, and I didn’t really mind, but we decided to go down the old path
nevertheless. We started walking through the fields, laughing and joking, running
around and generally having a good time. We walked for a while, as we came to the
entrance to the wood. We looked up the path, and it was pitch black, the moonlight
only braking through the trees in scarce patches. Clara was protesting, and wanted to
turn back, but it was a good forty minutes back to the apartment from here if we went
back, but only ten if we continued. We promised that we would take care of Clara and
she reluctantly agreed to walk on.
As we got deeper into the forest, the eeriness made me on edge, and my
stomach turned at every slight noise. We were walking along, and the path that we
were following slowly started fading like the looks of excitement on our faces, until
we were walking around hopelessly in the forest. We walked for a good ten minutes
and there was still no sign of the other side of the forest. By now we had started to get
worried, as we were sure we were lost. None of what we could see was like we
thought it should be.
We didn’t want to alarm the others by mentioning anything, but inside we
were all thinking the same thoughts. Eventually Clara said that she thought we were
lost, and that she was petrified. Our minds had started to play tricks on us, and we
would think we saw something up to such a degree that we would bet our lives on it.
My stomach was in knots. I felt sick, and my eyes were hurting from the strain
of trying to see in this dark dingy place. After another ten minutes we were in a right
state. I was sure that something was following us, but the rest of the group didn’t pay
any attention. It turned out that I was right.
It all happened in a flash, I could hear the cracking of sticks behind me, so I
turned round and there was nothing there. I heard the noises again merely two seconds
later and I turned round again to see this monstrous figure towering over me. I was
completely shocked. This huge eight foot tall creature was standing just a few yards
away from me. He stood, his evil glaring eyes staring straight at me. His huge
muscular body supported on equally strong legs. He had tiny scrawny arms, on which
razor-sharp claws were sticking out an inch or two. All I could focus on was his white
teeth, drool covered and penetrating his pointy nose. If I wasn’t mistaken, he looked
like a werewolf!
Before I had chance to even scream he charged at me. The others then noticed
him and fled in all directions away from the beast. As he pounced me I could hear a
rusty growling noise, then I felt his body weight on top of me. This was the last thing
that I noticed before I passed out.
When I regained consciousness I was laying on the floor, the very same spot
that I had landed on. I looked at my body, and everything appeared to be normal. I
couldn’t feel any pain at all. By this time the forest was nearly completely light, and I
could feel the dampness on dawn on the cold floor that I was lying on. I slowly rose to
my feel, looking around in every direction for the monster that I could vaguely
remember. I then thought of Clara, and the others. I made a promise to her that
nothing would happen, and if it did that I would protect her.
I ran in any direction shouting her name as I frantically searched for her. After
quite a while, I noticed the path, which I followed. Shortly after, I was out of the
forest and running down the street to our college. On arrival I found that all of my
friends who were with me were there. I ran over to them and asked them what had
happened. They looked confused, and replied that nothing had happened to them. I
told them again, trying to get them to remember but they insisted that I had just
disappeared. I was confused, they couldn’t remember anything that happened that
night, and they couldn’t remember getting either. They all said that they awoke this
morning in heir beds, and that the night before they went out and I was not with them.
I looked at them blankly. I know what had happened. I thought at first that it
was all some kind of big joke. Either they couldn’t remember anything, or I was
wrong. But how could I be. I was sure of what happened, it was so real, and if it was
some kind of a dream, why was I in the forest this morning. Something very weird
was going on.
After a few days of confusion and discussion, I thought that it must have been
some kind of a joke. The attack was a dream, and they had moved me into the forest
as a joke whilst I was sleeping. It was then I first saw the funny side and I felt
relieved, like a huge load was lifted off my back. A week later, and everything was
forgotten about. My life continued as normal and no one said anything. I thought that
it was all over at this, but no, something far worse was about to happen to me.
It was morning and I woke up as usual. I dressed, and ate and got ready for the
day. We were going to go down to the football stadium to watch a game, and have a
few beers after in the pub. The first thing that I thought was unusual was that my leg
was stinging. I looked at where the pain was coming from but there was no sign of
any cut or mark. It didn’t hurt that much, and I wasn’t going to let it ruin my day. We
went to the game as usual and on the way home we stopped at a bar. Outside, it was
late afternoon and the sun was just setting. I had a couple of pints in the bar, and then
we decided to have a dance. This was grate fun, except that the pain in my leg had got
worse. I went to the toilet to have a look. When I got in there, I looked and again
everything seemed to be normal.
I opened the window, to get some fresh air and all I could see was the huge
full moon filling the sky. It was just like that night, exactly a month ago today. As
soon as the moonlight hit me the pain in my leg was excruciating. I could feel my
body tingling. I looked at my hands and they had changed. I ran quickly to the mirror
and I looked at my face. I gave myself such a fright. I blinked once or twice but the
picture was still the same.
In the mirror all I could see was the image of a monster, exactly like the one I
saw in the forest, the one that attacked me. I couldn’t believe it. I looked down at my
hands and my feet. It was true. I had changed into some kind of beast. I heard
someone coming into the room so I hid in a toilet cubicle. After a minute or so he left
and that is all I could remember. All I could feel was my mind loosing control of my
body. I was walking towards the window and I couldn’t stop myself.
The next day I woke up in a garden shed. I sneaked out and got back to the
college apartments. I could remember turning into a werewolf, and loosing control
over my body but I could not remember what had happened. When I got there I got in
bed and pretended to be asleep. If I told them the truth they would thing that I was
crazy. I didn’t want to end up in some sort of nut home. When I heard the others get
up I went down into the kitchen with them. They were reading a paper, laughing
about the headline. I walked over and peered around at the national paper. I was
completely shocked.
“WEREWOLF ATTACKS IN TEXAS”. I couldn’t believe that it said. I read
it again but still it didn’t change. All of my friends were laughing and joking then they
asked me why I dashed off last night. I didn’t know what to say, I couldn’t tell the
truth. I just said that I felt really ill and I went home. They all accepted the story and
they didn’t thing anything of it.
The next week was all talk about the so-called werewolf in our town. Because
there were no signs of it for this long it was slowly forgotten and excuses were made
for the sightings. I thought back to both of my experiences. In each case there was a
werewolf and the first time I was attacked, and the second time I was the werewolf. I
had read stories about these kinds of things so I concluded that I must have been
bitten, and had the werewolf passed to me. Then I thought of my leg and the
moonlight. The wolf must have bitten me on my leg, and on the day of the full moon I
could feel it hurting. The light of the full moon must trigger the werewolf tendencies.
Although I had an explanation of my own there were still a few questions
unanswered. Why didn’t the others remember the attack, and why couldn’t I control
my body?
It wasn’t until a few days later that Matchu put two and two together and
mentioned as a joke that I was obsessed with werewolves. After he said this it got the
others thinking, and I overheard a conversation between them saying that they should
report me to somebody before the next full moon. If they did do this, and I was
caught, I would be tested and caged up. My freedom would be killed. I thought that I
have got to get away. I have got to leave them behind before its too late. That day I
packed my clothes and possessions in my car and set off, leaving nothing behind
except a note. I said that I was leaving because work was too hard.
I’m not sure whether they tried looking for me in the end. I travelled north and
rented a place in a small village. I got a job settled down. It turned out that there was a
werewolf hunt, and that somehow the press had had information about a werewolf.
All fingers pointed to my so-called friends, but I didn’t care anymore, I had moved
on.
From then on, every full moon, I had to stay inside, hiding from the
moonlight. I don’t know if I still have the werewolf in me, but I am now willing to
test it out. My old life was great, but one event changed everything. I had become
something else, and there was no cure. I just had to live with it.
Mind that the sample papers like Change Essay (GCSE B+) presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
I still remember that fateful day well, the day my whole life changed. I look
back at it now and I still cant find a rational explanation for the events that occurred.
At the time, I didn’t let many people know, even now many people don’t know. After
the incident, I moved here, a small rural village in the countryside, to get away from
the publicity that it caused. No one knew about my changes here, and they now only
exist, some fifty years later, as myths to the teenagers.
It all started when I was in my first year at college. I had many friends, I was a
member of the football team and I had a beautiful girlfriend. He name was Clara; her
long dark hair, extremely feminine figure and beautiful smile as well as a bubbly fun
personality made her the sweetest girl I have ever met. Back then my life was great. I
was very happy with my social status, my studies and my life.
I used to go out with friends to parties and bars, and we would have a great
time. I used to drink, I used to love it, but I was no addict. I never tried drugs either, I
didn’t see the point in taking such a risk in my life, and I would be taken off the team
immediately if the coach caught me. When we went out, we used to find little things
to do for a joke, things that would give us a cheap laugh at the time.
This one dark night Clara, Dufty and Matchu and I went out for a few beers.
We left the bar at around midnight and headed towards our college. About a quarter of
the way into the thirty-minute walk, there is a shortcut, which goes across a few fields
and through an old wood. We had been down there in daylight, but tonight was
different. It was very dark, the sky cloudless and the light from the huge full moon
flooded the landscape and lit everything with an eerie blue tint. The trees were
standing tall, the shadows intruding the roads. We could hear only the sounds of the
nightlife, and the odd passing car.
It was suggested by Dufty that we should take the shortcut. Matchu agreed,
Clara didn’t, and I didn’t really mind, but we decided to go down the old path
nevertheless. We started walking through the fields, laughing and joking, running
around and generally having a good time. We walked for a while, as we came to the
entrance to the wood. We looked up the path, and it was pitch black, the moonlight
only braking through the trees in scarce patches. Clara was protesting, and wanted to
turn back, but it was a good forty minutes back to the apartment from here if we went
back, but only ten if we continued. We promised that we would take care of Clara and
she reluctantly agreed to walk on.
As we got deeper into the forest, the eeriness made me on edge, and my
stomach turned at every slight noise. We were walking along, and the path that we
were following slowly started fading like the looks of excitement on our faces, until
we were walking around hopelessly in the forest. We walked for a good ten minutes
and there was still no sign of the other side of the forest. By now we had started to get
worried, as we were sure we were lost. None of what we could see was like we
thought it should be.
We didn’t want to alarm the others by mentioning anything, but inside we
were all thinking the same thoughts. Eventually Clara said that she thought we were
lost, and that she was petrified. Our minds had started to play tricks on us, and we
would think we saw something up to such a degree that we would bet our lives on it.
My stomach was in knots. I felt sick, and my eyes were hurting from the strain
of trying to see in this dark dingy place. After another ten minutes we were in a right
state. I was sure that something was following us, but the rest of the group didn’t pay
any attention. It turned out that I was right.
It all happened in a flash, I could hear the cracking of sticks behind me, so I
turned round and there was nothing there. I heard the noises again merely two seconds
later and I turned round again to see this monstrous figure towering over me. I was
completely shocked. This huge eight foot tall creature was standing just a few yards
away from me. He stood, his evil glaring eyes staring straight at me. His huge
muscular body supported on equally strong legs. He had tiny scrawny arms, on which
razor-sharp claws were sticking out an inch or two. All I could focus on was his white
teeth, drool covered and penetrating his pointy nose. If I wasn’t mistaken, he looked
like a werewolf!
Before I had chance to even scream he charged at me. The others then noticed
him and fled in all directions away from the beast. As he pounced me I could hear a
rusty growling noise, then I felt his body weight on top of me. This was the last thing
that I noticed before I passed out.
When I regained consciousness I was laying on the floor, the very same spot
that I had landed on. I looked at my body, and everything appeared to be normal. I
couldn’t feel any pain at all. By this time the forest was nearly completely light, and I
could feel the dampness on dawn on the cold floor that I was lying on. I slowly rose to
my feel, looking around in every direction for the monster that I could vaguely
remember. I then thought of Clara, and the others. I made a promise to her that
nothing would happen, and if it did that I would protect her.
I ran in any direction shouting her name as I frantically searched for her. After
quite a while, I noticed the path, which I followed. Shortly after, I was out of the
forest and running down the street to our college. On arrival I found that all of my
friends who were with me were there. I ran over to them and asked them what had
happened. They looked confused, and replied that nothing had happened to them. I
told them again, trying to get them to remember but they insisted that I had just
disappeared. I was confused, they couldn’t remember anything that happened that
night, and they couldn’t remember getting either. They all said that they awoke this
morning in heir beds, and that the night before they went out and I was not with them.
I looked at them blankly. I know what had happened. I thought at first that it
was all some kind of big joke. Either they couldn’t remember anything, or I was
wrong. But how could I be. I was sure of what happened, it was so real, and if it was
some kind of a dream, why was I in the forest this morning. Something very weird
was going on.
After a few days of confusion and discussion, I thought that it must have been
some kind of a joke. The attack was a dream, and they had moved me into the forest
as a joke whilst I was sleeping. It was then I first saw the funny side and I felt
relieved, like a huge load was lifted off my back. A week later, and everything was
forgotten about. My life continued as normal and no one said anything. I thought that
it was all over at this, but no, something far worse was about to happen to me.
It was morning and I woke up as usual. I dressed, and ate and got ready for the
day. We were going to go down to the football stadium to watch a game, and have a
few beers after in the pub. The first thing that I thought was unusual was that my leg
was stinging. I looked at where the pain was coming from but there was no sign of
any cut or mark. It didn’t hurt that much, and I wasn’t going to let it ruin my day. We
went to the game as usual and on the way home we stopped at a bar. Outside, it was
late afternoon and the sun was just setting. I had a couple of pints in the bar, and then
we decided to have a dance. This was grate fun, except that the pain in my leg had got
worse. I went to the toilet to have a look. When I got in there, I looked and again
everything seemed to be normal.
I opened the window, to get some fresh air and all I could see was the huge
full moon filling the sky. It was just like that night, exactly a month ago today. As
soon as the moonlight hit me the pain in my leg was excruciating. I could feel my
body tingling. I looked at my hands and they had changed. I ran quickly to the mirror
and I looked at my face. I gave myself such a fright. I blinked once or twice but the
picture was still the same.
