Assignment Example | Topics and Well Written Essays - 750 words - 21

Assignment Example expatriates. Findings: The findings show that women are not only willing to undertake international assignments but they are also capable of coping up with the stress and strains associated with managerial roles abroad. Similarly, the findings of the study reveal that women are competent enough to overcome international barriers and to succeed in international assignments provided that they are given the opportunity to do so. Research limitations: The sample population selected for the study is so much limited that the findings of the study cannot claim to have a universal application world wide. The sample population represents female expatriate trends in the United States only. Practical Implications: The practical implications of the study are many and varied. The results of the study point out that more women should be given opportunities to undertake international assignments so that they can develop themselves as model global managers and expatriates. Similarly, the finding that women are better equipped with adapting to the stress, strains and isolation of overseas jobs is very much significant as they can be entrusted with overseas assignments. Similarly, top management professionals can rely on women expatriates as they have the capacity to maintain a healthy balance, in their relationships, between locals and the headquarters. Value to the Reader: The article offers a number of fresh insights to the mind of the reader. The role of women as effective managerial professionals and expatriates have long been underrepresented and the article prompts one to think vice versa. The results of the study conducted by the researcher prove beyond any doubt that women are able to undertake and succeed in international assignments. Similarly, it can be concluded that the feminie characteristics and traits offer women expatriates to maintain better interpersonal relations among the local natives in foreign nations and the organization as

How did the foreign media negatively and positively affect the events Essay Example for Free

How did the foreign media negatively and positively affect the events Essay Tiananmen Square in 1989 refers to the pro-democracy protests that took place against the communist regime in the People’s Republic of China between May and June 1989 (Gilboa 200). As has been the practice, flow of information in China is always limited. That is why the foreign media played a very significant role in Tiananmen Square; in fact up to today, the incident is referred to as the Tiananmen Square Massacre in most of the outside world while it is simply referred to as the June Fourth Incident (Gilboa 200). Foreign media therefore played a big role in bringing the event out to the world; and this had many positive as well as negative impacts on the outcome of Tiananmen Square. There have been a lot of controversies surrounding Tiananmen Square. Even up to today, the number of people who died in the riots is still established. The impact of the media started being felt early on in April when after the death of reformist leader, Former Chinese Communist Party chief Hu Yaobang, University students from Beijing started putting up posters in his praise while advocating for freedom, democracy and the rule of law (Gilboa 200). The Chinese communist regime was largely anti-reformist, and this political activism was not to be received in kind. Having strict media and information censorship policies, this event would not have captured the audience it did, thanks to foreign media (BBC, 2010). Foreign media thus fuelled the intensity of the riots and the resolution of the demonstrators. If it was not for the foreign media, the events that transpired during the Tiananmen Square riots would not have been known outside the borders of communist China (Fenby 2008). But reporters from foreign media houses transmitted news feeds live from the scene and brought the cause of the demonstrators to the whole world. People, governments and human rights activists where then able to know how the situation was in China, and there was increased pressure on the communist regime ruling in China to grant its subjects the basic rights and freedoms (Gilboa 200). The brute force with which the government descended on the demonstrators even made the then president of the United States, George Bush, to halt any further trade in arms between the U.  S and the People’s Republic of China. Foreign media, being largely biased towards democracy and other western ideals, amplified the events occurring at Tiananmen Square and therefore gave the movements a lot of momentum (BBC 2010). Even when the government intervened with a brute force whose actual destruction of life is still not clearly established, the student protestors stayed put, buoyed by the support of the foreign media. It can thus be said that foreign media played a role in the total number of fatalities that actually occurred as a result of the Tiananmen Square Riots of 1989 (Fenby, 2008). Through deliberate exaggeration, the foreign media reports working on the Tiananmen Square story fueled international tensions further. Many western nations including the United States and most of the countries in Western and Eastern Europe condemned how the Chinese government was approaching the Tiananmen Square riots and questioned its human rights records (Richelson, Evans 1999). Many other nations in North America, Latin America and Oceania also condemned the Chinese communist regime. India, which had been on a collision course with the people’s republic of China, advised her local media houses to censor the content streaming in from Beijing to prevent a possible escalation of tensions between the two countries (Gilboa 200). In fact, media exaggeration in some way altered the international political landscape. Citizens in communist countries became wary of what the communist juggernaut would do to them. Elections were due to be held on the 4th of June in Poland, where the Polish Communist Party was in rule. This was just hours after the Tiananmen Square massacre but the polish public voted overwhelmingly in favor of leftist politicians, starting a process that would eventually remove the Polish Communist Party from power a year later. The United Nations and other human rights watchdogs had their attention attracted by foreign media coverage of what was actually happening in Tiananmen Square (Gilboa 200). The then Secretary General of the United Nations, Javier Perez de Cuellar, called on the Chinese government to practice maximum restraint while handling the rioters and hunger strikers on Tiananmen Square while the European Economic Community cancelled all high profile dealings with the Chinese in protest of the violation of human rights that was being orchestrated by the Chinese government on her citizens (Richelson, Evans 1999). In conclusion, the effect of foreign media in covering the events of Tiananmen Square in 1989 had more positive effects that negative effects. The plight of the Chinese people was brought to the fore leading to increased concern and measures to force the Chinese government to respect rights and freedoms that are internationally recognized as being universal and unalienable to every person. However, much of the information broadcast by several media houses was inaccurate and this led to misunderstandings and tensions between the Chinese government and several other authorities.

Personal Narrative- My Near Drowning Experience Essay -- Personal Narr

Personal Narrative- My Near Drowning Experience Have you ever had a moment in time that seems like minutes or hours even though it was only a few seconds? Have you ever seen everything before you play out in slow motion, where you are aware of everything around you, yet not knowing what was going on? I have, and as I look back on it, I feel very blessed and protected. On March 21, 1987, I decided to take a little swim in our swimming pool and almost drowned. On that fateful day in March, I was a couple months shy of my third birthday. My family and I lived in New Mexico at the time and were renting a house with an outdoor in-ground pool. The day was beautiful. I was outside with my oldest sister Rachel and my father. Rachel was diligently reading curled up on a bench that sat against the house, and my father was mowing the backyard. My mother and my other sister were in the house. Off to one side of the house there was a group of large bushes. I was playing over there with one of her large cooking pots, off in my own little world. At one point while amusing and en... Personal Narrative- My Near Drowning Experience Essay -- Personal Narr Personal Narrative- My Near Drowning Experience Have you ever had a moment in time that seems like minutes or hours even though it was only a few seconds? Have you ever seen everything before you play out in slow motion, where you are aware of everything around you, yet not knowing what was going on? I have, and as I look back on it, I feel very blessed and protected. On March 21, 1987, I decided to take a little swim in our swimming pool and almost drowned. On that fateful day in March, I was a couple months shy of my third birthday. My family and I lived in New Mexico at the time and were renting a house with an outdoor in-ground pool. The day was beautiful. I was outside with my oldest sister Rachel and my father. Rachel was diligently reading curled up on a bench that sat against the house, and my father was mowing the backyard. My mother and my other sister were in the house. Off to one side of the house there was a group of large bushes. I was playing over there with one of her large cooking pots, off in my own little world. At one point while amusing and en...

