Laudon - Business Information Systems - 16132 Words

CHAPTER 1 1. Distinguish between a computer, a computer program, and an information system. What is the difference between data and information? The computer is one physical part of the information system. The program is what operates the computer. An information system is the physical system including computers and networks, software (programs), people who operate the system, and the procedures for operating the system. Data is the basic raw element of facts, information is the processed data that is useful and meaningful to people. 2. What activities convert raw data to usable information in information systems? What is their relationship to feedback? Input captures raw data, processing converts the input into more meaningful form and†¦show more content†¦Information systems are increasingly tied to the organization’s business strategy, rules and procedures. A change in strategy, rules or procedures requires changes in software, hardware, databases, and telecommunications, and vice-versa. An organization’s present and future accomplishments depend in many respects on what its systems will permit it to do. Whereas early information systems addressed primarily technical or operational issues, contemporary information systems are integral to the management and strategic foals of the firm. Building systems today affects a much larger part of the organization itself -- its products, objectives and structure. More and more business activities at all levels involve the use of information systems . 9. What is the Internet? How has it changed the role played by information systems in organizations? The Internet is an international network of over 100,000 public and private networks used to exchange information or perform business transactions. The Internet has changed the role of information systems by allowing the separation of work from location through the virtual organization. Networks allow the flattening of organizations because line workers can make decisions formerly made by managers, increase the flexibility of organizations (see Table 1.4), electronic commerce, and reorganize work flows. 10. What is the relationship between the network revolution and electronic commerce? Without the electronicShow MoreRelatedManagement Information Systems, 12e (Laudon) Chapter 1 Information Systems in Global Business Today4729 Words   |  19 Pages 1.1 2) Developing a new product, fulfilling an order, and hiring a new employee are examples of business processes. Answer: TRUE Diff: 1 Page Ref: 11 AACSB: Reflective Thinking CASE: Content Objective: 1.3 3) A fully digital firm produces only digital goods or services. 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Overview and Criticisms of Andragogy Free Essays

Andragogy, the art and scientific discipline of learning grownups, is based on a set of nucleus premises about why and how grownups learn. The first premise is that grownups are autonomous ( Knowles, 1984 ) . As a consequence, grownups learn best when their acquisition procedure can be autonomous, instead than centered in a traditional, dependent educational environment. We will write a custom essay sample on Overview and Criticisms of Andragogy or any similar topic only for you Order Now Second, grownups have both a greater figure of experiences from which to larn and a wider assortment of experiences upon which they can pull ( Knowles, 1984 ) . Third, grownup function development plays an of import portion in spurring acquisition in grownups ( Knowles, 1984 ) . For illustration, as a individual ages and takes on new functions such as that of a attention supplier to a kid or an aged parent, that person has the demand to larn new accomplishments. A 4th premise is that, because grownup acquisition is straight related to adult development, grownup acquisition is focused on work outing jobs or executing new undertakings ( Knowles, 1984 ) . Finally, Knowles ( 1984 ) assumes that grownups are chiefly driven by internal incentives and non external forces. Criticisms of Andragogy Both Lee ( 2003 ) and Sandlin ( 2005 ) describe multiple reviews of Knowles ‘ ( 1984 ) five premises. Lee ( 2003 ) challenges andragogy on the footing that it falsely incorporates the importance of context. Harmonizing to Lee ( 2003 ) , andragogy is an individualistic construct, concentrating merely on the context a learner brings from his or her ain experiences. Andragogy fails to see that the person does non be in a vacuity and that persons have many individualities that may â€Å" impact their positions of acquisition and ways of battle in the acquisition procedure † ( Lee, 2003, p. 12 ) . Sandlin ( 2005 ) undertook an integrative literature reappraisal that found that critical theoreticians found andragogy to be missing in five major and interconnected ways. First, andragogy dainties education as a impersonal, nonpolitical activity. Second, the full construct is based on a â€Å" generic † scholar who tends to be white, male, and in-between category. Third, andragogy appears to value merely one manner of knowing and ignores voices that do non suit into the theory. Fourth, the construct is about wholly individualistic, disregarding the importance of context. Finally, andragogy does non dispute the prevalent societal construction, even if that societal construction promotes inequality ( Sandlin, 2005 ) . My Premises In developing my ain premises for andragogy, I have incorporated non merely the reviews presented by Lee ( 2003 ) and Sandlin ( 2005 ) but besides those based on my ain experiences as an grownup scholar and as a instructor of grownups. Most of them reflect the simple fact that worlds are frequently complicated. My first premise is that grownups may be self-directed in their acquisition journeys, but they may besides elect to set about a acquisition procedure because they are directed to make so by an external force. This premise addresses Sandlin ‘s ( 2005 ) review that andragogy is based on the thought that there is a generic scholar. Men and adult females may hold really different grounds for desiring to larn certain things, for illustration. As an pedagogue, it is of import to listen to the voices of your pupils. Second, grownups may hold been about longer but that does non intend they are capable of larning from their experiences. Most people go through life holding experience after experience, but non all of those experiences are capable of supplying a minute of larning. In add-on, non everyone is interested in or capable of believing about their experiences in such a manner as to larn something from them. This premise incorporates the unfavorable judgment that andragogy, as it was originally presented, merely valued one manner of larning – that of larning from experience ( Sandlin, 2005 ) . A 3rd premise is that grownups may larn non merely to develop the accomplishments and cognition needed for a new developmental function but besides to turn to a demand within their community. This premise addresses the concerns of both Lee ( 2003 ) and Sandlin ( 2005 ) that andragogy is excessively focused on the person and non focused plenty on the societal context of the person or on the demand for persons to turn to unfairness in community. At times, our communities may name us to set about a new function for which we need new accomplishments. In other instances, an grownup might see a job within the community and put out to larn what is needed in order to work towards a solution. Andragogy must admit that larning is non merely about the person. A 4th premise is that grownups might desire to larn to work out jobs but they might besides larn merely because larning is merriment. Again, this is a reaction to the unfavorable judgment that andragogy posits a generic scholar ( Sandlin, 2005 ) . Adults learn for many grounds. An grownup who is researching a new avocation or larning a new athletics may non really be trying to work out a job. Rather, they may be larning because it is fun to make. Finally, grownups might hold multiple motives for larning peculiar things at specific times. We may so be driven to larn for a sense of interior accomplishment, but we may besides be driven to larn so that we can conflict our kid ‘s school territory when they deny our kid something he or she needs. Learning can be a extremely political activity and acquisition can take to political activity ( Sandlin, 2005 ) . Andragogy should ne’er presume that grownup motive to larn is entirely driven by internal demands and desires. Using grounds you select from your readings explicate how race, gender and sexual orientation can impact grownup development or acquisition. Please supply CONCRETE illustrations of EACH positionality ( e.g. one illustration for race, one illustration for gender, and one illustration for sexual orientation ) . ( Hint: Narratives from Adult Learning and Development: Multicultural Narratives may be a good topographic point to get down when seeking to reply this inquiry. ) ( 3 points ) Race, gender, and sexual orientation, in add-on to other personal identifiers such as category, can positively and negatively affect both grownup development and acquisition. In this essay, I briefly examine several concrete illustrations of the relationship between development or acquisition and a scholar ‘s race or cultural individuality, gender, and sexual orientation. Race and Ethnic Identity Race and cultural individuality can impact larning in a assortment of ways. First, race and cultural individuality can act upon what is of import or proper for an person to larn. La Tortillera, a short narrative by Patricia Preciado Martin ( 2000 ) , provides a good illustration of how race and gender intersect in finding what it is proper for, in this instance, a Latina to larn. In this civilization, it is of import for a adult female and a female parent to larn how to do tortillas for her household. Her female parent shows Ms. Martin over and over once more how to do tortillas, even though Ms. Martin finds the tortilla doing lessons to be thwarting non merely because she can ne’er acquire them merely right but besides because they are a reminder of her insufficiencies as a Latina adult female and a female parent. How persons of specific races and cultural individualities are treated can besides play a critical function in how persons experience acquisition. Because of racism, minority pupils are less likely to finish postsecondary instruction ( Swail, 2003 ) . Unfortunately, in a racialist and classist system, minorities frequently attend ill funded schools that lack modern equipment and text editions or that are insecure. If they enroll in college or in an big instruction plan, they may still hold to cover with the long-run effects of racism. Over 50 % of Black alumnus pupils, for illustration, reported being the marks of racist actions on campus and experienced â€Å" isolation, solitariness, disjunction, and favoritism † as a consequence ( Johnson-Bailey, Valentine, Cervero, A ; Bowles, 2009, p. 192 ) . The affect of racism on larning need non be wholly negative, nevertheless. Developing a strong sense of ego in the face of racism can take scholars to reengage with their civilizations and communities. â€Å" Such bitterness can be directed by more deeply prosecuting with and repossessing one ‘s civilization, history, and heritage, and thereby redefining what it means to be ‘me, ‘ instead than defined ( be either oneself or the dominant civilization ) harmonizing to what one is non aˆÂ ¦ â€Å" ( Smith A ; Taylor, 2010, p. 53 ) . Gender Gender can besides present challenges to the development and larning experiences of adult females and work forces. In the acquisition environment she was analyzing, Cain ( 2002 ) described a state of affairs in which a really traditional power moral forces based on gender developed. The adult females attempted to