Corruption Free India, Dream or Reality free essay sample

Debasement Free India, Dream or Reality? Defilement in the Indian culture has won from days of yore in one structure or the other. It is an aftereffect of the association between officials, lawmakers and hoodlums. Prior, pay-offs were paid for completing incorrectly things, yet now pay off is paid for completing right things at correct time. The significant reason for concern is that debasement is debilitating the political body and harming the incomparable significance of the law administering the general public. Thinking about the circumstance, what steps have we, as residents, taken to dissuade this defilement? Anna Hazare is one of Indias very much acclaimed social activists. A previous warrior in the Indian armed force, Anna is notable and regarded for overhauling the environment and economy of the town of Ralegan Siddhi which is situated in the dry season inclined Ahmednagar region of Maharashtra state. The recent desolate town has transformed into an interesting model of rustic advancement because of its successful water protection techniques, which made the locals independent. We will compose a custom paper test on Debasement Free India, Dream or Reality? or on the other hand any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Prior, a similar town saw liquor addiction, articulate neediness and movement to urban ghettos. Enlivened by Hazare’s special methodology of rescuing a miserable town, the state government has executed the 'Model Village’ plot as a feature of its official system. Hazare is presently interchangeable with provincial advancement in India. Hazares crusade was instrumental in the usage of the Right to Information Act in Maharashtra, which is viewed as outstanding amongst other RTI Acts in India. Not very many social activists have caught the consideration of Indians over the globe as Anna Hazare did during his quick unto demise over the issue of the Lokpal Bill in New Delhi in April 2011. During his quick over the Lokpal Bill, Hazare, a quintessential conventional Indian by looks and idiosyncrasy, figured out how to motivate and prepare the help of even the ultra-present day Indians for whom the word social just methods having a profile on long range interpersonal communication destinations. The Anna Hazare quick can be depicted as the first genuine person to person communication development in Quite a while. The quick prompted across the country dissents on the side of Hazare. The quick finished on 9 April 2011, a day after the administration acknowledged Hazares requests. The government provided a newspaper warning on the arrangement of a joint advisory group, comprising of government and common society agents, to draft the enactment. As a solid supporter of Anna Hazare’s â€Å"Anti Corruption Movement†, I took an interest in one of the conventions held near where I remain. We as a whole professed to be with him and pursued trademarks mottos in help, however what number of us really abided by what we guaranteed. My interest gave me a more profound knowledge into my own deeds. Individuals utilized speakers all during that time upsetting numerous occupants; numerous individuals rode bikes without protective cap and some of the time with two pillion riders. This conduct contributes more to defilement and conflicting with the law. Indeed, it did achieve a monstrous mindfulness, however is that enough? Are individuals truly changing or is it only a push to conceal one’s own wrongdoings, anyway little they are and point the cutting edge towards the greater exploiters, the government officials? Are we as a whole truly with Mr. Hazare or would he say he is running a small time armed force? Rachna Gopalan

The Forest Management Free Essays

Woodland the board is the keeping up and the executives of the trees in the timberland, however the streams, territory, watersheds, and even the rotting trees or logs on the backwoods floor. Dealing with our timberlands isn't just critical to the untamed life, yet to our future economy and lifestyle. We have to keep on sparing the Oregon backwoods and help the biological systems inside them since individuals are additionally part of the environment. We will compose a custom exposition test on The Forest Management or then again any comparable subject just for you Request Now By utilizing backwoods the board, it can help certain types of natural life. A few types of winged creatures, for example, the pileated woodpecker, which need huge tangles to manufacture home cavities(7). Be that as it may, the most noticeably terrible conceivable way to deal with keeping up a wide assorted variety of species is deal with each section of land of the woodland a similar way. Any adjustment in woods natural surroundings makes â€Å"winners† and â€Å"losers. † As woodlands experience normal patterns of development, demise and recovery, species may possess or be missing from a given zone mostly because of characteristic changes in the structure of trees and other backwoods vegetation(4). The equivalent happens when woodland stands are overseen by people. Except if future solid research demonstrates something else, exertion ought to be made to deal with a wide scope of backwoods structures. Keeping up decent variety would be best served by utilizing a more extensive scope of the executives apparatuses. Those would remember gathering for government land †not just diminishing †and expanding the duty to old-development characteristics on private woods land through methods, for example, holding enormous trees and tangles. For whatever length of time that government lands are significantly dedicated to giving late successional environment, private timberland land can be generously dedicated to more youthful, seriously oversaw stands, gave basic living space attributes are accessible. The government lands make up over half to 60% of the woodlands in Oregon(3). Since timber collect in now significantly diminished on government handles, those grounds speak to a sizable, all around appropriated pool of both old-development backwoods and woods that could become old-development, furnishing living space to those species related with timberlands with old-development attributes. While a huge bit of government land is focused on supporting species that need old-development, the troublesome inquiry remains, what amount is sufficient? Leaving these woods totally unharvested welcomes unsatisfactory, enormous scope bug pervasions and cataclysmic fires(6). Since government lands involve about 50 to 60 percent of Oregon†s orests, rehearses on these terrains majorly affect timberland abiding vertebrates(2). These grounds are very much appropriated all through the state. Private land proprietorship represents roughly 40 percent of the states forests(5). Of this private proprietorship, over half is in modern possession and the rest is held generally by little forest owners(7). Since 1992 reaping on government lands has dropped pointedly. Conversely, numerous mechanical private grounds are seriously managed(6). Oregon law requires brief replanting, and stands are regularly treated and diminished. This split proprietorship, notwithstanding various administration rehearses on private terrains, brings about a wide scope of natural surroundings conditions. No species contemplated shows up promptly compromised by woodland rehearses in Oregon(3). Indeed, numerous species are copious. While that finding seems cheerful, it doesn't guarantee that these won't be future issues. Current practices may not be sufficient to keep the current scope of species later on. While a few animal categories flourish in the natural surroundings gave by more youthful backwoods stands, an impressive number of animal groups either requires, or imitates etter, where huge live trees, huge pits, and huge bits of brought down wood The Oregon Forest Practice Act as of now necessitates that a few trees be held after collect. However, the inquiry is: what amount is sufficient? Will trees being held be adequately appropriated to meet the future living space needs of every single powerless specie? For instance in excess of 60 species are related with brought down wood, for example, fallen rotting trees or logs, 14 of them considered at risk(8). One animal groups would be the harsh cleaned newt which live in and around rotting wood. Not many investigations to date have concentrated explicitly on seriously anaged stands where old-development qualities, for example, enormous tangles and huge bits of rotting wood, are well on the way to be hard to find. In any case, inquire about is looking toward this need. Gather levels later on will probably be at any rate 40 percent beneath what could be cut on a supportable level(1). That†s due to decreased embellishment on timber creation on government lands. Previously, government land gave a large portion of the states timber creation, however in 1996 gave just 17 percent(2). That is the most minimal level since 1934, in the profundities of the Great Depression. A nderstanding of Oregon†s timberland and its significance to the state†s financial and social prosperity, especially in rustic regions. In Oregon, reforestation is compulsory and painstakingly explained in the Oregon Forest Practice Act, which administers all administration related exercises in Oregon†s exclusive timberlands. Private grounds must be replanted inside two planting periods of reap, and inside six years of gather, the site must be ensured as allowed to develop, which means the trees have topped the brush and can develop effectively. On the off chance that the replanting work comes up short, the state can propel consistence ith the demonstration through common punishments, including common court activity and fines of up to $5,000(3). In excess of 90 percent of gathered forested sections of land are replanted to loading levels that meet of surpass what is lawfully required. So as to support our timberlands, we have to proceed with what is being done today. The difficult work that is being placed into sparing the woodlands natural surroundings, the streams, and the trees themselves may not appear in the short-run however will have emotional impact over the long haul. Wood items stay a significant part of Oregon†s strong economy and add to the hotly anticipated broadening of the state†s economy. Step by step instructions to refer to The Forest Management, Essay models