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Discuss the relative merits of top-down and bottom-up approaches to the diffusion of renewable energy technologies. †Word count: 1300 Introduction The question of whether an Initiative Is considered top-down or bottom-up Is a question of perspective, so a local council Annihilative can be viewed as a bottom up If you view It from a central government perspective, whereas you could view It as top down If you were one of the residents.Diffusion follows the innovation phase, and is all about uptake of new products by consumers, how new products enter the market and spread across. Therefore, diffusion is a measure of how successfully a new product has spread through society. In his book ‘Diffusion of Innovations' ref) Everett Rogers espouses that there are four mall elements that Influence the spread of a new Idea: the innovation Itself, communication channels, time, and a social system.In order to self-sustain, the Innovation must be widely adopted. The diffusion of Innovati ons according to Rogers. With successive groups of consumers adopting the new technology (shown in blue), its market share (yellow) will eventually reach the saturation level. Diffusion doesn't happen by itself, as it squires element of the marketing mix: product price place promotion. Process physical evidence properties pleasure people. ND Rogers' criteria for diffusion: relative advantage (offering a competitive advantage) complexity (being easy to use) compatibility (matching existing products) Absorbability (seeing the product in use) Tractability (trying the product out) Diffusion is also significantly affected by such factors as the efforts companies and organizations put into achieving those marketing mix elements and criteria for diffusion: government Initiatives aimed at Influencing the take up of new cosmologies (top-down, technology push); and the characteristics of the consumers In that market place.In the conventional depictions of consumer responses to products, consu mers are seen as passive – simply selecting from what Is on offer. However, some consumers are becoming more selective and are concerned about accordingly In his book ‘Enabling Innovation', Boor Outwitted describes innovation as involving a Darwinian process of selection. New ideas are tested and tried, but adopted only if they are seen as valuable by consumers (*ref) Top down *See â€Å"what makes renewable energy work. UDF† in 30TH folder Any technology signed to be used by society on the macro level (larger scale) needs to be integrated into existing technical and social structures. This means that these structures must be adapted to support an efficient use of the technology. The task of managing this adaptation requires the finance and support of governments.Key elements of technology support systems for renewable energy systems are: Public awareness and acceptance Qualification of everyone that interacts with the system (Installation, Maintenance and Operat ion) Quality control: every new technology goes through a number of iterations until reliable and efficient operation is achieved. If products entering the market do not meet a minimum standard confidence will be affected and diffusion may be prematurely halted. Organizational infrastructures supporting the technology must be in place to guarantee that a deficient device can be repaired quickly, and that spare parts are available.Logistical infrastructures are in place to provide fuels (in the case of Biomass) efficiently and in sufficient quantities – this may require the use of financial incentives for farmers to switch to alternative crops to support the technology. Development of standards regarding the renewable technology and fuels seed by them – this will encourage more manufacturers to enter the market thus driving performance up, and costs down, enabling further diffusion. Qualification of those indirectly confronted by the technology – architects, plan ners, public decision makers.They have special interests and create new markets with their purchasing choices. They influence the market in a bottom-up way.. Level 5 developer consumers. They develop new or modified products to meet their needs or concerns. They become more proactive in a bottom-up way in terms of technological innovation, and sometimes operate in niche markets. Level 6 Consumer innovators. Consumer initiatives lead to success and diffusion. The products transcend the niche markets created by these proactive consumers, and these products and the enterprises that have created them may become part of the mainstream. These consumers change the market and the products, and these changes may become part of the new order.At each successive level in this list, the influence of businesses on innovation and effusion decreases, as consumer influence and involvement increases. However, in all categories, business involvement is still strong and ultimately, at level 6, any succ essful products emerging from the bottom-up process are likely to be taken up by conventional companies. ‘The levels of consumer involvement shown above apply to individual consumers and small grass-roots user groups. However, these are not the only sources of external influence on the rate of technological development and diffusion. Consumers can also be part of wider consumer organizations and environmental pressure groups. Placements through the lobbying power and public influence of large numbers of members. For example, green groups may oppose nuclear power and support solar power. Clearly, given the involvement of grass-roots activists, this is a bottom-up approach, although some pressure groups have national and international roles and can be major players in the high-level political processes. ‘ The DVD includes illustrative examples which are relevant to your discussion on the relative merits of each aspect of the top-down and bottom-up approaches. They include the Hector Housing project, the Austrian DID solar case study, SamÃ'‘, Local generation in Waking etc. Ochs your attention to the good aspects of each approach. Think about such things as where these approaches might be best suited (and examples thereof), and also how whether they are mutually exclusive. Argue the case for and against various strategies for supporting diffusion for specific technologies or programmers. – Identify in general terms the key factors likely to influence the successful diffusion of new technological developments – Assess the relative merits of top-down and bottom-up approaches to diffusion and to the wider innovation process. Http://nun. Du/publications/articles/policy-innovation-for-technology-diffusion- Japanese-renewable-energy. HTML – Bottom up driving top-down: â€Å"Prior to the adoption of RPR, there were vociferous calls from the civil society requesting that the government introduce another policy model instead. The Feed-i n Tariff (FIT) is a policy generally proven to be successful in the member states of the European Union† Learning outcome 1 . 1: The way in which market, environmental and economic factors influence the consumer take-up (diffusion) of new products. – Block 4, page : key points of section 1 Block 4, page : key points of section 2 http://www. Warwick. AC. UK/face/cross_face/low_carbon/conference/programmer/low- carbon_conference_king_Wang_final_comma. PDF Diffusion theory is a collection of concepts that attempt to explain how new ideas, products or practices are taken up into use by domestic, commercial and industrial consumers.According to Everett Rogers (1983), a leading theoretician, diffusion is the process by which an innovation is communicated through certain channels over time among the members of a social system' leading to its subsequent adoption into widespread use. Rogers identifies five factors that influence diffusion. He suggests the ease and rate performan ce and/or cost terms, compared with existing products compatibility – with existing products, and with consumers' values and lifestyles complexity – by contrast, he argues that complexity is a negative attribute absorbability – seeing it in action, including seeing how others get on using it Tractability – availability for personally checking out its merits.In addition, perceived risk or danger in use could be added to the list as another potential disincentive. Consumers have increasingly become active in making complaints about the quality of products and services. In parallel, and more positively, consumers increasingly seem to be willing to put effort into searching for what they want. This is not to do simply with price. With a generally more affluent population, the focus is increasingly on performance and quality as well as value. Block 4, pig 15 For the present, it should simply be noticed that not all of this enhanced consumer selectivity is rela ted to self-interested personal utility concerns such as performance, quality or technical advantages, or even a desire for more things.Some consumers have adopted wider ethical stances in relation to what they buy and what they will tot buy, and sometimes, how much they will buy. In practice, only a few people opt for frugal denial, but many more are concerned about the sheer volume of their personal consumption and may seek to cut back on things they feel are frivolous or in some way undesirable. According to research for the Co-operative Banks Ethical Purchasing Index, in the period from 1999 to 2002, 52 per cent of I-J consumers boycotted at least one product because they disapproved of the practices of the company concerned. It was estimated that E. 6 billion had been lost by firms in 2002 due to consumers switching brands on ethical grounds.A survey in 2004 of potential consumer attitudes to companies that did not comply with the new environmental legislation requiring compani es to reduce carbon dioxide emissions -introduced under the EX. Emissions trading scheme(Elk TEST) – found that consumers would vote with their feet if companies failed to comply with this new green legislation. One in three respondents to the survey said they would switch brand allegiance on environmental grounds if a company they regularly buy goods and services from failed to comply (Illogical, 2004). Moreover, consumer responses are not simply negative – some consumers will costively select products which comply with environmental legislation or which are marketed as, for example, involving fair trading with producers in developing countries, or which avoid testing on animals.Block 4, pig 16 environmental sensitivities that influence their purchasing decisions; some companies have responded to this new market; and the government seems keen that the public should do more, particularly in relation to selecting environmentally appropriate products. Learning outcome 1. 2: The role of consumers in supporting new product lines, resisting unwanted options and, on occasion, stimulating the production of, or even actually developing, desired products and services. – Block 4, page : key points of section 1 Block 4, page : Key points of section 2 Block 4, page : key points of section 4 Block 4, page : Key points of Section 5 Block 4, page : key points of section 6 Learning outcome 1. : The difference between top-down and bottom-up approaches to innovation and diffusion and the potential role of consumers and users in aiding diffusion and innovation. Block 4, page : key points of section 1 Block 4, page : key points of section 5 (Bottom -up) Block 4, page : key points of Section 6 (Bottom-up) Block 4, page : key points of Section 7 (Top-down) Learning outcome 1. 4: Consumer involvement with innovation and diffusion in the renewable energy sector and the problems that such activity may come up against. Block 4, : key points of section 1 Block 4, pa ge : key points of Section 2 Block 4, page : Impact on technology diffusion Block 4, page : key points of section 3 : key points of section 5 page page Block 4, page Consumer involvement classification.I have identified six levels of consumer involvement: At each successive level in this list, the influence of businesses on innovation and diffusion decreases, as consumer influence and involvement increases. However, in all categories, business involvement is still strong and ultimately, at level 6, any successful products emerging from the bottom-up process Block 4, page Governments influence the mix of products and systems in ways often beyond the control of consumers, through regulation, taxes and other policy mechanisms. They seek to stimulate the development and diffusion of selected technologies in line with wider national or international strategic priorities. For example, based on environmental policy, governments may seek to phase out the use of coal for electricity generati on and to back wind, wave or tidal power.Clearly this sort of influence involves a top-down approach, although one moderated by democratic processes. Learning outcomes 1. 5: The role of government in influencing the direction and effectiveness of the innovation process and the strategic development of technology in the context of trying to move to the environmentally sustainable use of energy. Block 4, page : Government energy options Block 4, page : Conclusions Block 4, page : key points of section 7 Block 4, pig 10 : key points of section 8 Block 4, piggy : key points of section 9 Learning outcome 1. 10: The role of diffusion and the part played by consumers in paving to a more sustainable approach to energy use.SAA 14: It is true that most innovations are the result of efforts by companies to develop products that will sell to consumers, with governments perhaps providing support for specific lines of development deemed strategically important. However, as has been argued in this block, the diffusion process can be greatly aided if consumers and users are involved in some way. Indeed, motivated consumers and users can sometimes create markets for new areas of innovation. Even when it comes to Just responding to innovations developed by others, the social and community context is important for diffusion. Certainly diffusion may be delayed or prevented if the community opposes the innovation – as was illustrated in the case of wind power.More positively, bottom-up initiatives from the grass-roots can sometimes throw up original ideas that can be diffused widely. Indeed, in some sectors this can be a major source of innovation in terms of new product development, as well as aiding Block 4, pig 23 Diffusion is the final stage of the innovation process, and is concerned with the take-up of new products by consumers. The rate of diffusion at any one time depends on how consumers react to new products. Some will adopt them quickly, most others will take the ir time, and a few will remain hesitant until there is no other option. In the conventional depictions of consumer responses to products, consumers are seen as passive – simply selecting from what is on offer.However, some consumers are becoming more selective and some are concerned about ethical, social and environmental issues and are adjusting their purchasing choices accordingly. A bottom-up grass-roots approach to innovation may offer some advantages over a top-down approach, by ensuring involvement of users in both reduce development and diffusion. A technology â€Å"push,† also known as top down transfer, is diffusion from higher levels of authority to lower levels. An example of â€Å"push† is Federal efforts at technology transfer through legislation, regulation, or policy. Entrepreneurs and other individuals or organizations whose objectives are to implement a technology typically â€Å"push† in order to do so. In marketing terms, the client is â€Å"sold† the technology.A transfer â€Å"pull† is Just the opposite, a bottom-up form of diffusion. The client demands the technology. The search for innovation moves up from the lower levels f an organization until it is accepted or addressed and resolved by higher authorities. Two systems exist for diffusion of innovation: centralized or decentralized. Decision making in centralized systems is concentrated at a high level, while decentralized systems feature wide sharing of power within the diffusion network. In centralized systems diffusion is vertical – from the top down, as innovations emerge from formal R&D projects. Centralized systems favor technology push, where â€Å"needs† are defined at a high level.Innovations which cannot be easily modified, or re-invented, re best diffused using a centralized system. Decentralized systems use horizontal diffusion, as local experimentation is often the innovation source and use technology pull, where need s are defined locally. Innovations which lend themselves to modification are best diffused by a decentralized approach because such an approach allows local adaptation of innovations to reflect local needs. There are, as a general rule, two types of projects. Projects following top-down procedures where large projects are conceived and announced by the Ministry of Scientific Research and Information or Ministry of Environment. Those commissioned projects are rewarded with large amount of money.The second type of project concerns smaller ones and follows a bottom-up approach with three different types of grants: grants for public research (PRO or Universities), SEEM projects and projects supported by the EX. Framework programmer. Http://sustainabledevelopment. UN. Org/content/documents/Kandahar. PDF top down monitoring and audit process to ensure that the quality standards are strictly met and the Company policies and procedures are being properly followed Top-down Definition  œ A development or change initiated and managed from above by overspent or companies: the conventional approach macroeconomic measures Block 4, pig 82 governments can ensure the successful development and spread of strategically selected technologies.This will include a look at new technology development as well as at diffusion because the successful diffusion of new products frequently rests on how well those products have been developed. For example, the UK government's 2003 innovation review identified environmental issues, and the need for improved, lower impact products and services, as a key driver for future innovation. The review suggested that some of the new developments would be specific environmental goods and services, such as technologies to minimize pollutants or promote resource efficiency, or renewable energy sources Block 4, pig 86 Nevertheless, in order to achieve its aim of increasing the contribution from renewable, the I-J government found it necessary to provi de support to enable the newly emerging technologies to enter the marketplace.New technologies usually face a challenge in trying to get established in markets dominated by the existing range of products, and this was clearly a problem for renewable faced with the nominate fossil fuel and nuclear industries. So the government decided to provide extra support to stimulate diffusion, by adjusting the market. As noted earlier, this is sometimes called market ennoblement – enabling key new technologies to be taken up by the market. Block 4, pig 90 By contrast, the subsidy systems for wind projects in Germany, Denmark and elsewhere meant they could make use of locations with much lower wind speeds – indeed they often had little choice because, for example, Denmark is mostly flat and wind speeds there and in Germany are generally much lower than in the I-J. Block 4, pig 93