In the mirror all I could see was the image of a monster, exactly like the one I
saw in the forest, the one that attacked me. I couldn’t believe it. I looked down at my
hands and my feet. It was true. I had changed into some kind of beast. I heard
someone coming into the room so I hid in a toilet cubicle. After a minute or so he left
and that is all I could remember. All I could feel was my mind loosing control of my
body. I was walking towards the window and I couldn’t stop myself.
The next day I woke up in a garden shed. I sneaked out and got back to the
college apartments. I could remember turning into a werewolf, and loosing control
over my body but I could not remember what had happened. When I got there I got in
bed and pretended to be asleep. If I told them the truth they would thing that I was
crazy. I didn’t want to end up in some sort of nut home. When I heard the others get
up I went down into the kitchen with them. They were reading a paper, laughing
about the headline. I walked over and peered around at the national paper. I was
completely shocked.
“WEREWOLF ATTACKS IN TEXAS”. I couldn’t believe that it said. I read
it again but still it didn’t change. All of my friends were laughing and joking then they
asked me why I dashed off last night. I didn’t know what to say, I couldn’t tell the
truth. I just said that I felt really ill and I went home. They all accepted the story and
they didn’t thing anything of it.
The next week was all talk about the so-called werewolf in our town. Because
there were no signs of it for this long it was slowly forgotten and excuses were made
for the sightings. I thought back to both of my experiences. In each case there was a
werewolf and the first time I was attacked, and the second time I was the werewolf. I
had read stories about these kinds of things so I concluded that I must have been
bitten, and had the werewolf passed to me. Then I thought of my leg and the
moonlight. The wolf must have bitten me on my leg, and on the day of the full moon I
could feel it hurting. The light of the full moon must trigger the werewolf tendencies.
Although I had an explanation of my own there were still a few questions
unanswered. Why didn’t the others remember the attack, and why couldn’t I control
my body?
It wasn’t until a few days later that Matchu put two and two together and
mentioned as a joke that I was obsessed with werewolves. After he said this it got the
others thinking, and I overheard a conversation between them saying that they should
report me to somebody before the next full moon. If they did do this, and I was
caught, I would be tested and caged up. My freedom would be killed. I thought that I
have got to get away. I have got to leave them behind before its too late. That day I
packed my clothes and possessions in my car and set off, leaving nothing behind
except a note. I said that I was leaving because work was too hard.
I’m not sure whether they tried looking for me in the end. I travelled north and
rented a place in a small village. I got a job settled down. It turned out that there was a
werewolf hunt, and that somehow the press had had information about a werewolf.
All fingers pointed to my so-called friends, but I didn’t care anymore, I had moved
on.
From then on, every full moon, I had to stay inside, hiding from the
moonlight. I don’t know if I still have the werewolf in me, but I am now willing to
test it out. My old life was great, but one event changed everything. I had become
something else, and there was no cure. I just had to live with it.
Mind that the sample papers like Change Essay (GCSE B+) presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Saturday, July 28, 2012
Fitting In
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As, a child I was overweight, and as a result I was criticized by my fellow pears. However, this wasn’t the kind of criticism that would enable me to go in to a state of an emotional break down. I would laugh, depending on how light the remark would be, or I would show anger through verbal rage if I was embarrassed in front of a group of people, while this person would make the remark. This person could be one of family, friends or even enemies that would engage in these remarks as I was growing up as a child. I also was born bow-legged, which is normal in many births. However, I didn’t notice it until other people noticed it in my elementary days of life. As a result, I would be mocked, and questioned of my walk. The mockery I experience caused me to display anger when mocked, and questioned if I was a ‘normal’ kid, because of the way I walked. Even though my anger has become minimal, and my emotions declined, the experiences I went through as a child has mad me become sensitive to negative criticism. The sensitivity in most situations, whether it’ll be at home, school, or church, is still present inside, when engaged. Depending on the situation, people who are closest to me see this characteristic the most.
According to the Learning perspective, the environment and the experience I went through had an impact on my actions. When I was young, I was never taught to physically or verbally fight back at anyone who put me down. Therefore, when growing up, I took all the criticism in. By letting it all in meant that my emotions and my anger just accumulated until I no longer accepted it. That’s when I entered the state of offense � attacking anyone who tries to enter my territory the wrong way. To break down my experience in steps it would be as follows my personality, coping with others, reaction. According to Dr. Kevin Leman, I fitted under the category of Melancholies. I am a person who wants to do things the right way. I put a lot of emotional energy into getting something done correctly. I have a strong emotional attachment to stability, and my need of getting something done right often translates into a need for space, silence, and sensitivity. I am respectful, sensitive, and interpersonal. To think of all these characteristics, I would have been one of those kids who fitted in � and I did! But as the years progressed in elementary school, the critical marks had a big impact on me. The remarks made me more sensitive, and more bitter to people, and especially self-conscious. In the learning perspective, the psychologists would have assessed me through a variety of conditioning. In a testing I would be put through operant conditioning to see how I respond under different circumstances. I believe I would be put through positive reinforcement. Therefore, I would be put through a reinforcing stimulus, such as a remark would help me to respond to the criticism I had. Therefore, when criticism would happen in the future, I would handle it in a different matter, enabling me to motivate myself, and be more confident about myself.
According to the Sociocultural perspective, social and cultural forces had an affect on my behavior. In the social perspective, my peers, my family who I affiliated with influenced my behavior. Depending on who I associated with at different times, I would receive different remarks. This can account for the social perspective of this theory � my behavior was altered due to the different kind of characteristics by people I affiliated with. I had no problem with people who accepted me for who I was. However, when I started to get negative remarks based on my appearance, it lowered my self esteem; therefore, I developed a degree of sensitive to any critical remark. My family also had an affect on my behavior. My siblings who displayed love - however at times that we argued, remarks about my weight, or appearance would be brought up, out of anger that is. Even though I knew it wasn’t said on purpose, I absorbed it, and those remarks were accumulated and embedded in my mind. My mother and father were encouraging as usual, but at times my father would encourage me to lose weight � bluntly. This also affected me, and made me more sensitive to remarks based on my appearance. According to the social part of this perspective, I went through a lot of dispositional attribution because my actions were influenced by those around me. In a cultural point a view, the way I reacted to criticism is probably due to how I was raised by my parents. If this is the case, then my parents did not motivate me enough to stand up against others, believe in myself when criticized, and most importantly disregard the critical remarks and proceed in life. According to Dr. Kevin Leman, the little boy I use to be, I still am. That is partially true � I still have the sensitivities to remarks, but my characteristics as a whole individual has changed due to maturity.
I really don’t agree with the interpretations that I have just met according to perspectives. They are just theories, they are merely assumptions on my behaviors. I think the reason why my childhood experience went the way it did is because I allowed it to. I control my actions and my reactions to remarks; therefore if I had controlled how I felt, and not allowed it to get to me so often, I would have been a stronger individual then and, today handling situations completely different. I believe that sitting on my past won’t allow me to proceed into the future. Certain characteristics and traits of mine can be controlled, thus, altering how I react to different situations. I believe as time goes on, I will have the ability to overcome sensitivity to remarks due to constant self motivation and open discussions with ones who I am close with.
Mind that the sample papers like Fitting In presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
As, a child I was overweight, and as a result I was criticized by my fellow pears. However, this wasn’t the kind of criticism that would enable me to go in to a state of an emotional break down. I would laugh, depending on how light the remark would be, or I would show anger through verbal rage if I was embarrassed in front of a group of people, while this person would make the remark. This person could be one of family, friends or even enemies that would engage in these remarks as I was growing up as a child. I also was born bow-legged, which is normal in many births. However, I didn’t notice it until other people noticed it in my elementary days of life. As a result, I would be mocked, and questioned of my walk. The mockery I experience caused me to display anger when mocked, and questioned if I was a ‘normal’ kid, because of the way I walked. Even though my anger has become minimal, and my emotions declined, the experiences I went through as a child has mad me become sensitive to negative criticism. The sensitivity in most situations, whether it’ll be at home, school, or church, is still present inside, when engaged. Depending on the situation, people who are closest to me see this characteristic the most.
According to the Learning perspective, the environment and the experience I went through had an impact on my actions. When I was young, I was never taught to physically or verbally fight back at anyone who put me down. Therefore, when growing up, I took all the criticism in. By letting it all in meant that my emotions and my anger just accumulated until I no longer accepted it. That’s when I entered the state of offense � attacking anyone who tries to enter my territory the wrong way. To break down my experience in steps it would be as follows my personality, coping with others, reaction. According to Dr. Kevin Leman, I fitted under the category of Melancholies. I am a person who wants to do things the right way. I put a lot of emotional energy into getting something done correctly. I have a strong emotional attachment to stability, and my need of getting something done right often translates into a need for space, silence, and sensitivity. I am respectful, sensitive, and interpersonal. To think of all these characteristics, I would have been one of those kids who fitted in � and I did! But as the years progressed in elementary school, the critical marks had a big impact on me. The remarks made me more sensitive, and more bitter to people, and especially self-conscious. In the learning perspective, the psychologists would have assessed me through a variety of conditioning. In a testing I would be put through operant conditioning to see how I respond under different circumstances. I believe I would be put through positive reinforcement. Therefore, I would be put through a reinforcing stimulus, such as a remark would help me to respond to the criticism I had. Therefore, when criticism would happen in the future, I would handle it in a different matter, enabling me to motivate myself, and be more confident about myself.
According to the Sociocultural perspective, social and cultural forces had an affect on my behavior. In the social perspective, my peers, my family who I affiliated with influenced my behavior. Depending on who I associated with at different times, I would receive different remarks. This can account for the social perspective of this theory � my behavior was altered due to the different kind of characteristics by people I affiliated with. I had no problem with people who accepted me for who I was. However, when I started to get negative remarks based on my appearance, it lowered my self esteem; therefore, I developed a degree of sensitive to any critical remark. My family also had an affect on my behavior. My siblings who displayed love - however at times that we argued, remarks about my weight, or appearance would be brought up, out of anger that is. Even though I knew it wasn’t said on purpose, I absorbed it, and those remarks were accumulated and embedded in my mind. My mother and father were encouraging as usual, but at times my father would encourage me to lose weight � bluntly. This also affected me, and made me more sensitive to remarks based on my appearance. According to the social part of this perspective, I went through a lot of dispositional attribution because my actions were influenced by those around me. In a cultural point a view, the way I reacted to criticism is probably due to how I was raised by my parents. If this is the case, then my parents did not motivate me enough to stand up against others, believe in myself when criticized, and most importantly disregard the critical remarks and proceed in life. According to Dr. Kevin Leman, the little boy I use to be, I still am. That is partially true � I still have the sensitivities to remarks, but my characteristics as a whole individual has changed due to maturity.
I really don’t agree with the interpretations that I have just met according to perspectives. They are just theories, they are merely assumptions on my behaviors. I think the reason why my childhood experience went the way it did is because I allowed it to. I control my actions and my reactions to remarks; therefore if I had controlled how I felt, and not allowed it to get to me so often, I would have been a stronger individual then and, today handling situations completely different. I believe that sitting on my past won’t allow me to proceed into the future. Certain characteristics and traits of mine can be controlled, thus, altering how I react to different situations. I believe as time goes on, I will have the ability to overcome sensitivity to remarks due to constant self motivation and open discussions with ones who I am close with.
Mind that the sample papers like Fitting In presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Friday, July 20, 2012
Equity problems
We are ready to represent the best custom paper writing assistance that can cope with any task like Equity problems even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like Equity problems in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
Bill, Annie and Tonto all work for Wild West Entertainment plc. Annie is in charge of gun shooting training, Bill has responsibility for organising shows and exhibitions, and Tonto is in charge of managing the show animals.
Annie, on behalf of the company, secures a contract for the supply of 500 rifles a month from the leading gun supplier, Bullet plc. Whilst in negotiations she persuades them to add 100 barrels of gunpowder a month free of charge to the order. Annie then sells on the gunpowder to her friend, Jesse, a local cowboy.
Tonto, meanwhile, has been selling manure from the show animals for fertiliser to local farmers. He does not reveal this fact to Wild West Entertainment plc since the manure would otherwise go to waste. Tonto does not have his own bank account. Instead, when Tonto wishes to place his money in safekeeping he gives it to Bill, allowing Bill to keep ten percent.
In addition to helping out Tonto, Bill regularly carries the free gunpowder for Annie to the saloon for when she meets Jesse. Jesse’s partner, Frank, works in the contract negotiation department of Bullet plc.
Advise Wild West Entertainment plc. [Do not consider any liability arising under the criminal law.]
Lily wishes to make the following dispositions to Heather and Fern. She seeks your advice as to the validity of the proposed dispositions and to any statutory formalities that may have to be complied with upon transfer.
(a) £500,000 to be divided between all the green-eyed babies born in Oldcastle in 1.
(b) 10,000 shares, the income of which to be used for twenty one years in any manner for talented doctors who live in Oldcastle. After twenty one years the capital derived from the shares may be distributed between the children of those doctors.
(c) A reasonable number of Lilys houses to be divided between her grandchildren
Mind that the sample papers like Equity problems presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Bill, Annie and Tonto all work for Wild West Entertainment plc. Annie is in charge of gun shooting training, Bill has responsibility for organising shows and exhibitions, and Tonto is in charge of managing the show animals.
Annie, on behalf of the company, secures a contract for the supply of 500 rifles a month from the leading gun supplier, Bullet plc. Whilst in negotiations she persuades them to add 100 barrels of gunpowder a month free of charge to the order. Annie then sells on the gunpowder to her friend, Jesse, a local cowboy.
Tonto, meanwhile, has been selling manure from the show animals for fertiliser to local farmers. He does not reveal this fact to Wild West Entertainment plc since the manure would otherwise go to waste. Tonto does not have his own bank account. Instead, when Tonto wishes to place his money in safekeeping he gives it to Bill, allowing Bill to keep ten percent.
In addition to helping out Tonto, Bill regularly carries the free gunpowder for Annie to the saloon for when she meets Jesse. Jesse’s partner, Frank, works in the contract negotiation department of Bullet plc.
Advise Wild West Entertainment plc. [Do not consider any liability arising under the criminal law.]