develop consensus among all participants, while a little group of males took over the meetings and ignored the voices of everyone else in the room. The lessons for all involved were tragic. â€Å" The importance of this for acquisition is that so many of the initial participants, including all the adult females, learned that their parts were non valued and they quit the group † ( Cain, 2000, p. 70 ) . The work forces ‘s developmental procedure had taught them that their voices were the most of import, and, as a consequence, they ignored and alienated other voices that could hold brought a great trade of cognition to the work. Another illustration that shows how gender can act upon the acquisition experiences of work forces and adult females can be seen in Michael Dorris ‘ ( 2000 ) short narrative Groom Service. In the narrative, Bernard and Marie both exhibit behaviours they have learned as the appropriate behaviours for their gender. What Bernard learns, in peculiar, is described in the narrative. Bernard ‘s accomplishments include runing. â€Å" Subsequently he thought about hunting, how he could hold succeeded the times he had failed, how the animate beings behaved, how they smelled and sounded † ( Dorris, 2000, p. 219 ) . Bernard besides learns proper behaviour around his hereafter in-laws, with whom he will populate in this matrilinear society. Sexual Orientation Like race and gender, sexual orientation can both positively and negatively affect development and acquisition. For illustration, if they are non â€Å" out † to their household, friends, or instructors, sapphic, bisexual, homosexual, and transgender ( LGBT ) pupils may endure from anxiousness about their sexual orientation ( Messinger, 2004 ) . They may make up one’s mind to remain in the cupboard because they fear that being unfastened about their orientation might take to violence against them ( Messinger, 2004 ) . They may besides fear that their parents will retreat fiscal and emotional support from them ( Freedman, 2009 ) . As with persons who grow stronger by confronting racism, pupils who develop strong self-identities in the face of homophobia can come through the experience stronger. They frequently show a more extremely developed sense of empathy and better critical thought accomplishments than those who have non had to confront the same challenges ( Messinger, 2004 ) . You have taken Howard Gardner ‘s Multiple Intelligence Test online. You are in charge of developing resident hall helpers. Their highest multiple intelligence is one of your underside three intelligences based on your trial consequences. List your group ‘s acquisition manner and supply a class rubric ( .25 point ) Supply one class aim ( see the CAHA 501 class course of study or seek information on the cyberspace to decently word a class nonsubjective if you do non hold experience composing aims ) . ( .75 point ) Describe how you would learn that nonsubjective to your pupils based on their learning manner. Use concrete illustrations ( at least two ) and do a clear and direct connexion between the acquisition manner and accomplishing the instruction of your aim. ( 2 points ) Learning Styles and My Training Course My underside three intelligences were societal ( 3.14 ) , body motion ( 3.00 ) , and spacial ( 3.00 ) . For the intents of this essay, my resident hall helpers will be strongest in bodily-kinesthetic intelligence. Learners that excel in bodily-kinesthetic intelligence frequently use parts of their organic structure or their full organic structure as they work through the acquisition procedure ( Smith 2002, 2008 ) . As a consequence, they learn best through hands-on exercisings, including edifice things and function playing ( Armstrong, 2009 ) . The class I will be offering them as portion of their preparation is â€Å" Helping the International Student Transition to American Higher Education. † The class aim is to develop empathy among resident hall helpers for the challenges that international pupils face when get downing college in the United States. Training Exercises Armstrong ( 2009 ) suggests that one method to prosecute pupils with strong kinaesthetic acquisition intelligence is to function drama or move out what you want them to larn. To assist resident hall helpers gain a better apprehension of what it is like to be an international pupil go toing college in the United States for the first clip, I will offer a function playing exercising. In the exercising, the scholars will draw a scenario out of a chapeau. They will hold to function drama either an international pupil confronting a barrier or challenge or a resident hall helper tasked with assisting the pupil work through the state of affairs. An illustration of one scenario that the trainees might move out would be that of a South Korean female pupil who has been harassed by other pupils for walking arm in arm with her female friends. While this is a common behaviour for immature adult females in South Korea, in the United States, it can put pupils up for homophobic torment. The function of the occupant hall helper in this scenario would be to assist the South Korean pupil understand why they are being harassed and to speak through schemes for covering with the negative emotions torment can breed and for advancing personal safety. Another function drama might affect moving like an Ethiopian pupil who has enrolled in a northern college without cognizing that winter vesture, like a coat, is needed. This exercising advances the nonsubjective by assisting the pupils function play a state of affairs in which they take on the character of an international pupil confronting a realistic job. As portion of the preparation plan, I would state the occupant helpers that tiffin will be provided to them. The intent of the tiffin, nevertheless, is to offer them another kinaesthetic acquisition chance. Another manner in which to advance improved acquisition by kinaesthetic scholars is to prosecute them in hands-on activities or, in this instance, a oral cavity and stomach-centered activity ( Armstrong, 2009 ) . Our tiffin would be set up like the cafeteria at an American university. The nutrient would non be labeled, and they would stand for assorted nutrients that are eaten around the universe that might be unusual to American pupils. For illustration, there might be nutrients such as curried caprine animal, lingua greaser, stewed okra, natto ( fermented soya beans ) , blood pudding, kifte ( extremely spiced natural beef ) , kim qi ( spicy fermented veggies ) , and bread fruit and drinks like horchata and ginger beer. Sing such a counter might be disorientating to scholars who are steeped in American civilization and who are used to school bill of fares of pizza and beefburgers. This exercising provides pupils with a concrete, hands-on acquisition experience, that of being forced to choose and eat nutrients that are unusual without any anterior experience or counsel ( McKenzie, 1999 ) . It promotes the nonsubjective by leting the occupant hall helper to see what an international pupil might see the first twenty-four hours in the cafeteria. You have taken the Emotional Intelligence Test online. a ) Argue for or against the usage of emotional intelligence trials in engaging. You need to mention at least TWO ( 2 ) beginnings outside class stuffs to back up your reply. ( 2 points ) I find the thought of emotional intelligence to be extremely attractive. â€Å" Emotional intelligence is a set of abilities that includes the abilities to perceive emotions in the ego and in others, usage emotions to ease public presentation, understand emotions and emotional cognition, and modulate emotions in the ego and in others † ( Mayer A ; Salovey, 1997 ) . Even though the construct of emotional intelligence presently is supported as a â€Å" separate concept of intelligence † by small empirical grounds ( Merriam, Caffarella, A ; Baumgartner, 2007, p. 383 ) , I find that this theoretical account speaks to me because it argues for the importance of a really of import portion of life that is frequently denigrated or denied. How we interact and perceive the universe is non merely cold and rational, but instead our emotions play an of import portion in how we perceive the universe and how we learn and make significance. Dirkx ( 2008 ) argues that â€Å" emotional issues ne’er seem really far from the surface in grownup acquisition contexts † ( p. 9 ) . Emotions can impact how the pupil reacts to a schoolroom puting. They can besides impact, positively or negatively, how good an single learns, particularly if a scholar is scared or fearful ( Rager, 2009 ) . In add-on, struggles between scholars can make negative emotions that negatively impact the ability to larn ( Dirkx, 2008 ) . Having emotional intelligence can break aid scholars understand non merely their ain acquisition procedure but besides can assist them understand what their fellow scholars are traveling through. The usage of emotional intelligence trials in hiring, nevertheless, is a different affair. Does emotional intelligence play an of import function in an person ‘s ability to be a good employee? Is it perchance to accurately prove an person ‘s emotional intelligence? The usage of emotional intelligence trials in hiring is turning, yet the cogency of the trials is problematic ( Grubb A ; McDaniel, 2007 ) . There is no uncertainty that emotional intelligence can be helpful in the workplace. Cote and Miners ( 2006 ) found that workers who had low cognitive abilities could be extremely successful workers if they had strong emotional intelligence to counterbalance for their lacks in other countries. However, the ability to accurately prove for emotional intelligence and to happen a trial that could non be â€Å" faked out † continues to be hard. Grubb and McDaniel ( 2007 ) found that, at least with one peculiar emotional intelligence trial, the EQ-i: Second, it was possible to learn trial takers how to â€Å" forge † emotional intelligence. In their experiment, they found that imposters could be identified in merely 31 % of the instances, but â€Å" most of the respondents were able to increase their mark by forging and non be identifi ed † ( Grubb A ; McDaniel, 2007, p. 56 ) . Of what usage is a trial that can be so easy deceived? On the other manus, other research workers have found emotional intelligence trials to be really utile in engaging patterns. In one survey, the research workers found that emotional intelligence trials were advantageous to minority trial takers, as they tended to hit higher in emotional intelligence than Caucasians ( Van Rooy, Alexander, A ; Chockalingam, 2005 ) . If engaging were based on emotional intelligence trials with the engaging single unaware of the race of the trial taker, minority appliers might be more likely to be hired, whereas in traditional hiring state of affairss they are more likely to non be hired due to racism. When I took the emotional intelligence trial online, I was extremely dismayed by the consequences, which indicated that I had below mean emotional intelligence. I found this distressing because I have spent most of my calling working in places that require a high grade of emotional intelligence ( ability to read people, empathy ) and I have been really successful in my work. Have I been forging emotional intelligence this full clip or did I merely non make good in the proving environment? Or was the trial itself faulty? In the terminal, I believe that the construct of emotional intelligence is of import to see in the workplace. In many places, holding emotional intelligence is cardinal to or supports success. However, emotional intelligence trials remain debatable and should be used merely with great cautiousness. Ultimately, whether or non person has the emotional intelligence needed for any given place will merely be determined by detecting that single ‘s public presentation on the occupation. As the testing instruments are developed and refined, possibly this fact will alter, but for now, to establish a determination on whether or non to engage a given person on the footing of an emotional intelligence trial is non in the best involvements of employer or employee. 