International Business Communication Phase

The management team from the United States will be in charge of the staffing for said restaurants. There will be a meeting of Executives in the United States, to explain the project and provide everyone with the necessary information needed to complete the task at hand, also giving the chance for all the executives get acquainted. Communication is very important in the business world and is required when expanding business to other countries. To have a complete understanding of a different culture, there has to be respect of customs, manners, and ethnicities.It is important to understand being able to communicate both verbally and non- verbally is the key to success. Because each of the groups may speak a different language, it needs to be priority number one to make sure everyone is on the same page and there is no confusion. Some cultures can feel uncomfortable and insult others, when there is a lack of cultural understanding. Differing cultural standards of these countries include but are not limited to, politics, social, and education.The language hurdles are an issue because of the people not knowing the other language does not understand when people have questions or comments. This will disturb the demonstration because it can cause confusion with communication between the different people and can cause them to be confused of the meeting and the information that they need to operate the business as taught. Language barriers can also cause rational replies and destructive sensitive replies. There are many approaches to aid everyone to improve a relationship with each other to help in conveying, execution, and growth.Other approaches consist of creating a bond, ask questions about their culture, opinion, and customs, and listen courteously to all persons to gain a complete understanding and knowledge of their views and their culture Conveying proficiently will let agreeing conditions between businesses partners become more easily. The win-win model would be the best form of a negotiating model for negotiating each set of partners. The win-win model entails agreeing on terms, both sides believing they have won.Conditionally, there are different types of coming to terms more efficiently. The key to coming to an agreement, there needs to be an agreed upon set of terms both arties understanding what the other party wants, without taking away from the initial goal. A conflict can possibly arise, if there is a conflict of interest or if one feels one way and the other individual feels another way. When conflict arises, it is very important to know that there is a conflict and a resolution is required.The outcome of a conflict can be either positive or negative. There are many techniques that can be developed to assist in handling conflict. It is important to know how important it is to satisfy your own needs and the needs of the other individual needs. To overcome conflicts, there are many strategies that you can use. Taking care of you and knowing yourself consist of understanding triggers and creating a better environment. The next strategy is to clarify the personal needs that are threatened by the conflict.To clarify the personal needs, means to be substantive and identify what the desired outcome of the negotiation process is. Find a safe place to negotiate is another strategy that consists of appropriate space to negotiate, appropriate time, and agreeing on the ground rules. Taking the time to listen ill help when conflict arises; because it will help you know what is being said by listening actively and help you have a clear understanding of what the other individual is saying.Specifically and clearly asserting your needs means to build from what you are hearing and using messages to clarify what is being said. Approaching flexibility and problem solving is a method for handling conflict and it means to find a solution or options identify the issues concisely and clearly, are open-minded, and to clarify what th e criteria is for making the right decisions. Managing the issue calmly, patiently, and successfully will help to clarify any feelings, focus on the interests and needs, and to take a break.Also, implement and evaluate the issue and know what the cause was for the conflict and it will show you how to handle it if the situation was to arise again. Errors that can happen when negotiating contracts are very likely. Making sure when asking questions you leave the question open so the other party feels like they are being included. The other parties needs and expectations are considered, this helps them feel what they are proposing is not being disregarded. Self-defeating compromise is another mistake to avoid.This is cause from the fear of losing the deal or fear that the people you are negotiating with are taking advantage of you. Directing insensible messages is a no-no because it will show when a person is anxious or self-critical, the best thing to do is manage the problematic thoug hts. Short term thinking will help to end the negotiating process fast and help gain immediate benefits. Talking too much is a mistake, because it can cause you to negotiate against yourself, rather than for yourself. When negotiating, you have to wait or pause and be informal able with being silent.Requiring face to face meetings is a mistake because it is best to negotiate at a distance. Negotiating at a distance will help come to a better agreement and it help an individual concentrate more on the high priority items by looking at the issues in an abstract way. Being too pasty is a mistake that is made by most individuals when negotiating because it makes things look desperate when you are trying to push an individual to say yes. Rather than push the individual to say you, you need to provide the individual what the chance to say not.

Free Essays on Incidents in the Life of a Slave Girl’

. The author, Harriet Jacobs, throughout her narrative describes the cruelties of slavery vividly. In slavery, a person is completely shut out from things normally given to humans. When Linda Brent retreats into the hole constructed by her uncle, she describes her experience as â€Å"stifling; the darkness total† (438). Many slaves were completely shut out from the world. In one story, Jacobs relates of a slave who had been beaten, â€Å"The back of his shirt was one clot of blood†¦the master said he deserved a hundred more lashes† (378). Slave masters did not allow most slaves to learn how to read or write. Others limited the actions of the slaves. One man who tried to run away was, â€Å"put into the cotton gin, which was screwed down, only allowing him room to turn on his side when he could not lie on his back† (379). Rats ate him. In these conditions, slaves were continuously kept in bondage, a form of darkness bec... Free Essays on Incidents in the Life of a Slave Girl’ Free Essays on Incidents in the Life of a Slave Girl’ Slavery Imagery in the Retreat in Harriet Jacobs ‘Incidents in the Life of a Slave Girl’ By Darcy Gaugler Harriet Jacobs (alias Linda Brent) is deemed one of the writers of a classic slave narrative depicting one of the most dehumanizing institutions in American history: slavery. Throughout her discourse, she uses metaphors and language filled with poignant words such as â€Å"darkness† and â€Å"stifling† to illuminate slavery in all of its evil masks and faces. She explains the effects of slavery on a people by using fierce prose in describing her own personal experiences so one can better see the crippling effects of slavery as a whole. At one particularly eerie point in her life, readers witness her as debilitated and shut away from air and light for a total of seven years in an effort to escape the slavery. It is in this incident where the reader can draw parallels between the seven-year retreat and the stifling institution of slavery because in descri bing both she uses similar metaphors, images, and descriptive words. The author, Harriet Jacobs, throughout her narrative describes the cruelties of slavery vividly. In slavery, a person is completely shut out from things normally given to humans. When Linda Brent retreats into the hole constructed by her uncle, she describes her experience as â€Å"stifling; the darkness total† (438). Many slaves were completely shut out from the world. In one story, Jacobs relates of a slave who had been beaten, â€Å"The back of his shirt was one clot of blood†¦the master said he deserved a hundred more lashes† (378). Slave masters did not allow most slaves to learn how to read or write. Others limited the actions of the slaves. One man who tried to run away was, â€Å"put into the cotton gin, which was screwed down, only allowing him room to turn on his side when he could not lie on his back† (379). Rats ate him. In these conditions, slaves were continuously kept in bon dage, a form of darkness bec...