The Notion of Prophethood in Islam

Just when times are at their generally fierce, when the individuals of Earth arrive at a state of living that is viewed as evil and harsh, is there a requirement for a change or change back to an idealistic way of life. It is prove in the considerations and customs of a wide range of religions of the world that this change, this upheaval as it might likewise be alluded to, is realized by a message. Obviously, a message, particularly one that is intended to achieve change and upheaval, won't be heard without examination on the deliverer of the message, the delivery person. In the monotheistic religions of the world, Islam specifically, accentuation is put on these envoys as carriers of truth in the midst of lie or murkiness, a supernaturally enlivened human who goes about as a middle person among God and the individuals to whom the message is brought. Such envoys are called Prophets. This piece will examine the thought of Prophethood in Islam, being a Prophet, and the comparable qualities among the conditions of the Prophets. Islam puts a significance of the most elevated degree on the monotheistic message it conveys, that there is just a single God and no other. Along these lines, unique accentuation is put on the ones to convey this message, the Prophets. Notwithstanding, for an individual to be viewed as a Prophet in Islam, there are sure specifications that they need to meet. The thought of a Prophet is commonly a supernaturally roused human who goes about as a delegate among God and others, yet more to it is that every single Prophet gets their message straightforwardly from God and not from others, not even from different Prophets. Be that as it may, in spite of not taking in of the message from different Prophets, the message being conveyed is the equivalent among every single Prophet. This guarantees the credibility of the message that every Prophet gets and obviously shows the connection between the Prophet and God to the beneficiaries of the message. Nonetheless, there is considerably further dissimilarity underneath the title of Prophet. In Islam, there are commonly two degrees of Prophethood, Nabi, and Rasul. The distinction between a Nabi and a Rasul is primarily that a Rasul gets message from God, yet is charged to proliferate it. A Rasul may likewise be a Prophet that brings God’s sacred writing and they are to reestablish Divine Law or Sharia also. A Nabi then again is a human who brings updates on the message, yet the message that each brings isn't really widespread. Both a Nabi and a Rasul must be an unadulterated and commendable individual so as to hear God’s message, along these lines it tends to be seen that every single Prophet is a Nabi as a matter of course, where a Rasul is a Prophet of more obligation than that of a Nabi. Hence, it effectively recognizable that all Prophets have likenesses, yet there are a not many that stand apart among others. Of the 25 Prophets referenced in the Qur’an, there are 5 significant Prophets that stand apart among others. These Prophets are the Prophet Noah (AS), the Prophet Abraham (AS), the Prophet Moses (AS), the Prophet Jesus (AS), and the Prophet Muhammad (SAWS). While their names show up in a few sections in the Qur’an, there is a specific entry that makes reference to every one of them: He has appointed for you of religion what He charged upon Noah [AS] and that which We have uncovered to you, [O Muhammad (SAWS)], and what We urged upon Abraham [AS] and Moses [AS] and Jesus [AS] †to set up the religion and not be separated therein†¦ The Holy Qur’an, Translated by Sahih International, 42:13 This refrain tends to the Prophet Muhammad (SAWS) specifically. It compares the message that was brought to the Prophet Muhammad (SAWS) to the messages that were brought to the Prophets Noah (AS), Abraham (AS), Moses (AS) and Jesus (AS), building up that the religion every Prophet was attempting to engender was the equivalent for every one of them: Islam. For instance, the message that the Prophet Jesus (AS) had brought were brought to a people that had lost their direction, however that message was not so much unique either, having been communicated before in some structure. It was additionally said that Jesus (AS) didn't so much lecture a message as he was a message. Likewise, the behaviors of the Prophet Muhammad (SAWS) were said to contain a message themselves: There has surely been for you in the Messenger of Allah [SWT] an amazing example for anybody whose expectation is in Allah [SWT] and the Last Day and [who] recalls Allah [SWT] frequently. The Holy Qur’an, Translated by Sahih International, 33:21 This stanza exhorts the individuals who have faith in Allah (SWT) of the examples or the way of life of the Prophet Muhammad (SAWS) and the message that can be found in this. It can in this way be seen that the Prophet Muhammad (SAWS) would be the following in line as an Abrahamic Prophet because of his likenesses to the Prophet Jesus (AS). In any case, regardless of the various similitudes between the Prophet Muhammad (SAWS) and the Prophets that were his ancestors, there is one certainty that separates him from the others, and that will be that the Prophet Muhammad (SAWS) is viewed as the Khatam al-Anbiya, or the Seal of the Prophets. In the Holy Qur’an, it expresses the accompanying: â€Å"Muhammad [SAWS] isn't the dad of [any] one of your men, however [he is] the Messenger of Allah [SWT] and last of the prophets. Furthermore, ever is Allah [SWT], for goodness' sake, Knowing† (The Holy Qur’an, 33:40). It is notable that the Prophet Muhammad (SAWS) didn't leave any enduring male beneficiaries, his three children with Khadija (RA) too his child with Mariya (RA) having died youthful, and his four little girls likewise having died in early stages (Textual Sources for the Study of Islam, p47). The section relates that reality by recognizing that there could be no immediate relative of the Prophet Muhammad (SAWS), subsequently nobody could profess to be a Prophet by professing to be plunged from him. Considerably more along these lines, the Prophet Muhammad (SAWS) portrayed his own status as the Seal of the Prophets: My resemblance among all the Prophets resembles the similarity of a man constructing a house. He is capable at it, he does it well, and he forgets about a solitary block. At that point the individuals start to circumvent the structure, wondering about it, and state: â€Å"It would be finished notwithstanding this brick†. Undoubtedly, in the structure, I am the spot for that block. Literary Sources for the Study of Islam, p48 This statement advances more tendencies that the Prophet Muhammad (SAWS) was not just another Abrahamic Prophet (the other two being Prophet Jesus (AS) and Prophet Moses (AS)), yet the last Prophet after whom there would be no other. In this manner, the idea of Prophethood in Islam is plainly characterized and separated, with all Prophets being a Nabi and a chosen few being a Rasul. The Prophet Muhammad (SAWS) has likewise been unmistakably settled as an Abrahamic Prophet and the Seal of the Prophets in the Qur’an.

External Forces Odysseus Faces - Free Essay Example

In the book, The Odyssey by Homer , there are many internal and external conflicts that affect Odysseus from getting back home to Ithaca. Odysseus struggles with several external conflicts more because most of the Gods have grudges against him. Some of the Gods are giving him great harm, mostly poseidon, to try and keep him from reaching home because they know thats his one and only desire. For example, Polyphemus ( son of Poseidon ), traps Odysseus and some of his men in a cave, and then he eats two of Odysseuss men. To be able to escape, Odysseus gets Polyphemus drunk and stabs him in the eye with a piece of burned wood. This is an external conflict, because he uses things other than what he can control such as being sober or not to lure Polyphemus to becoming drunk. By blinding poseidons son, this creates a huge problem against Poseidon. Poseidon gains a lot of anger and delays Odysseuss journey to 10 years. Since Poseidon delayed his journey back home this is a major external force throughout the whole book that Odysseus struggles going through in order to get back home to Ithaca. Secondly, when Odysseus and his men travel to Aeaea ( home of a goddess names Circe ), Circe drugs some of Odysseuss men and turns them into pigs. Soon Odysseus becomes Circes lover and him and his men stay with her for a year. He asks Circe to help him get back home but then she says he cant unless he visits the land of the dead to meet with Teiresias for more guidance on getting back home. This external force affects Odysseus by getting him to travel even more and holding him back yet another year from getting back home. If Odysseus meets with new people and they just keep suggesting that the next person will have directions on getting home, then the cycle just repeats and Odysseus never gets home.

Thank You Speech for Award Sample

Thank you speech is a speech that is done when a person gets an award. It is an outstanding way to express gratefulness for help on the way to the achievement. The speaker might devote much attention to the event, to the people who came to it, and to the people who contributed to the achievement of the award. Thank you speech for award sample can provide an example of how to build a speech for accepting an award for any kind of accomplishment and in any environment. Dear colleagues, I am very glad to have a chance to deliver my speech on such a pleasant occasion. It is a large honor for me to receive an award for the implementation of the most successful project of this year. I am strongly grateful for this high recognition of the work that was done as far as I believe that every project deserved to be distinguished with this award. Being honest, the way to this award and project realization was rather long and not easy. Starting from the moment when the project was only one small idea and until today, much work has been done. Bringing the idea into life required much effort, and many challenges arose on the way. However, every problem that appeared on the way was solved, and every obstacle was overcome. The importance of the project striving to ease the lives of a large number of people was the most powerful stimulus and the driving force, leading to impressive results. However, all of that would have been impossible without the coordinated work of the team that collaborated in order to overpass the barriers and to make the idea function properly. Here, I would like to use the chance to express my deep gratitude to the members of the team who were working on this project for the last year. I believe that every participant of the project has made a weighty contribution to the project. It would not be an exaggeration when I say that it is an honor to me to be a manager of such a professional and highly devoted team. Our collective work has resulted in impressive results, and it is an achievement of each team member and project participant. The solution of problems, coming up with new ideas, developing plans were the results of common work and constant collaboration. I must say now that the team has transformed into a family and our project became our child. I remember active and fierce discussions that resulted in new and well-developed decisions. I also remember time spent in the office after the working day ended as far as inspiration came then. I remember the support and friendly approach on the side of team members and willingness to help each other. I remember persuading the high management about the importance of changes, and I am happy that it was accomplished. Those were the great moments that taught me much, and I believe that they made the implementation of the project possible. Today I am grateful to everyone who participated in the realization of the project. I believe that the work that was done within this project deserves an award, as well as everyone who devoted their time and effort to it. This project was a great starting point for a larger one, and I hope that it would ultimately result in an even larger success due to collaboration and creative potential. Thank you very much!

I Am An Expert Critical Thinker - 865 Words

At the beginning of this semester, I figured I was at an average level as a critical thinker. As the semester has progressed, and I have completed activities that allowed me to reflect on myself as a critical thinker, I began to realize that I was not the critical thinker I thought I was. Although I would enjoy saying that I am an expert critical thinker at this point in the semester, I am aware that there is still much more to learn and understand (and if I were to categorize myself as an expert, it would be obvious that the lessons were not completely grasped). Instead, I would categorize myself as proficient; I am able to use what I have learned from the various assignments and have a holistic view of situations, but as I said before, there is still much more I could learn. Out of all the critical thinking characteristics, I believe that the characteristic that says, â€Å"I am honest with myself, acknowledge what I don’t know, recognize my limitations, and am watchful of my own errors† is the characteristic where I have seen the most improvement on. This being my first semester at the University of Texas at Austin and coming from a very small school, I was aware that there would be many times when I would not understand something. As time has progressed to this point, I have also progressed in this characteristic, while taking advice from others and understanding that I don’t know everything. However, as this semester went on, I came to realize that while I originallyShow MoreRelatedMy Interpretation Of Critical Thinking1482 Words   |  6 PagesMy interpretation of Critical Thinking has been challenged by the author of this passage by the dean of college arts and sciences of Santa Carla University author and narrator Peter A Facione. I have come to the conclusion that my initial thoughts of what critical thinking was way off. The author has the reader asking himself questions, and forming scenarios where we actually had to use critica l thinking. I think this method of understanding is a great way to teach new readers. Right off the batRead MoreDifferences Between Creative Thinking, Critical Thinking And Focused Thinking791 Words   |  4 PagesCreative Thinking, Critical Thinking and Focused Thinking? o Creative thinking- Going beyond the limitations and being fresh in one’s ideas, while having a generative purpose. o Critical thinking- Is evaluative in nature and analyses a particular thing. Also, this has an analytical purpose. o Focused think- thinking critically and creatively 2. Summarize the advice and what you need to do in the Four -Part Model of Critical Thinking: †¢ Reasoning- Reasoning is the foundation of critical thinking, andRead MoreWhy My Leadership Style Is The Application Of Critical Thinking757 Words   |  4 PagesThe APA section surprised me, because I did not think I had retain as much information about APA formatting. I had use MLA formatting style for three previous degrees and to begin using APA formatting style was quite challenging for me. I know this will be a section that I will refer back to for future courses. I was relieved to know my leadership style aligned with my purpose. I believe in being an example for others to follow and inspiring others to reach their goals. The most powerful learningRead MoreThe Decision Making Under Uncertainty890 Words   |  4 PagesManipulation For any organizations critical thinking is always a good option to improve in decision making skills. Critical Thinking: - Critical thinking is the ability to think clearly and rationally. It considers the ability to engage in thoughtful and independent thinking. Critical thinking is not a matter of accumulating information. A critical thinker is able to assume consequences from what they know, and they know how to make use of information to solve problems. Critical thinking can help companyRead MoreA Brief Note On Web Site Measuring College Graduation Rates850 Words   |  4 Pageschallenging, I am going to succeed by seeking helpful advice from experts, by developing useful strategies to help me attain my goals, and by recognizing the benefits of a college degree. Because I am a new student in this semester, I know that college will be challenging for me. One challenge that I am facing is listening, writing, and vocabulary in English. It is not my mother language, thus I have to translate all new words into my language to understand the meaning. 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Dealing with this complex problem and considering it as a relatively new program to the PPL, PPL faced several issues in implementing the program. One of the managerial problems is the difficulty in dealing with the conflict betweenRead More12 Angry Men1722 Words   |  7 Pagesculture, conflict management and then, there’s an introduction of Fiedler’s leadership model. The setting of the movie offers consistency, investment, rigidity, autonomy and fairness in terms of assessing different levels of conflict and negotiation. I would say that the most evident styles of conflict in the movie are accommodating, compromising and collaborating conflict resolution styles. The jury is involved in a high profile case about a young boy who, if found guilty, then he will be sent toRead MoreOne Of The Greatest Ah-Ha Moments Of This Class Was When1404 Words   |  6 PagesOne of the greatest ah-ha moments of this class was when I put into words the correlation between a dancer mentored by their coach and a student working beside an effective teacher. Teaching is a work of art; a dance that is carefully choreographed between teacher and student. Both dancers are aware of the dance they want to perform, yet in order to truly experience the depth and magnitude of the dance, they must break down the steps into perfectly timed moves. The dancers strive to execute theirRead MoreTransformational Leadership Theory By James Mcgregor Burns1183 Words   |  5 Pagestheir role model; challenge followers to go above and beyond what is expected of them, and understand their strengths and weakness, so the leader can assign tasks to its followers that can optimize their performance. Background In 1978 leadership expert, James McGregor Burns developed the first concept of the transforming leadership theory. He created this theory to address the aspects of an organization in which leaders focus on the beliefs, success, needs and values of their employees. According