5. Situated knowledge is a subject of involvement in big instruction and it has been used in many scenes. Following are inquiries refering located knowledge. Compare ( state the similarities between ) and contrast ( state the differences between ) situated knowledge and experiential acquisition. ( 1 point ) In the narrative â€Å" Talking to the Dead † by Watanabe, explicate what type ( s ) of larning occur for supporter ( e.g. experiential, located knowledge, brooding pattern ) and support your reply by binding it to grounds in your readings. ( 1 point ) Situated knowledge and experiential acquisition are closely related. However, the primary topographic point of societal interaction and societal relationships as a demand of larning in societal knowledge delineates the two theories from each other. It is the importance of the societal interactions in Watanabe ‘s ( 2000 ) narrative, Talking to the Dead, that indicate that the type of larning the supporter experienced falls under the class of located knowledge. Situated Cognition and Experiential Learning One of the most outstanding theories of grownup instruction, experiential acquisition addresses how grownups make significance or learn from their experiences ( Zepke A ; Leach, 2002 ) . There are five major schools of idea that autumn under experiential acquisition theory. The first is the constructivist theoretical account, in which scholars participate in a brooding procedure in order to develop new apprehensions ( Merriam et al. , 2007 ) . The situative theoretical account postulates that larning happens as the scholar participates in activities, such as larning on the occupation ( Merriam et al. , 2007 ) . The psychoanalytic theoretical account believes that the emotions of the scholar, peculiarly those that inhibit acquisition, must be dealt with in order for larning to happen, and the critical theoretical account believes that larning happens when the scholar challenges the bulk civilization ( Merriam et al. , 2007 ) . Finally, the complexness theoretical account posits that larning happens when persons compare and contrast what multiple experiences teach them ( Merriam et al. , 2007 ) . Like experiential acquisition, situated knowledge involves a scholar deriving new understanding from lived experience. One illustration of located knowledge, the cognitive apprenticeship, makes this clear. In this procedure, larning can ne’er be separated â€Å" from the state of affairs in which the acquisition is presented † ( Merriam et al. , 2007, p. 178 ) . The acquisition happens in the experience. The experience of the topographic point itself is of import to the procedure of acquisition. â€Å" The physical and societal experiences and state of affairss in which scholars find themselves and the tools they use in that experience are built-in to the full acquisition procedure † ( Merriam et al. , 2007, p. 178 ) . Experiential acquisition besides focuses on â€Å" making the undertaking in order to larn it † ( Hansman, 2001, p. 46 ) . Situated knowledge, nevertheless, â€Å" is inherently societal in nature. The nature of the interactions among scholars, the tools they use within these interactions, the activity itself, and the societal context in which the activity takes topographic point form acquisition † ( Hansman, p. 45 ) . Experiential larning theory might affect a societal constituent but does non needfully necessitate it. Learning to Talk to the Dead In seeking to find what type of larning the supporter of Watanabe ‘s ( 2000 ) narrative Talking to the Dead experienced, I felt it of import to believe about what it was that she was truly larning. On the surface, it appears that she was larning the procedure of fixing the organic structures of the dead. However, at a deeper degree, the supporter is really larning about proper societal relationships – between maestro and learner, between female parents and kids, between co-workers, and between the life and the dead ( Watanabe, 2000 ) . With this in head, I believe that the supporter participated in located knowledge. Neither her acquisition procedure nor what she learned can be separated for the societal experience ( Hansman, 2001 ) . As in a cognitive apprenticeship, her larning merely came approximately because she learned in a specific state of affairs ( Merriam et al. , 2007 ) . Had she learned to embalm organic structures in another topographic point, she ne’ er would hold learned that the proper manner to care for Aunty Talking to the Dead was to cremate her cadaver in the traditional manner ( Watanabe, 2000 ) . Every experience she had in larning about the proper relationships between the life and the dead – from the puting out of Mustard to the Blindman and the Blindman ‘s Dog – every societal context in which she found herself and of all time interaction between herself, Aunty, and others in the community contributed to her larning what she needed to larn in order to come to her minute ( Watanabe, 2000, p. 279 ) . Application of Gerald Grow ‘s SDL Scale to Instruction: Grow ‘s SDL graduated table is enlightening for all pedagogues. This inquiry asks you to use his graduated table. You are an teacher in whatever context you choose. a ) Create a class rubric and one ( 1 ) aim. ( 1 point ) B ) Describe in item how you would learn this aim ( use 2 concrete illustrations ) to a Level 1 and a Level 4 scholar. ( 2 points ) I have for two old ages taught a class titled â€Å" Female Images of the Divine in the West. † My pupils dearly call it the goddess category. The primary aim of the class is to develop the ability to believe critically about how spiritual symbols and imagery impact people ‘s lives – both in the past and in the present. It is a 200-level undergraduate category, and I frequently find that I have a big group of freshman pupils in my category. I besides tend to hold a important figure of non-traditional-age pupils in my category, largely because it is a dark category. It makes for a really interesting group of pupils, stand foring every phase of Grow ‘s ( 1991 ) SDL Scale to Instruction. Teaching Phase 1 Learners Phase 1 scholars are really dependent and view the teacher as the ultimate authorization on the capable affair ( Grow, 1991 ) . They feel most comfy in environments in which they receive immediate feedback, and they feel most comfy in an environment in which the teacher-master dispenses wisdom to the scholar ( Grow, 1991 ) . In working with this type of pupil, the pedagogue needs to happen a manner to assist the pupil addition assurance and get down to derive command over stuff that might be wholly new to them ( Grow, 1991 ( . The first manner I teach to my aim for my Phase 1 scholars is to assist them acknowledge that they know more about images of goddesses than they might believe they do – even if they do non place with any peculiar religion. We do this by speaking about popular civilization word pictures of goddesses. I have discovered that my pupils all seem to adore Xena: Warrior Princess. I have them travel on YouTube and happen cartridge holders from the show that depict the assorted goddesses – Here, Callisto, and Aphrodite to call merely a few. We so read primary texts from the ancient Greeks depicting the goddesses. As a group, we identify similarities and differences between the telecasting word pictures and the word pictures of the ancient Greeks and discourse why the two are frequently different. This treatment frequently leads to a farther treatment about why the goddesses were of import to ancient peoples and starts a semester-long treatment about the topographic point of godd ess imagination in modern times. A 2nd manner I help my Phase 1 pupils is that I give quizzes in category, particularly during the first few hebdomads, and we go over the replies right off. This helps them acquire immediate feedback on their apprehension of the stuff. This activity helps progress the class aim because spiritual symbolism both holds steady and evolves over clip. If they do non derive a solid command of the ancient apprehensions of goddesses, they have great trouble when we begin treatment on whether or non modern figures, such as Princess Diana or Angelina Jolie, serve the same intents in modern society as Artemis or Isis did in antediluvian civilizations. Teaching Phase 4 Learners Phase 4 scholars are considered to be to the full autonomous ( Grow, 1991 ) . For a autonomous scholar, the pedagogue is person who serves as a adviser, heightening the acquisition work that is delineated and directed by the scholar. Students working at the really highest degrees are frequently autonomous scholars ; surely, a pupil set abouting a major undertaking such as a thesis ought to be able to work as a autonomous scholar ( Grow, 1991 ) . As an teacher of a phase 4 scholar, I personally feel most comfy with the delegator function ( Grow, 1991 ) . In this function, I can work straight with the pupil to detect their involvements and demands, assist them develop a acquisition program, and so run into with them on a regular footing to discourse their advancement and any barriers they have encountered. As portion of their acquisition program, we besides develop together an appraisal program: what will be assessed, what merchandises they are required to bring forth, and by which standard we will measure their advancement ( Zepke A ; Leach, 2002 ) . Most frequently, the phase 4 pupils I work with and I agree that they will prosecute an independent undertaking that makes a connexion between the antediluvian and the modern. One undertaking involved a pupil who examined the ancient Irish myths of the godly figure Deirdre. She so created an interpretative dance that incorporated environmental, costume, and motion symbols to con vey the myth to a modern audience. Another pupil undertook a undertaking that looked at the construct of ancient sovereignty goddesses and so used that stuff to analyse the Robert Zemeckis ‘ movie version of Beowulf. When we foremost discussed the undertaking, I suspected she might happen reverberations of sovereignty goddesses in the figure of Grendel ‘s female parent, but she besides, convincingly, found reverberations of the construct in the figure of Wealtheow. I was blown off! My pupil had made an rational find that had wholly escape me. 7. Several writers have constructed theoretical accounts that show autonomous acquisition as a procedure. Construct your ain theoretical account of autonomous acquisition based on your experiences. ( 1 point ) Compare ( state the similarities between ) and contrast ( state the differences between your theoretical account and two of the theoretical accounts found in Merriam, Caffarella and Baumgartner ( 2007 ) ( pp. 110-119 ) . ( 2 points ) Argue for or against the importance of context in the autonomous acquisition procedure utilizing grounds from the literature. ( 1 points ) Specifying autonomous acquisition can be slippery. It is non a self-contained theory of grownup larning but alternatively a group of related constructs and patterns. Among the definitions I most prefer, Caffarella ( 1993 ) defines autonomous acquisition as: a self-initiated procedure of larning that stresses the ability of persons to program and pull off their ain acquisition, an property or feature of scholars with personal liberty as its trademark, and a manner of forming direction in formal scenes that allows for greater scholar control. ( p. 25 ) . Similar to Caffarella ‘s ( 1993 ) definition, Candy ‘s ( 1987 ) definition focuses on the importance of liberty in autonomous acquisition, although the