Karma And Dharma Are Central To Buddhism Hinduism Religion Essay Essays

Karma And Dharma Are Central To Buddhism Hinduism Religion Essay Essays Karma And Dharma Are Central To Buddhism Hinduism Religion Essay Paper Karma And Dharma Are Central To Buddhism Hinduism Religion Essay Paper There are two major influential faiths in Asia that are distributing rapidly all over the universe. They are Hinduism and Buddhism. There is a misconception that surrounds these two words, moksha and enlightenment, they are non the same even though the two constructs may look similar. In the undermentioned essay I will separate the different apprehensions and readings of these two constructs and so I will compare and contrast the differences and the similarities. The construct of moksha in Hinduism and the construct of enlightenment in Buddhism are the cardinal focal point of these two faiths. Both of these constructs have their different ways of accomplishing their end and they have differences. I will compose two different readings of moksha in Hinduism and the attacks of two philosophical schools that emerged to learn the attack of how moksa can be attained. I will make the same for enlightenment in Buddhism, traveling into inside informations of different apprehension of this construct and I will reason with analysing the similarities and contrasts of these constructs which are followed in the same street, merely are located in opposing pavements. Moksa itself in Sanskrit linguistic communication means release and its significance is to be liberated from the rhythms of sansara, reincarnation, and the strivings and the agony of karma by accomplishing immortality through ageless truth. Different Hindu doctrines schools emerged in India, each with the construing their ain apprehension of moksha. One of these philosophic schools was Vedanta which was divided in different bomber schools with each of their ain readings of moksha. One of those is Shankar s Advaita Vedanta School where they perceive that moksha can be acquired merely when the human psyche realizes that it is one being with the Brahman. Harmonizing to them, a individual can merely accomplish moksha when he realizes the truth in himself that his psyche is portion of Brahman and Brahman is portion of his psyche, or atman as they name it, and one time this Manichaean attack has been acknowledged so the individual has achieved his true signifier, he has been enlighten and has broken free from the rhythm of reincarnation, sansara. The lone manner a individual can make this is by self attempt. On the other manus, Ramanuja s Vishishtadvaita Vedanta School promoted another attack to accomplish moksha. They followed another way which is idolizing the God Vishnu. Their theistic attack taught people that by acknowledging the psyche, affair, and God, anyone can obtain moksha by an easier manner which connects people on a personal degree with the Supreme Being. Nirvana in Buddhism is understood as the terminal of enduring. There is non a clear definition of enlightenment as it can be understood in many different ways but it is the highest religious accomplishment which dissolves strivings, choler, greed, desire and all signifiers that create enduring. In Buddhism three major cardinal schools emerged to learn the manner of enlightenment, and those were Vajrayana, Mahayana, and Theravada but I will concentrate on the last two philosophies. Theravada philosophy emphasises on the apprehension of enlightenments can be reached when the individual realises the true nature of world and has an waking up of itself. These people are called arahants. This can be achieved through many lifetime religious persuasions of enlightenment where the individual has broken off from the rhythms of metempsychosis, and has became a Buddha, a bodhi which has the same significance as enlightenment, the enlighten. Mahayana philosophy on the other manus has developed an other apprehension of enlightenments. They believe that Buddha is non merely a human figure but a supreme being that we can non even perceive of its illustriousness and helps us accomplish enlightenment. This means that we are still capable to delusion even though enlightenment has been attained, alternatively bodhi has a higher rank in religious accomplishment and one time bodhi has been attained, a individual can go Buddha. In Hinduism the construct of reincarnation refers to an ageless component that travels from one life to another. This element takes different signifiers and forms of different living things among its ageless life. This is the psyche, or the atman as it is called in Hinduism. In contrast, Buddhism has the construct of metempsychosis which is the continuance of the province of head in a different human being but non its psyche since its account is that a batch religious events had to go on to make the 2nd life signifier and yet non a different individual due to the causality relation. Thus we can see the difference clearly of Nirvana where there is the realisation achievement of the discontinuation of individualism and Moksha is the fulfillment acquisition of the truth of the affinity of your psyche, atman, and Brahman. In both instances, individualism is lost but in different apprehension and readings. Both faiths have a batch of nomenclature and even names of divinities in common, but in about every individual instance, the significance is really different both believe in reincarnation/rebirth, but the reading is really different ; both believe in karma, but the reading is somewhat different ; both believe in samsara ( the rhythm of metempsychosis and agony ) and release from samsara ( moksha/nirvana ) , but the reading is widely different, particularly about release ; both have yoga, tantra, Dharma, mantra, and so on, but frequently mean wholly different things with the words ; the significance of Gods or divinities is grossly different in Hinduism several of them are of import objects of fear, even seen as emanations of the supreme God ( Brahman ) , whereas they are neer objects of fear or supplication in Buddhism, merely seen as deluded animate existences who will finally decease and be reborn in a new organic structure merely like you and me. They strive for an interior peac e, and eventually to make heaven through either moksha or enlightenment.

SCHAFER Surname Meaning and Family History

SCHAFER Surname Meaning and Family History The Schfer surname and its variations such as Schaefer come from the Middle High German schà ¦fà ¦re, meaning shepherd, a derivative of schaf, meaning sheep.  See SCHAFFER for another possible origin. Schfer / Schaefer  is the 11th most common German surname. Surname Origin: German, Jewish Alternate Surname Spellings:  SCHAEFER, SCHAF, SCHAAP, SCHAEFFER, SHAVER, SCHEFFER, SCHAFFER Famous People With the SCHAFER  / SCHAEFER Surname Arnold  Schfer  - German historianWill Schaefer  - American composerPierre Schaeffer -  French composer, writer, broadcaster, and engineerEdward Albert Sharpey-Shafer (born  Edward Albert Schfer) - English physiologistTim Shafer - American computer game designer Where Is the SCHÄFER Surname Most Common? According to surname distribution from Forebears, the  Schfer surname is most common in Germany, ranking as the countrys 72nd most common surname. The alternate spelling of Shaefer is even more common, coming in at 57th.  WorldNames PublicProfiler, which combines data on the surname under the Shaefer spelling (the   umlaut converts to ae),  indicates the surname is very prevalent throughout Germany, especially the southern half of the country in states such as Hessen,  Saarland, Rheinland-Pfalz, Baden Wà ¼rttemberg and  Nordrhein-Westfalen. Surname maps from Verwandt.de indicate the  Schfer last name is most common in western Germany, especially in the counties or cities of Berlin, Lahn-Dill-Kreis,  Kà ¶ln,  Gießen,  Rhein-Neckar-Kreis, Siegen-Wittgenstein, Main-Kinzig-Kreis, Mayen-Koblenz, Frankfurt am Main and Wetteraukreis. Genealogy Resources for the Surname SCHÄFER Meanings of Common German SurnamesUncover the meaning of your German last name with this free guide to the meanings and origins of common German surnames. Schafer  Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Schafer  family crest or coat of arms for the Schaefer surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted. Schaffer  DNA  Surname ProjectIndividuals with the Schaffer  surname, and variations such as Schaefer, Schaeffer, Schafer, Schaffler, Shafer, Shaffer, Shaver and Sheaffer, are invited to participate in this group DNA project in an attempt to learn more about Schaffer family origins. The website includes information on the project, the research done to date, and instructions on how to participate. SCHAFER  Family Genealogy ForumThis free message board is focused on descendants of Schafer  ancestors around the world. FamilySearch - SCHAFER  GenealogyExplore over 3.7  million results from digitized  historical records and lineage-linked family trees related to the Schafer surname on this free website hosted by the Church of Jesus Christ of Latter-day Saints. SCHAFER  Surname Mailing ListFree mailing list for researchers of the Schafer  surname and its variations includes subscription details and searchable archives of past messages. DistantCousin.com - SCHAFER  Genealogy Family HistoryExplore free databases and genealogy links for the last name Schafer. GeneaNet - Schafer  RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Schafer  surname, with a concentration on records and families from France and other European countries. The Schafer  Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the Schafer  surname from the website of Genealogy Today. References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998.Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003.Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.

Game Play Project Essay Example | Topics and Well Written Essays - 500 words

Game Play Project - Essay Example Markers or crayons, yarn, buttons, and glue-sticks are materials that are cheap and are a great way to decorate the puppets without creating a mess. There are many available designs that workers can teach the young patients which can be viewed on Enhantedlearning.com. After designing the puppets, the worker and the children can develop a dialogue about their specific puppet such as their name and basic characteristics. Workers can prompt the children with questions such as â€Å"What’s your puppets name? What’s the puppet’s favorite food, activity, etc? Does the puppet have any brothers and sisters?† Finally, the children can create a story whether through improvisation or writing out a scene and act out the story using their puppets. This activity does not have any major safety risks that need to be addressed. As long as the adult/worker has prepared the yarn before hand, there is no need to bring scissors or any other risky material into the patient†™s environment. The puppet activity can be modified for children as young as four or five and as old as nine or ten.