Organisation and Management for Gender and Intersectionality

Question: Discuss about theOrganisation and Management for Gender and Intersectionality. Answer: Organisations seek to become more innovative and adaptive and these types of organisations often struggle with cultural change of the company. Walker Soule (2017) argued that the leaders of the business can learn from the practices of movement that are made by the skilful makers. These types of movement provide details about the cultural movement on efficiency and operational excellence. Therefore, ultimate culture change may not be gained through top-down manner and the culture of the organisation lives in the collective employees hearts and habits. The shared perceptions of the employees can also bring the cultural changes. The authors described that significant changes within the organisation can often come from social movements and there must be the difference between private organisations and society. The leaders of the organisations can get the idea from the initiators that mobilise and engage the common people to institutionalise societal norms. The authors proposed to provid e evidence that the real change in organisational culture starts through galvanising and aligning all the staffs as the staffs have the power to move the organisational culture from status quo. Walker Soule (2017) proposed the idea of movement-based approach in order to change the organisational culture to have moderate friction as it is perceived as positive for the organisation. The readers can assume that this article of Walker Soule (2017) would have proposed the new idea of change management of culture through movement. The readers can also presume that this article is about a cultural change of the organisation that can bring through the employees' initiation through democratic leadership practices. The organisational policy cannot always bring the changes within the organisation; therefore, the leaders can take the actions to gather the employees in order to bring the innovation of working culture within the organisation. The leaders of the business can learn from the skilful movement organisers and they can also take initiative not to shy away from the friction of the organisations. The authors appeal to the wider audiences by stating that the complete absence of the friction for change can probably mean no change within the organisation. The authors heed on the side where the movement creates resistance. However, the limitation of the research is not focusing on the change management of culture for the first time and address the resistance for the first time. The authors do not provide any clue to recognise the root causes of the resistance and engage the right resistance to the leaders. Support for these claims of research methodology is documented by authors claimed of reference of the organisations Dr Reddy, a global pharmaceutical organisation. The article is supposed to take the data from secondary data. Secondary data has been collected from the Dr Reddy organisational case study and from the articles, journals and websites and government reports. The approach of the article is inductive type as both researchers Walker Soule (2017) did their observation of movement-based approach and they test the pattern of the research. After that, both authors provide their concepts with a degree of certainty. However, there is lack of supporting evidence of the data collection process of the research as there is no certain portion where the researchers share their data sources. The main limitation of the study is that the suitability of the research data is not clearly mentioned. Walker Soule (2017) stated that movement-based approach can bring cultural change as culture change of the organisation can only occur when the employees within the organisations take drastic actions. According to the authors of the article, leaders of the organisation should not be simplistic and they should not be too fast regarding the translation of movement into change management plan. In order to change the organisational culture, it is needed to bring the sense of urgency and the employees must harness the responsibility of change. The article found that the organisational change can showcase the spotlights of actions to see the changes in culture. In order to bring the cultural changes, the leaders also face the issue to mandate the changes. The authors conclude that the leaders of the business can overuse the authority to accelerate the transformation (Mills, 2017). The cultural change can bring the friction; however, the staffs must keep the harmony. No friction or resistance from the employees side may lead to failure of change. The leaders of the organisations can articulate the mission in order to change the structure of the organisations. This is a successful approach in order to tackle the resistance comes from the changes. The staffs of the organisation need to demonstrate the efficacy of movements must bring sympathy. The leader Prasad in the organisation Dr Reddy demonstrates the perfect cultural movement of change management. The leaders of the business must frame the issue first to apply the social movement within the organisation. This article also discussed MGT100 course material like demonstrating the quick performance of the employees so that the people can bring the innovation and customer-cantered approach to deliver the best outcomes for the organisation. In this article of Walker Soule (2017), the authors deliver the idea of harness the employees network in order to share the common purpose, bridging the ideas and building the collation among the employees. The reference the idea of social movement from the civil rights movement is to identify the movement of the members in order to discuss the strategy. Walker Soule (2017) described that the structure of the organisation and dominant culture can produce the outcomes and behaviour for the organisational changes. Social movement makers deploy the symbols and construct the costumes in order to bring the solidarity. The organisation can create the brand identity through unity and commitment (Walker Soule, 2017). The authors also suggested the theme of friction and resistance of the changes. The articles provided ideas of the skilful movement makers from whom the business leaders can take the idea. The organisational leaders must not shy away from the organisational resistance. The ideas of the business are about the movement-based approach in order to alter the business and it can provide a moderate amount of resistance to the employees. The leaders of the real-life business can learn the lesson from the social movement and they can lead the employees for the betterment of the organisation. The leaders of the business need to look for the friction where it can indicate the dominant organisational design (Mills, 2017). In the real life, some of the organisations need cultural change. Some of the organisations may also be more innovative and adaptive. In this scenario, the management needs to transform the demands of corporate culture. The idea of Walker Soule (2017) can give the real management about the idea of change through using the potential of the employees as well. The management must not always focus on the top-down mandate; the management of the real world organisation can dictate about conviction, creativity and trust. The organisations can face the issue of a multicultural workforce, resistance to change, diversity and cultural innovation. The real-life organisations can learn from the social movement how to initiate, mobilise and engage the employees to institutionalise the social etiquette. The managers of real-life business can understand the issues that have been facing the organisations. The organisational purpose needs to be set for the personal gain of the employees to conjure the emotions, the meaning of the work and incites the actions. The managers can demonstrate the employees about the quick wins process and the managers can ask about the delivery to the employees about the communication about cultural changes. In real-life business, the employees can resist about the changes, in order to unfreeze the changes, the organisation can increase the networks of the employees through building coalition, diversifying the networks and share the common purposes. First peer-reviewed article Bromley, P., Meyer, J. W. (2017). They are all organizations: The cultural roots of blurring between the nonprofit, business, and government sectors.Administration Society,49(7), 939-966. [doi.org/10.1023. publication/274314450.2016.08.006] The organisations can reshape social structure so that it can build the cultural explanation. The cultural roots of the business mainly focus on the leadership and employees and it focuses on the traditional sector. The mainstream explanation of the role of the leaders can change the transformed culture as well as the rationale of action. Leadership practices should be well-maintained in order to provide the best workplace culture to the employees of the organisation. Middle-management and leaders can ask to bring the change related to the technology in order to influence the social system. The willingness of the employees shows the culture of the organisation as one of the important considerations. Second peer-reviewed article Hornstein, H. A. (2015). The integration of project management and organizational change management is now a necessity.International Journal of Project Management,33(2), 291-298. [doi.org/10.1016/j.ijproman.2014.08.005] This article also discusses further organizational change in the implementation process of culture. The organisation can take the change as a project and this article describes the project-based initiative on cultural change. Organisational change is very necessary to bring the effective change in culture and leadership. The organisations can constitute the scientific rationale to show the show the hybrid responses of the workplace culture. The leadership practices must be accountable, effective and systematic to maximise the profits. Indirect quote from article one The cultural principles within the organisation are universalistic and in the private sectors, the organisations use various stakeholders in order to show the cultural variance or to show the change (Bromley Meyer, 2017). Direct quote from article two Whether or not a project is successfully implemented is at least partially a function of how much resistance users have to the changes in work (Hornstein, 2015, p.293). Reference List Bromley, P., Meyer, J. W. (2017). They are all organizations: The cultural roots of blurring between the nonprofit, business, and government sectors.Administration Society,49(7), 939-966. [doi.org/10.1023. publication/274314450.2016.08.006] Hornstein, H. A. (2015). The integration of project management and organizational change management is now a necessity.International Journal of Project Management,33(2), 291-298. [doi.org/10.1016/j.ijproman.2014.08.005] Mills, A. J. (2017). Studying the Gendering of Organizational Culture over Time: Concerns, Issues, and Strategies?. InInsights and Research on the Study of Gender and Intersectionality in International Airline Cultures(pp. 71-91). Emerald Publishing Limited. [doi=10.1.1.547.5312rep=rep1] Walker, B., Soule, S. (2017). Changing company culture requires a movement, not a mandate.Harvard Business Review, 2-6.