scholar can work in concert with an pedagogue ( as cited in Grow, 1991 ) . My Model of Autonomous Learning My ain theoretical account of autonomous acquisition is one based on procedure divinity. Process divinity is grounded in alteration, growing, and changeless motion. â€Å" Human and other existences are non things ( substances or kernels ) situated in empty infinite aˆÂ ¦ but are active procedures of all time in relation and passage † ( Christ, 2003, p. 3 ) . Furthermore, as a postmodern divinity, it is structured around the belief that all cognition is contextual and that cognition is shaped and controlled by cultural systems. The ego can ne’er be genuinely independent. â€Å" The individuality of each of us extends over and includes the civilization, society, and civilisation that we participate in. There is no stray, lone ego imprisoned in its ain organic structure † ( Brumbaugh, 1982, p. 3 ) . My theoretical account of autonomous acquisition is one, so, that is based on the thought that worlds, by nature, are spurred to turn and alter. Curiosity is portion of growing and alteration, whether initiated by internal demands and involvements or external demands and forces. Once wonder is sparked, the scholar sees where that wonder takes her or him – either in weaving jets of larning activity or in a sustained acquisition journey. As portion of their autonomous acquisition, the scholar may seek out educational stuffs. The scholar may besides integrate hands-on activities, seting into pattern what has been taken in from the educational stuffs, or take a category to foster reinforce what has been learned from other beginnings. At times, failure may ensue, and the scholar may get down the full procedure once more. If there is success, the scholar may rest for a clip, but be spurred once more subsequently to set about a new acquisition undertaking. Similarities and Differences Between Models In many ways, my theoretical account of autonomous acquisition is non much different from many of the synergistic theoretical accounts described in Merriam et Al. ( 2007 ) . Like those theoretical accounts, my theoretical account is non additive in nature. Curiosity and the acquisition journey will take the scholar where the scholar wants or needs to travel. My theoretical account has the most in common with Spear ‘s theoretical account. First, Spear identifies three elements that spur autonomous acquisition, all of which work with my theoretical account: environmental chance, opportunity, and personal cognition ( as cited in Merriam et al. , 2007 ) . Second, Spear ‘s theoretical account incorporates the thought that autonomous acquisition is non a steady, controlled procedure, but instead one that can go on in tantrums and starts, one that can halt and get down once more, and one that can integrate room for both failure and success ( Merriam et al. , 2007 ) . My theoretical account is least like those proposed by Tough and Knowles. In Tough ‘s theoretical account, autonomous acquisition is calculated and focused on achieving a specific piece of cognition or a accomplishment ( Merriam et al. , 2007 ) . In Knowles ‘ theoretical account, autonomous acquisition is a bit-by-bit procedure focused on work outing a particular job ( Merriam et al. , 2007 ) . My larning theoretical account acknowledges that certain scholars may elect to set about a additive autonomous acquisition procedure focused on work outing a peculiar job, but it does non presume that all autonomous acquisition will follow a similar way. My theoretical account has room for larning for the interest of acquisition and for fulfilling wonder, for the joy of merely being able to state â€Å" Well, you learn something new every twenty-four hours. † Importance of Context In all of the theoretical accounts I have examined here, including my ain, context plays a critical function. First, a scholar ‘s context may find whether or non she or he is interested in or capable of take parting in a autonomous acquisition procedure ( Grow, 1991 ; Zepke A ; Leach, 2002 ) . Second, context can find the type of resources available to assist with acquisition. For illustration, interior metropolis scholars of colour may non hold entree to all the rich acquisition resources that can be obtained through the Internet. Not merely is the monetary value of a computing machine prohibitive, but the scholar, as the consequence of life in a context, an environment, that is unsupportive, may non hold the computing machine literacy needed to utilize the Internet to seek out information as portion of his or her autonomous acquisition procedure ( Norris A ; Conceicao, 2004 ) . All in all, context should be a core constituent of autonomous acquisition. 8. Experiential acquisition, autonomous acquisition, and transformative acquisition are three theories of grownup acquisition. What is the â€Å" best † larning theory? Why? Supply grounds from your readings ( and beyond if you so choose ) to back up your points. ( 3 points ) This essay will briefly analyze the chief renters of experiential acquisition, autonomous acquisition, and transformative acquisition. While all three theories have both positive and negative facets, I argue that experiential acquisition is the most flexible and hence the most utile of the three theories for the work of big pedagogues. The Three Theories Experiential larning â€Å" is a procedure of doing intending from all experiences-cognitive, emotional, physical, societal and religious † ( Zepke A ; Leach, 2002, p. 206 ) . Harmonizing to Zepke and Leach ( 2002 ) , experiential acquisition is possibly the most dominant construct in the grownup instruction field, but theoreticians have different thoughts of how the procedure works. Learners can either reflect on experience in order to larn ( constructivist lens ) , learn through take parting in experiences ( situative lens ) , learn by linking with and get the better ofing frights and other emotional barriers ( psychoanalytic lens ) , learn by challenge the dominate ethos ( critical lens ) , or larn by developing an apprehension of how assorted experiences relate to each other ( complexness lens ) ( Merriam et al. , 2007 ) . Harmonizing to Grow ( 1991 ) , the â€Å" end of the educational procedure is to bring forth autonomous, womb-to-tomb scholars † ( p. 127 ) . Although autonomous acquisition can be hard to specify, Candy ( 1987 ) delineated three features that can be used to set up whether or non learning is autonomous: the scholar possesses autonomy, the acquisition can go on outside of a formal acquisition environment, and the acquisition is directed chiefly by the pupil even if a instructor is involved ( as cited in Grow, 1991 ) . Mezirow ‘s theory of transformational larning postulates that adults see a minute when their beliefs turn out inadequate in understanding the state of affairs in which they find themselves ( Elias A ; Merriam, 2005 ) . This disorienting quandary forces them to reevaluate their cognition and develop new apprehensions. As a consequence, a transmutation happens, and the single learns and grows ( Elias A ; Merriam, 2005 ) . Transformative acquisition is an emancipatory procedure in which self-reflection leads to critical consciousness ( Cranton, 2002 ) . The â€Å" Best † Theory All of these larning theories have countries of concern. For illustration, scholars may non really have the ability to larn from experience, or they may non hold had experiences that are meaningful ( Brookfield, 1998 ) . On the other manus, scholars may non hold the desire or the ability to direct their ain acquisition procedures ( Zepke A ; Leach, 2002 ) . Transformative acquisition can be ethically disputing. First of wholly, the terminal consequence of transformative acquisition could be a major crisis for the scholar. â€Å" Despite an pedagogue ‘s best purposes, a procedure of transformative acquisition can take to unpredictable and unwilled events † ( Moore, 2005, p. 83 ) . The power derived function between scholar and pedagogue can take to indoctrination ( Moore, 2005 ) . Ultimately, the best acquisition theory is whichever theory best helps the scholar run into his or her educational ends. However, transmutation of the scholar is non a demand of either autonomous or experiential acquisition ; hence, they both may advance greater flexibleness in grownup instruction ( Zepke A ; Leach, 2002 ) . Autonomous acquisition is less an grownup larning theory and more a related group of patterns and thoughts ( Caffarella, 1993 ) ; as a consequence, it is slightly mussy. It besides does non see as many issues as experiential larning theory does. Experiential acquisition, on the other manus, addresses the procedure of larning non merely from reflecting on and in experience but besides from larning through engagement in experiences ( Zepke A ; Leach, 2002 ) . It besides addresses of import issues around emotions, cultural context and the scholar ‘s relationship to society, and doing sense of a broad assortment of experiences that may either reinforce or dispute each other ( Merriam et al. , 2007 ) . All in all, experiential acquisition addresses more issues that might impact a scholar ‘s larning experience than the other two theories, and hence, it is the most utile of the theories for grownup pedagogues. How to cite Overview and Criticisms of Andragogy, Essay examples

Project Management Scope

Question: Write an essay on Project Management. Answer: Project management is the way to innovation and creation of the team work. In simple words, it is the process to initiate, plan and execute the team work to achieve the specific target so that an organization can meet with success. First of all, we need to create the project manual including time, scope, budget and the quality. The primary object of the project management is to sustain the entire goal within the given time-frame. The project management is the strategy which is used to develop a product or the service to meet with the success. Project management is the phase to planning about the whole project before implementing. During the second phase of the project, it is very challenging to allocate the right input to achieve the targeted output. There are various repetitive and permanent activities to implement the project. Technical skills and management strategies are equally important to implement a project. 2. Scope management plan Scope The project deals in illustrating a scope management plan for upgrading the information system of the school such that to direct the efforts on the implementation of the new system. The project deals in providing IT solutions to the school related to the administrative and financial system in order to cope up with the workload. The project also incorporates the planning of the IT system by incorporating the strategic approach such that to develop the information system to meet the mission, vision and strategic plan for the school. Deliverables Outline Number Task Name 1 Implementation of IT information system in Willow Brook School 1.1 Accounting information system 1.1.1 connecing with payment gateway 1.1.2 payroll of staff 1.1.3 cost management 1.1.4 charitable accounting 1.1.5 student's payments system 1.2 online website 1.2.1 purchasing portal 1.2.2 payment gateway 1.2.3 accessibility for the students and the mmbers 1.2.4 connecting with lib. database 1.2.5 friendly GUI 1.3 Administrative information system 1.3.1 human resource system 1.3.2 studnet aupport ssytem 1.3.3 after-care program 1.3.4 attendance system 1.4 Transport system 1.4.1 student address 1.4.2 time of arrival and departure 1.4.3 direction of roads 1.5 library data base 1.5.1 student details 1.5.2 teacher details 1.5.3 Employee details 1.6 student information system 1.6.1 admission 1.6.2 enrollment of the student Table 1: Project deliverables for IT system upgrade Source: Created by author 3. Scope Verification The project inmcorporates the illustration of the scope management process relating to the development of the new IT system in the school. It also incorporates the change request form to determine the level of changes in the IT system of the school whhc is required to be approved. The project includes the description of the WBS and Gannt chart related to the project schedule for the IT project. The project also includes the time phased project to estimate the costs involved with the implementation of the project. The project also includes the risk management plan for mitigating the risks involved with the project. 