Free topic Essay Example | Topics and Well Written Essays - 1250 words - 1

Free topic - Essay Example efine the way that the 20th and 21 century has developed, it is exceedingly hard to argue that any one invention has changed the way in which life exists more than that of the internet. Due to the fact that the internet allows a level of communication, and information distribution across such a wide range of topics, one can view it in an entirely different way the other tools that have thus far been listed. Regardless of the level of utilization that can be had from any range of inventions that such an study could reveal, the revolution that the internet has provided spans across nearly each and every layer of available knowledge and information that one can hope to engage with. For this reason, understanding, appreciating, and analyzing the unique ways that that internet has fundamentally reshaped our world will the point towards which this research proposal seeks to analyze. The idea of the internet has existed within minds of scientists and engineers since the dawn of the communication age; however, it was not until research from the last 1960’s that the United States government saw the benefit to such an interconnected group of robust computer networks. This was primarily born out of the fact that early computing power was so limited that it had to be maximized by utilizing a type of â€Å"piggyback† approach which allowed one server system to piggyback on another and communicate as a means to maximizing existing output. In such a way, this eagerly representation of the internet was less about person to person communication or information retrieval as it was about seeking to ameliorate a given alack within the realm of computing. Regardless of the reason, the growth and development of these network of interconnected computers soon began to expand beyond the realm of government research and soon began to see rapid growth within the field of private business and finally, with the advent of personal computers (PCs), the individual user himself/herself. As

The Co-Teaching Model Research Paper Example | Topics and Well Written Essays - 1000 words - 1

The Co-Teaching Model - Research Paper Example Co-teaching model keeps the implementation of these policies intact. The discussion contained in this article shall emphasize on the nature of co-teaching, the mode of instructional delivery, and its effectives in general and special education. While there had already been signs of the implementation of co-teaching models during the 1950s, it was only recently that co-teaching models are much more adopted in private and public schools. Several reasons can be counted as substantial in transpiring the employment of co-teaching models in schools: (1) The No Child Left Behind Act, which insisted that educators must guarantee that every student, "including those with disabilities and other special needs", develops competitiveness irrespective of physical circumstances. (2) The Education for All Handicapped Children Act (1975), which required educators to employ educational inclusiveness by providing less restrictive learning environment (LRE) especially for students with serious disabilities. In fact, many strategies have been fashioned to realize these policies including, but not limited to, co-teaching. Over the last few years, co-teaching has "surfaced as a topic of discussion in schools throughout the country" (Cook, 2004). Hence, Marilyn Friend (2008) expresses that with the incrementing prevalence of co-teaching and "implied legislative stimulus for it", educators should go beyond simply knowing that such practice exists; educators must improve their understanding and competence concerning this practice. Generally, according to Cook (2004), co-teaching is an instructional approach that comprises two or more educators or other certified staff contracted to share instructional responsibility, "primarily in a single classroom or workplace and for a specific content". In contrary to the prevalent misconception regarding co-teaching, it is not necessarily collaborative, a team teaching or an inclusion (Cook, 2004). The

Wage Rate Analysis Case Study Example | Topics and Well Written Essays - 1000 words

Wage Rate Analysis - Case Study Example Factory overheads can be defined as related expenditure that the company might have to incur when it undertake the above mentioned engineering contract. Examples of factory overhead would be depreciation of the machinery and equipment, rent of the space in which the facilities of the company is housed, utilities expenses such as electricity consumption expense pertaining to the operation of machinery etc. Now these factories overhead can further be divided into two classes same as the wage rate, which are fixed overhead and variable overhead. From the aforementioned list, the variable overhead expense would be the electricity consumption which is specifically dependent upon the running time of the machine. Electricity overhead expenditure would be greater if the machinery is utilized for a longer duration in the contract and vice versa. In addition, other variable overhead expenditure such as depreciation and rent are fixed expenditure in nature. This can be explained by considering the fact that whether the company accepts the contract or not depreciation would be recorded in the books of the company on account of normal wear and tear of the machinery. Similarly, whether the company utilized its resources on the contract it has to pay the rent of the site in which the facilities are houses. The expenditure of this sort is fixed in the short term and is not dependent upon the outcome of activity. Thus while quoting the price to the government; the contractor must carefully consider the above mentioned aspects into consideration and then quote a relevant per hour price. The contract price calculation per hour must include all relevant variable factory overhead. It must be ensured that only those variable overheads which are directly related to the project and is dependent on the outcome of the project, such overheads which are variable and not related to the outcome of the project must not be included in the project. Fixed factory overheads must not be included in the per hour contract price as they will be expended whether the contract was accepted or not. 2. For further clarity, the wage rate should be broken down into fixed and variable parts. The fixed part of any cost is that which is not dependent upon the level of output and does not change even if the output increases or decreases. The variable part of any cost is entirely dependent upon the level of output. Exercise 2 Category Wage Rate Percentage of Contractual Effort Total Hour Spent Total Wage Expense Scientist 25 10% 800 20,000 Senior Engineer 23 15% 1,200 27,600 Engineer Assistant 14 5% 400 5,600 Trainee 7 70% 5,600 39,200 Total 8,000 92,400 Per Hour Wage 11.55 The use of weighted average wage rate is quite appropriate in the circumstances. The contract comprises of various category of engineering experts ranging from the scientist to the trainee. Each category of the engineering expert charges a different wage per hour as compared to the other based on their experience. The scientist, being the most knowledgeable and experienced charges $25 per hour whereas the trainee charges a mere $7 which shows the range of wage rate per hour. On the other hand, if we analyze the time spent on the contract

Handscrolls in the Song Dynasty or in Tang dynasty or you can compare Essay

Handscrolls in the Song Dynasty or in Tang dynasty or you can compare - Essay Example Gu lived during the Jin Dynasty (265-240) and is known as a the founder of the classical Chinese painting. The predominant style of painting during the Jin Dynasty was scroll paintings. Gu was from Wuxi family and worked as a government official when still of a young age. Gu was not only a painter but also wrote several poems and essays. He had a chance to travel to many places and he would document his experiences as poems, essays or paintings. He is a very important figure in studying Chinese art history (McCausland, 43). This paper looks at Gu kaizshi works of art and analyses the specific characteristics of these paining as a way of getting insight into the style used by Chinese artist during the Jin dynasty. Nushi Zhen â€Å"Admonitions of the Instructress of the Ladies in the Palace†) This is one of the most documented paintings by Gu. This painting is adopted from Zhag Hua’s moralizing text that details the right behavior that ladies in the Imperial Harlem should show. This scroll is made of direct quotation from the texts which are followed by illustrations in terms of painting. The paintings were made with ink drawn on silk materials. The paintings in this hand scroll are very different from those of the Han dynasty. Unlike the previous paintings the figures in this hand scroll have characterized facial expressions showing emotions (McCausland, 560. This shows a development towards the creation of portraits with the figures showing individual characters and is not general like the previous pictures. An example of this portrayal is seen in scene 10 when a lady approaching the emperor was repulsed by a gesture of his raised arm. Gu uses long even strokes of his brush that show the swirling of the drapery. One can also read the expressions on the two characters involved. An important aspect of Gu painting in this scroll is the strokes. He uses evenly narrow and long strokes without a lot of diversification. This kind of line was named as spr ing-silkworm-spitting-silk line. It was the earliest line style used by Chinese artist and it was not until Tang dynasty where the artists started using more diversified line strokes. Gu was also limited in terms of the colors used to paint the apparel worn by his characters. This is because the color used was only ink either ochre or vermilion ((McCausland & Gu, 356). Gold was used in representing ornamentation in women. Gu paid a lot of attention to details as seen in his work of art and this explains why it was possible to characterize his figures. This was borrowed by other artist and it now possible to tell a person’s character from the manner they are displayed in portraits. Nymph Of Luo River This is another work of art which has contributed to the growth of the modern day Chinese art. This work of art was based on a poem written by Cao Zhi. This art can be seen as a milestone in the transition from figure painting to landscape painting. It is from the Jin dynasty that artists started to recognize the powerful influence of nature as setting was now seen to be an integral part of displaying themes in paintings. The originating is based on the story of the price Cao zhi meeting a nymph by the Luo River. This story is found in a poem written by Cao zhi himself. The nymph was the daughter of a mythical ruler called Fuxi. This is a doomed romance since the gods and human cannot marry as they live in different worlds. This form of art also shows the

Women in Islamic Communities Essay Example | Topics and Well Written Essays - 750 words

Women in Islamic Communities - Essay Example Reservations raised by Islamic countries are mainly on the grounds that some of the Articles in the CEDAW violates Muslim law - the Sharia't.. By claiming that the Sharia't is inviolate, Reservations by Islamic countries on the CEDAW serve to perpetuate gender discrimination and the continued subjugation of women. CEDAW provides a universally accepted platform to combat gender inequality by addressing the issue of discrimination in various fields. CEDAW defines discrimination as, "Any distinction, exclusion or restriction made on the basis of sex which has the effect or purpose of impairing or nullifying the recognition, enjoyment or exercise by women, irrespective of their marital status, on a basis of equality of men and women, of human rights and fundamental freedoms in the political, economic, social, cultural, civil or any other field" (Wikipedia). In implementing the above, Reservations raised on the CEDAW can be broadly categorized as those arising out of incompatibility with existing domestic legislation, on practical grounds and those that are contrary to the Sharia't. Incompatibility with National Laws. ... Ireland, on the other hand has reserved its right to maintain its domestic provisions on social security as existing laws are more favourable to women. Problems with Implementation. Some of the Reservations are more practical in nature. India, for example, while fully supporting CEDAW and the principle of compulsory reporting of marriages, has expressed its inability to do so due to various reasons including inadequate administrative back-up, low levels of literacy and poverty. Similarly, countries having a federal form of governance, have sought more time to bring in suitable legislation that would make the provisions of the CEDAW applicable across the board. These reservations do not, therefore, reject the aims and objectives of the CEDAW but only highlight the efforts being made by such countries to do away with gender discrimination. Conflict with the Sharia't. Reservations that are incompatible with the provisions of the Sharia't are, however, the most common and mostly emanate from Islamic countries. For example, Bahrain has reserved its right to implement the CEDAW only within the bounds of the Sharia't. Bangladesh, another Islamic country, commits that it does not consider itself bound by the provisions of the CEDAW as they conflict with Sharia't law based on the holy Quran. By mixing religion and human rights, in particular those of women, the influence of religious institutions over interpretation and application of Muslim women's roles and rights are over emphasized. These contradictory policies towards gender equality have made the CEDAW irrelevant in Islamic countries. Reservations on certain articles of the CEDAW in no way dilute the importance of