Social Divisions in Past and Modern World

Divisions based on various traits and characteristics of individuals are deeply rooted in our society. For a long time discrimination by gender or race has not even been identified as an issue. The problems of equality and equity started to be looked into and researched several decades ago when the world’s society started to base its moral and ethical values on the way people are, but not the way they look.Advertising We will write a custom critical writing sample on Social Divisions in Past and Modern World specifically for you for only $16.05 $11/page Learn More The United States of America is known to be one of the most multinational counties of the world. From the very beginning of its colonization its territory united people from various cultural, ethnic and religious backgrounds. The process of globalization eventually increased the rates of migrations. As a result, the American society today is characterized for its high level of social div ersity, which leads to clashes and confrontations between various communities and groups dwelling there. In order to set equality and avoid discrimination various social policies are created. Diversity has penetrated multiple professional spheres such as medicine, marketing, politics, show business and, of course, education. The work of a contemporary educator requires a high level of flexibility and diplomacy, because working with a diverse classroom without discriminating or prioritizing anyone can be very challenging. Ronald Takaki in his book called â€Å"A Different Mirror† noted that it is generally accepted that American citizens are white Europeans descendants (2008). The writer states that this misinterpretation is based on the fact that the majority of settlers coming to America in the very dawn of its independence were Irish people forced to leave their home and move because of poverty, oppression and famine (Takaki, 2008). The definition and description of nation had to be present in order to establish unity, and to identify the society of the new country (Takaki, 2008). In reality, the American society never stopped to be multinational and multicultural. The American way of living started to be defined as equality and justice based on respect to the country’s Constitution, meaning that none of the citizens of this country were to be oppressed as long as they were true to their country. Education today is responsible for the social atmosphere in the society and for the cultural future of the whole country.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is why educators must be very professional when it comes to social division. Classroom is the first society children get to interact with, the rules and laws of the classroom are the necessary basis that will shape the students’ attitudes and perceptions in the future. Discriminat ion during the learning process is occurs when a teacher’s attitude towards certain students becomes less or more favorable due to some characteristics these students possess. Such discrimination may be indirect and unintended. For example, when additional class is scheduled for Saturday, this occurs as an indirect discrimination of Jewish students. Discrimination may also be based on lack of education and misconceptions. For example, a student with HIV may be isolated from other children due to the fear of infection. In order to avoid discrimination, an educator has to be always aware of the diversity in schools and take into consideration all kinds of social differences such as gender, ethnicity, religion, health condition, sexual orientation. Only the cases of indirect discrimination caused by imperfect policies and regulations can be legally justified. Contemporary educators need to employ various programs and means of education that take into consideration cultural and s ocial diversity in the classroom, connect the knowledge gained at school with the personal experiences of the students, teach tolerance, tact and respect. In order to become the educator a diverse society needs one must first master all the qualities they intend to educated their students about. Reference List Takaki, R. (2008). A Different Mirror: A History of Multicultural America. New York, NY: Back Bay Books. This critical writing on Social Divisions in Past and Modern World was written and submitted by user Dalton Brooks to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Relatioships in Hills Like White Elephants Essay Example

Relatioships in Hills Like White Elephants Essay Example Relatioships in Hills Like White Elephants Essay Relatioships in Hills Like White Elephants Essay All relationships have conflicts, and some are even doomed. In Hemmingway’s, â€Å"Hills Like White Elephants,† we catch a glimpse of a couple that are facing a precipice, because of an important decision that is looming. Throughout the short story the author uses a variety symbolism ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­. The constant motion of a train, a persistent reference to a white elephant, and even a barren landscape to represent the conflict and divergence of opinions, which will eventually lead to the end of their relationship. The limited time and space the story is set in serves as a symbol for the relationship. It is set at a train station, and the time at the station is very constrained. Hemingway shows a sense of time by beginning the story, stating that the two protagonists have limited time in the station: â€Å"the express from Barcelona would come in forty minutes. It stopped at this junction for two minutes and went on to Madrid,† (Hemingway, 196). This framework gives you a sense that the piece is confined to fleeting moments; minutes to be precise. Overall the setting also serves as a perfect representation for this doomed relationship, because of the nature of trains. Trains are capable of moving along in only on direction, they move along only stopping momentarily for brief moments, are confined to tight time schedules. Their relationship is also like this. They are forced by time to make a decision, and like the trains, time is constantly moving forward. So, despite the characters obj ections or desires for, â€Å"it [to] be finejust like before,† (Hemingway, 197). That moment has passed and like the trains is arriving at a new destination. So, too has their relationship. The characters attempt to avoid the confrontation of this reality by ignoring it. Stating, â€Å"but I can’t just think about it. You know how I get when I worry,† (Hemingway, 198), or avoiding the subject completely by saying, â€Å"please, please, please,

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

Islame - Essay Example He was able to mobilize faithful under the Muslim religion and the contemporary objective among religious leaders, to ensure converts and spiritual nourishment of faithful, influences them to draw inspiration from Muhammad’s success as a spiritual leader. Muhammad’s ability to attract people and convert then to his opinion also had political aspects that politicians look regard. Success as a political leader is another feature that has established Muhammad as a religious and political role model. His service to the state was adorable and is what most politicians want to convey, as their potential, to the public. The role of faithful in building the society also establishes Muhammad’s leadership as a trait that religious leaders wish to emulate. Muhammad’s was also a moral personality who ensured just judgements and the role of ethics in attaining and maintaining leadership positions established the prophet as a standard for religious and political leaders to emulate. These features have influence on the Muslim community and they consider Muhammad a religious and political role

Literature. Crusoe Essay Example | Topics and Well Written Essays - 2000 words

Literature. Crusoe - Essay Example It is not just an immense tree, but is "five foot ten inches in diameter at the lower part . . . and four foot eleven inches diameter at the end of twenty-two foot." Furthermore, time is measured with similar exactitude, as Crusoe's journal shows. We may often wonder why Crusoe feels it useful to record that it did not rain on December 26, but for him the necessity of counting out each day is never questioned. "As I had once done thus in my breaking away from my Parents, so I could not be content now, but I must go and leave the happy View I had of being a rich and thriving Man in my new Plantation, only to pursue a rash and immoderate Desire of rising faster than the Nature of the Thing admitted;" (p.257) All these examples of counting and measuring underscore Crusoe's practical, businesslike character and his hands-on approach to life. But Defoe sometimes hints at the futility of Crusoe's measuring-as when the carefully measured canoe cannot reach water or when his obsessively kept calendar is thrown off by a day of oversleeping. Generally, we see that there is a major sense of class superiority. Robinson hired one "European servant" and a "Negro slave" on his plantation. We are supposed to assume that one is better than the other. The basis of such distinctions is rooted in religion. ... The basis of such distinctions is rooted in religion. Defoe introduces what is perhaps the most important background component to the story--the role of Christianity, particularly as it connects to relationships with other people. What appears to be a friendship between Robinson and Xury is turned into a common master-slave relationship when Crusoe decides to part with him so that Xury will be Christian in ten years' time. The fact that he is willing to forsake his companion in this manner indicates how strongly the Christian faith is entrenched within him. Essentially it is the driving force behind this decision. The excerpt below exemplifies how Crusoe viewed his life when faced with crisis which can have an economic nature and how God acts to help him get through it. "I have been in all my Circumstances a Memento to those who are touched with the general Plague of Mankind, whence, for ought I know, one half of their Miseries flow; I mean, that of not being satisfy'd with the Station wherein God and Nature has plac'd them; for not to look back upon my primitive Condition, and the excellent Advice of my Father, the Opposition to which was, as I may call it, my ORIGINAL SIN." (p. 168) It happen'd one Day about Noon going towards my Boat, I was exceedingly surpriz'd with the Print of a Man's naked Foot on the Shore." (p. 172) The business-like friendship between Xury and Crusoe is further emphasized when the narrator procures a plantation in Brazil. Astounded by the hard work, he wishes dearly for "his boy Xury." The diction of this line demonstrates possessiveness toward Robinson's companion. Ironically, he only longs for his company when there is back-breaking labor to be done. It appears that Xury's un-Christian status degrades him in the eyes of the narrator and