4. Change Request Form The form is divided into three sections including the individual submitting, stundt submitting and the submittance by the sponsors of the project related to the development of IT information system for the school. The fourth part is intended for the use of the Change Control Board for documentingbthe final decision relating to the request change. 1.) SUBMITTER Individual Change Request [CR001] Type of Change Request Enhancement Project/Program/Initiative Imrpoving the IT infrastructure of the system in school in order to get standard service Brief Description of Request Upgradation of the administration and financial system Date Submitted [05/19/2016] Priority Low Medium High Mandatory Reason for Change The amount of the time being spent in copying the information from one place to another has bevome quite hectic with the traditional use of the spreadsheets and word document. Thus, a proper IT infrastructure is required to ease the situation. Approval Signature [Approval Signature] Date Signed [05/19/2016] 2.) SUBMITTER Student Change Request [CR002] Type of Change Request Enhancement Project/Program/Initiative Imrpoving the IT infrastructure of the system in school in order to get standard service Brief Description of Request Providing the students with the exposure to the latest technology including the lastest iPads instead of the traditional tablets such that to increase the performance level of education. Date Submitted [05/19/2016] Priority Low Medium High Mandatory Reason for Change The administrative assistant is feeling the strain of the increased workload associated with the rapid growth in the student population Approval Signature [Approval Signature] Date Signed [05/19/2016] 3.) SUBMITTER Sponsor CR# [CR003] Type of CR Enhancement Project/Program/Initiative Imrpoving the IT infrastructure of the system in school in order to get standard service Brief Description of Request Upgradation of the administration and financial system of the school Date Submitted [05/19/2016] Priority Low Medium High Mandatory Reason for Change An information system is necessary to cope with the growing administrative workload Approval Signature [Approval Signature] Date Signed [05/19/2016] 4.) CHANGE CONTROL BOARD DECISION Decision Approved Approved with Conditions Rejected More Info Decision Date [05/19/2016] Approval Signature [Approval Signature] Date Signed [05/19/2016] Table 2: Change request form for the project Source: Created by author 5. WBS Projcet Schedule Outline Number Task Name Duration Start Finish Predecessors Resource Names 1 Implementation of IT information system in Willow Brook School 73 days Thu 5/19/16 Mon 8/29/16 1.1 Accounting information system 13 days Thu 5/19/16 Mon 6/6/16 1.1.1 connecing with payment gateway 1 wk Thu 5/19/16 Wed 5/25/16 Victoria,Michelle 1.1.2 payroll of staff 2 days Thu 5/26/16 Fri 5/27/16 3 Victoria,Michelle 1.1.3 cost management 2 days Mon 5/30/16 Tue 5/31/16 4 Victoria,Michelle 1.1.4 charitable accounting 2 days Wed 6/1/16 Thu 6/2/16 5 Victoria,Michelle 1.1.5 student's payments system 2 days Fri 6/3/16 Mon 6/6/16 6 Victoria,Michelle 1.2 online website 14 days Tue 6/7/16 Fri 6/24/16 1.2.1 purchasing portal 1 wk Tue 6/7/16 Mon 6/13/16 7 Victoria,Michelle 1.2.2 payment gateway 5 days Tue 6/14/16 Mon 6/20/16 9 Victoria,Michelle 1.2.3 accessibility for the students and the members 1 day Tue 6/21/16 Tue 6/21/16 10 Susan 1.2.4 connecting with lib. database 1 day Wed 6/22/16 Wed 6/22/16 11 Vitoria,Michelle 1.2.5 friendly GUI 2 days Thu 6/23/16 Fri 6/24/16 12 Vitoria,Michelle 1.3 Administrative information system 20 days Mon 6/27/16 Fri 7/22/16 1.3.1 human resource system 1 wk Mon 6/27/16 Fri 7/1/16 13 Michelle,Victoria 1.3.2 studnet aupport ssytem 5 days Mon 7/4/16 Fri 7/8/16 15 Michelle,Victoria 1.3.3 after-care program 5 days Mon 7/11/16 Fri 7/15/16 16 Susan 1.3.4 attendance system 5 days Mon 7/18/16 Fri 7/22/16 17 Michelle,Victoria 1.4 Transport system 12 days Mon 7/25/16 Tue 8/9/16 1.4.1 student address 2 days Mon 7/25/16 Tue 7/26/16 18 Susan 1.4.2 time of arrival and departure 5 days Wed 7/27/16 Tue 8/2/16 20 Susan 1.4.3 direction of roads 5 days Wed 8/3/16 Tue 8/9/16 21 Michelle,Victoria 1.5 library data base 6 days Wed 8/10/16 Wed 8/17/16 1.5.1 student details 2 days Wed 8/10/16 Thu 8/11/16 22 Susan 1.5.2 teacher details 2 days Fri 8/12/16 Mon 8/15/16 24 Susan 1.5.3 Employee details 2 days Tue 8/16/16 Wed 8/17/16 25 Susan 1.6 student information system 8 days Thu 8/18/16 Mon 8/29/16 1.6.1 admission 3 days Thu 8/18/16 Mon 8/22/16 26 Susan 1.6.2 enrollment of the student 5 days Tue 8/23/16 Mon 8/29/16 28 Susan Table 3: Projcet schedule for the IT project Source: Created by author 6. Gantt chart 7. RACI matrix Project Manager Design Engineer Training Supervisor Functional Manager Implementation Manager Identifying the Requirements A R C I R Designing the outline of the project A R I I C Developing the IT information system A R I I C Analyzing the designed system A R I I R Implementation A C C C R Conduction of Training A C R C 8. Histogram For Victoria: For Susan: For Michelle: 9. Budget The above budget shows the time based budget allocation of various expenses of the project of implementing the information system in the school. The main aspect of the budget has seen in the known element of the installation charges are almost more than the double that of the unknown portion of the installing the system. The total installation and material expenses of the project is $54100. However, the labour cost is not included in the implementation of the system. The labour charge has been segmented into two sections direct and indirect labour charges. The direct labour charge has no unknown portion. The direct labour will be required for 70 days of the entire project with a rate of $70 per day. Further, the rate of indirect labour is $50 per day. The known requirement of indirect labour is 80 man days while the requirement of unknown labour may reach 60 man days. The total indirect labour charge becomes $7000 for the project. The total budgeted cost of the project is $66210 for the entire project. Material budget duration of project in days cost of known element cost of unknown element total expenses Accounting information system 13.00 $ 6,800.00 $ 2,800.00 $ 9,600.00 online website 14.00 $ 2,900.00 $ 1,800.00 $ 4,700.00 Administrative information system 20.00 $ 8,500.00 $ 3,400.00 $ 11,900.00 Transport system 12.00 $ 5,400.00 $ 2,700.00 $ 8,100.00 library data base 6.00 $ 9,400.00 $ 3,600.00 $ 13,000.00 student information system 8.00 $ 4,500.00 $ 2,300.00 $ 6,800.00 Material cost 73 $ 37,500.00 $ 16,600.00 $ 54,100.00 Direct labour 73.00 5110 $ 5,110.00 indirect labour 40.00 4000 3000 $ 7,000.00 Total budgeted expenses $ 66,210.00 Table 5: Budget for the project Source: Created by author 10. Risk Register serial number risk description Types of risk risk impact likelihood risk mitigation process/overall effect on the project 1 Portal was not accessible externally Positive high high The risk may change the entire project as the outcome of the project will change. The risk mitigation process is to change the design of the project 2 failure of online payment gateway Positive very high high The overall impact on the outcome of the project is high. The main concern of online payment is to connect with maximum numbers of students as well as customers of toys 3 failure to connect with payroll system Positive moderate moderate The effect is moderate as seen in the impact and likelihood. However, the risk associated with the step may reduce the effective outcome of the project 4 non-integration of student support Negative low very high This risk does not reduce the efficiency of working as the overall effect on the project is negative Table 6: Risk register for the project Source: (Sadgrove, 2015). 11. Conclusion The project aims at illustrationing the scope management process relating to the development of the new IT system in the school. It also incorporates the change request form to determine the level of changes in the IT system of the school whhc is required to be approved. The project includes the description of the WBS and Gannt chart related to the project schedule for the IT project. The project also includes the time phased project to estimate the costs involved with the implementation of the project. The project also includes the risk management plan for mitigating the risks involved with the project. The project also incorporates the planning of the IT system by incorporating the strategic approach such that to develop the information system to meet the mission, vision and strategic plan for the school References Gido, J., Clements, J. (2014).Successful project management. Nelson Education. Kerzner, H. R. (2013).Project management: a systems approach to planning, scheduling, and controlling. John Wiley Sons. Leach, L. P. (2014).Critical chain project management. Artech House. Olson, D. (2014).Information systems project management. Business Expert Press. Rosemann, M., vom Brocke, J. (2015). The six core elements of business process management. InHandbook on Business Process Management 1(pp. 105-122). Springer Berlin Heidelberg.. Sadgrove, M. K. (2015).The complete guide to business risk management. Ashgate Publishing, Ltd.. Schwalbe, K. (2015).Information technology project management. Cengage Learning

Informative report on international search and rescue efforts

Introduction In this century, changes due to globalization have resulted in far more interdependence than which existed during the last century when most of the activities in the world were confined within geographical boundaries. Currently, there is free flow of information and resources from one country to another. Advertising We will write a custom assessment sample on Informative report on international search and rescue efforts specifically for you for only $16.05 $11/page Learn More Similarly, the activities of the fire and rescue services in the United Kingdom have not been limited to the country alone. Occasionally, fire fighters in this country are required to carry out a rescue mission for mitigating emergencies that are rampant in various places around the world, such as the recent Haiti Earthquake. Therefore, it is commendable progress when our Fire authority is considering becoming part of the UK’S International search and rescue tea m. However, before taking part in such a mission, we need to take into consideration the various legal, ethical, and global issues concerning this initiative. Fire and Rescue Services Act 2004 The England and Wales Fire and Rescue Services Act 2004 would be applicable in how our Fire authority would carry out its operations. The Act is the first major change in the law concerning the operation of the Fire and Rescue Service since the introduction of the first Act way back in 1947 (Great Britain Parliament, 5). The previous Act limited the functions of the Service to fighting fires hence limited the number of operations it could engage in. However, as a result of passing the new Act, the responsibilities of the Service has transformed a great deal. Consequently, the fire and rescue authorities currently have various statutory obligations appertaining to fire safety, fire