Handscrolls in the Song Dynasty or in Tang dynasty or you can compare Essay

Handscrolls in the Song Dynasty or in Tang dynasty or you can compare - Essay Example Gu lived during the Jin Dynasty (265-240) and is known as a the founder of the classical Chinese painting. The predominant style of painting during the Jin Dynasty was scroll paintings. Gu was from Wuxi family and worked as a government official when still of a young age. Gu was not only a painter but also wrote several poems and essays. He had a chance to travel to many places and he would document his experiences as poems, essays or paintings. He is a very important figure in studying Chinese art history (McCausland, 43). This paper looks at Gu kaizshi works of art and analyses the specific characteristics of these paining as a way of getting insight into the style used by Chinese artist during the Jin dynasty. Nushi Zhen â€Å"Admonitions of the Instructress of the Ladies in the Palace†) This is one of the most documented paintings by Gu. This painting is adopted from Zhag Hua’s moralizing text that details the right behavior that ladies in the Imperial Harlem should show. This scroll is made of direct quotation from the texts which are followed by illustrations in terms of painting. The paintings were made with ink drawn on silk materials. The paintings in this hand scroll are very different from those of the Han dynasty. Unlike the previous paintings the figures in this hand scroll have characterized facial expressions showing emotions (McCausland, 560. This shows a development towards the creation of portraits with the figures showing individual characters and is not general like the previous pictures. An example of this portrayal is seen in scene 10 when a lady approaching the emperor was repulsed by a gesture of his raised arm. Gu uses long even strokes of his brush that show the swirling of the drapery. One can also read the expressions on the two characters involved. An important aspect of Gu painting in this scroll is the strokes. He uses evenly narrow and long strokes without a lot of diversification. This kind of line was named as spr ing-silkworm-spitting-silk line. It was the earliest line style used by Chinese artist and it was not until Tang dynasty where the artists started using more diversified line strokes. Gu was also limited in terms of the colors used to paint the apparel worn by his characters. This is because the color used was only ink either ochre or vermilion ((McCausland & Gu, 356). Gold was used in representing ornamentation in women. Gu paid a lot of attention to details as seen in his work of art and this explains why it was possible to characterize his figures. This was borrowed by other artist and it now possible to tell a person’s character from the manner they are displayed in portraits. Nymph Of Luo River This is another work of art which has contributed to the growth of the modern day Chinese art. This work of art was based on a poem written by Cao Zhi. This art can be seen as a milestone in the transition from figure painting to landscape painting. It is from the Jin dynasty that artists started to recognize the powerful influence of nature as setting was now seen to be an integral part of displaying themes in paintings. The originating is based on the story of the price Cao zhi meeting a nymph by the Luo River. This story is found in a poem written by Cao zhi himself. The nymph was the daughter of a mythical ruler called Fuxi. This is a doomed romance since the gods and human cannot marry as they live in different worlds. This form of art also shows the

History Essay Example | Topics and Well Written Essays - 500 words - 68

History - Essay Example Discovery of the New World by Christopher Columbus also made people question existing view of geography by Ptolemy (the world is flat). These discoveries spawned a scientific revolution as it spurred new questions to be asked. There was much resistance to new discoveries because the people were skeptical of these discoveries and would rather stick with their old beliefs. But perhaps more importantly, resistance came from the Catholic Church because ideas from the scientific revolution challenged their hold on the masses by using faith and superstition. In other words, scientific discoveries threatened the social, economic, and political order based on religion, as Christianity was often the central coherent ideology in many European societies. The people would naturally tend to question the authority of the Church because there were now being offered scientific explanations based on reason and logic for many natural phenomena like lightning (just a form of electricity) and not an act of God. The scientific studies by Copernicus in 1543 theorized the Sun to be the center of the solar system and not the Earth as had previously been taught. This striking departure from past beliefs made people realize not to accept dogma as truth anymore; science started to challenge the many ideas of religion. The Enlightenment is also called as the Age of Reason and it was influenced by the Scientific Revolution in the sense every observable natural phenomena has to have an underlying scientific, logical explanation for it. The Industrial Revolution was similar to the Scientific Revolution because it altered the way people think and perceive the natural world. In other words, it was a big paradigm shift for them and society in general. In particular, capitalism destroyed the old feudal order in which the wealth of a person was derived from ownership of vast tracts of land with many people or serfs serving in bondage as peons. The old pattern or business model (paradigm) of