Organisational Transformation in Practice Essay Example for Free

Organisational Transformation in Practice Essay Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways: †¢the Virtual Learning Environment (VLE) †¢the My. Anglia Module Catalogue at www. anglia. ac. uk/modulecatalogue †¢Anglia Ruskin’s module search engine facility at www. anglia. ac. uk/modules All modules delivered by Anglia Ruskin University at its main campuses in the UK and at partner institutions throughout the UK and overseas are governed by the Academic Regulations. You can view these at www. anglia. ac. uk/academicregs. A printed extract of the Academic Regulations, known as the Assessment Regulations, is available for every student from your Faculty Office MAB301 (all new students will have received a copy as part of their welcome pack). In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases. 2. Introduction to the Module This module provides the opportunity for students to personally explore the relationship between personal change and organisational change/ transformation (de Vries and Balazs, 1999). And personally relate to the leadership and organisational challenges of transformational change in organisations. The module uses different activities to explore the nature of personal change issues required for successful employee engagement in an organisations change agenda. In the management and leadership field much is written and discussed about the following seven elements: (1) behaviour, (2) knowledge (3) skills / capability (4) belief systems, (5) values, (6) identity, (7) vision/ purpose. Using various methods, students will be encouraged to make sense of each of these ideas, and the interrelationship between them. This will be set against a real/simulated strategic learning context. Module participants are actively encouraged to reflect upon their own  existential experience and development through dynamic relations with others and performing roles. It is hoped the module will lead to students developing profound personal insights and also achieve personal growth. The module uses different activities to enquire into, reflect upon and diagnose personal, group and organizational leadership and transformation. Students will be able to diagnose where a/ their team or organisation is weak and design interventions that can help to guide significant change or transformation. The student will be equipped with a clear methodology for guiding his or her own development as an achiever or leader of the future. Assessment is by way of portfolio. 3. Intended Learning Outcomes Learning Outcomes (threshold standards) On successful completion of this module the student will be expected to be able to: 1 Knowledge and understanding Understand the values and leadership behaviours that create the modern enterprise and equip individuals to manage / lead in globally transformational contexts 2 Knowledge and understanding. Develop a robust understanding of leadership and change management within the context of organisational transformation 3 Intellectual, practical, affective and transferable skills Utilise a 7 element framework as a diagnostic tool to evaluate leadership capability in a team or organisation 4 Intellectual, practical, affective and transferable skills Demonstrate an ability to reflect upon ones own management development journey against the context of employability in global and transformational settings of the future 4. Outline Delivery. WkLectureSeminar/WorkshopReading 1 Organisational changeAction Learning SetsKets de Vries 2 Personal change Patchwork textKets de Vries Jung 3 Personal change organisational changePatchwork textKets de Vries James and Arroba http://triadllc. com/publications. html 4 Manager as personPatchwork textKets de Vries Tony Watson 5 Management leadershipPatchwork textKets de Vries Keith Grint 6 Managing leading changePatchwork textKets de Vries http://triadllc. com/publications. html 7 Managing Leading changePatchwork textKets de Vries. James and Arroba 8 Change agencyPatchwork textKets de Vries James and Arroba 9 Change processesPatchwork textKets de Vries 10 Organisational rolePatchwork textKrantz and Maltz 11 Wheel of changePatchwork textKets de Vries Jung 12 Wheel of changePatchwork textKets de Vries etc 4. 1 Attendance Requirements Attending all your classes is very important and one of the best ways to help you succeed in this module. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (eg: illness), please contact your Module Tutor Anglia Ruskin will closely monitor the attendance of all students and will contact you by e-mail if you have been absent without notice for two weeks. Continued absence can result in the termination of your registration as you will be considered to have withdrawn from your studies. International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at Anglia Ruskin. Failure to do so is considered to be a breach of national immigration regulations. Anglia Ruskin, like all British Universities, is statutorily obliged to inform the Border and Immigration Agency of the Home Office of significant unauthorised absences by any student visa holders. 5. Assessment Students are required to assemble a â€Å"patchwork text† (Illes, 2003; Winter, 2003) which relates your current or future workplace role. The patchwork text may be developed or based upon the following: †¢Kets de Vries (2004) suggests that people are prisoners of their past. Evaluate and reflect upon how your past might influence your future workplace role and development. †¢Evaluate and reflect upon a personal experience of change in your workplace †¢Apply Krantz and Maltz’s (1997) role analysis to your current workplace experience. †¢Using the â€Å"triangle of conflict† (de Vries, 2007), evaluate and reflect upon a major incident of conflict in your life. Consider your learning/ experiences in relation to your future workplace role. †¢Apply James and Arroba’s (2005) â€Å"reading and carrying framework† to critically evaluate and reflect upon how you interact with others. Consider the implications in relation to your future workplace role. †¢Conduct and develop a critical self-analysis using Jung’s notion of individuation (Carr, 2002), and relate this to your leadership archetype. †¢Critically evaluate, and reflect upon your own resilience and relate this your existing and future leadership competencies Guidance Notes for Students (see Smith and Winter, 2003) Your assignment will be assembled gradually during the progress of the module through a series of written tasks, which you will share with each other in small groups. There are several reasons for this:- †¢to avoid the last minute rush of having to write the whole assignment at the end of the teaching, when time is short; †¢to enable you to use a variety of different ways of writing, and thus to increase your opportunity to demonstrate your own particular abilities; †¢to enable you to give each other early constructive feedback as to how clearly you have presented your ideas and how they might perhaps be developed; †¢to enable you to write about all aspects of the module content (instead of having to select just a few aspects for a specific essay topic). Before you submit your assignment, you will be asked to write a final piece, to be added to what you have written already. This is designed to give you the opportunity to revisit (edit and revise) the ideas you have presented in your earlier pieces and to discuss what you have gained from the work as a whole. (This is the only task that will need to be completed after the end of the teaching. ) You MUST use academic theories and concepts to develop your personal reflection and portfolio. Your patchwork text SHOULD meet all the learning outcomes (see below; see mdf) Learning Outcomes (threshold standards): On successful completion of this module the student will be expected to be able to: Knowledge and understanding Understand the values and leadership behaviours that create the modern enterprise and equip individuals to manage / lead in globally transformational contexts Knowledge and understandingDevelop a robust understanding of leadership and change management within the context of organisational transformation Intellectual, practical, affective and transferable skillsUtilise the 7 Element framework as a diagnostic tool to evaluate leadership capability in a team or organisation. Intellectual, practical, affective and transferable skillsDemonstrate an ability to reflect upon ones own management development journey against the context of employability in global and transformational settings of the future The sequence of writing tasks which will make up the final assignment is as follows: Weeks 1- 4 (approx. ) 1Explore how your personal experience impacts upon, and has implications for how you interact with others, adapt and respond to change (Learning outcomes 1 – 4). Weeks 5- 7 (approx. ) 2. Using your chosen personal experience critically reflect upon and evaluate your own assumptions, values and leadership behaviours. (Learning outcomes 1 and 3). Weeks 8 – 12 (approx. ) 3 Write about an example of your own group experiences from the point of view of one of your fellow group members imagining their experience of your work with her / him (Learning Outcomes 1- 4) Weeks 1 – 12. 4. Use the learning from your personal experience, and group reflection, in relation to your future workplace role (Learning outcomes 1 – 4) 5. (Final synthesis) A retrospective summary of and commentary on your previous writing, indicating what you have learned which seems to you to be important for your own professional understanding and development (Learning outcomes 1 – 4) Time will be available within the teaching sessions for you to discuss in small groups the writing you have done in response to each of the writing tasks. So you will therefore need to make four or five copies to bring along to the session. The word-limit for the whole assignment is 3,000 words. There are no specific word-limits for the individual pieces of writing, but you should aim to make sure that there is a balance between them. And you will need to leave at least 500 words for the final task (no. 5 above). Patchwork text references Akister, J. (2005). Using a Patchwork Text to assess family therapy students. Journal of Family Therapy, 27(3), 276-279 Illes K. (2003). The Patchwork Text and Business Education: rethinking the importance of personal reflection and co-operative cultures. Innovations in Education Teaching International, 40(2), 209-215. McKenzie J. (2003). The student as an active agent in a disciplinary structure: introducing the Patchwork Text in teaching sociology. Innovations in Education Teaching International, 40(2), 152-160. Ovens P. (2003). Using the Patchwork Text to develop a critical understanding of science. Innovations in Education Teaching International, 40(2), 133-143. Parker J. (2003). The Patchwork Text in teaching Greek Tragedy. Innovations in Education Teaching International, 40(2), 180-193. Quinn J. (2003). Patchwork Text example one: becoming a science specialist teacher. Innovations in Education Teaching International, 40(2), 144-151. Ramsden, P. (1992). Learning to Teach in Higher Education, Routledge: London. Smith L. Winter R. (2003). Applied epistemology for community nurses: evaluating the impact of the Patchwork Text. Innovations in Education Teaching International, Volume 40(2), 161-173. Winter, R. (2003). Contextualizing the Patchwork Text: Addressing Problems of Coursework Assessment in Higher Education, Innovations in Education and Teaching International, 40(2), 112-122. All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission. All student work which contributes to the eventual outcome of the module (ie: if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted via the iCentre using the formal submission sheet Academic staff CANNOT accept work directly from you. If you decide to submit your work to the iCentre by post, it must arrive by midday on the due date. If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is provided for your work to arrive at the iCentre. Posting your work the day before a deadline, albeit by first class post, is extremely risky and not advised. Any late work (submitted in person or by post) will NOT be accepted and a mark of zero will be awarded for the assessment task in question. You are requested to keep a copy of your work. Feedback You are entitled to written feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided by a member of academic staff completing the assignment coversheet on which your mark and feedback will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued. Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance. Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; eg: between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging. At the main Anglia Ruskin University campuses, each Faculty will publish details of the arrangement for the return of your assessed work (eg: a marked essay or case study etc. ). Any work which is not collected by you from the Faculty within this timeframe is returned to the iCentres from where you can subsequently collect it. The iCentres retain student work for a specified period prior to its disposal. To assure ourselves that our marking processes are comparable with other universities in the UK, Anglia Ruskin provides samples of student assessed work to external examiners as a routine part of our marking processes. External examiners are experienced academic staff from other universities who scrutinise your work and provide Anglia Ruskin academic staff with feedback and advice. Many of Anglia Ruskin’s staff act as external examiners at other universities. On occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed as the processes described above for the use of external examiners will not have been completed. This means that, potentially, marks can change, in either direction! Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www. anglia. ac. uk/results. Assessment Criteria and Marking Standards Patchwork text assignment guidelines (Jenkins, 2008) †¢Careful, detailed observation and recollection of events and situations †¢evidence the interrelationship between leadership behaviours, skills, belief systems, values, identity, vision and purpose (7 elements framework) †¢Noticing the various emotional dimensions of events and situations †¢Independent, critical and evaluative thinking †¢Recognising and responding to the complexities of events and situations †¢Effective communication and application of complex concepts and theories (e.g psychoanalytic, psychodynamic, psychotherapeutic) to personal/ inter-personal experiences of events and situations †¢Demonstrating learning in relation to personal development, effective relations with others and future workplace role. †¢Demonstrating the learner outcomes in relation to future workplace effectiveness †¢Coherent structuring, interlinking and presentation of patchwork text (including grammar, typography and referencing). ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS LEVEL 3 Generic Learning Outcomes. (Academic Regulations, Section 2)Assessment criteria by levelMarking standards (by mark band) 70%+60-69%50-59%40-49%30-39%1-29% Characteristics of student achievement per mark band Achieves module outcome/s related to this GLO at this Level of StudyAchieves module outcome/s related to this GLO at this Level of StudyAchieves module outcome/s related to this GLO at this Level of Study Achieves a marginal pass in the module outcome/s related to this GLO at this Level of StudyFails marginally to achieve module outcome/s related to this GLO. MDF may permit compensation Fails to achieve module outcome/s related to this GLO and is not eligible for compensation Knowledge and UnderstandingLevel 3 (FHEQ level 6) is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output includes is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism. Excellent knowledge base that supports analysis, evaluation and problem-solving in theory/practice/ ethics of discipline with considerable originality. Good knowledge base that supports analysis, evaluation and problem-solving in theory/ practice/ ethics of discipline with some originality. Satisfactory knowledge base that supports some analysis, evaluation and problem-solving in theory/practice/ ethics of discipline. Basic knowledge base with some omissions at the level of theoretical/ethical issues.. Restricted ability to discuss theory and/or or solve problems in disciplineLimited knowledge base; limited understanding of discipline/ethical issues.. Difficulty with theory and problem solving in disciplineInadequate knowledge base; lack of understanding of discipline/ethical issues. Unable to discuss theory or solve problems in discipline. Intellectual (thinking), Practical, Affective and Transferable SkillsLevel 3 (FHEQ level 6) is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism. Excellent management of learning, with degree of autonomy/ research that may exceed the assessment brief. Structured and creative expression. Very good academic/ intellectual skills and practical/ team/professional/ problem-solving skills Good management of learning, with consistent self-directed research. Structured and accurate expression. Good academic/ intellectual skills and team/ practical/ prof-essional/problem solving skills Satisfactory management of learning. Some autonomy in research but inconsistent. Structured and mainly accurate expression. Acceptable level of academic/ intellectual skills going beyond description at times Satisfactory team/practical/professional/ problem-solving skillsBasic use of learning resources with little autonomy. Some difficulties with academic/ intellectual skills Some difficulty with structure/ accuracy in expression, but evidence of developing team/ practical/ professional/ problem-solving skillsLimited use of learning resour-ces. Unable to work autonom-ously. Little input to teams. Weak academic/intel-ectual skills. Still mainly descrip-tive General difficulty with structure/ accur-acy in express-ion. Practical/ professional/ problem-solving skills that are not yet secureInadequate use of learning resources. Failure to contribute to team work. Major problems with structure/ accuracy in expression. Very weak academic/ intellectual skills. and weak practical/professional skills. No ability to direct own learning A mark of 0% may be awarded for non-submission, poor or dangerous practice, incoherent and insufficient work, and in situations where the student fails to address the assignment brief and related learning outcomes 7. Assessment Offences. You are reminded that any work that you submit must be your own. All suspected assessment offences will be investigated and can result in severe penalties. Please note that it is your responsibility to consult the relevant sections of the Academic Regulations (section 10 – see www. anglia. ac. uk/academicregs) and the Student Handbook. When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (eg: the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity. Plagiarism is theft and constitutes the presentation of another’s work as your own in order to gain an unfair advantage. You will receive advice and guidance on how to avoid plagiarism and other elements of poor academic practice during the early stages of your studies at Anglia Ruskin. Introduction Being honest in your work is at the heart of studying and working at university. To be honest in your work you must acknowledge the ideas and work of others you use, and you must not try to get an advantage over others by being dishonest. It is important that you understand what it means to be honest in your work. Although there is general agreement within the UK academic community about the types of activity that are unacceptable, this does vary slightly between institutions, and may be different from where you studied before. We have developed this guidance to help you understand what it means to be honest in your work, and what you should do to make sure that you are handing in work that meets our expectations. This means we can make sure that we can maintain reliable standards for our academic awards, and  students continue to enjoy studying for academic qualifications that have a good reputation. In this guidance we will: †¢clearly define what being honest in your work and good practice mean, and how you can achieve this; †¢define ‘assessment offences’, including plagiarism, cheating and collusion; †¢identify the resources, help and advice available to help you learn the academic skills you need to avoid committing assessment offences; †¢explain how we expect you to behave; and †¢describe what happens if we think you have committed an assessment offence. Being honest in your work and good practice You can show good practice when you do your work independently, honestly and in a proper academic style, using good referencing and acknowledging all of your sources. To show good academic practice you must: †¢show you understand the literature; †¢use research from academics and others in your area of study; †¢discuss and evaluate ideas and theories; †¢develop your own independent evaluation of academic issues; and †¢develop your own arguments. To support your own good practice you will need to develop your: †¢skills at studying and getting information (for example, reading, taking notes, research and so on); †¢skills in looking at an argument and making your own evaluation (for example, having a balanced opinion, using reasoning and argument); †¢writing skills for essays, reports, dissertations and so on; †¢referencing skills (how you include your sources of information in your work); and †¢exam techniques (for example, revising and timing). Achieving good practice is not as complicated as it may appear. You need to do the following. †¢Know the rules. †¢Make sure you reference all of your information sources. Poor practice or dishonesty in your work (such as plagiarism, cheating, fraud and so on) can be a result of you not knowing what you are allowed to do. †¢Develop your own style. Sometimes students include too much original text from the work of others, as they believe that they cannot ‘put it any better’. Although you should try to express ideas in your own words, quoting or summing up ideas from academic sources is fine, as long as you say where you have taken this from. You must also reference other people’s performances or art in your own work. It fine to use other people’s performances and art, but you must be completely clear about why you are using that work, and make sure it is obvious that it isn’t your own. Definitions of assessment offences Plagiarism Plagiarism is when you present someone else’s work, words, images, ideas, opinions or discoveries, whether published or not, as your own. It is also when you take the artwork, images or computer-generated work of others, without properly acknowledging where this is from or you do this without their permission. You can commit plagiarism in examinations, but is most likely to happen in coursework, assignments, portfolios, essays, dissertations and so on. Examples of plagiarism include: †¢directly copying from written work, physical work, performances, recorded work or images, without saying where this is from; †¢using information from the internet or electronic media (such as DVDs and CDs) which belongs to someone else, and presenting it as your own; †¢rewording someone else’s work, without referencing them; and †¢handing in something for assessment which has been produced by another student or person. It is important that you do not plagiarise – intentionally or unintentionally – because the work of others and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes, qualifications, reputation and so on. To use someone else’s work, words, images, ideas or discoveries is a form of theft. Collusion Collusion is similar to plagiarism as it is an attempt to present another’s work as your own. In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another person’s work. Examples of collusion include: †¢agreeing with others to cheat; †¢getting someone else to produce part or all of your work; †¢copying the work of another person (with their permission); †¢submitting work from essay banks; †¢paying someone to produce work for you; and †¢allowing another student to copy your own work. Many parts of university life need students to work together. Working as a team, as directed by your tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to benefit of one or more person and try to deceive another (for example the assessor). Cheating Cheating is when someone aims to get unfair advantage over others. Examples of cheating include: †¢taking unauthorised material into the examination room; †¢inventing results (including experiments, research, interviews and observations); †¢handing your own previously graded work back in; †¢getting an examination paper before it is released; †¢behaving in a way that means other students perform poorly; †¢pretending to be another student; and †¢trying to bribe members of staff or examiners. Help to avoid assessment offences Most of our students are honest and want to avoid making assessment offences. We have a variety of resources, advice and guidance available to help make sure you can develop good academic skills. We will make sure that we make available consistent statements about what we expect in this document, and in student handbooks and module guides. You will be able to do tutorials on being honest in your work from the library and other central support services and faculties, and you will be able to test your written work for plagiarism using ‘Turnitin ®UK’ (a software package that detects plagiarism). You can get advice on how to honestly use the work of others in your own work from the library website (www. libweb. anglia. ac. uk/referencing/referencing. htm) and your lecturer and personal tutor. You will have an opportunity to do a ‘formative’ assignment before you finish and hand in your first ‘summative’ assignment. A ‘formative’ assignment is one in which you can talk about your work thoroughly with your tutor to make sure that you are working at the correct level for your award, and that you understand what is meant by good practice (a ‘summative’ assignment counts towards the assessment for your course). You will be able to use ‘Turnitin ®UK’, a special software package which is used to detect plagiarism. Turnitin ®UK will produce a report which clearly shows if passages in your work have been taken from somewhere else. You may talk about this with your personal tutor to see where you may need to improve your academic practice. We will not see these formative Turnitin ®UK reports as assessment offences. If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor. They will be able to help you and tell you about other resources which will help you develop your academic skills. What we expect from you  We will make sure you have the chance to practice your academic skills and avoid accidentally breaking our Academic Regulations. On page nine of the Student Charter (see http://web. anglia. ac. uk/anet/students/pdfs/09_student_charter. pdf), it says you have to ‘be aware of the academic rules relating to your studies’. To make sure that you are aware of the rules, we expect you to agree to: †¢read this guidance and make sure you thoroughly understand it; †¢work through ‘PILOT’, the online tutorial available on our library website (http://libweb. anglia. ac.uk/pilot/), which aims to help you learn good practice and has a useful section on plagiarism; †¢make sure that you are familiar with how to reference (acknowledge other people’s work); †¢correctly reference all the sources for the information you have included in your work; †¢identify information you have downloaded from the internet; †¢never use someone else’s ideas for a performance, film or TV programme, their artwork, graphics (including graphs, spreadsheets and so on and information from the internet) as if they are yours; †¢only hand in your own original work; †¢never use another person’s work as if it were your own; and †¢never let other students use or copy your work. What we will do for you To help you avoid making assessment offences, our staff will: †¢make sure they are familiar with the guidance on being honest in your work and the Academic Regulations; †¢tell you clearly about the guidance on being honest in your work and any guidelines on misconduct, and record the dates for future reference; †¢arrange library information sessions for you;