fighting, road traffic accidents, and emergencies. Under the new Act, a number of new key provisions are applica ble to our fire service in accomplishing its mission abroad (. The act promotes fire safety initiatives among fire and rescue authorities; therefore, underpins the change toward a more prevention-based and risk assessed approach. Advertising Looking for assessment on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is able to assist in preventing more deaths by lowering the number of fires incidences taking place in the first place. This new legislative package establishes a new package of powers and responsibilities for effective and efficient service. The new role is beneficial for the operations of a modern Fire and Rescue Service. The Act authorizes the fire and rescue authorities to take part in rescuing road traffic accidents. In addition, it allows for responsibilities in responding to other emergencies. These may include catastrophic flooding and acts of terrorism. Critically, the legislation provides for amendment in line with how the duties of the Fire and Rescue Service may be defined in the future. Moreover, the Fire and Rescue Service is also endowed with the responsibility of performing other obligations in response to the specific requirements of their communities and the threats they encounter. The new legislative framework achieves this through making sure that the various fire and rescue authorities present in the country can undertake duties that are not particularly outlined in the Act but which will assist them accomplish their statutory obligations as well as allowing the authorities to employ staff and equipment, according to their capacity for any appropriate purpose. Furthermore, the act gives fire and rescue authorities the ability to organize appropriately for the occurrence of other threats to life and the environment. For instance, they can establish local training centres to equipping people with skills necessary for responding to threats of life or the envir onment in their area. The Act guarantees an effective and efficient service to the public. In both national and international levels, fire and rescue authorities uphold equality, diversity, and fairness in service provision. In addition, they have the skill and adaptability necessary in addressing the present challenges. These factors make it possible for the authorities to fulfill the varied requirements of all diversified communities both locally and abroad. The adoption of ‘equality’ and ‘diversity’ are the two crucial elements of service provision that Fire and Rescue upholds. These elements affirms that the service, which relies totally on the applied statutes, norms, and procedures of the association, must drive towards the plan it gets treated and it must result in effective service provision to all sections of the community.Advertising We will write a custom assessment sample on Informative report on international search and rescue efforts spe cifically for you for only $16.05 $11/page Learn More Under what is referred to as mutual assistance, for the first time, the Act allows fire and rescue authorities to enter into reinforcement schemes and to delegate the delivery of functions to other fire services or fire authorities. Concerning information and investigation, the Act takes a new approach by allowing for the entry of an authorized employee of a fire service or fire authority for establishing the cause of the fire. These statutory powers also entail the authority to take samples from the scene of the tragedy. The Act plays key role in assisting fire and rescue authorities in confronting the global challenges of this new millennium. The new framework of powers and responsibilities puts prevention strategies on a similar footing with intervention strategies (Furness and Muckett, 352). It makes it possible for individual fire and rescue authorities to make appropriate decisions after holding di scussions with their communities. They can then choose on how and where to channel their resources. The Act therefore takes note of the wider role of the fire and rescue authorities and enables them to act in response to the various risks outlined in their Integrated Risk Management Plans. British firefighters’ response to the 2010 Haiti earthquake The Fire and Rescue Services Act 2004 would be applicable in the operations of the search and rescue teams when carrying out their duties abroad. For example, during the Haiti earthquake, the UK fire and rescue authorities demonstrated their role in responding to global catastrophes. The earthquake, which had an epicentre near the town of Leogane, took place on January 12, 2010 and affected the lives of about three million people. The country’s authorities estimated that about two hundred and thirty thousand individuals had died, three hundred thousand had been injured and one million made homeless. The earthquake also caus ed severe damages to the country’s infrastructure. Several nations responded to appeals for humanitarian aid. Besides funds, some of them dispatched their rescue teams to undertake the duty of saving lives. Although the rescue efforts were hampered by the extent of the massive destruction, the efforts started in the immediate aftermath of the quake. The UK search and rescue workers were not left behind in the emergency operation. The International Development Secretary Douglas Alexander said, â€Å"It is already clear that we are facing a major humanitarian crisis. The most pressing need is for international search and rescue teams – including firefighters from all over Britain – to get on with their work of saving lives† (PSCA International Ltd, para. 7). Advertising Looking for assessment on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More Consequently, after about forty-eight hours of the quake, UK’s 64 firefighters from Gatwick arrived in the devastated country â€Å"to get on with their work of saving lives.† Other firefighters across Britain soon joined them and they worked in six different teams. They realized remarkable success in this mission, rescuing four survivors in ten days. This was achieved despite the limitations they faced on trying to use their heavy equipment. In the international rescue efforts, it is notable that the British search and rescue teams became the first to reach the epicentre of the earthquake, Leogane. They arrived on 17 January. As if referring to the Fire and Rescue Services Act 2004, Douglas Alexander said: We need to get search and rescue teams on the ground. Every hour matters. There will be humanitarian requirements for food, shelter and sanitation. It is critical to co-ordinate the international effort. We have to work with others to make sure everyone does not t urn up with the same equipment. This is a terrible tragedy and we are determined to do what we can to help†¦We are talking to the USA and UN about mobilizing (PSCA International Ltd, para. 4). As was exemplified by the humanitarian response to the 2010 Haiti earthquake, the Act provided the British firefighters with new framework of powers and duties for confronting the emerging challenges of this century. The British search and rescue teams were able to assist in saving more lives, deliver effective and efficient service, work with appropriate equipment, provide local training centres for the Haiti people, and work with other rescue teams from around the world. If the role of fire service in the UK were still restricted by the previous Act, which did not give the service the powers to respond to other eventualities, the operation in Haiti to save lives would not have realized such success. Globalization effects on fire and rescue service The changes in our world due to globa lization affect the legislative and substantive work of those in the fire and rescue service. The forces of globalization have led to significant changes to individual nations. Local and international economies have been unified through trade, labor, foreign direct investment, and the spread of innovative ideas. The drive for globalization has broken down the walls of geographical constraints. Principally, globalization has been driven by the urge to realize a global common market for goods and services. As a result, the international community now has an increased access to the wider varieties of services since services are no longer confined to a particular country. This has been aided by the development of the global market coupled with advance in technology that has improved transactions. Consequently, globalization forces have compelled fire and rescue service to change its legislative and substantive work to take care of this increased need. Because of the need of globaliza tion, fire service and rescue authorities have changed their approach concerning fire prevention and community fire safety. Currently, more initiatives have been channeled to improving fire prevention efforts and educating the public. In addition, organizations and people are being motivated to assume responsibility for providing a risk evaluation of organizations. Historically, fire safety was the responsibility of the British local authorities. However, the passing of the Fire Services Act in 1947 changed this. The Fire Brigades started to assume the role. Currently, the transformation of the United Kingdom fire service to global standards has considered its function concerning fire safety issues. The country’s fire service and rescue authorities have prioritized the issue. Most of them have produced Integrated Management Plans. This initiative takes note of their new role in service provision. They now have well laid down plans for fire safety in the place of work as well as in the community. At present, every brigade in UK has established community-based fire safety units as a proactive strategy for devolving their functions. Ethical considerations in fire and rescue services The fire and rescue services, too, have to deal with ethical considerations, which they have to face on a daily basis, even when on a mission abroad. Fire service and rescue services ethics entail a set of principles and philosophy that are consistent with their key mission of saving lives. Ethics in fire and rescue services entails the area of interpersonal, group, as well as community politics in relation to set values. It is not just what can be accomplished, or how it can be accomplished. However, it is more focused on what should be sought, in the realm of social harmony and fairness. In fact, it is the intricacy of the opposite side of individualism. Ethical considerations in fire and rescue services take note of the fire fighters proper relationship amongst themselves , their duties to the public, locally and internationally. In dealing with ethical dilemmas, fire and rescue services embrace professional integrity and responsiveness to the civil society. The twenty-first century appears to have dawned with a burden of conflicting values and divergent responsibilities for the firefighters. Therefore, to maintain professional integrity in the service, which is fundamental in dealing with ethical issues, the following are done. These are recruitment based on merit and verified by special tests, appropriate disciplinary measures undertaken for promoting corporate spirit, and training and education undertaken occasionally for improving professionalism. In this regard, most firefighters acknowledge that ethical dilemmas are normal and expected aspect of their work. Since firefighters have to sort out complicated (or not so complicated) ethical dilemmas in their daily activities, recognizing this lowers the stress that can impede their self-confidence and ability of tackling these issues efficiently. More so, to tackle ethical dilemmas, firefighters learn to treat such issues like any other business issue, tackle rationalizations head-on, and develop