Lily wishes to make the following dispositions to Heather and Fern. She seeks your advice as to the validity of the proposed dispositions and to any statutory formalities that may have to be complied with upon transfer.
(a) £500,000 to be divided between all the green-eyed babies born in Oldcastle in 1.
(b) 10,000 shares, the income of which to be used for twenty one years in any manner for talented doctors who live in Oldcastle. After twenty one years the capital derived from the shares may be distributed between the children of those doctors.
(c) A reasonable number of Lilys houses to be divided between her grandchildren
Mind that the sample papers like Equity problems presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Sunday, July 15, 2012
Markham Instruments
We are ready to represent the best custom paper writing assistance that can cope with any task like Markham Instruments even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like Markham Instruments in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
Executive Summary ¡V Founded in 117, Markham Instruments Company manufactured mechanical measurement instruments sold through mail order. During the first decade of its life, the company was organized around the production of these instruments.
In response to increased competition and demand for its products, Markham expanded its sales organization in 14. The market also shifted from mechanical to electrical and electronic measuring devices during this time period. This shift in product attributes required increased scientific skill to engineer the product.
World War II brought an explosion in demand for Markham products. Along with the increased demand came a huge labor requirement to assemble the electronic measuring devices. This era was identified as the start of when the company began to operate in crisis mode.
Along with the explosion in demand and number of employees, came an increase in the number or disputes between Production and other departments. Mr. Roberts and Mr. Finlay feel the increased disputes between the departments are adversely affecting the company¡¦s ability to meet the demands of a changing market and technology.
They survey the key employees to get their feedback on the problem. The key to their success is in using this feedback, along with analysis of management self-concept, to gain insights into what they can do to make the group¡¦s interactions more productive
Core Issues ¡V Following are critical issues that impact the Markham Instrument Company
Change in the External Environment
During Markham¡¦s first decade of operation, the company organized around the production of the mechanical instruments. The company founder was heavily involved in the day-to-day operations of all departments.
In 14, the market shift from mechanical to electrical and electronic measuring devices resulted in the need for increased scientific skill to design the instruments. Organization of the company shifted focus to Sales and Engineering.
There was an explosion of demand and personnel during World War II. An internal management scandal led to the replacement of Production division management with outsiders. This influx of outsiders changed the company. This period is identified as the start Markham¡¦s operational crisis.
¡§Whatever its character or purpose, a group if it is successfully to operate on its environment, needs some division of labor, some system of communications, some leadership and some discipline.¡¨ More simply put, a group needs jobs (activities), communication (interaction) and motives (sentiments) to survive in its environment..
1. A job requires certain activities for successful performance, the nature of which varies according to the particular technology and job design. The jobs (required activities) at Markham had not been reorganized to reflect how each individual plays a part in the production of the more technically oriented equipment.
„� Personnel policies were obsolete.
„� Production work, in general, kept pace with the factory expansion. In Assembly and Fabricating & Finishing, specialization had taken place and jobs are fairly well defined
„h 400 assembly workers - each person responsible for completing one module.
„h 150 machinists - each person operating one type of machine working on lots of parts.
„h Production control ¡V trained on skills needed for job.
„� The design of the product in the early days allowed Production and top management to organize around, and participate heavily in the design and engineering of the mechanical instruments. The electronic product is more technical and the design skills required are more scientific yet many people outside the engineering organization continue to perform engineering activities. The required activities in Engineering & Design should be different for different people and the activities must be organized.
„h Sales / senior management perform changes in designs / methods.
„h Production management and assembly foreman conduct product engineering on a daily basis
„h Production checks Preproduction Engineering¡¦s drawings to ensure they meet production capabilities.
„h Assembly solves layout problems that should be handled by Preproduction Engineering
„h Production finds ways to get things done without informing Engineering.
„h Preproduction Engineering has minimal contact with Production because they have experience in production processes.
„h Constant coordination is needed on changes in schedules and designs to meet the requirements of each department.
„h Finlay states that ¡§Designs find difficulty in production.¡¨
„h It is often required to make changes after design was submitted to Production to meet manufacturing requirements
„h Assembly frequently contacts engineering on parts that don¡¦t function correctly
. The growth in complexity in technical process goes had in hand with an increase in the amount of interaction and the complexity of the interaction pattern.
„� Intradepartmental interactions are unpredictable and information flows are unstructured
„h Sales „Æ Engineering - Sales makes promises on equipment that has not been fully developed leading to problems in Production. Sales is unaware of where the product is in the release cycle.
„h Production „Æ Sales - Production can¡¦t rely on Sales to completely communicate sales contract details.
„h Engineering „Æ Production ¡V Preproduction Engineering has minimal contact with production because they have experience in production processes.
„h Top management, Sales and R&D jointly decide on new methods or changes in existing products to meet changing demand. Production is not included in the planning.
„� The scheme of interaction reveals frequent instances where management bypasses formal channels and goes directly to the responsible individuals. The pyramid of communication has evolved to where junior employees are receiving instruction, are being influenced from managers outside of their department. Employees have multiple masters leading to conflict in instruction
. Early sentiments required at Markham Instruments included support of a family atmosphere along and strong company loyalty. This loyalty also included a tendency for employee to avoid ¡§rocking the apple cart¡¨. Markhamites were expected to foster an environment void of arguments. ¡§For most groups a conflict free climate is not effective. Important issues are not explored and quality of group¡¦s work is sacrificed for the maintenance of friendly and smooth relations.¡¨
„� ¡§Sugar and honey¡¨ methods were expected. People are afraid to make production mad by telling them what to do. Production managers tended to avoid open conflict with each other.
„� In an effort to avoid arguments with other managers, ¡§back door¡¨ interactions with between upper management and lower level workers were not unusual. These instances illustrated by Figure 6, exhibit higher levels of downward influence. Manager points of view tended to dominate.
„h Sales dominates over production.
„h Production frequently dominates over lower levels in engineering.
„h Roberts frequently dominates over middle management in Production.
„h Fellman (Order Coordinator) interacts with Mulcahy and looses more than he wins. He doesn¡¦t think they are very cooperative
„h Bice (Engineer) keeps getting ¡§overridden from above and from Sales.¡¨
Given Sentiments & Emergent Behavior Impact Company Values
Henry Markham exemplified the values of his company ¡V skill, ingenuity, quality work and close personal ties. The early Markhamites supported his values of being friendly and warm. Markham also required that employees be loyal to the company, to put company before own self-interests.
During the 17 shift from Production to Sales and Engineering, the values of skill, ingenuity and close personal ties remained. Even with the shift from mechanical to electronic devices, Production continued informal, internally developed production methods.
The ¡§Victory workers¡¨ and Production management brought in during and after the war did not share these same values of ¡§family spirit¡¨. Trained production specialists also did not like the traditional production methods.
The given sentiments of the new Production management team, specifically the focus on process instead of people, led to behavior which was not only different from, but in actual conflict with, the behaviors expected by Finlay and Roberts. The behaviors of the Production subgroup became increasingly differentiated from the company as a whole.
1. They did not share the Markhamite emphasis on friendly, personal relationships.
„� Ed Greene ¡§went against the family¡¨ and routed out top management that had been involved in collusion and malpractice.
„� Unlike Pop Markham, Greene and his managers did not, in general, circulate with factory workers. Greene¡¦s staff spent time together planning the operations of the department. Due to the size of the department, the managers worked with their foremen who, in turn, spent time with the shop workers. Greene, Browning and Hersey spent more time in their office ¡§with their sleeves rolled up¡¨ working on planning and problems. Their direct reports got out to see the people.
. The new production team also went against the philosophy of internally developed informal methods.
„� Pat Mulcahy educated his people on basics of scheduling, spoilage controls and so on.
„� Alan Browning spent considerable time improving and simplifying workflows.
„� The team focused on systemic production methods and procedures including formalized, written procedures, product schedules, etc.
Other than not embracing the norm of a warm and friendly environment, the norms of the Production subgroup lined up very well with the Markhamite value system.
„� They continuously innovated and improved their processes.
„� They strived to make Markham a better place.
„� Production management, while not treating employees explicitly like family, was very interested in the development of their department.
„h Greene wants ideas from the people, who work with him, not generated at the top and pushed down.
„h Management was given instruction and left to perform, not to be micromanaged.
„h Training was provided.
Feedback Can Help Adjust the External System
One of the most important influences on management policy is the ¡§feedback¡¨ received from the emerging activity, productivity, satisfaction and individual development of members of the group. Feedback, if funneled properly, could continuously modify the external system (to build up the social system as a whole) into something more than the external system they started with.
Feedback, along with observation of a group¡¦s process is important because it helps the manager to understand what is taking place covertly as well as overtly in the group¡¦s behavior. It also provides insights into what a manager can do to make the groups interactions more productive.
Finlay solicits feedback from key company personnel on their perceptions as to where the issues lie. ¡§His understanding of the behavior of the people he works with is important to the quality and effectiveness of these relationships. These relationships, in turn are crucial to his effectiveness as a manager and ultimately to the success of the firm.¡¨
In many cases, the feedback illustrated improved communication between Production and Engineering. It also indicates that improved processes are the result
„h Greene ¡V on the Beta recorder, we had success working with engineering and looking at detailed drawings.
„h Adams (Design) has a lot of interaction with production. ¡§Grey area between Engineering and Production. Very bad situation.¡¨ ¡§able to sit down with Green and purchasing to consult¡K.the bars are beginning to come down.¡¨
In other cases, the feedback illustrated how the organization of the company was impeding progress.
„h Schmidt (Sales Executives) ¡V Green is put in an impossible position of constantly accommodating changes in schedules and designs. Need better recognition of the responsibility of sales towards production.
Finlay Strives for Adequacy
Finlay is a Markhamite, valuing the warmth and friendliness that existed in the early Markham days. As evidenced by Figure 5, he also feels a strong need to be involved, to influence the day-to-day operations of the department.
Finlay takes the feedback from the extensive interview process and comes to the conclusion that the values of the Production department are the issue. Filters in his self-concept prohibit him from seeing the real issues with the interaction among departments.
„h Past experiences with Greene, such as him going against the family, and Greene publicly insulting him
„h Emergent behaviors in the production do not support his idea of the company values
The value changes, emerging from the Production division have disrupted his sense of stability. ¡§The more adequate a person judges himself, the more he will be able to turn a threat into a challenge to look for and accept new ways of seeing himself in the world.¡¨ In Finlay¡¦s case, the threat is intense enough for him to want to eliminate it altogether.
Finlay¡¦s assumption is that people should ¡§get along¡¨. His perception is that the difficulties, acknowledged as broader than one department, originate from the Production department. His feeling is that Ed Greene, as manager of that department, is the responsible for the difficulties.
He cannot assimilate these new values into his personality, nor is he willing to reorganize his values. His behavior, in an effort to maintain his adequacy as a leader, is to reject the source of the ¡§badness¡¨, Ed Greene, from the company.
Conclusions ¡V
1. Redefine roles and responsibilities particularly in the Engineering & Design areas. Meet with upper management to explain how the ambiguity in job definition is impacting communication and productivity.
„� Creation of a product engineering function to create product designs matched to production capabilities
„� Defining processes and required interactions including regular meetings between engineering and production
. Intradepartmental process mapping should be conducted. Mapping of interactions and information flows between Sales, Engineering and Production will lead to further clarification on roles and will identify areas where breakdown in communication occur.
. Implementation of a formal planning process where periodic and formal meetings between all department heads are conducted to understand
„� Market trends
„� Product release cycles
„� Sales forecasts
„� Inventory levels
„� Innovation and continuous improvement best practices
4. Enhance the company values from a focus on ¡§not rocking the apple cart¡¨ to a focus on
„� Working as a team
„� Respecting, trusting, helping one another
„� Open dialogue and feedback to help improve the company.
5. Reestablish more formal channels of interaction. Let all the managers manage their people without constant influence from others. That includes Roberts backing away from micromanaging the activities in Production.
6. Since Ed Greene is out the door, move Pat Mulcahy into the Superintendent role. He has shown the ability to work with the other departments and an understanding of the interrelationships between departments.
7. ¡§Groups cannot function effectively if cohesion is low or if relationships among group members become strained.¡¨ Top management must perform maintenance functions to rebuild damage relationships and to bring harmony back to the group. Regular team building exercises including team meetings would help.
Mind that the sample papers like Markham Instruments presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Executive Summary ¡V Founded in 117, Markham Instruments Company manufactured mechanical measurement instruments sold through mail order. During the first decade of its life, the company was organized around the production of these instruments.
In response to increased competition and demand for its products, Markham expanded its sales organization in 14. The market also shifted from mechanical to electrical and electronic measuring devices during this time period. This shift in product attributes required increased scientific skill to engineer the product.
World War II brought an explosion in demand for Markham products. Along with the increased demand came a huge labor requirement to assemble the electronic measuring devices. This era was identified as the start of when the company began to operate in crisis mode.
Along with the explosion in demand and number of employees, came an increase in the number or disputes between Production and other departments. Mr. Roberts and Mr. Finlay feel the increased disputes between the departments are adversely affecting the company¡¦s ability to meet the demands of a changing market and technology.
They survey the key employees to get their feedback on the problem. The key to their success is in using this feedback, along with analysis of management self-concept, to gain insights into what they can do to make the group¡¦s interactions more productive
Core Issues ¡V Following are critical issues that impact the Markham Instrument Company
Change in the External Environment
During Markham¡¦s first decade of operation, the company organized around the production of the mechanical instruments. The company founder was heavily involved in the day-to-day operations of all departments.
In 14, the market shift from mechanical to electrical and electronic measuring devices resulted in the need for increased scientific skill to design the instruments. Organization of the company shifted focus to Sales and Engineering.
There was an explosion of demand and personnel during World War II. An internal management scandal led to the replacement of Production division management with outsiders. This influx of outsiders changed the company. This period is identified as the start Markham¡¦s operational crisis.
¡§Whatever its character or purpose, a group if it is successfully to operate on its environment, needs some division of labor, some system of communications, some leadership and some discipline.¡¨ More simply put, a group needs jobs (activities), communication (interaction) and motives (sentiments) to survive in its environment..