justification for higher education Essay -- essays research papers

Justification For Higher Education After analyzing William A. Henry III s In Defense of Elitism and Caroline Bird s College is a Waste of Time and Money , it is clear that Henry s argument concerning the purpose of an education is more rational than Bird s due to the fact that Henry supports his claims with credible statistics, logical insight, and uses current real world scenarios. Bird, on the contrary, bases her argument solely on manipulated statistics, overly dramatic claims, and ridiculously out-of-this-world scenarios. While there are various viewpoints and perspectives on the subject of higher education, Henry for one, has landed the conclusion that in America higher education for the masses has not only been extremely costly economically, but it has also greatly lowered the educational standards and therefore defeated the purpose of higher education itself. Henry s primary grievance against higher education for the masses is that the influx of mediocrities relentlessly lowers the general standards at colleges to levels the weak ones can meet (335). Quite simply, higher education is by no means any higher if the standards keep lowering just so some students can barely meet the minimum standards. For example, although I am a full supporter of the bell curve in college, it is certain that this recent innovation has had its share in lowering the university s educational standards. This practice of calculating the students average score on an exam and then re-scaling grades to help those who didn t fare as well is a clear example of bringing the standard of college down to everyone s level (336). I can certainly attest to this claim because I was recently directly affected by the bell curve. In the first quarter of my freshman year, I received a score of 44 out of a possible 100 points on my Physics 7A final exam. According to the general 10% increment grading scale, this would mean that I earned an F on the exam. However, thanks to the mediocrities earning even lower scores than myself and the establishment of the bell curve, I fared quite nicely and escaped with a B- grade. Although this is definitely good news for me, Henry s claim that the mediocrities tend to lower the educational standard seems to prevail. The influx of mediocrities flooding college campuses has also lowered the credibility and status of a college degree.... ...re no guarantees in these professions either (329). After dissecting her claims and supporting statements, it is clear that Bird is trying to undermine the value of a college degree. Tying this into her previous claims, we must ask since when is anything in life guaranteed? If we consider her implication that some students should obtain vocational education, well then it is obvious that there are no guarantees in jobs of that nature either. It is troubling to see that Bird simply dismisses certain jobs just because there is competition for them or because she thinks colleges fail to warn students of the competition. William Henry and Caroline Bird both have sharply different approaches in regards to making there arguments about the purpose of an education. Although they share common ground on various issues, the two become divided due to the types of examples and evidence they use to support their claims. After careful analysis, it is clear that Henry s line of reasoning and concrete evidence tops that of Bird s due to his logical insight. Unfortunately for Bird, she is simply left scrambling in the dark in search of bogus evidence in an attempt to backup her claims.