Principle of teaching Essay Example for Free

Principle of teaching Essay Maintaining an environment for ï ¬ rst-class higher education Nine educational principles underpin the University of Melbourne’s teaching and learning objectives. These principles represent the shared view within the University of the processes and conditions that contribute to ï ¬ rst-class higher education. The nine principles were ï ¬ rst adopted by the University’s Academic Board in 2002. This renewed edition of the document reï ¬â€šects the bold changes the University has undergone since then with the implementation of the Melbourne Model. Many elements of the nine principles are embedded in the philosophy of the Melbourne Model. The provision of a cohort experience, the breadth component, research-led teaching, attention to the physical and intellectual learning environment, knowledge transfer opportunities: these features of the Melbourne Model incorporate the nine principles on a structural level, reinforcing their importance and the University’s commitment to them. Aspects of the principles guiding knowledge transfer with regard to teaching and learning are the most signiï ¬ cant additions and while they are embedded throughout the document, they are particularly concentrated in principles two and seven. In principle two the interrelations between research, knowledge transfer and teaching and learning are described while in principle seven the practical elements of embedding knowledge transfer in teaching and learning are discussed. Nine guiding principles 1. An atmosphere of intellectual excitement 2. An intensive research and knowledge transfer culture permeating all teaching and learning activities 3. A vibrant and embracing social context 4. An international and culturally diverse learning environment 5. Explicit concern and support for individual development 6. Clear academic expectations and standards 7 Learning cycles of experimentation, feedback and assessment . 8. Premium quality learning spaces, resources and technologies 9. An adaptive curriculum The nine guiding principles are interrelated and interdependent. Some relate to the broad intellectual environment of the University while others describe speciï ¬ c components of the teaching and learning process. Together, these principles reï ¬â€šect the balance of evidence in the research literature on the conditions under which student learning thrives. Each principle has a direct bearing on the quality of students’ intellectual development and their overall experience of university life and beyond as they embark on a process of lifelong learning, regardless of whether they come to the University as undergraduate, postgraduate coursework or postgraduate research students. Generic statements of beliefs, values and practices cannot completely capture the diversity and variation present in a large and complex University. However, the underlying principles presented in this document hold true despite variations across the disciplines in traditions of scholarship and in philosophies and approaches towards teaching and learning. Indeed, the nine principles described here support the process of interdisciplinary learning encouraged by the Melbourne Model: they provide a framework under which teachers from different backgrounds and disciplines can work together to plan, develop and provide coherent interdisciplinary learning experiences for students. The ultimate objective of the University of Melbourne’s teaching and learning programs is to prepare graduates with distinctive attributes — described in the next section — that enable them to contribute to our ever-changing global context in a meaningful and positive way. The purpose of the present document is to guide the maintenance and enhancement of teaching and learning standards that serve this end. It is a statement of what the University community values. As such, it has aspirational qualities and the suggestions for good practice offered provide laudable benchmarks to which the University is committed within the availability of resources. Responsibilities The maintenance of the University of Melbourne’s teaching and learning environment is the responsibility of the whole institution. This document identiï ¬ es various University, Faculty and individual responsibilities, though not all of the detailed implications apply equally to all members of the University community. The Academic Board is responsible to the University Council for the development of academic policy and the supervision of all academic activities of the University of Melbourne, including the preservation of high standards in teaching and research. It has core quality assurance functions, including the approval of selection criteria, the monitoring of student progress, the approval of new and changed courses, and the monitoring of the quality of teaching and learning. The Provost is responsible to the Vice-Chancellor for the conduct, coordination, and quality of the University’s academic programs and the planning of their future development. The Provost provides academic leadership, working in close collaboration with the Academic Board, deans and professional staff to ensure the alignment of accountability, budgets and initiatives in the delivery of academic programs and consistent, high quality student support. The Academic Board and Provost together ensure that the University: †¢ recognises and rewards excellence in teaching through its policies in staff recruitment, selection and promotion criteria; †¢ provides extensive opportunities for professional development in teaching and learning; †¢ supports and promotes research-led teaching; †¢ develops and maintains high quality teaching and learning spaces and resources; †¢ places high importance on the place of knowledge transfer activities in making its degrees relevant and distinctive and supports its staff and students in pursuing such activities; †¢ encourages and supports innovative approaches to teaching and learning, including through the application of advancements in information and communications technology; and †¢ provides mechanisms for on-going curriculum review involving all stakeholders (students, community, industry, professional associations, and academics) of the content, structure and delivery of courses and the learning experiences of students. The University is committed to the scholarship of teaching in the belief that academic staff in a research-led environment should apply scholarly principles to teaching and to the leadership of student learning. In practice, the scholarship of teaching involves academic staff being familiar with and drawing on research into the relationship between teaching and student learning. It also involves evaluating and reï ¬â€šecting on the effects on student learning of curriculum design, knowledge transfer activities, teaching styles and approaches to assessment. The present document is designed to support consideration of the University’s obligations in terms of the scholarship of teaching and to assist in the review and enhancement of the quality of personal teaching practices. Students have responsibilities as well for the quality of teaching and learning. The effectiveness of a higher education environment cannot be expressed simply in terms of the challenge, facilitation, support and resources provided by teaching staff and the University as an institution. Students have complementary responsibilities. Students have responsibilities for their personal progress through their level of engagement, commitment and time devoted to study. Students also have obligations to contribute to the creation and maintenance of an effective overall teaching and learning environment. These obligations include: †¢ collaborating with other students in learning; †¢ contributing to the University community and participating in life beyond the classroom; †¢ developing a capacity for tolerating complexity and, where appropriate, ambiguity; †¢ respecting the viewpoints of others; †¢ being reï ¬â€šective, creative, open-minded and receptive to new ideas; †¢ actively participating in discussion and debate; †¢ seeking support and guidance from staff when necessary; †¢ accepting the responsibility to move towards intellectual independence; †¢ being familiar with the Graduate Attributes and consciously striving to acquire them; †¢ respecting and complying with the conventions of academic scholarship, especially with regard to the authorship of ideas; and †¢ providing considered feedback to the University and its staff on the quality of teaching and University services. The Attributes of University of Melbourne Graduates The University of Melbourne Graduate Attributes are more than simply an aspirational vision of what the University hopes students might become during their candidature. They can be used practically to guide the planning and development of teaching, knowledge transfer and research to ensure the University’s students acquire the experience, skills and knowledge necessary for graduates in today’s complex global environment. Graduate Attributes The Melbourne Experience enables graduates to become: Academically excellent Graduates will be expected to: †¢ have a strong sense of intellectual integrity and the ethics of scholarship †¢ have in-depth knowledge of their specialist discipline(s) †¢ reach a high level of achievement in writing, generic research activities, problem-solving and communication †¢ be critical and creative thinkers, with an aptitude for continued self-directed learning †¢ be adept at learning in a range of ways, including through information and communication technologies Knowledgeable across disciplines Graduates will be expected to: †¢ examine critically, synthesise and evaluate knowledge across a broad range of disciplines †¢ expand their analytical and cognitive skills through learning experiences in diverse subjects †¢ have the capacity to participate fully in collaborative learning and to confront unfamiliar problems †¢ have a set of ï ¬â€šexible and transferable skills for different types of employment Leaders in communities Graduates will be expected to: †¢ initiate and implement constructive change in their communities, including professions and workplaces †¢ have excellent interpersonal and decision-making skills, including an awareness of personal strengths and limitations †¢ mentor future generations of learners †¢ engage in meaningful public discourse, with a profound awareness of community needs Attuned to cultural diversity Graduates will be expected to: †¢ value different cultures †¢ be well-informed citizens able to contribute to their communities wherever they choose to live and work †¢ have an understanding of the social and cultural diversity in our community †¢ respect indigenous knowledge, cultures and values Active global citizens Graduates will be expected to: †¢ accept social and civic responsibilities †¢ be advocates for improving the sustainability of the environment †¢ have a broad global understanding, with a high regard for human rights, equity and ethics Principle 1: An atmosphere of intellectual excitement The excitement of ideas is the catalyst for learning Intellectual excitement is probably the most powerful motivating force for students and teachers alike. Effective university teachers are passionate about ideas. They stimulate the curiosity of their students, channel it within structured frameworks, and reveal their own intellectual interests. While students have strong vocational reasons for enrolling in courses of study, unless they are genuinely interested in what they are studying their chances of success are low. Pascarella and Terenzini’s (1998) meta-analysis of research on the effects of university education concluded that the evidence unequivocally indicates that greater learning and cognitive development occur when students are closely engaged and involved with the subjects they are studying. The research evidence shows that most undergraduates commence university with a strong interest and curiosity in the ï ¬ eld they have selected, providing a strong foundation on which to build. A Centre for the Study of Higher Education study of applicants for university places (James, Baldwin McInnis, 1999) showed that intrinsic interest in the area of knowledge was among the most important inï ¬â€šuences on their choice of a university course. University of Melbourne graduates conï ¬ rm these sentiments. When asked for their views of their educational experience at the University some time after graduation, graduates consistently stress the inï ¬â€šuence of staff who were excited about ideas, and the importance to them of studying in an atmosphere of intellectual stimulation and discovery. Part of fostering an atmosphere of intellectual excitement in students includes providing them with stimulating experiences that enable them to realise the value and knowledge of their skills in external settings. Some of these experiences will involve activities in the classroom – such as problem and project-based approaches and involvement of community and industry participants in class activities – but many will take students beyond the University’s campuses, to include such activities as ï ¬ eld and industry placements or internships, on-location subject delivery and student exchange programs. As well as providing students with a vibrant intellectual experience, embedded knowledge transfer activities allow students to understand and analyse the social, cultural and economic contexts in which their own knowledge acquisition is situated as well as help them realise their capacity, responsibility and opportunity for current and future knowledge transfer. Implications for practice †¢ Subjects are planned and presented in terms of ideas, theories and concepts. †¢ Conï ¬â€šicting theories and approaches are incorporated into courses to stimulate discussion and debate. †¢ Courses are designed to foster an understanding of the legal, political, social, economic, cultural and environmental contexts for practice in national and international settings, and of codes of conduct and the ethics of practice. †¢ Knowledge is presented in terms of broader contexts — intellectual, social, political, historical — to help students understand the signiï ¬ cance of what they are studying. †¢ Students’ personal engagement is fostered by teaching which encourages them to relate their learning to their own experiences. †¢ Staff convey enthusiasm for the subject matter and work to provoke students’ curiosity. †¢ Courses and subjects are revised regularly to incorporate new theories and approaches. †¢ Staff model the excitement of intellectual exploration when working with students. †¢ Students are given opportunities to make discoveries for themselves and creativity is rewarded. †¢ Innovative approaches to teaching and learning are incorporated into existing courses so that necessary, ‘base-line’ learning is revitalised. †¢ The University provides resources and activities to allow students to develop their interests beyond the experiences provided within their courses. Principle 2: An intensive research and knowledge transfer culture permeating all teaching and learning activities A climate of inquiry and respect for knowledge and the processes of knowledge creation and transfer shapes the essential character of the education offered by a research-led University It is a basic conviction within the University of Melbourne that the University’s research activities and research culture must infuse, inform and enhance all aspects of undergraduate and postgraduate teaching and learning. Across all disciplines and across all study levels, education in a research-led university develops its distinctive character from an understanding of and respect for existing knowledge and the traditions of scholarship in particular ï ¬ elds, recognition of the provisional nature of this knowledge, and familiarity with the processes involved in the ongoing creation of new knowledge. Historically, research and teaching have always been considered in symbiotic relationship at the University of Melbourne; however, the Melbourne Model introduced a crucial third strand to this relationship: knowledge transfer. In the context of teaching and learning, knowledge transfer experiences â€Å"underpin the development of high levels of skill and ï ¬â€šexibility in problem-solving, in creative contributions in the workplace, in understanding, assessing and initiating innovative contributions to community needs and in promoting and developing egalitarian ideals and social, civic, ethical and environmental responsibility† (Curriculum Commission 2006: 35). Research thus lays the foundations for knowledge transfer, but knowledge transfer, in turn, elucidates the signiï ¬ cance of research by placing the knowledge it produces in context. The process of knowledge transfer is also inherently two-way: as students engage in activities such as substantial ï ¬ eld-based projects or placements and internships, so too they engage with industry, the professions and the broader community, taking their knowledge – which has its origins in research and experiences to the world. Not all students are directly involved in research activity, but the University has a strong commitment to the teaching-research nexus, and aims for all undergraduate and postgraduate students to beneï ¬ t from being taught or supervised by active researchers, from studying a curriculum informed by the latest research developments, and from learning in a research-led environment. Training in research skills is fundamental to students acquiring the skills of critical thinking. As Baldwin (2005) has shown, there are myriad opportunities and methods for teachers to incorporate research in teaching, a process fundamental to students ’learning how to learn’; that is, how to effectively process and apply both their present understandings and giving them a framework and skills for using the knowledge they will acquire in future. It is essential, therefore, that teaching staff are learners too and that their teaching is infused by their learning and their love of research and scholarship. The particular beneï ¬ ts for undergraduate students of an intensive research culture derive from experiencing the ‘latest story’ — curricula underpinned not only by the corpus of human knowledge in the particular ï ¬ eld but also by the latest research and scholarship — and from learning in an educational climate in which knowledge claims are viewed as fallible, ideas are questioned and inquiry-based learning is given a high priority. Knowledge transfer adds yet another dimension, giving students the opportunity to see knowledge at work in social, economic and cultural context. Interdisciplinary learning and teaching can also provide students with unique perspectives and solid understandings of how knowledge is created and used. However, while interdisciplinarity should be embraced — underpinned by the maintenance of established quality assurance and evaluation processes — a strong disciplinary focus should, nonetheless, be preserved (Davies and Devlin 2007). A climate of respect for ideas and spirited inquiry in which theories and ideas are actively contested supports the development of critical thinkers and heightens student sensitivity to the history of the evolution of knowledge, the provisional nature of knowledge and the processes of knowledge renewal. Knowledge transfer adds a signiï ¬ cant new dimension to curriculum design and delivery, encouraging innovation and dynamism in approaches to teaching. It is essential, however, that the overriding principles of coherence and appropriateness – within both a subject and the broader course of study itself – are maintained; that is, that knowledge transfer activities are embedded, relevant and targeted to the overarching goals of the degree. Ultimately, exposure to the interdependence of research, learning and teaching and knowledge transfer provides students with the opportunity to acquire the graduate attributes (see page 4), and to use them in practice. Implications for practice †¢ Teachers model intellectual engagement in the discipline, including an approach of analytical scepticism in the evaluation of all research. †¢ Current research and consultancy experiences are directly incorporated into teaching content and approaches. †¢ Teachers demonstrate that they value lifelong learning, and foster in students an awareness that it will be essential in their professional and personal lives. †¢ Students are trained in the research skills of particular disciplines, but that they are also aware of the possibilities for and challenges in interdisciplinary and multidisciplinary research; †¢ Students are made aware of the traditions of scholarship in particular ï ¬ elds, the history of knowledge development, and the body of existing knowledge. †¢ Teachers keep abreast of current developments in their own and related disciplines and incorporate this knowledge into their teaching. †¢ Evidence-based or scholarship-informed practice is emphasized, and students gain experience in critically evaluating and contributing to the evidence base, or in critically assessing and contributing to the scholarly discourse on practice. †¢ Research students are exposed to current research through involvement in staff seminars and conferences. †¢ Students are made aware of the questioning of paradigms that is central to the development of knowledge. †¢ Staff demonstrate a commitment to professional values and ethical practice in the conduct of research. †¢ Students conducting research are made to feel part of the community of researchers while they are being trained in its procedures and values. †¢ Staff adopt a scholarly, evidence-based approach to the decisions made about curriculum design, teaching approaches and assessment methods. †¢ As appropriate, staff conduct research into the effects of teaching on student learning. †¢ Staff demonstrate a willingness to revise their own views and admit error, and encourage this attitude in students. †¢ Students are enabled to see the relevance of research to current practice through exposure to experienced practitioners, e-enabled case experiences, ï ¬ eld trips and other in situ learning experiences.