1. A job requires certain activities for successful performance, the nature of which varies according to the particular technology and job design. The jobs (required activities) at Markham had not been reorganized to reflect how each individual plays a part in the production of the more technically oriented equipment.
„� Personnel policies were obsolete.
„� Production work, in general, kept pace with the factory expansion. In Assembly and Fabricating & Finishing, specialization had taken place and jobs are fairly well defined
„h 400 assembly workers - each person responsible for completing one module.
„h 150 machinists - each person operating one type of machine working on lots of parts.
„h Production control ¡V trained on skills needed for job.
„� The design of the product in the early days allowed Production and top management to organize around, and participate heavily in the design and engineering of the mechanical instruments. The electronic product is more technical and the design skills required are more scientific yet many people outside the engineering organization continue to perform engineering activities. The required activities in Engineering & Design should be different for different people and the activities must be organized.
„h Sales / senior management perform changes in designs / methods.
„h Production management and assembly foreman conduct product engineering on a daily basis
„h Production checks Preproduction Engineering¡¦s drawings to ensure they meet production capabilities.
„h Assembly solves layout problems that should be handled by Preproduction Engineering
„h Production finds ways to get things done without informing Engineering.
„h Preproduction Engineering has minimal contact with Production because they have experience in production processes.
„h Constant coordination is needed on changes in schedules and designs to meet the requirements of each department.
„h Finlay states that ¡§Designs find difficulty in production.¡¨
„h It is often required to make changes after design was submitted to Production to meet manufacturing requirements
„h Assembly frequently contacts engineering on parts that don¡¦t function correctly
. The growth in complexity in technical process goes had in hand with an increase in the amount of interaction and the complexity of the interaction pattern.
„� Intradepartmental interactions are unpredictable and information flows are unstructured
„h Sales „Æ Engineering - Sales makes promises on equipment that has not been fully developed leading to problems in Production. Sales is unaware of where the product is in the release cycle.
„h Production „Æ Sales - Production can¡¦t rely on Sales to completely communicate sales contract details.
„h Engineering „Æ Production ¡V Preproduction Engineering has minimal contact with production because they have experience in production processes.
„h Top management, Sales and R&D jointly decide on new methods or changes in existing products to meet changing demand. Production is not included in the planning.
„� The scheme of interaction reveals frequent instances where management bypasses formal channels and goes directly to the responsible individuals. The pyramid of communication has evolved to where junior employees are receiving instruction, are being influenced from managers outside of their department. Employees have multiple masters leading to conflict in instruction
. Early sentiments required at Markham Instruments included support of a family atmosphere along and strong company loyalty. This loyalty also included a tendency for employee to avoid ¡§rocking the apple cart¡¨. Markhamites were expected to foster an environment void of arguments. ¡§For most groups a conflict free climate is not effective. Important issues are not explored and quality of group¡¦s work is sacrificed for the maintenance of friendly and smooth relations.¡¨
„� ¡§Sugar and honey¡¨ methods were expected. People are afraid to make production mad by telling them what to do. Production managers tended to avoid open conflict with each other.
„� In an effort to avoid arguments with other managers, ¡§back door¡¨ interactions with between upper management and lower level workers were not unusual. These instances illustrated by Figure 6, exhibit higher levels of downward influence. Manager points of view tended to dominate.
„h Sales dominates over production.
„h Production frequently dominates over lower levels in engineering.
„h Roberts frequently dominates over middle management in Production.
„h Fellman (Order Coordinator) interacts with Mulcahy and looses more than he wins. He doesn¡¦t think they are very cooperative
„h Bice (Engineer) keeps getting ¡§overridden from above and from Sales.¡¨
Given Sentiments & Emergent Behavior Impact Company Values
Henry Markham exemplified the values of his company ¡V skill, ingenuity, quality work and close personal ties. The early Markhamites supported his values of being friendly and warm. Markham also required that employees be loyal to the company, to put company before own self-interests.
During the 17 shift from Production to Sales and Engineering, the values of skill, ingenuity and close personal ties remained. Even with the shift from mechanical to electronic devices, Production continued informal, internally developed production methods.
The ¡§Victory workers¡¨ and Production management brought in during and after the war did not share these same values of ¡§family spirit¡¨. Trained production specialists also did not like the traditional production methods.
The given sentiments of the new Production management team, specifically the focus on process instead of people, led to behavior which was not only different from, but in actual conflict with, the behaviors expected by Finlay and Roberts. The behaviors of the Production subgroup became increasingly differentiated from the company as a whole.
1. They did not share the Markhamite emphasis on friendly, personal relationships.
„� Ed Greene ¡§went against the family¡¨ and routed out top management that had been involved in collusion and malpractice.
„� Unlike Pop Markham, Greene and his managers did not, in general, circulate with factory workers. Greene¡¦s staff spent time together planning the operations of the department. Due to the size of the department, the managers worked with their foremen who, in turn, spent time with the shop workers. Greene, Browning and Hersey spent more time in their office ¡§with their sleeves rolled up¡¨ working on planning and problems. Their direct reports got out to see the people.
. The new production team also went against the philosophy of internally developed informal methods.
„� Pat Mulcahy educated his people on basics of scheduling, spoilage controls and so on.
„� Alan Browning spent considerable time improving and simplifying workflows.
„� The team focused on systemic production methods and procedures including formalized, written procedures, product schedules, etc.
Other than not embracing the norm of a warm and friendly environment, the norms of the Production subgroup lined up very well with the Markhamite value system.
„� They continuously innovated and improved their processes.
„� They strived to make Markham a better place.
„� Production management, while not treating employees explicitly like family, was very interested in the development of their department.
„h Greene wants ideas from the people, who work with him, not generated at the top and pushed down.
„h Management was given instruction and left to perform, not to be micromanaged.
„h Training was provided.
Feedback Can Help Adjust the External System
One of the most important influences on management policy is the ¡§feedback¡¨ received from the emerging activity, productivity, satisfaction and individual development of members of the group. Feedback, if funneled properly, could continuously modify the external system (to build up the social system as a whole) into something more than the external system they started with.
Feedback, along with observation of a group¡¦s process is important because it helps the manager to understand what is taking place covertly as well as overtly in the group¡¦s behavior. It also provides insights into what a manager can do to make the groups interactions more productive.
Finlay solicits feedback from key company personnel on their perceptions as to where the issues lie. ¡§His understanding of the behavior of the people he works with is important to the quality and effectiveness of these relationships. These relationships, in turn are crucial to his effectiveness as a manager and ultimately to the success of the firm.¡¨
In many cases, the feedback illustrated improved communication between Production and Engineering. It also indicates that improved processes are the result
„h Greene ¡V on the Beta recorder, we had success working with engineering and looking at detailed drawings.
„h Adams (Design) has a lot of interaction with production. ¡§Grey area between Engineering and Production. Very bad situation.¡¨ ¡§able to sit down with Green and purchasing to consult¡K.the bars are beginning to come down.¡¨
In other cases, the feedback illustrated how the organization of the company was impeding progress.
„h Schmidt (Sales Executives) ¡V Green is put in an impossible position of constantly accommodating changes in schedules and designs. Need better recognition of the responsibility of sales towards production.
Finlay Strives for Adequacy
Finlay is a Markhamite, valuing the warmth and friendliness that existed in the early Markham days. As evidenced by Figure 5, he also feels a strong need to be involved, to influence the day-to-day operations of the department.
Finlay takes the feedback from the extensive interview process and comes to the conclusion that the values of the Production department are the issue. Filters in his self-concept prohibit him from seeing the real issues with the interaction among departments.
„h Past experiences with Greene, such as him going against the family, and Greene publicly insulting him
„h Emergent behaviors in the production do not support his idea of the company values
The value changes, emerging from the Production division have disrupted his sense of stability. ¡§The more adequate a person judges himself, the more he will be able to turn a threat into a challenge to look for and accept new ways of seeing himself in the world.¡¨ In Finlay¡¦s case, the threat is intense enough for him to want to eliminate it altogether.
Finlay¡¦s assumption is that people should ¡§get along¡¨. His perception is that the difficulties, acknowledged as broader than one department, originate from the Production department. His feeling is that Ed Greene, as manager of that department, is the responsible for the difficulties.
He cannot assimilate these new values into his personality, nor is he willing to reorganize his values. His behavior, in an effort to maintain his adequacy as a leader, is to reject the source of the ¡§badness¡¨, Ed Greene, from the company.
Conclusions ¡V
1. Redefine roles and responsibilities particularly in the Engineering & Design areas. Meet with upper management to explain how the ambiguity in job definition is impacting communication and productivity.
„� Creation of a product engineering function to create product designs matched to production capabilities
„� Defining processes and required interactions including regular meetings between engineering and production
. Intradepartmental process mapping should be conducted. Mapping of interactions and information flows between Sales, Engineering and Production will lead to further clarification on roles and will identify areas where breakdown in communication occur.
. Implementation of a formal planning process where periodic and formal meetings between all department heads are conducted to understand
„� Market trends
„� Product release cycles
„� Sales forecasts
„� Inventory levels
„� Innovation and continuous improvement best practices
4. Enhance the company values from a focus on ¡§not rocking the apple cart¡¨ to a focus on
„� Working as a team
„� Respecting, trusting, helping one another
„� Open dialogue and feedback to help improve the company.
5. Reestablish more formal channels of interaction. Let all the managers manage their people without constant influence from others. That includes Roberts backing away from micromanaging the activities in Production.
6. Since Ed Greene is out the door, move Pat Mulcahy into the Superintendent role. He has shown the ability to work with the other departments and an understanding of the interrelationships between departments.
7. ¡§Groups cannot function effectively if cohesion is low or if relationships among group members become strained.¡¨ Top management must perform maintenance functions to rebuild damage relationships and to bring harmony back to the group. Regular team building exercises including team meetings would help.
Mind that the sample papers like Markham Instruments presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Friday, July 13, 2012
Family Values.
We are ready to represent the best custom paper writing assistance that can cope with any task like Family Values. even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like Family Values. in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
Throughout the history of mankind, family structure, values and norms were fairly well rmained. However, in todays society, due to lack of religion and morality amont other things, the family value system is rapidly falling. Our society must emphasize the good values of the traditional family. Poverty, crime, and declining school performance are three of the greatest concern that can be attributed to children being raised in untraditional families.
When parents divorce, instead of the income from two people, there is now only income from one and this often causes a once middle class family to become a lower class family. Also because of our nations poverty, billions of dollares are spent on welfare and other such programs for the poor people. In addition crime rate is both increasing rapidly and becoming more violent. Crimes can be attributed to the rise of non-traditional families. A need to have a father not only to enforce positive behavior, but to punish improper behavior. Also, a child needs a father as a role model, mothers are equally important to give loving care and provide support. Morever, untraditional or improper behavior disp;ayed by parents may have long lasting negative effects on children.
Dispite the fact that children attend school regularly, their decline in performance is on the rise. Though their attendance is required, they often learn nothing. Sometimes graduating high school students have difficulty to solve simple math problems. Also one of the biggest problems of reforming the school systems is the fact that the number of child coming from disrupted families is rising.
Another reason for the school performance is that coming from broken homes, these kids are worried and connot concentrate in school, because they may work to help support their family. Although the simple cure to these major concerns is to return family values into our society. Nevertheless, eliminating poverty would seem the most reasonable way to fight crime and improve school performance, for with an increased standard of living. Ignoring these very real problems will doom not only these children but also our society.
Mind that the sample papers like Family Values. presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Throughout the history of mankind, family structure, values and norms were fairly well rmained. However, in todays society, due to lack of religion and morality amont other things, the family value system is rapidly falling. Our society must emphasize the good values of the traditional family. Poverty, crime, and declining school performance are three of the greatest concern that can be attributed to children being raised in untraditional families.
When parents divorce, instead of the income from two people, there is now only income from one and this often causes a once middle class family to become a lower class family. Also because of our nations poverty, billions of dollares are spent on welfare and other such programs for the poor people. In addition crime rate is both increasing rapidly and becoming more violent. Crimes can be attributed to the rise of non-traditional families. A need to have a father not only to enforce positive behavior, but to punish improper behavior. Also, a child needs a father as a role model, mothers are equally important to give loving care and provide support. Morever, untraditional or improper behavior disp;ayed by parents may have long lasting negative effects on children.
Dispite the fact that children attend school regularly, their decline in performance is on the rise. Though their attendance is required, they often learn nothing. Sometimes graduating high school students have difficulty to solve simple math problems. Also one of the biggest problems of reforming the school systems is the fact that the number of child coming from disrupted families is rising.
Another reason for the school performance is that coming from broken homes, these kids are worried and connot concentrate in school, because they may work to help support their family. Although the simple cure to these major concerns is to return family values into our society. Nevertheless, eliminating poverty would seem the most reasonable way to fight crime and improve school performance, for with an increased standard of living. Ignoring these very real problems will doom not only these children but also our society.
Mind that the sample papers like Family Values. presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Comparision on ROmeo and Juliet with Summer of My German Soldier
We are ready to represent the best custom paper writing assistance that can cope with any task like Comparision on ROmeo and Juliet with Summer of My German Soldier even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like Comparision on ROmeo and Juliet with Summer of My German Soldier in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
Many authors have been inspired by William Shakespeare one way or another.
Sometimes they may not realize it, but a reader can identify comparisons immediately
while reading their novels. In Romeo and Juliet, one of Shakespeare’s greatest works,
and Summer of my German Soldier by Bette Green, there are some comparisons between
characters. These characters share similar ideas, thoughts, and feelings. Romeo and Juliet
has three main characters who help each other in time of need. These characters are Friar
Lawrence, Romeo, and Juliet. In Summer of my German Soldier, these charcters are
Ruth, Patty, and Anton.