a strong sense of right and wrong. Role of fire and rescue services Once, the role of the fire and rescue services was limited only to putting out fires. However, in this present changing world environment, the fire and rescue services have a wider role to play. They are often called to tackle different emergencies, varying from fighting fires and saving individuals from enflamed buildings to dealing with chemical spillages and road accidents. A firefighter’s problem solving ability and initiative is of essence in bringing a solution to issues swiftly and calmly. Today’s firefighter always upholds a sensitive approach when dealing with people during emergencies since at such times they may be miserable and perplexed. The role of the modern firefighter is always chang ing to address the increasing requirements of the community. Fire and rescue services work hand in hand with the community in increasing their level of awareness concerning fire safety (Haslam, para. 1). Therefore, this is able to prevent incidents from taking place in the first place. Today’s firefighter delivers efficient services to the members of the public and handles them with dignity and respect, not considering their background or ethnicity. Since it is often a race against time to save lives and calm fire, firefighters know how dangerous fires are; therefore, they make concerted efforts from preventing them from occurring. They achieve this by educating the public through visiting institutions, community centres and homes on how to prevent fires and escape from buildings in case of unfortunate fire incidences. With the aim of saving life, guarding possessions, and providing humanitarian assistance if there is need, the modern firefighters are always prepared to res pond to various incidents involving fires, road, air and marine transport accidents, terrorist threats, and trapped individuals and even animals if resources permit. Conclusion The consideration that our brigade is making of becoming part of the International search and rescue team with other UK brigades is achievable. The information provided above will be very much of essence for the success of the mission. The introduction of the fire and rescue services Act 2004 gives fire authorities a new framework of powers and responsibilities for confronting the current global challenges. During the 2010 Haiti earthquake, UK firefighters were able to assist in saving lives in a foreign country. This was possible because the Act recognized the wider role that brigades are undertaking in responding to eventualities because of the effects of globalization. In dealing with ethical considerations, fire and rescue services embrace professionalism and integrity in their work. Works Cited Furness , Andrew, and Muckett, Martin. Introduction to fire safety management. Oxford: Butterworth-Heinemann, 2007. Print. Great Britain Parliament. The Fire and Rescue Service : fourth report of Session 2005- www.fireservice.co.uk/recruitment/ PSCA International Ltd. â€Å"Every hour matters’ for survivors of earthquake.† Public Service. 14 Jan. 2010. Web. www.publicservice.co.uk/feature_story.asp?id=13495 This assessment on Informative report on international search and rescue efforts was written and submitted by user Myla Sampson to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Torture is not Morally Permissible

Torture is not Morally Permissible Introduction To understand this statement we need to define the term torture. According to United Nations Convention against Torture, torture is an act of severe infliction of pain or suffering; be it mental or physical. There are three reasons that lead to torture namely to gather information, for punishment purpose and crimes of hate.Advertising We will write a custom essay sample on Torture is not Morally Permissible specifically for you for only $16.05 $11/page Learn More Torture is outlawed in most countries, and is considered anti-Christian by such denominations as The Roman Catholic. Torture does not work. Most people therefore say it is not permissible and only shows lack of moral authority in a society that practices it. It demeans a person’s human rights, shows lack of respect to his ego and results into hatred from the tortured. Arguments against torture Some philosophers argue for torture. For example, Miller states that a thief who steals a car with a child inside. The police get hold of him and have to torture him to release information on whereabouts of the vehicle, failure to which the child may die of heat stroke if not found within twenty minutes. Miller’s other example is that of a terrorist who hides a nuclear time bomb in a city. The police must find this time bomb early enough, failure to which it will kill crowds of people. In both cases, Miller argues that torture is acceptable. Miller states that torturing the thief and the terrorist will make them furnish the police with the required information. Miller further argues that the thief is considered derisive, pugnacious and rebellious. Miller concludes that upon beating, the thief will realize the beatings will go on until he releases the necessary information of the whereabouts of the child. However, beating the thief is more or less likely to make the thief defiant and angry rather than repentant. He feels oppressed and hated. Other approaches to the matter would be more operative. For example, offering a gift if the thief releases the car and the child, asking the mother to plead with the thief to have mercy upon the child or opting to withdraw the charges completely. The thief is just interested in the car and he is not after killing the child. The beatings will go on until the twentieth minute, after which this will be no more important for the sake of the child. It will only be a punishment. In reality, the thief will decline to offer the information after the twenty minutes elapse as he will be accused of murder.Advertising Looking for essay on ethics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the terrorists’ scenario, torture is unlikely to be effective too. The terrorist is committed to his cause and is willing to die for the act. Often, some terrorists even go to an extent of bombing themselves. Torture will only make terrorist more reluctant to relea se the information1. Terrorists may even send the police into various likely locations which may end up being fruitless searches until the bomb is detonated. This way, a terrorist escapes torture and the plan is executed. The terrorist’s community or family members may forward the information to save their relative’ hence, hindering the mission. In both cases torture is not permissible. In the thief’s scenario, it involves subjecting one person to pain to save another. Both are human beings and need recognition. Hence, the two scenarios just show how torture works but are naà ¯ve to bring out its effects as well as the moral implications. The philosophers who propose torture fail to display how torture works and do not show evidence of its effectiveness. Torture is not permissible as the culprit may be innocent. In some instances, innocent people are charged with holding of important information which poses a risk to the lives of people. These individuals are i n most instances, unaware of what is happening. Items are stolen from a shop, but a shop attendant is accused of the offence. Robbers hijack a bus, a passer-by is accused. Bomb attacks occur; innocent citizens are hostage of the attacks. These are some of the instances, where innocent individuals are tortured innocently. They lose their liberty, identity and their dignity. For example, a report released by wikileaks in December 2010, stated that Khaled EL-Masri who was a Germany citizen was arrested by mistake and taken to Afghanistan. His arrest was simply because his name resembled that of a real terror suspect whose name was Khalid Al-Masri. Worse still he was dumped in Albania when CIA realized he was innocent. Torture may sometimes make people look guilty even when they are not. For example, an innocent individual is held captive of an offence, upon torture he pleads guilty to escape the injustice. In other instances, the expression of pain by the tortured convinces the witness es and the torturer of his guilt. There is also the need to protect life. An individual should not be tortured to death for claims of committing crime2. The tortured also have a right to sanctity of life and Kant states that it is our duty to allow this sanctity to thrive. Some individuals are however to release information they do not have a clue. An example is a terrorist’s wife who will be tortured to tell the whereabouts of her husband. A thief’s son may be exposed to torture to give information about the hidings of his father. Torturing these individuals is not permissible as they are neither involved in the criminal act itself nor the reason behind the crime.Advertising We will write a custom essay sample on Torture is not Morally Permissible specifically for you for only $16.05 $11/page Learn More Torturing innocent people is usually referred to as using persons as a means to an end. In other words, the torturers are willing to end crim e by spilling innocent blood. One is left to wonder if prevention is really better than cure. Hence torturing innocent people is less tolerable than failing to prevent the danger that occurs to other people by not being vigilant. Torturing an innocent person is far too huge a cost for any intended purpose. There are times when the innocent are tortured to death. This is done as a form of punishment so that others may learn from the scenario. This is wrong as life deserves preservation irrespective of conditions or results. There is a responsibility involved in killing as compared to letting a person die which does not. While killing is terrible, letting a person is merely out of negligence. When torturing one individual to save thousands of people, the importance of torture must be made in no indefinite terms3. We are therefore required to stimulate the circumstances necessary for survival of human beings and provisionally to uphold the ends or contentment of these people. We are mo rally impermissible to kill our morally innocent. We should therefore make a huge sacrifice to preserve the greater innocence of individuals. Where the individual is innocent of an offence, torture is not permissible either. This is because it is morally condemnatory and does not regard the victim. For example when we kill a terrorist, we violate his negative right of not receiving any harm although we have a duty towards the citizens to protect them. Torture ethically tints our society. It leads to corrosion of a state’s character. As stated earlier, it is an evil that receives much condemnation from all over the world. A society that tortures its people is considered as one that lacks morals and does not uphold the rights of human beings. Christians particularly condemn the act of torturing others, quoting Jesus’ words when He forbade His disciples from giving an eye for an eye and a tooth for a tooth. Christians further claim that Jesus was tortured on the cross for our sake and fled us from the bondage of sins. Torture harms the victim, the torturer and eventually the entire society. Torture is too much an evil to be considered a means towards an end. It is considered a means through which sadists meet their satisfaction. Torture thus imparts a spirit of revenge. Tortured individuals develop a feeling of revenge and will want to inflict the same pain and suffering upon the torturer4. For example, bombing of terrorists hiding venues makes the terrorists react angrily by bombing the attackers too. It is rarely appealing. Tolerance of torture perverts the societal morals. It shows moral decay in a society. Individuals who are subjected to torture may become rebellious after the