Structure And Culture Of Volkswagen Commerce Essay

Structure And Culture Of Volkswagen Commerce Essay In a fast-changing world, large business organisations have to take decisions to enhance the strategic growth to be competitive. This report includes a critical evaluation of the organisation Volkswagens structure and culture; it also covers the management role and a strategic decision. Volkswagen is a part of the Volkswagen Group of America, but only the brand Volkswagen will be emphasised and not the other brands such as Bentley, Bugatti, Audi and Porsche. Important factors of this organisation will be explored, and links will draw it together with the aim to reveal their relationship and influence in a large organisation such as the Volkswagen Group of America. Furthermore, these factors will influence the firm performance, thus it crucial to continuously observe and analyse the internal and external environment around the organisation in order to achieve long-term success (Kunc, 2010). Structure and Culture An organisation is a social unit of people that is structured and managed to meet a certain need and/or to pursue shared goals. All organisations have a management structure that decides relationships between the different activities and the members, and subdivides and assigns roles, responsibilities, and authority to carry out distinctive tasks. Organisations affect and are affected by its environment because it is an open system (Murcko, 2012). Volkswagen Aktiengesellschaft (VW AG) is an international company based in Wolfsburg, Germany and is the parent company of Volkswagen Group of America. The parent company guide and control the Volkswagen Group of America, but the group is managed by its own respective managers. The executive board of VW AG make sure that the framework of the VW AG is being enforced for each decision made the Volkswagen Group of America (Volkswagen, 2007). The structure within Volkswagen Group of America is made up by different divisions, because the departme nts in form of different brands are grouped together and based on similar organisational output (Daft, 2011, p. 282). A common issue in structuring a company is how to make the entire company work. Make it work means the structure of the company has to adapt to major factors such as environment changes, and the change in culture, strategy and technology (Rosen, 1995, p. 69). Volkswagen Group of America has a horizontal structure based on the work processes rather than departmental functions. This is beneficial as it allows the company to be more flexible in a changing environment, and especially for a rapidly change in technology, which is crucial for a car manufacture company. Business performance is heavily influenced by how well the structure of a company is connected and aligned with the strategic intend (Daft, 2011, p. 297). If the environment in which the company is operating or affected by is changing, it is sometimes necessary to change the structure of the company. Successful managers have to observe the environment carefully and create a structure and strategy which are congruent. Culture is closely related to the main assumptions and beliefs of an organisation that provide a guideline for its members, including attitudes, perception, norms, ways of thinking and behaviour (Rosen, 1995, p. 71). Culture can also focus more on people, relations meanings, commitments, motivation and emotion. (Alvesson, 2008, p. 36). The internal environment of an organisation is vital as it has to fit in the external environment and strategy of the organisation. Volkswagen Group of America has applied this theory to achieve an industry orientated culture and environment, which relays on performance, innovation and responsibility. Volkswagen is known as a producer of people cares, and has performed actions to support this claim for several generations. Innovation and responsibility are the other two key factors where innovation is indispensable for technological change to reduce the level of CO2 and responsibility focus on people as workers or craft men and treat them as individual (Volkswagen, 2007). Individual culture within the Volkswagen Group of America is focused around social responsibility, national pride and the flagship of philanthropic in the education sector. The Group of America has a particular strong goal to recruit and select students for future workforce in the US with the right attitude and mind-set (Wiley, 2010). Culture can guide companies, enhance control and foster loyalty and identification with a group (Smircich, 1983). A danger to organisation culture is that it can become uncontrollable and unreasonable and may hurt the organisation (Anthony, 1994, p. 93). Management role and decision taking In todays fast changing global world it is essential to succeed as an organisation in times of turbulence and recession. The correct management style has to be chosen and developed in order to be successful (Rosen, 1995, p. 72). Over the decades many important strategic management operations and related decisions have been made by the Volkswagen Group of America. These strategic decisions play a part in the long-time well-being of the organisation (Fitzroy, 2005, p. 5). Culture as described in the previous section of this report should reinforce the decision making of managers (Rosen, 1995, p. 71). The new car Volkswagen New Midsize Sedan (NMS) is an excellent example of strategic management. The car was designed just for the US market, but Volkswagen decided to start shipping the model to South Korea as well. Volkswagen NMS is produced in Chattanooga, Tennessee, US, and use mainly American suppliers. The aim is to increase the low numbers of sales from the past and to build a Volksw agen made by the US, by using American employers and suppliers (Jacoby, 2009). The car will cost around 20k USD and will compete with other everyday cars in this price range. The idea for this decision is to exploit the technology, innovation and experience of a German car manufacturer with the tradition of manufacturing made by the US. This long term strategic decision is determined by selling one million units in the United States by 2018 (Kurylko, 2009). Volkswagen has also made a Chinese version of this car for the Chinese market. This car will be produced in China by Shanghai Volkswagen Automotive, which is another group within Volkswagen (ChinaAutoWeb, 2010). In the example above the strategic decision to launch the Volkswagen NMS model was made by the German CEO of Volkswagen Group of America Stefan Jacoby. He was transferred from Volkswagen AG to increase the profit of Group of America (Kurylko, 2009). This decision was based on the rational model which uses rational economic assumptions regarding shareholders, employees, suppliers and customers (Woiceshyn, 2011). Quantitative research collection is important, because this method relies on accurate information. The rational model also use market analysis, strategic direction, evaluation, market response and forecasting, agreed goals and alternatives within the group but also the intuition of the manager as means to make a rational decision (Stewert, 2011). The rational model is made after analysing a cause and development of alternatives but this model also has room for intuition (Dane, 2007). The overall and long-term direction of an organisation is decided by its strategic planning (Rosen, 1995, p. 76). Furthermore, long-term direction is also determined by structure and culture, and if these factors are not taken into account, the organisation will most likely not meet designated goals. In the US drivers tend to use their car more frequently, and they are doing more activities such as eating, drinking coffee, putting on make-up, etc. (Kiley, 2007). This is because the car is associated with the American dream and every individual with respect for themselves will own a car, which again makes the public transport system less used (Will, 2012). Volkswagen NMSs predecessor did not take the difference between the American and European culture into account, and could be a reason why the sales were not adequate. The CEO from Germany has to understand and implement the American culture if he wants to maximize Volkswagens sales in the US market. For this reason, the Human Resour ce Management (HRM) has the significant role to attract and motivate talented employees with the necessary culture to cope with the environment (Daft, 2011, p. 84). By hiring American employees and using local suppliers Volkswagen makes sure that the culture will agree with the market. No strategy can be effectively implemented without the right people; hence all levels and functions of an organisation should have and exercise of influence. Conclusion The culture in an organisation can be weak or strong depending on the degree of individual behaviour. Organisation structure can have a flat or a steep hierarchy, where the role of the management in this context is to set the right goals and objectives related to the defined values (Bushardt, 2011). To achieve the designated goals and objectives, the strategic decisions should comprehend the main values of the organisation. A manager who does not follow the defined culture within an organisation can influence others and may change the culture in the organisation, even in large companies such as Volkswagen. If the goal setting is different to the defined values, the outcome will be unsatisfied, which means a change in the structure of the organisation has to be made. In large organisation the structure is normally deep anchored and therefore the people who make the decision have to be changed. This was done in 2007 when Volkswagen Group of America changed its former CEO. Dropping sale s and no profitability since 2002 forced Volkswagen to make major changes to adapt to its environment (Prospero, 2007). Producing a precise and correct forecast of an important strategic process in a business is very difficult, as there are many uncertainties in todays global economy. The CEO and managers of an organisation can attempt to minimise the uncertainties of the business if they follow all values of the organisation including the consideration of change in the environment.