Friar Lawrence was a guide and mentor towards Romeo and Juliet. He helped
them in every way he possibly could. He preformed their marriage and gave generally
good advice to them. Friar Lawrence tried to unite Rome and Juliet to bring them to
eternal happiness. Although he believed that this marriage was not such a good idea, he
married them anyway because he loves Romeo dearly. Both Romeo and Juliet turn to
Friar Lawrence every time they need guidance. They do not turn to their parents because
they do not have as much confidence in them as they do towards Friar Lawrence. They
turned to him for their final major problem, Juliets marriage to Paris. Friar Lawrence,
shocked and in a hurry, give a solution that will forever change the course of their love
and lives. He proposes that Juliet take a vile which will make her appear dead. The
turnout to this plan was not exactly what everyone planned. Romeo did not recieve the
letter explaining this plan, therefore killing himself seconds before Juliet awakes. Juliet
kills herself after realizes Romeo is dead. They both have unite, in there after life.
Ruth is the motherly figure towards Patty. She is there to listen, help, and give
advice to Patty.
Mind that the sample papers like Comparision on ROmeo and Juliet with Summer of My German Soldier presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Many authors have been inspired by William Shakespeare one way or another.
Sometimes they may not realize it, but a reader can identify comparisons immediately
while reading their novels. In Romeo and Juliet, one of Shakespeare’s greatest works,
and Summer of my German Soldier by Bette Green, there are some comparisons between
characters. These characters share similar ideas, thoughts, and feelings. Romeo and Juliet
has three main characters who help each other in time of need. These characters are Friar
Lawrence, Romeo, and Juliet. In Summer of my German Soldier, these charcters are
Ruth, Patty, and Anton.
Friar Lawrence was a guide and mentor towards Romeo and Juliet. He helped
them in every way he possibly could. He preformed their marriage and gave generally
good advice to them. Friar Lawrence tried to unite Rome and Juliet to bring them to
eternal happiness. Although he believed that this marriage was not such a good idea, he
married them anyway because he loves Romeo dearly. Both Romeo and Juliet turn to
Friar Lawrence every time they need guidance. They do not turn to their parents because
they do not have as much confidence in them as they do towards Friar Lawrence. They
turned to him for their final major problem, Juliets marriage to Paris. Friar Lawrence,
shocked and in a hurry, give a solution that will forever change the course of their love
and lives. He proposes that Juliet take a vile which will make her appear dead. The
turnout to this plan was not exactly what everyone planned. Romeo did not recieve the
letter explaining this plan, therefore killing himself seconds before Juliet awakes. Juliet
kills herself after realizes Romeo is dead. They both have unite, in there after life.
Ruth is the motherly figure towards Patty. She is there to listen, help, and give
advice to Patty.
Mind that the sample papers like Comparision on ROmeo and Juliet with Summer of My German Soldier presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Thursday, July 12, 2012
leadership
We are ready to represent the best custom paper writing assistance that can cope with any task like leadership even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like leadership in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
Mr. Clean Janitorial Service utilizes the leadership function of management in order to achieve company goals. The company uses the participative style of leadership throughout its management structure to create a productive work environment. The participative leadership style works best for Mr. Clean because it supports the company mission. The autocratic leadership style would not allow the interaction that is encouraged by the participative leadership style. The leadership style used in the company motivates, maintains, and ensures that company goals are with all employees. The application of leadership has allowed the company to flourish in its market. Ultimately, the leadership function is evident throughout the structure of the company and can be witnessed from the employee level to the owner level.
Mr. Clean uses the participative leadership style to foster an environment of inclusiveness in the management of the company. The participative leadership style allows managers to participate in the daily functions of employees. Simultaneously, the participative leadership style allows employees to take part in the management functions of the company. Associates interact with supervisors on a daily basis. All supervisors are aware of what duties and functions their team is responsible for and participate by ensuring that all associates have the necessary supplies to complete their jobs. The managers are aware of what buildings and jobs supervisors maintain. They participate with supervisors by ensuring that the supervisors and associates are paid as well as managing the financial accounts of the company. The owners participate with the managers by reviewing the performance of the company and providing direction toward setting goals for the company.
The participative leadership style is the best style for the company. The style fosters interaction between the different levels of the company allows good communication. Ideas and/or obstacles identified by associates will easily be transferred through the supervisor, manager, and owner levels. The result is an insight into making better decisions for the company. This advantage of communication allows associates to feel comfortable in the fact that any issues that they identify will be communicated to the proper channels to be addressed. This helps to reduce employee stress and encourage a good relationship between the levels.
In an autocratic leadership environment, the leader issues orders to workers informing them of how a task is to be done. Communication tends to be a one-way process from the leader to the workers. Workers are not involved in the decision making. This style is productive if managers are around, but could lapse once the manager is away. This style also does not provide a communications layout between the employees and the managers. In the Mr. Clean Janitorial Services model, the autocratic leadership style would not encourage performance or communications.
Motivation - Being a leader and motivating employees you must beware of employee’s individual differences and skills that they pose that will help to account for why people do what they do, and theories that can help leaders motivate employees.
Recruiting
Training
Equipping a diverse group of dedicated employees
Motivated professionals
In management being a leader you must be able to communicate effectively with the teams, convey customers concerns and monitor each project’s progress. Management must track the progress and quality of work.
Goals � “Expect Excellence”
Reliability of attendance
Quality
Service longevity
Affordably
For over 50 years janitorial services has been the trusted leader in janitorial services industry. They have earned the leadership by consistently exceeding customer’s expectations. They expect superior performance. Our janitorial service is so exceptional, that we guarantee it! The janitorial service leads the janitorial services in customer satisfaction. This reputation is due largely to our deep commitment to quality. Today, businesses all over depend on janitorial services for their building maintenance services.
Our leadership at Mr.Clean Janitorial Services offers theories and techniques that improve our organization.
Communication � Is our cornerstone of service excellence
Longevity of services
Working closely with the customers for quality
Reliable services rendered to them
Leader supervising their teams Owner/Shareholder, Manager Level, Supervisor(s)
Steps we used to show organization and leadership in our Mr.Clean Janitorial Services that will help to improve our company.
Overall our company Mr. Clean Janitorial Services has the leadership it
takes to get the job done. Our business involves creating vision for
others to follow, establishing corporate values and ethics, and
transforming the way the organization do business so that it is more
effective and efficient.
Mind that the sample papers like leadership presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Mr. Clean Janitorial Service utilizes the leadership function of management in order to achieve company goals. The company uses the participative style of leadership throughout its management structure to create a productive work environment. The participative leadership style works best for Mr. Clean because it supports the company mission. The autocratic leadership style would not allow the interaction that is encouraged by the participative leadership style. The leadership style used in the company motivates, maintains, and ensures that company goals are with all employees. The application of leadership has allowed the company to flourish in its market. Ultimately, the leadership function is evident throughout the structure of the company and can be witnessed from the employee level to the owner level.
Mr. Clean uses the participative leadership style to foster an environment of inclusiveness in the management of the company. The participative leadership style allows managers to participate in the daily functions of employees. Simultaneously, the participative leadership style allows employees to take part in the management functions of the company. Associates interact with supervisors on a daily basis. All supervisors are aware of what duties and functions their team is responsible for and participate by ensuring that all associates have the necessary supplies to complete their jobs. The managers are aware of what buildings and jobs supervisors maintain. They participate with supervisors by ensuring that the supervisors and associates are paid as well as managing the financial accounts of the company. The owners participate with the managers by reviewing the performance of the company and providing direction toward setting goals for the company.
The participative leadership style is the best style for the company. The style fosters interaction between the different levels of the company allows good communication. Ideas and/or obstacles identified by associates will easily be transferred through the supervisor, manager, and owner levels. The result is an insight into making better decisions for the company. This advantage of communication allows associates to feel comfortable in the fact that any issues that they identify will be communicated to the proper channels to be addressed. This helps to reduce employee stress and encourage a good relationship between the levels.
In an autocratic leadership environment, the leader issues orders to workers informing them of how a task is to be done. Communication tends to be a one-way process from the leader to the workers. Workers are not involved in the decision making. This style is productive if managers are around, but could lapse once the manager is away. This style also does not provide a communications layout between the employees and the managers. In the Mr. Clean Janitorial Services model, the autocratic leadership style would not encourage performance or communications.
Motivation - Being a leader and motivating employees you must beware of employee’s individual differences and skills that they pose that will help to account for why people do what they do, and theories that can help leaders motivate employees.
Recruiting
Training
Equipping a diverse group of dedicated employees
Motivated professionals
In management being a leader you must be able to communicate effectively with the teams, convey customers concerns and monitor each project’s progress. Management must track the progress and quality of work.
Goals � “Expect Excellence”
Reliability of attendance
Quality
Service longevity
Affordably
For over 50 years janitorial services has been the trusted leader in janitorial services industry. They have earned the leadership by consistently exceeding customer’s expectations. They expect superior performance. Our janitorial service is so exceptional, that we guarantee it! The janitorial service leads the janitorial services in customer satisfaction. This reputation is due largely to our deep commitment to quality. Today, businesses all over depend on janitorial services for their building maintenance services.
Our leadership at Mr.Clean Janitorial Services offers theories and techniques that improve our organization.
Communication � Is our cornerstone of service excellence
Longevity of services
Working closely with the customers for quality
Reliable services rendered to them
Leader supervising their teams Owner/Shareholder, Manager Level, Supervisor(s)
Steps we used to show organization and leadership in our Mr.Clean Janitorial Services that will help to improve our company.
Overall our company Mr. Clean Janitorial Services has the leadership it
takes to get the job done. Our business involves creating vision for
others to follow, establishing corporate values and ethics, and
transforming the way the organization do business so that it is more
effective and efficient.
Mind that the sample papers like leadership presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
knowledge management
We are ready to represent the best custom paper writing assistance that can cope with any task like knowledge management even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like knowledge management in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
Knowledge Management
The frame of knowledge
The literature of knowledge management goes back over three thousand years. In the Western world, it began with The Instructions of Amenemopet. Written around 1,000 BC, this book was a training manual for Egyptian civil servants and a guide to wise professional practice. Fragments of this document survive in the Bible. We can still read traces of Amenemopet’s advice to young managers in the Book of Proverbs (Aitken 168 ; Johnson 18 x; New Jerusalem Bible 64-5).
Johnson identifies the wisdom literature of the Bible as intensely practical. The Hebrew word for wisdom � chokmah � “means skillfulness in dealing with the job that is before us,” writes Johnson (18 viii), comparing it with the Greek word techne, “the rational application of principles aimed at making or doing something well.”
Many scholars contrast the wisdom embodied in techne to the wisdom embodied in sophia. The contrast is accurate in a linguistic sense. Browning (17 06) describes the writers of the wisdom literature as “intellectuals but not in the Greek tradition of speculative philosophers; Hebrew wisdom was exemplified in practical skills, knowledge about how to manage one’s life and about the purpose of life.”
Johnson erases this distinction. He asserts that the wisdom literature is perfect for anyone “who believes like the Greeks that ‘the unexamined life is not worth living.’” This person, he states, “is by nature a lover of wisdom a philosopher” (Johnson 18 viii).
This leads us to an issue that forms the core of knowledge management, the link between speculation and experience, theory and practice, thought and behavior. This link sustains the process of knowledge creation. The process is embedded in the two phases of a rich cycle. One phase is theorizing. Theorizing transforms tacit knowledge into explicit knowledge. The second phase is behavioral adaptation. Behavior transforms explicit knowledge into physical practice.
Nonaka and Takeuchi (15) emphasize the cycle of transformation from explicit knowledge to implicit knowledge and back again. This cycle is the basis of an integrated concept of knowledge richer and more effective than a concept of knowledge based solely on theory and rational planning.
Knowledge creation requires nourishment. Behavior, practice, and experience feed knowledge along with rational cognition and theory building. Different ways of thinking and different kinds of thought shape organizational knowledge. This interplay requires a cycle that anchors new learning in the behavioral web of situated knowledge. In turn, situated knowledge forms the background to new theory.
Practice and reflection, action and theorizing on the results of action unite in effective theory-in-use. Effective theory also considers the system within which we think and act. Consequently, “knowing what” and “knowing how” increasingly involve “knowing why.” The concept of knowledge management has therefore developed a broader and more philosophical frame than most management literature in recent decades.
The earliest wisdom writings emphasize the link between theory and application. If the worthy life requires examination, it is impossible to keep the wisdom of theory � thinking � and the wisdom of practice � doing � apart. Since the Greeks, however, some Western thinkers have proposed a division between thinking and doing, knowledge and action. For Plato, the world of thought is an ideal, immortal world. Plato contrasts the world of idea and archetype to the mortal, physical world in which we live. For Plato, the world of human existence is an inferior shadow of that other, superior reality. Despite his brilliance, Plato himself failed to think through the implied lessons of his teacher, Socrates.
In Plato’s Phaedo, Socrates says that, “the superlative thing to know the explanation of everything, why it comes to be, why it perishes, why it is.” Explanation makes empirical demands. Aristotle understood this, and he was a practitioner of empirical observation. Although limited by human imperfection and available technology, Aristotle was concerned with apprehending the mortal, physical world in an attempt to explain. Aristotle, as much an empirical biologist as a speculative philosopher (Morowitz 1 160-16), has been ill served by the work of scholastic philosophers who concentrated on his other work to the neglect of his research and writing on the life sciences. By the middle ages, Aristotle was the hostage of empty scholasticism. Ignorance of the central role that biology and philosophy of science held in Aristotle’s Academy continues to this day.
But something was missing, even in the Academy. Of the “three great conceptual approaches to science � observation, experimentation, and theory � experimentation was unknown to the classical Greek savants. They worked back and forth between observation and theory and therefore lacked the powerful weapon of falsification to prune wrong theories” (Morowitz 1 161-). Plato’s science stood on one leg, Aristotle’s on two. It was not until the great age of physics that Galileo, Newton and Bacon developed the concept of robust experiment that made scientific progress by stabilizing scientific method with its third leg.
No philosophical debate is ever settled swiftly. Some debates rage and smolder and rage again across the ages. The debates on theory and practice, idealism and realism, thinking and action are no exception. Even so, it seems fairly well resolved that learning precedes knowledge. To create knowledge, we must learn.
Individual learning and organizational learning
Although the process of learning and the nature of knowledge are not completely understood, there is wide agreement that knowledge creation requires experience. Kolb’s (184 8) definition of learning as “the process whereby knowledge is created through the transformation of experience” offers a useful perspective.