Airbus A380 and Company Airbus Company

i Ministry of Higher Education Colleges of Applied Sciences (Salalah) Department of International Business Administration International Business Environment (BUSN 3401) SPRING SEMESTER 7 (2012 – 2013) BOEING COMPANY Name: Mohammed Ahmed Salim al-moqimi ID number: 2008399331 TABLE OF CONTENTS: Contents TABLE OF CONTENTS:2 INTRODCTION:4 BACKGROUND OF BOEING COMPANY:5 Mission:6 Vision:6 Objective:6 COMPETITOR ANALYSIS:7 SWOT:9 Strengths:10 Weaknesses:11 Threats Implications:11 Opportunities:12 THE STRATEGY:13The problems that the company faced are:13 The causes of problems are:13 Action planning:13 Alternative strategy:14 PEST ENVIRONMENT:14 Politics, Legislation:15 Economy, Business Environment:15 Socio-Cultural and demographic forces:15 Technology:16 Competitive forces:16 Physical and natural forces:16 CONCLUSION:18 RECOMMENDATION:19 REFERENCES:20 INTRODCTION: Nowadays, business is vitally affected by the economic, social, legal, technological and political factors. These facto rs collectively form business environment.Business environment is the total of all external forces, which affect the organization and operations of business. The environment of an organization has got internal, operational and general lives managers must be aware of these three environmental levels and their relationship and importance. Therefore, I will talk about Boeing Company as an example. Boeing Company is American Company. It was founded in 1916. Boeing consider as the world's largest aerospace company and leading manufacturer of commercial jetliners and defense, space and security systems.The company design and make rotorcrafts, electronics, defense systems, missiles, satellites, launch vehicles and information and communication system. The biggest competitors of this company Airbus Company. Airbus is one of the world's leading aircraft manufacturers and it consistently captures approximately half or more of all orders. In the coming lines, I will talk about the following po ints which are the background of Boeing Company, mission, vision and its objective SOWT analysis, competitor analysis, action planning, strategies, and the effect of the PEST environment forces on that company.BACKGROUND OF BOEING COMPANY: Boeing consider as the world's largest aerospace company and leading manufacturer of commercial jetliners and defense, space and security systems. A top American exporter, the company supports airlines and American. and allied government customers in more than ninety countries. The Boeing products and tailored services include commercials and military aircrafts, satellites, weapons, electronics and defense systems, launch systems, advanced information and communication systems, and erformance-based logistics and training. Boeing Company has a long tradition of aerospace leadership and innovation. Company continues to expand its product line and services to meet emerging customer needs. Its broad range of capabilities includes creating new and more efficient members of its commercial airplane family; integrating military platforms, defense systems and the warfighter through network-enabled solutions, creating advanced technology solutions and arranging innovative customer-financing options.With corporate offices in Chicago, the company employs more than 159,000 people across the United States and in 70 countries. This represents one of the most diverse, talented and innovative workforces anywhere. More than 123,000 employees hold college degrees, including nearly 32,000 advanced degrees and in virtually every business and technical field from approximately 2,700 colleges and universities worldwide. Our enterprise leverages the talents of hundreds of thousands more skilled people working for Boeing suppliers worldwide.Boeing is classified into two business units: Boeing Commercial Airplanes and Boeing Defense, Space and Security. Supporting this units are Boeing Capital Corporation, a global provider of financing solutions; th e Shared Services Group, which provides a broad range of services to the company worldwide; and Boeing Engineering, Operations & Technology, which helps develop, acquire, apply and protect innovative technologies and processes. Mission: The mission of the company is to maximize the number of services and opportunities while establishing Boeing’s leadership in NMA activities.Functions that control Boeing are business development and strategy, communications, engineering, operations and technology, finance/shared services group/Boeing capital corporation, human resources administration, international, law and offices of internal governance and public policy. So Boeing Company has many values work to achieve it. First, Leadership is the world class leader in every aspect of our business and in developing our team leadership skills at every level, in our management performance; in the way it design and build support our products and in our financial results.Secondly, Integrity is always takes the high road by practicing the highest ethical standards and by honoring our commitments. It takes personal responsibility for our actions and treats everyone fairly and with trust and respect: Third, the Quality of striving for continuous improvement. So that it take rank among the world’s premier industrial firms in customer; employee and community satisfaction. Finally, Customer satisfactions are essential to our success. Vision: It seeks redressing from the other for unfair government subsidies in the development of new airplanes.Also, it is important for people to work as a global enterprise for aerospace leadership â€Å"People Working Together as One Global Company for Aerospace Leadership. Also, it works hard to develop the education for her employees. Objective: 1. Improve Performance: †¢ Sponsor outstanding dinner meetings and special events. †¢ Exploit multi-media member communications. †¢ Provide effective NMA metrics and reporting. †¢ Address direct support of Boeing’s business goals. 1. Spearhead Expansion †¢ Team with current chapters. †¢ Maintain and increase membership. 2. Implement Training Provide regular development seminar †¢ Apply NMA training tools and courses. 3. Support education and community †¢ Award high school scholarships. †¢ Speech Contest. †¢ Hold Explore Engineering Programs. †¢ Support volunteer activities. 4. Ensure Recognition †¢ Acknowledge Boeing leaders. †¢ Reward chapter contributors. COMPETITOR ANALYSIS: Airbus is an aircraft manufacturing subsidiary of EADS, a European aerospace company. Based in Blanca, France, near Toulouse and with significant activity across Europe, the company produces around half of the world's jet airliners.Airbus Industry began as a consortium of European aviation firms to compete with American companies such as Boeing. Airbus Industries were formally established on 18 December 1970. It had been forme d by a government initiative between France, Germany and the UK that originated in 1967. In the commercial airline business Boeing operates in a duopoly with Airbus. Airbus has been the largest producer of large commercial jetliners for many years, but Boeing has been gaining ground since recent problems at Airbus, especially the 2005-6 massive production delay for the A380.The delay gave Boeing a large advantage in the market for wide body aircrafts which include Boeing's successful 747, 777, and 787 models. Although the Boeing has pushed back the first flight and delivery of the 787, the Airbus 380 delays have been far more substantial. Still, even with Airbus' problems, the race is far from over and competition remains intense between the two companies. In February 2007, the U. S. Air Force awarded a controversial $35 billion air refueling tanker contract to rival Northrop Grumman (NOG) that was widely expected to go to Boeing.During March of 2007, Boeing had filed a formal appea l against the deal with the Government Accountability Office. In June of 2008, the GAO sustained Boeing's appeal against the Air Force and effectively reopened the contract for bidding. As of August, Boeing is currently requesting an extension past the October 1st deadline in order to alter its design to meet the government's new specifications. Airbus employs around 52,000 people at sixteen sites in four European Union countries: Germany, France, the United Kingdom and Spain. In this table I will show you some statistic about Boeing and Airbus Industrie: Company |1994 Sales in $m |1994 Earnings in $m |Market Share % | |Boeing |16,851 |1,022 |62 | |Airbus Industrie |8,000 |N/A |24 | |Company |Gross orders |Cancellations |Net orders | |Boeing |120 |46 |74 | |Airbus Industrie |125 |54 |71 |SWOT: SWOT Analysis of Boeing Company is defined as a framework used extensively for an assessment of the internal as well as external business environment as a part of the strategic or corporate pl anning process. The framework is including the firm's strengths & weaknesses as part of internal environment assessment and opportunities & threats as part of the external environment assessment that aids strategic decision making which may include macroeconomic matters, technological change, legislation, and socio-cultural Changes, as well as changes in the marketplace or competitive position. Strengths |Weaknesses | |Workforces and planning |Loss | |Innovation |Lack of technological innovations | |Management system |Threats of Substitute Products or Services | |Leadership |Competition of trains | |Knowledge |Affect of technology development | |Highly Skilled Managers | | |Provide global customer support | | |Outsourcing | | |High quality of products | |good services | | |Threats |Opportunities | |Competitor |Market developments | |Trade Barriers |Competitors' vulnerabilities | |Deregulation of Airlines |Industry or lifestyle trends | |Threats of Substitute Products or Services |Technology development and innovation Global influences | |threat of the Airbus |Information and research | |Lack of planning |New aircraft to gain market share | | |Increase demand for point to point routes | Strengths: 1- Workforces and planning: Boing has trimmed its workforce to the minimum and it has plans to further cut 7000 jobs and has completed family of planes from the small 737 to the world's largest carrier the 747 which allows it to serve any airline in any category. 2- Innovations: boing has innovated in many areas and has a very strong technological position it is well established. 3- Management system: It has improved its inventory management systems. 4- Leadership: It still has a leadership position in the industry. 5- Highly Skilled Manager The operation of the company will run smoothly.The performance of the company will improve and would lead the company to be successful. 6- Provide global customer support it would serve the customers better and it wo uld be very convenient to those customers in other countries to ask for help. This would help the company to gain a better image due to the provided services to help the customers. 7- Outsourcing: It can save time for the company to manufacture or assembly its products. 8- High quality of products: Emphasizing the product quality to ensure that the durability of the company is lasting for long period of time. 9- Provide Good services. . Weaknesses: 1. Loss: balance sheet and income statement point to some weaknesses.R spending of $1,661 million, around 8% of sales is rather low for this industry. Its long term debt is also increasing and its overall return on common equity is around 8. 9%, below the average industry rate which is 13. 1%. This, associated with its declining defense revenues, may restrict its access to additional capital in times of crisis. 2. Threats of Substitute Products or Services: for example people don’t use planes to travel they will use train and other way. 3. Competition of trains: Customers run away from aircraft to trains because of its services. Threats Implications: 1. Competitor: The competitor might overcome them and the threat is increasing the competitor’s market share. 2.Trade Barriers: They may encounter difficulties in the regulation regarding aircraft imposed by the country to which they export their products to. 3. Deregulation of Airlines: The regulation of the company for its customers would compromise in order to gain favor of the customers. 4. Threat of the Airbus because Airbus is the big competitor for Boeing Company. 5. Lack of planning. Opportunities: New aircraft to gain market share: with the impressive show of Airbus A380 recently, Boeing also plans to release its powerful weapon in the competition with Airbus. The new version Boeing 787 which inherits the most advanced technologies and advantages of the previous models is hoped to be a big hit to the airline industries.At the moment, Boeing has re ceived a number of orders for Boeing 787- Dream liner and this opportunity actually shows that Boeing still insists on its successful business strategy to build longer-range, more capable, smaller aircraft that could go point-to-point and therefore, serve city pairs directly rather than having to hook them up through a hub. The new 787 is the proof that Boeing does not lag behind the competition. THE STRATEGY: The problems that the company faced are: 1. Unwinnable competition, which is wasteful. 2. Design and engineering problem. 3. Poor cost control. The causes of problems are: 1. Poor engineering expertise. 2. Poor marketing research. 3. Using wrong strategies. Action planning: 1. Merge to companies 2. Get good engineer (work with university). 3. Get good marketers. 4. Do comprehensive. 5. Marketing research. 6. Restructure. 7. Use cooperative strategies. 8. Improve design and R. 9. Make the right aircraft. 10. Cost leadership.There are many problems that come from the using of wr ong strategies, poor engineering expertise and poor marketing research. The basic problems are unwinnable competition which is wasteful, design and engineering problem and poor cost control. Boeing Company uses poor engineering and poor design that actually will affect the nature of the working of company. Boeing Company is unwinnable competition because their competitors have high quality management and good services better than them so, customers prefer to deal with their competitors. It has also problem with marketing research. However, good marketing research can help company to know strength and weakness of their competitors and to know how to improve their works and to be able to face new technologies.Boeing Company has poor cost control that will lead to lose their money and the profit will be low. There are many actions that the company should follow to overcome any problems such as get good engineers who graduated from university and have high qualification and experience. Boeing Company has to restructure its strategies and use cooperative strategy. Also, if it merges with companies, get good marketers, do comprehensive, marketing research, improve design and R and make the right aircraft, it will achieve competitive advantage and maximize the profit. Alternative strategy: Cost leadership, it focuses in decreasing the cost and price.It is a good strategy for the company, if it follows this strategy, it will be more successful and it will reduce its economic costs. Also, this strategy will help company to develop and grow very fast. PEST ENVIRONMENT: Political, Economic and financial, Social, physical and natural, competitive, demographic, Technological forces (PEST) analysis is concerned with the environmental effects on a business. The term PEST stands for the Political, Economic and financial, Social, physical and natural, competitive, demographic, Technological issues that could affect the strategic development of a business. New I will explain th e forces that effect Boeing Company in Us: Politics, Legislation: Political forces refer to country's political system.The ability to support or disrupt business operations of domestic & international firms that mean Influence of politics & political interests. Also, Governmental topics, taxation issues, environmental controls and dependencies, subsidies and quotas regulations, employment and labor laws, consumer legislations and regulations, competition issues, health & safety concerns and issues. Economy, Business Environment: The economic environment refers to differences between countries economic systems in the country which the organization operates. Therefore, when we talk about condition of economic system I mean the economic growth, inflation and unemployment.As we know, the economic crisis affects all the businesses around the world. Boeing Company effected by this crisis so what happened in the economy will have a big effect on the company. Despite Boeing's 2008 revenue h as declined to 8. 25% and that because of the economic crisis. In particular, revenue in the Commercial Airline division fell by 15. 34%, as a strike by the International Association of Machinists in 2008 resulted in 104 fewer airplane deliveries than planned. Furthermore, net income fell 34% and contractual backlog expanded to a record level of $279 billion. Net income declined by 22. 1% over the first half of fiscal year 2009. Socio-Cultural and demographic forces:The social dimension or environment of a nation determines the value system of the society which affects the functioning of the business and Refer to way shared beliefs, values & attitudes affect employee & consumer behavior & management of foreign subsidiaries. And demographic forces refer to the characteristics of population, e. g. size, growth, spending power. Socio-Cultural has changed when the country get developed. The changing maybe in education, public opinion social mobility, and attitudes so the socio-culture c an affects the business: ? Population growth rate and age profile. ? Population health, education and social mobility, and attitudes toward those. ? Population employment patterns, job market freedom and attitudes to work. Press attitudes, public opinion, social attitudes and social taboos. ? Lifestyle choices and attitudes to those. Technology: Refers to technology-induced changes that have altered the way firms undertake & coordinate their international activities. Transportation and communication technologies – firms able to outsource R and back office processing. Technology is used in many of life fields. First, we use technology in the process of manufacturing and that through buying effective and modern machines and equipment. Second, we also use it in design techniques and in management of our company through using computers and other tools of technology.Third, technology provides us with some ways in marketing and advertising via TV, Internet and others tools. Technol ogy influences the company in terms of investment in technology, consistent application of technology and the effects of technology on markets. Emergent technologies have a big Impact on company. It can speed up the work in the company so it can apply all the orders. Also, the internet has its own impacts which are reducing communications costs and increasing remote working. (Reference: http://en. wikipedia. org/wiki/Boeing) Competitive forces: A competitive force refers to the pressures imposed by other firms in competing industries.Boeing company faced strong competitive from Airbus Company because these two company work in same field. These two companies compete in price, service and product. Physical and natural forces: Physical and natural forces refer to environmental pressures and risks that influence international business strategy. These forces divided to two types. First, natural risks arise from environmental disasters (e. g. earthquakes). Second, Manufactured risks are e nvironmental risks created by human intervention – pollution, threat to eco-systems, climate change, genetic modification, and terrorism. This factor can effect in Boeing company very clear. CONCLUSION: In conclusion, I am going to summarize the points that I have talked about in my report.First, background of Boeing Company which is a major aerospace and Defense Corporation, founded by William E. Boeing in Washington its international headquarters has been in Chicago since 2001 and its mission, vision and objectives. Second, I have analyzed their competitor which is Airbus and it is the biggest its competitor. Airbus is one of the world's leading aircraft manufacturers and it consistently captures approximately half or more of all orders for airliners with more than 100 seats. Third, I analyzed its internal and external environment factors which are referred to SWOT. Fourth, I have talked about the strategy which includes problems, causes and action plan of the company.Boein g Company has to restructure its strategies and use cooperative strategy instead. I recommend Boeing Company to merge with companies, get good marketers, do comprehensive, marketing research, improve design and R&D and make the right Aircraft; it will achieve competitive advantage and maximize the profit. Finally, I have talked about the term PEST which stands for the Political, Economic, Social, and Technological issues that could affect the strategic development of a business. RECOMMENDATION: In fact, Boeing Company is a popular company in the world, but there are several forces and challenge which face it and make it in a bad situation. So I explained them in my assignment.Therefore, I recommend this company to develop their abilities such as employee’s skills, investment, competitive advantage, consumer relationship management and advertising. In my opinions, I think Boeing Company can develop their employee’s skills through training. Also, I should invest in rich countries which pay more money to increase the profitability to company. A good idea to the company creating new and develop aircraft to unique it from other companies. Finally, I think if Boeing Company does good advertising that enough for it to monopoly aircraft manufactured over the world. REFERENCES: http://www. boeing. com/companyoffices/aboutus/brief. html http://manonamission. blogspot. com/2005/08/boeings-ba-mission-statement. html : http://www. boeing. com/news/speeches/1998/980121. htm http://www. boeing. om/companyoffices/aboutus/community/focus_objectives. html – http://www. soe. ucsc. edu/classes/ism158/Winter03/boeing. htm – http://en. wikipedia. org/wiki/Airbus http://www. writework. com/essay/boeing-s-strength-weakness-threats-oppotunities-and-its-im : http://www. soe. ucsc. edu/classes/ism158/Winter03/boeing. htm http://en. wikipedia. org/wiki/Airbus http://www. companiesandmarkets. com/Summary-Company-Profile/boeing-company,-the-swot-analysis-145568. asp http://www. wikinvest. com/stock/Boeing_Company_(BA)) http://en. wikipedia. org/wiki/Boeing Books: (Principles of Marketing) Thirteenth Edition, Philip Kotler and Gary Armstrong. Books: (Management 9e ) John R. Schermerhorn, JR.