Any kind of experience may, in principle, be transformed into knowledge. Kolb emphasizes the relationship between experience and knowledge as a dynamic process of continuous reproduction and regeneration. It contradicts the static model of learning as acquiring knowledge external to and independent of the learner. Information and facts are external to and independent of the learner. Knowledge inheres in human beings and the specific form of knowledge is often contingent on the learning process.
Because knowledge is human, developing knowledge requires thinking and practice, mind and body both. Mindless recording will not transform experience into knowledge. Learning requires human agency, a concept synonymous with Heidegger’s concept of care, the human tendency for each person to care about his own existence (Heidegger 1 8). For Heidegger, both practical knowledge and theoretical knowledge express of human care in an intimate relationship between action and knowledge.
Human knowledge is not only the product of past experience, but the product of anticipating the future. Knowing things involves feedforward as well as feedback, anticipating how things may be used, manipulated or acted on in the future. As children, politicians and scientists all discover, anticipatory knowledge � prediction � is not always accurate. It is part of the knowledge cycle nonetheless.
Kolb’s definition of learning fits together with Heidegger’s concept of care to suggest a model of individual learning that shifts the focus of learning from the adaptation of external behavior to the internal process of knowledge creation. The model outlines the ways in which human beings monitor and control knowledge through three human capacities. These capacities are 1) the ability to act, ) the ability to apprehend action and the environment within which action takes place, ) critical comprehension.
Kolb (184 107) writes that, “Comprehension ... guides our choices of experience and directs our attention to those aspects of apprehended experience to be considered relevant. Comprehension is more than a secondary process of representing selected aspects of apprehended reality. The process of critical comprehension is capable of selecting and reshaping apprehended experience in ways that are more powerful and profound. The power of comprehension has led to the discovery of ever new ways of seeing the world, the very connection between mind and physical reality.” Critical comprehension is the pivotal force in learning.
Figure 1
Learning through critical comprehension
This process integrates experience into knowledge through cycles of action and feedback. Knowledge, in turn, supports the human capacity to understand present situations and shape future action. Experience is transformed into knowledge in several ways. One is reflection on the past. The other is the strategic judgment that human agents make as they design the future. These judgments link human beings to the environment by projecting future possibilities in a complex network of cause and effect. Things are understood through their perceived positions in these networks.
Generalized knowledge
The interaction between experience, anticipation, critical comprehension and knowledge is only part of the story. Situated knowledge also relies on generalized knowledge distinct from � and abstracted from � immediate situations and intentions.
Generalized knowledge guides perception and thus it guides action. It is common knowledge shared among groups of actors. Community among actors depends, in part, on shared common knowledge and the shared nature of general knowledge implies a social process. This social process plays a major role in knowledge creation. While individual actors also create generalized knowledge, every creator of new knowledge builds in part on what has come before. Even the greatest individual creators see farther because they stand, as Newton famously put it, “on the shoulders of giants.” Even individual knowledge creation is thus a social process.
Two more aspects of human agency drive knowledge creation, habit and tacit knowledge. Garfinkel’s (167) experiments demonstrate that a general store of knowledge is essential even to the most mundane activity. This general store of knowledge depends on many factors. These include habituation, tacit knowledge and the larger social stock of generalized knowledge, together with learning based on experience, anticipation, and critical comprehension.
One fascinating aspect of habitualization is the fact that it plays a role in many different theories of knowledge creation. Berger and Luckman (171 70-71) write that, “All human activity is subject to habitualization. Any action that is repeated frequently becomes cast into a pattern, which can then be reproduced with an economy of effort and which ipso facto, is apprehended by its performer as that pattern ... In terms of the meanings bestowed by man upon his activity, habitualization makes it unnecessary for each situation to be defined anew, step by step. A large variety of situations may be subsumed under its predefinitions.”
Habitualization need not prohibit critical comprehension. The two processes work together in dialectical relationship. They are distinct yet related dimensions of learning that depend intimately on each other. One form of habitualization results from repeated acts of critical comprehension that transform experience into knowledge. Critical comprehension depends on a generalized store of knowledge generated by habitualization. The knowledge spiral describes the relationships between these aspects of knowledge.
The knowledge management framework posits knowledge creation as a spiral moving through epistemological and ontological dimensions (Nonaka and Takeuchi 15 70-7). The epistemological dimension can be portrayed as a spectrum running from explicit knowledge to tacit knowledge. The ontological dimension describes levels of knowledge moving from individual knowledge through group knowledge, organizational knowledge and inter-organizational knowledge. Human beings shift knowledge from one frame to another. As they do so, they embrace knowledge, enlarging it, internalizing it, transmitting it, shifting it, recontextualizing and transforming it. Humans create new knowledge by acting on and working with knowledge. Knowledge creation requires social context and individual contribution.
Dimensions of learning
Intentional human action is sometimes treated as the only influence on social process. While we know that that is not so, the theories-in-use that shape our behavior often rely on purposeful, rational action to the exclusion of other forces.
The world of rational intention described by Weber’s bureaucracy (16), Fayol’s hierarchy (14), or Taylor’s scientific management (147) doesn’t mirror the rich, developmental quality of human enterprise. These models fail to account for knowledge creation. Despite the acknowledged need for innovation and engagement, we often rely on purely rational, models of organizational development. Rational, technocratic models of organization that neglect the existential role of care and agency in human behavior make knowledge creation difficult. In mistakenly rationalizing emotional factors out of human behavior, bureaucracy tends to kill the innovation and resourcefulness on which human enterprise depends. Evolution has not designed human beings to work as the cogs of a grand machine. The Modern Times visualized in Chaplin’s classic film suggest the emotional tone of a world void of human agency and the existential caring on which knowledge creation depends. The endpoint of technocratic, scientific management is the gray, bureaucratic world of Whyte’s (156) Organization Man.
A robust understanding of knowledge and knowledge creation embraces many issues. In addition to generative innovation, purposeful design and conscious adaptation, knowledge creation demands response to environmental change. Behavioral adaptation and the evolutionary feedback of complex adaptive systems is a central force in social process. Evolution, and therefore chance, play powerful roles in learning and innovation. Evolutionary chance involves the element of response to random influence comparable to genetic change in the process of random selection. Biological mutations occur at random under the influence of limited entropy when radiation or other environmental influences affect genetic structure. Shannon and Weaver’s information theory would describe this as a disturbance in the signal for the genetic code. While this is always a form of signal degeneration, however, some genetic deformations create viable new options for survival and growth. When a new genetic development finds an appropriate ecological niche, it survives to become an evolutionary development. Knowledge often works this way. So do many complex adaptive systems.
The process has parallels in human culture and society. New signals change social context, paradigms and world-views. These signals may be purposeful, or they may begin in an unplanned way. They may be the result of signal interference to messages in transmission. They may result from sudden insight. There are many possibilities. When change and chance are embodied in new form, they cease to be random and become evolutionary. Chance is closely allied to experimentation. Feedback from purposeful change, experiment, and chance all contribute to a dialectical progression that spirals upward from tacit knowledge to explicit and back again, crossing levels of learning as the spiral grows. This process closely parallels the growth of scientific knowledge.
Before examining the process of social learning in greater depth, we will develop a model of learning that accounts for both critical comprehension and habitualization as aspects of learning. In doing so, we are aware that habitualization is not always seen as a learning process. This perspective violates the notion of learning as conscious effort by the learner, particularly in models that see learning as the acquisition of external knowledge. Rather than being framed as part of the knowledge creation process, habit is often associated with stagnation and the absence of learning. This can certainly be the case, but it is also clear that comprehending things anew at each encounter is impossible. Habit is as important to human understanding as critical comprehension. The teachers of skills in activities from sports and music to mathematics and surgery are aware of this. The essential learning issue in habit is selecting, developing and rooting habits that serve us. This, too, is why examining patterns and habits is one aspect of learning.
Several models of learning involve the twinned process of building new frames of habit while examining current patterns of behavior and belief. These include Schön’s (18) concept of reflective practice, Argyris’s (177) concept of double-loop learning, and what Senge (10) terms generative learning. As we learn to do things and know things, we also reflect on the frame of knowledge itself. Systematic knowledge of what we know must incorporate knowledge of how we know and embrace the value-laden considerations of why we know and why we act.
Incorporating habitualization into a model of individual learning offers a richer perspective than earlier models. (Figure ) While this model fails to distinguish between the modes of explicit knowledge and tacit knowledge respectively associated with special and general knowledge, it is a useful simplification.
Figure
Individual learning
The model represents the interaction between two dimensions of two aspects of learning. First, it represents the processual and ephemeral dimension of time in contrast to the enduring dimension of time. Second, it represents the special and situated dimension of knowledge in contrast to the general dimension of knowledge. We will next discuss a third aspect of learning, existence in space. This aspect of learning distinguishes between the individual and social dimensions of learning.
Individual learning and social formation
Systems theory explains action as a function of social structure. Mainstream theories of organizational learning locate individual learning within organizational entities. In contrast, we view individual learning as one of the processes that transform collective interaction and mutual experience into an aligned and interconnected collective fabric. This social fabric exists over and above the individual. It is an enduring fabric that may be described in terms of Giddens’s (17) concepts of system and structure.
Giddens’s concepts of system and structure correspond to the situated and generalized dimensions of individual knowledge. Giddens (17 66) defines social systems as “reproduced relations between actors or collectivities.” These are sustained patterns of relationships created by actors with mutual, situated knowledge about each other and their environment. These patterns are produced and reproduced through processes of social positioning (Giddens 184 8-). Individuals align themselves through this process and negotiate critically comprehended experience into networks of mutually acknowledged relations. These relations enmesh individuals in integrated networks of opportunity and obligation. Being mutually acknowledged, they assume a supraindividual quality. In other words, no individual is fully able to define his or her own position within the system.
Giddens categorizes social structure as rules and resources representing generalized knowledge shared among individuals. The social system defines an idiosyncratic social position for each individual. The social structure represents shared stores of knowledge that permit mutually understood, regularized conduct among individuals. Like generalized knowledge, social structure is implicit in social practice. It is generated through social routinization and regionalization in time and space. First, it denotes the creation of socially aligned individual practices. Second, it demarcates their confinement to specific sectors of time and space (Giddens 184 60-64; Giddens 184 chapter ). The social processes of groups resemble the individual processes that are their counterparts. Routinization and regionalization result from repeated processes of systemic positioning. At the same time social positioning requires the mutual understanding implicit in routinized and regionalized social practices.
We may summarize these concepts by locating them within the dimensions of three aspects of learning. These are (1) the ephemeral versus the enduring dimensions of existence in time, () the situated versus the generalized dimensions of knowledge which conform to Giddens’s distinction between the syntagmatic and the paradigmatic and () existence in space, the distinction between the individual and collective dimensions of learning. (Figure )
ephemeral/processual enduring
paradigmatic syntagmatic paradigmatic syntagmatic
collective routinization & regionalization social positioning social structure social system
individual habitualization critical comprehension generalized knowledge situated knowledge
Figure
Three aspects of learning
In much the same way that individual action and experience are grounded in the specific capacities of human body and mind, social interaction and mutual experience are grounded in integration. Giddens defines integration as “reciprocity of practices between actors” in “circumstances of co-presence” (social integration) or “across extended time-space, outside conditions of co-presence” (system integration) (184 76-77).
Unlike the human mind and body, this reciprocity has no organic quality. First, it rests on physical co-presence, possibly mediated. Second, it requires the existence of mutual understandings implicit in a social structure. Third, it demands the network of active social relations that exist in social systems. These three factors configure individual action and experience into mutual interaction and experience. They lead to the alignment and negotiation of individual strategic judgment and practices into collective processes of social positioning, social routinization and social regionalization.
This suggests the comprehensive model (Figure 4) on which we build to develop a concept of organizational learning.
Figure 4
The relationship between individual and social knowledge
From information to knowledge
Daniel Bell’s 167 book on post-industrial society developed two main themes. First, he argued that that the character of knowledge was undergoing significant transformation. Second, he believed that a professional knowledge elite was emerging to manage the new knowledge. Moving from an era of empirical knowledge and practical expertise to an era of theoretical knowledge and technical expertise means that industrial output depends on knowledge-based solutions to an increasingly greater degree. At the same time, we are moving from definitive production concepts to sensitizing production concepts. Developing and using these concepts requires what Bell labeled the professional knowledge elite.
This transformation might itself be described as a knowledge-based process
Figure 5
The knowledge-based company
This pattern describes a process leading from intellectualized work to competence embodied in social change. In the 10s, we are seeing the first major wave of a social transformation that will change our perception of how people work. These will eventually change the way that work is organized.
This can be illustrated as a transformation from knowing what to knowing how. This transformation finally leads to the process-oriented change in organizational learning described in Senge’s Fifth Discipline and Zuboff’s In the Age of the Smart Machine. We can visualize the transformation this way
Figure 6
The dynamic use of technology as a learning tool
Learning and Knowledge
This reorganization is part of a trend that moves from an emphasis on transforming material resources to an emphasis on transforming intellectual resources (Ginman 187). This is not entirely new. To the contrary, the first great classic of economics emphasized the application of intellect to human resources as an essential factor in material production. Adam Smith’s (186 10-117) famous example of the pin factory emphasizes the power of intellect applied to structuring the flow of labor. Smith’s era and the era of industrial revolution that followed placed his concerns in a resolutely material context. In today’s perspective, however, it is possible to see in Smith’s work some of the arguments that emerge again in the discussion of structural capital.
If knowledge management is a relatively new framework, it has been emerging for several decades. W. Edwards Deming’s (186; 1) work in Japanese industry after World War reflect an early version of principles now seen in the literature of knowledge management and organizational learning. Deming (1 6) called for a profound knowledge comprised of “four parts, all related to each other appreciation for a system; knowledge about variation; theory of knowledge; psychology” (Deming 1 6). The concept of profound knowledge establishes a toolbox for broad understanding linked to predictable results.
Nearly ,000 years separate Amenemopet’s writings and Deming’s work. Five decades separate Deming’s great breakthrough in reorganizing industrial work to the reorganization of work in the post-industrial, knowledge economy. At the Norwegian School of Management Department of Knowledge Management, we are as concerned about the long waves of human development and social change as we are convinced of the need for rapid innovation and swift response to the fluctuating currents of change. Both needs are reflected in the dialectical knowledge spiral that links action to thought and practice to reflection. Theory and behavior both form the substance of good management practice, a fact as true in Amenemopet’s time as in our own.
A mere millenium after Amenemopet launched the tradition of wisdom literature, the gospelist John reflected on the relationship between thought and action. His prologue (John 11) reminds us that “in the beginning was the Word.” The word was identified with sophia, wisdom (Proverbs 8; Wisdom 7). The word, the idea � knowledge � came before creation, that ultimate act of feedforward. But creativity, generative innovation demands more than idea alone. It requires action, and only in the act of creation did the word find meaning. For the gospelist, it is only when the word becomes flesh (john 114) through human action that existential care is born.
We cite the Bible not to persuade but to link a rich stream of contemporary management thought to the long lines of human care. Every person must reach his or her own conclusion on the nature of divine wisdom. Human wisdom, whatever form it takes, requires existential care.
Knowledge management and organizational learning clearly involve the search for technical excellence and productivity. But the difference between the knowledge management perspective and technocratic perspectives involves the question of existential care. Caring as instrumental behavior does not give rise to organizational learning in the best sense. True learning begins with caring as agency.
The authors represented here reflect on many different aspects of knowledge, information and agency. Each has his or her own perspective. In introducing the Norwegian School of Management Research Annual, we wanted to raise a broad series of philosophical questions. We also want to share with you an important idea. Work is one of the most important arenas of human activity. We spend nearly half our waking hours at work or involved in work. Work is a source of human identity and human action, individual pride and livelihood. Work is far too important a part of human experience to be considered only in the light of social technology. It is an arena for wisdom. Life must be examined to be worth living, and this examination must also frame our working life. In examining work through the perspective of knowledge management, we frame questions and issues on a grand and important forum of human experience.
References
Aitken, Kenneth T. 168. Proverbs. Philadelphia The Westminster Press.
Argyris, Chris. 177. “Double-loop learning in Organizations.” Harvard Business Review, 55, 5 115-15.
Argyris, Chris and Donald A. Schön. 174. Theory in practice increasing professional effectiveness. San Francisco Jossey-Bass.
Bell, Daniel. 176. The coming of post-industrial society. Harmondsworth Penguin.
Berger, Peter and Thomas Luckman. 171 The social construction of reality a treatise in the sociology of knowledge. Harmondsworth Penguin.
Deming, W. Edwards. 186. Out of the crisis quality, productivity and competitive position. Cambridge Cambridge University Press.
Deming, W. Edwards. 1. The new economics for industry, government, education. Cambridge, Massachusetts Massachusetts Institute of Technology, Center for Advanced Engineering Study.
Fayol, Henri. 14. General and industrial management. London Pitman.
Garfinkel, Harold. 167. Studies in ethnomethodology. Englewood Cliffs, N.J. Prentice-Hall.
Giddens, Anthony. 17. Central problems in social theory action, structure and contradiction in social analysis. London Macmillan.
Giddens, Anthony. 184. The constitution of society. Cambridge Polity Press.
Ginman, M. 187. De intellektuella resurstranformationerna . Åbo Åbo akademis förlag.
Heidegger, Martin. 1. Being and time. Oxford Blackwell.
Johnson, Charles. 18. Proverbs an introduction. Edinburgh Canongate.
Kolb, David A. 184. Experiential learning experience as the source of learning and development. Englewood Cliffs, N.J. Prentice Hall.
Morowitz, Harold J. 1. Entropy and the magic flute. New York Oxford University Press.
The New Jerusalem Bible. 10. New York Doubleday.
Nonaka, Ikujiro and Hirotaka Takeuchi. 15. The knowledge-creating company how Japanese companies create the dynamics of innovation. New York Oxford University Press.
Olaisen, Johan. 16. “Information, cognitive authority and organizational learning.” In Information science from the development of the discipline to social interaction. Johan Olaisen, Erland Munch-Pedersen and Patrick Wilson, editors. Oslo Scandinavian University Press.
Schön, Donald A. 18. The reflective practitioner how professionals think in action. New York Basic Books.
Schön, Donald A. 187. Educating the reflective practitioner. San Francisco Jossey-Bass.
Senge, Peter M. 10. The fifth discipline the art and practice of the learning organization. New York Doubleday.
Smith, Adam. 186 (1776). The wealth of nations. Harmondsworth Penguin.
Taylor, Frederick W. 147. Scientific Management. New York Harper.
Weber, Max. 16. The Theory of Social and Economic Orgnization. New York The Free Press.
Whyte, William H., Jr. 156. The Organmiztion Man. New York Doubleday.
Zuboff, Shoshana. 188. In the age of the smart machine. New York Basic Books.
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Knowledge Management
The frame of knowledge
The literature of knowledge management goes back over three thousand years. In the Western world, it began with The Instructions of Amenemopet. Written around 1,000 BC, this book was a training manual for Egyptian civil servants and a guide to wise professional practice. Fragments of this document survive in the Bible. We can still read traces of Amenemopet’s advice to young managers in the Book of Proverbs (Aitken 168 ; Johnson 18 x; New Jerusalem Bible 64-5).
Johnson identifies the wisdom literature of the Bible as intensely practical. The Hebrew word for wisdom � chokmah � “means skillfulness in dealing with the job that is before us,” writes Johnson (18 viii), comparing it with the Greek word techne, “the rational application of principles aimed at making or doing something well.”
Many scholars contrast the wisdom embodied in techne to the wisdom embodied in sophia. The contrast is accurate in a linguistic sense. Browning (17 06) describes the writers of the wisdom literature as “intellectuals but not in the Greek tradition of speculative philosophers; Hebrew wisdom was exemplified in practical skills, knowledge about how to manage one’s life and about the purpose of life.”
Johnson erases this distinction. He asserts that the wisdom literature is perfect for anyone “who believes like the Greeks that ‘the unexamined life is not worth living.’” This person, he states, “is by nature a lover of wisdom a philosopher” (Johnson 18 viii).
This leads us to an issue that forms the core of knowledge management, the link between speculation and experience, theory and practice, thought and behavior. This link sustains the process of knowledge creation. The process is embedded in the two phases of a rich cycle. One phase is theorizing. Theorizing transforms tacit knowledge into explicit knowledge. The second phase is behavioral adaptation. Behavior transforms explicit knowledge into physical practice.
Nonaka and Takeuchi (15) emphasize the cycle of transformation from explicit knowledge to implicit knowledge and back again. This cycle is the basis of an integrated concept of knowledge richer and more effective than a concept of knowledge based solely on theory and rational planning.
Knowledge creation requires nourishment. Behavior, practice, and experience feed knowledge along with rational cognition and theory building. Different ways of thinking and different kinds of thought shape organizational knowledge. This interplay requires a cycle that anchors new learning in the behavioral web of situated knowledge. In turn, situated knowledge forms the background to new theory.
Practice and reflection, action and theorizing on the results of action unite in effective theory-in-use. Effective theory also considers the system within which we think and act. Consequently, “knowing what” and “knowing how” increasingly involve “knowing why.” The concept of knowledge management has therefore developed a broader and more philosophical frame than most management literature in recent decades.
The earliest wisdom writings emphasize the link between theory and application. If the worthy life requires examination, it is impossible to keep the wisdom of theory � thinking � and the wisdom of practice � doing � apart. Since the Greeks, however, some Western thinkers have proposed a division between thinking and doing, knowledge and action. For Plato, the world of thought is an ideal, immortal world. Plato contrasts the world of idea and archetype to the mortal, physical world in which we live. For Plato, the world of human existence is an inferior shadow of that other, superior reality. Despite his brilliance, Plato himself failed to think through the implied lessons of his teacher, Socrates.
In Plato’s Phaedo, Socrates says that, “the superlative thing to know the explanation of everything, why it comes to be, why it perishes, why it is.” Explanation makes empirical demands. Aristotle understood this, and he was a practitioner of empirical observation. Although limited by human imperfection and available technology, Aristotle was concerned with apprehending the mortal, physical world in an attempt to explain. Aristotle, as much an empirical biologist as a speculative philosopher (Morowitz 1 160-16), has been ill served by the work of scholastic philosophers who concentrated on his other work to the neglect of his research and writing on the life sciences. By the middle ages, Aristotle was the hostage of empty scholasticism. Ignorance of the central role that biology and philosophy of science held in Aristotle’s Academy continues to this day.
But something was missing, even in the Academy. Of the “three great conceptual approaches to science � observation, experimentation, and theory � experimentation was unknown to the classical Greek savants. They worked back and forth between observation and theory and therefore lacked the powerful weapon of falsification to prune wrong theories” (Morowitz 1 161-). Plato’s science stood on one leg, Aristotle’s on two. It was not until the great age of physics that Galileo, Newton and Bacon developed the concept of robust experiment that made scientific progress by stabilizing scientific method with its third leg.
No philosophical debate is ever settled swiftly. Some debates rage and smolder and rage again across the ages. The debates on theory and practice, idealism and realism, thinking and action are no exception. Even so, it seems fairly well resolved that learning precedes knowledge. To create knowledge, we must learn.
Individual learning and organizational learning
Although the process of learning and the nature of knowledge are not completely understood, there is wide agreement that knowledge creation requires experience. Kolb’s (184 8) definition of learning as “the process whereby knowledge is created through the transformation of experience” offers a useful perspective.
Any kind of experience may, in principle, be transformed into knowledge. Kolb emphasizes the relationship between experience and knowledge as a dynamic process of continuous reproduction and regeneration. It contradicts the static model of learning as acquiring knowledge external to and independent of the learner. Information and facts are external to and independent of the learner. Knowledge inheres in human beings and the specific form of knowledge is often contingent on the learning process.
Because knowledge is human, developing knowledge requires thinking and practice, mind and body both. Mindless recording will not transform experience into knowledge. Learning requires human agency, a concept synonymous with Heidegger’s concept of care, the human tendency for each person to care about his own existence (Heidegger 1 8). For Heidegger, both practical knowledge and theoretical knowledge express of human care in an intimate relationship between action and knowledge.
Human knowledge is not only the product of past experience, but the product of anticipating the future. Knowing things involves feedforward as well as feedback, anticipating how things may be used, manipulated or acted on in the future. As children, politicians and scientists all discover, anticipatory knowledge � prediction � is not always accurate. It is part of the knowledge cycle nonetheless.
Kolb’s definition of learning fits together with Heidegger’s concept of care to suggest a model of individual learning that shifts the focus of learning from the adaptation of external behavior to the internal process of knowledge creation. The model outlines the ways in which human beings monitor and control knowledge through three human capacities. These capacities are 1) the ability to act, ) the ability to apprehend action and the environment within which action takes place, ) critical comprehension.
Kolb (184 107) writes that, “Comprehension ... guides our choices of experience and directs our attention to those aspects of apprehended experience to be considered relevant. Comprehension is more than a secondary process of representing selected aspects of apprehended reality. The process of critical comprehension is capable of selecting and reshaping apprehended experience in ways that are more powerful and profound. The power of comprehension has led to the discovery of ever new ways of seeing the world, the very connection between mind and physical reality.” Critical comprehension is the pivotal force in learning.
Figure 1
Learning through critical comprehension
This process integrates experience into knowledge through cycles of action and feedback. Knowledge, in turn, supports the human capacity to understand present situations and shape future action. Experience is transformed into knowledge in several ways. One is reflection on the past. The other is the strategic judgment that human agents make as they design the future. These judgments link human beings to the environment by projecting future possibilities in a complex network of cause and effect. Things are understood through their perceived positions in these networks.
Generalized knowledge
The interaction between experience, anticipation, critical comprehension and knowledge is only part of the story. Situated knowledge also relies on generalized knowledge distinct from � and abstracted from � immediate situations and intentions.
Generalized knowledge guides perception and thus it guides action. It is common knowledge shared among groups of actors. Community among actors depends, in part, on shared common knowledge and the shared nature of general knowledge implies a social process. This social process plays a major role in knowledge creation. While individual actors also create generalized knowledge, every creator of new knowledge builds in part on what has come before. Even the greatest individual creators see farther because they stand, as Newton famously put it, “on the shoulders of giants.” Even individual knowledge creation is thus a social process.
Two more aspects of human agency drive knowledge creation, habit and tacit knowledge. Garfinkel’s (167) experiments demonstrate that a general store of knowledge is essential even to the most mundane activity. This general store of knowledge depends on many factors. These include habituation, tacit knowledge and the larger social stock of generalized knowledge, together with learning based on experience, anticipation, and critical comprehension.
One fascinating aspect of habitualization is the fact that it plays a role in many different theories of knowledge creation. Berger and Luckman (171 70-71) write that, “All human activity is subject to habitualization. Any action that is repeated frequently becomes cast into a pattern, which can then be reproduced with an economy of effort and which ipso facto, is apprehended by its performer as that pattern ... In terms of the meanings bestowed by man upon his activity, habitualization makes it unnecessary for each situation to be defined anew, step by step. A large variety of situations may be subsumed under its predefinitions.”
Habitualization need not prohibit critical comprehension. The two processes work together in dialectical relationship. They are distinct yet related dimensions of learning that depend intimately on each other. One form of habitualization results from repeated acts of critical comprehension that transform experience into knowledge. Critical comprehension depends on a generalized store of knowledge generated by habitualization. The knowledge spiral describes the relationships between these aspects of knowledge.
The knowledge management framework posits knowledge creation as a spiral moving through epistemological and ontological dimensions (Nonaka and Takeuchi 15 70-7). The epistemological dimension can be portrayed as a spectrum running from explicit knowledge to tacit knowledge. The ontological dimension describes levels of knowledge moving from individual knowledge through group knowledge, organizational knowledge and inter-organizational knowledge. Human beings shift knowledge from one frame to another. As they do so, they embrace knowledge, enlarging it, internalizing it, transmitting it, shifting it, recontextualizing and transforming it. Humans create new knowledge by acting on and working with knowledge. Knowledge creation requires social context and individual contribution.
Dimensions of learning
Intentional human action is sometimes treated as the only influence on social process. While we know that that is not so, the theories-in-use that shape our behavior often rely on purposeful, rational action to the exclusion of other forces.
The world of rational intention described by Weber’s bureaucracy (16), Fayol’s hierarchy (14), or Taylor’s scientific management (147) doesn’t mirror the rich, developmental quality of human enterprise. These models fail to account for knowledge creation. Despite the acknowledged need for innovation and engagement, we often rely on purely rational, models of organizational development. Rational, technocratic models of organization that neglect the existential role of care and agency in human behavior make knowledge creation difficult. In mistakenly rationalizing emotional factors out of human behavior, bureaucracy tends to kill the innovation and resourcefulness on which human enterprise depends. Evolution has not designed human beings to work as the cogs of a grand machine. The Modern Times visualized in Chaplin’s classic film suggest the emotional tone of a world void of human agency and the existential caring on which knowledge creation depends. The endpoint of technocratic, scientific management is the gray, bureaucratic world of Whyte’s (156) Organization Man.
A robust understanding of knowledge and knowledge creation embraces many issues. In addition to generative innovation, purposeful design and conscious adaptation, knowledge creation demands response to environmental change. Behavioral adaptation and the evolutionary feedback of complex adaptive systems is a central force in social process. Evolution, and therefore chance, play powerful roles in learning and innovation. Evolutionary chance involves the element of response to random influence comparable to genetic change in the process of random selection. Biological mutations occur at random under the influence of limited entropy when radiation or other environmental influences affect genetic structure. Shannon and Weaver’s information theory would describe this as a disturbance in the signal for the genetic code. While this is always a form of signal degeneration, however, some genetic deformations create viable new options for survival and growth. When a new genetic development finds an appropriate ecological niche, it survives to become an evolutionary development. Knowledge often works this way. So do many complex adaptive systems.
The process has parallels in human culture and society. New signals change social context, paradigms and world-views. These signals may be purposeful, or they may begin in an unplanned way. They may be the result of signal interference to messages in transmission. They may result from sudden insight. There are many possibilities. When change and chance are embodied in new form, they cease to be random and become evolutionary. Chance is closely allied to experimentation. Feedback from purposeful change, experiment, and chance all contribute to a dialectical progression that spirals upward from tacit knowledge to explicit and back again, crossing levels of learning as the spiral grows. This process closely parallels the growth of scientific knowledge.
Before examining the process of social learning in greater depth, we will develop a model of learning that accounts for both critical comprehension and habitualization as aspects of learning. In doing so, we are aware that habitualization is not always seen as a learning process. This perspective violates the notion of learning as conscious effort by the learner, particularly in models that see learning as the acquisition of external knowledge. Rather than being framed as part of the knowledge creation process, habit is often associated with stagnation and the absence of learning. This can certainly be the case, but it is also clear that comprehending things anew at each encounter is impossible. Habit is as important to human understanding as critical comprehension. The teachers of skills in activities from sports and music to mathematics and surgery are aware of this. The essential learning issue in habit is selecting, developing and rooting habits that serve us. This, too, is why examining patterns and habits is one aspect of learning.
Several models of learning involve the twinned process of building new frames of habit while examining current patterns of behavior and belief. These include Schön’s (18) concept of reflective practice, Argyris’s (177) concept of double-loop learning, and what Senge (10) terms generative learning. As we learn to do things and know things, we also reflect on the frame of knowledge itself. Systematic knowledge of what we know must incorporate knowledge of how we know and embrace the value-laden considerations of why we know and why we act.
Incorporating habitualization into a model of individual learning offers a richer perspective than earlier models. (Figure ) While this model fails to distinguish between the modes of explicit knowledge and tacit knowledge respectively associated with special and general knowledge, it is a useful simplification.
Figure
Individual learning
The model represents the interaction between two dimensions of two aspects of learning. First, it represents the processual and ephemeral dimension of time in contrast to the enduring dimension of time. Second, it represents the special and situated dimension of knowledge in contrast to the general dimension of knowledge. We will next discuss a third aspect of learning, existence in space. This aspect of learning distinguishes between the individual and social dimensions of learning.
Individual learning and social formation
Systems theory explains action as a function of social structure. Mainstream theories of organizational learning locate individual learning within organizational entities. In contrast, we view individual learning as one of the processes that transform collective interaction and mutual experience into an aligned and interconnected collective fabric. This social fabric exists over and above the individual. It is an enduring fabric that may be described in terms of Giddens’s (17) concepts of system and structure.
Giddens’s concepts of system and structure correspond to the situated and generalized dimensions of individual knowledge. Giddens (17 66) defines social systems as “reproduced relations between actors or collectivities.” These are sustained patterns of relationships created by actors with mutual, situated knowledge about each other and their environment. These patterns are produced and reproduced through processes of social positioning (Giddens 184 8-). Individuals align themselves through this process and negotiate critically comprehended experience into networks of mutually acknowledged relations. These relations enmesh individuals in integrated networks of opportunity and obligation. Being mutually acknowledged, they assume a supraindividual quality. In other words, no individual is fully able to define his or her own position within the system.
Giddens categorizes social structure as rules and resources representing generalized knowledge shared among individuals. The social system defines an idiosyncratic social position for each individual. The social structure represents shared stores of knowledge that permit mutually understood, regularized conduct among individuals. Like generalized knowledge, social structure is implicit in social practice. It is generated through social routinization and regionalization in time and space. First, it denotes the creation of socially aligned individual practices. Second, it demarcates their confinement to specific sectors of time and space (Giddens 184 60-64; Giddens 184 chapter ). The social processes of groups resemble the individual processes that are their counterparts. Routinization and regionalization result from repeated processes of systemic positioning. At the same time social positioning requires the mutual understanding implicit in routinized and regionalized social practices.
We may summarize these concepts by locating them within the dimensions of three aspects of learning. These are (1) the ephemeral versus the enduring dimensions of existence in time, () the situated versus the generalized dimensions of knowledge which conform to Giddens’s distinction between the syntagmatic and the paradigmatic and () existence in space, the distinction between the individual and collective dimensions of learning. (Figure )
ephemeral/processual enduring
paradigmatic syntagmatic paradigmatic syntagmatic
collective routinization & regionalization social positioning social structure social system
individual habitualization critical comprehension generalized knowledge situated knowledge
Figure
Three aspects of learning
In much the same way that individual action and experience are grounded in the specific capacities of human body and mind, social interaction and mutual experience are grounded in integration. Giddens defines integration as “reciprocity of practices between actors” in “circumstances of co-presence” (social integration) or “across extended time-space, outside conditions of co-presence” (system integration) (184 76-77).
Unlike the human mind and body, this reciprocity has no organic quality. First, it rests on physical co-presence, possibly mediated. Second, it requires the existence of mutual understandings implicit in a social structure. Third, it demands the network of active social relations that exist in social systems. These three factors configure individual action and experience into mutual interaction and experience. They lead to the alignment and negotiation of individual strategic judgment and practices into collective processes of social positioning, social routinization and social regionalization.
This suggests the comprehensive model (Figure 4) on which we build to develop a concept of organizational learning.
Figure 4
The relationship between individual and social knowledge
From information to knowledge
Daniel Bell’s 167 book on post-industrial society developed two main themes. First, he argued that that the character of knowledge was undergoing significant transformation. Second, he believed that a professional knowledge elite was emerging to manage the new knowledge. Moving from an era of empirical knowledge and practical expertise to an era of theoretical knowledge and technical expertise means that industrial output depends on knowledge-based solutions to an increasingly greater degree. At the same time, we are moving from definitive production concepts to sensitizing production concepts. Developing and using these concepts requires what Bell labeled the professional knowledge elite.
This transformation might itself be described as a knowledge-based process
Figure 5
The knowledge-based company
This pattern describes a process leading from intellectualized work to competence embodied in social change. In the 10s, we are seeing the first major wave of a social transformation that will change our perception of how people work. These will eventually change the way that work is organized.
This can be illustrated as a transformation from knowing what to knowing how. This transformation finally leads to the process-oriented change in organizational learning described in Senge’s Fifth Discipline and Zuboff’s In the Age of the Smart Machine. We can visualize the transformation this way
Figure 6
The dynamic use of technology as a learning tool
Learning and Knowledge
This reorganization is part of a trend that moves from an emphasis on transforming material resources to an emphasis on transforming intellectual resources (Ginman 187). This is not entirely new. To the contrary, the first great classic of economics emphasized the application of intellect to human resources as an essential factor in material production. Adam Smith’s (186 10-117) famous example of the pin factory emphasizes the power of intellect applied to structuring the flow of labor. Smith’s era and the era of industrial revolution that followed placed his concerns in a resolutely material context. In today’s perspective, however, it is possible to see in Smith’s work some of the arguments that emerge again in the discussion of structural capital.
If knowledge management is a relatively new framework, it has been emerging for several decades. W. Edwards Deming’s (186; 1) work in Japanese industry after World War reflect an early version of principles now seen in the literature of knowledge management and organizational learning. Deming (1 6) called for a profound knowledge comprised of “four parts, all related to each other appreciation for a system; knowledge about variation; theory of knowledge; psychology” (Deming 1 6). The concept of profound knowledge establishes a toolbox for broad understanding linked to predictable results.
Nearly ,000 years separate Amenemopet’s writings and Deming’s work. Five decades separate Deming’s great breakthrough in reorganizing industrial work to the reorganization of work in the post-industrial, knowledge economy. At the Norwegian School of Management Department of Knowledge Management, we are as concerned about the long waves of human development and social change as we are convinced of the need for rapid innovation and swift response to the fluctuating currents of change. Both needs are reflected in the dialectical knowledge spiral that links action to thought and practice to reflection. Theory and behavior both form the substance of good management practice, a fact as true in Amenemopet’s time as in our own.
A mere millenium after Amenemopet launched the tradition of wisdom literature, the gospelist John reflected on the relationship between thought and action. His prologue (John 11) reminds us that “in the beginning was the Word.” The word was identified with sophia, wisdom (Proverbs 8; Wisdom 7). The word, the idea � knowledge � came before creation, that ultimate act of feedforward. But creativity, generative innovation demands more than idea alone. It requires action, and only in the act of creation did the word find meaning. For the gospelist, it is only when the word becomes flesh (john 114) through human action that existential care is born.
We cite the Bible not to persuade but to link a rich stream of contemporary management thought to the long lines of human care. Every person must reach his or her own conclusion on the nature of divine wisdom. Human wisdom, whatever form it takes, requires existential care.
Knowledge management and organizational learning clearly involve the search for technical excellence and productivity. But the difference between the knowledge management perspective and technocratic perspectives involves the question of existential care. Caring as instrumental behavior does not give rise to organizational learning in the best sense. True learning begins with caring as agency.
The authors represented here reflect on many different aspects of knowledge, information and agency. Each has his or her own perspective. In introducing the Norwegian School of Management Research Annual, we wanted to raise a broad series of philosophical questions. We also want to share with you an important idea. Work is one of the most important arenas of human activity. We spend nearly half our waking hours at work or involved in work. Work is a source of human identity and human action, individual pride and livelihood. Work is far too important a part of human experience to be considered only in the light of social technology. It is an arena for wisdom. Life must be examined to be worth living, and this examination must also frame our working life. In examining work through the perspective of knowledge management, we frame questions and issues on a grand and important forum of human experience.
References
Aitken, Kenneth T. 168. Proverbs. Philadelphia The Westminster Press.
Argyris, Chris. 177. “Double-loop learning in Organizations.” Harvard Business Review, 55, 5 115-15.
Argyris, Chris and Donald A. Schön. 174. Theory in practice increasing professional effectiveness. San Francisco Jossey-Bass.
Bell, Daniel. 176. The coming of post-industrial society. Harmondsworth Penguin.
Berger, Peter and Thomas Luckman. 171 The social construction of reality a treatise in the sociology of knowledge. Harmondsworth Penguin.
Deming, W. Edwards. 186. Out of the crisis quality, productivity and competitive position. Cambridge Cambridge University Press.
Deming, W. Edwards. 1. The new economics for industry, government, education. Cambridge, Massachusetts Massachusetts Institute of Technology, Center for Advanced Engineering Study.
Fayol, Henri. 14. General and industrial management. London Pitman.
Garfinkel, Harold. 167. Studies in ethnomethodology. Englewood Cliffs, N.J. Prentice-Hall.
Giddens, Anthony. 17. Central problems in social theory action, structure and contradiction in social analysis. London Macmillan.
Giddens, Anthony. 184. The constitution of society. Cambridge Polity Press.
Ginman, M. 187. De intellektuella resurstranformationerna . Åbo Åbo akademis förlag.
Heidegger, Martin. 1. Being and time. Oxford Blackwell.
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Kolb, David A. 184. Experiential learning experience as the source of learning and development. Englewood Cliffs, N.J. Prentice Hall.
Morowitz, Harold J. 1. Entropy and the magic flute. New York Oxford University Press.
The New Jerusalem Bible. 10. New York Doubleday.
Nonaka, Ikujiro and Hirotaka Takeuchi. 15. The knowledge-creating company how Japanese companies create the dynamics of innovation. New York Oxford University Press.
Olaisen, Johan. 16. “Information, cognitive authority and organizational learning.” In Information science from the development of the discipline to social interaction. Johan Olaisen, Erland Munch-Pedersen and Patrick Wilson, editors. Oslo Scandinavian University Press.
Schön, Donald A. 18. The reflective practitioner how professionals think in action. New York Basic Books.
Schön, Donald A. 187. Educating the reflective practitioner. San Francisco Jossey-Bass.
Senge, Peter M. 10. The fifth discipline the art and practice of the learning organization. New York Doubleday.
Smith, Adam. 186 (1776). The wealth of nations. Harmondsworth Penguin.
Taylor, Frederick W. 147. Scientific Management. New York Harper.
Weber, Max. 16. The Theory of Social and Economic Orgnization. New York The Free Press.
Whyte, William H., Jr. 156. The Organmiztion Man. New York Doubleday.
Zuboff, Shoshana. 188. In the age of the smart machine. New York Basic Books.
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