exercise.Advertising Looking for essay on ethics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In fact, the rebellion might be practiced in form of a coup d’à ©tat in some countries. They may lose a sense of living and become demoralized. In an organization, employees who are subjected to torture, may become demotivated and perform poorly. This in turn may translate into low profits for the organization. A tortured victim lacks defense. In a scenario where an individual is being tortured to reveal crucial information, his only defense is the information he is withholding. Hence when we torture individuals we deny them the peace and joy whereby individuals are furnished with the means to accomplish needs, live with a purpose and delight in pleasure with lack of pain. We therefore ought to view people as ends not means. Torturing individuals is not a means to end unfairness or to clean the world. In fact torturing a wicked person does not add any peace. Conclusion In conclusion therefore, torturing the innocent does not reduce peace in the world. Neither is it a means t o acquire justice. Torturing people to death is inherently wrong as there is something sacred and special about sentient rational life which deserves preservation. If torture is used as an extraordinary measure for resolving our problems, its use will be normalized. Individuals henceforth be treated with a lot of brutality whenever need arises. There will be loss of integrity and respect for human rights will be no longer upheld. In a nutshell, torture is morally disgraceful. It yields lies and hatred and demeans the torturers along with the tortured. It is a vice which we should all fight against. Footnotes 1 The terrorist is committed to his cause and is willing to die for the act. Often, some terrorists even go to an extent of bombing themselves. Torture will only make terrorist more reluctant to release the information 2 There is also the need to protect life. An individual should not be tortured to death for claims of committing crime. 3 When torturing one individual to save th ousands of people, the importance of torture must be made in no indefinite terms 4 Tortured individuals develop a feeling of revenge and will want to inflict the same pain and suffering upon the torturer

Case Of Organizational Behavior Samples

In a very broad sense, organizational behavior refers to the study of how human individuals interact or behave within a group. These studies are conducted extensively to understand how to better integrate the employees and run a business more efficiently. At the core of this field of study lies the idea that scientific approach can benefit an organization through better managing the workers and, thus, making sure the individuals work more cohesively and as a single unit. Organizational behavior may be loosely described as the process of understanding and predicting of human behavior as a group member or as an individual in order to manage and maximize their output within an organization. Organizational behavior also studies the behavioral traits or patterns individuals show to one another within the organizational sphere. The effects of these interactions are also studied in depth. Organizational behavior is the study of every behavioral aspects of an individual who is a part of a bi gger organization, the interface of two or more individuals, or between the individual and the organization or of the organization itself. Organizational culture is the single most important aspect and parameter that decides how will the performance of the employees be as individuals or a whole group. Moreover, organizational culture is the conglomerating bundle of the assumptions, values, ethical considerations, ideologies and other organizational parameters that decide how would an individual or a group within the organization behave while their interactions and interfaces between themselves and the organization or amongst themselves (Alvesson and Sveningsson 2015). These parameters all have important and extensive influences upon individuals and modulate their behavioral patterns, dictate how they dress or act as a member or part of the organization. Organizational culture also often sets the bar that decides and measures how will the performance of the individual and the group is (Alvesson 2016). Every single organization has distinct and visible organizational culture that varies from each other and are unique in i ts nature. These organizational culture are developed over days and are maintained tirelessly to uphold the organizational reputation within the industry. This reputation is one of the biggest attributes for ensuring a successful business (Ehrhart and Kuenzi 2017). Organizational culture is primarily a very basic but overall guideline or boundaries as to how should the employees behave while representing the company. Organizational culture is the unification of the values, ethics and behavioral pattern of the employees that make up the unique environment for each organization (Ostroff and Schulte 2014). While these behaviors are often up-front and are very visible, it is also often the case that these are embedded psychologically. The very core beliefs and values are personified by the behavior of the organization and, in some cases, the employees as well. The managing authorities are the ones who decide how would the employees behave within the organization. Organization culture fl ows down from the senior authorities to the employees and not the other way around (Ashkanasy and Dorris 2017).    Also termed â€Å"corporate culture†, organizational culture is reflected through a few basic functions of the company. It is the guidelines and broad paths through which an organization functions and operates its business: how does the organization treats and interacts with its customers and employees as well as how does it serve or helps the wider social communities (Bortolotti, Boscari and Danese 2015). Organizational culture decides upon how much freedom is given to the employees to have inputs about the operations of the company and what contributions do they have in the decision making process, providing new ideas for development and benefit of the organization or how much leniency is tolerated for p3ersonal expression. The hierarchical construction, the flow of power and how free flowing is information within the organization are all decided by the organizational culture and work ethics(Barbera 2014). The organizational goals and purposes demand the employees to believe and be committed to them and organizational culture plays a pivotal and decisive role in this: the organization must be able to make the employees feel welcomed and a valuable part of the organization so that they want to work for the employers and help them to fulfil the objectives that were set out with in the first place of starting the company (Glisson 2015). If the employees are made to feel they are important and they understand that the company is taking their care, they will themselves take care of the customers. The whole functioning of the company will be much smoother and the higher authority need not be directly involved in the interaction with the customers, rather, they can be focused more on other more pressing issues. Customer care and services, post sales services, product quality are all results and/or shaped by organizational culture (Hogan, S.J. and Coote, L.V., 2014). Another very important aspect of running a business in the modern world is the environmental s ide of it. Every business, industry or organization must abide by the rules and requirements to protect the environment and reduce the process of global warming. A strong and ethical organizational culture helps to make sure that organizations keep this in mind and not cause any harm to the planet (Dubey et al. 2017). Virtually every single step of the operations of an organization is impacted by the organizational culture: how will the idea of a new product or service be conceived and shaped, how will the marketing tactics be planned, how to reach the potential customers and how to penetrate the market (Uzkurt et al. 2013). Organizational culture takes a lot of time to achieve and once established, it is so involved in every operation of the organization that it becomes almost impossible to change. That is why organizations must be very careful from the very beginning, having a concise and cohesive idea about what they want to achieve through the business, i.e. the motives of the company (Kangas et al. 2016). Employees and customers have to be able to identify with the organizational business operations or goals if they either want to work there or buy the products or the services of a particular company. Organizational culture is defined as an â€Å"emergence† of a state within an organization that is highly complex and is incalculable. This state results from a few very simple ingredients, though the final outcome is different for every organization. There are three parameters within an organization that can be controlled, moderated and managed: the employees, the work and the customers. These are the three basic pillars of any organization and every single operation is executed and planned with focus on any, or all, three of these. Organizational culture is almost always highly influenced by regional cultures (Modaff, Butler and DeWine 2016). The beliefs and ideals of different social community shape how an organization will behave, treat its customers and employees. These beliefs and values are deep inside the collective social mentality, and it is only natural that these will be some of the primary things to decide what will be the operations of the organization. The creation of any organizational culture is dependent upon the beliefs and values of its leaders. Workplace culture is entirely created by the leaders as they are the ones with a proper idea about what is to be done band the true motives of the organization (Asgary and Li 2016). However, it is not the final deciding factor: while most of the times leaders do shape the organizational culture, there are also times when organizational culture also decides what kind of a leadership is possible, or how will the leaders behave him/herself. An established culture influences and shapes a leader just as much as it being influenced by the leader (Fullan 2014). An effective organizational culture decides and governs the mentality and behavior of the employees and the authority that will ensure the employees reaching their goals while adhering to the collective motivations. When an employee feels that she or he is being assisted and helped by the leader to fulfil their personal goal, job satis faction also gets better and this, in turn, pushes the employees to work even harder. While a strong organizational culture will help the employees in the process of achieving its goals and grow together, a weak one will have disruptions in the work and functions of the organization. However, if individual employees are seen as to be more important than the organization itself, sustaining the operations and striving towards the organizational goals may become difficult as the company will be having a tough time trying to balance the priorities (Goetsch and Davis 2014). The market orientation and culture of an organization must be focused at generating a profit and should revolve around results. Competition within an industry must be kept up with, if the organization wishes to stay in the game and keep generating a profit. Having an adaptive culture can help organizations immensely. This means an inclusive work culture where all the employees are included in the decision making process of the company. An adaptive or inclusive work culture ensures that the company y will survive through time, simply because it will have all the employees looking after its interests. A flexible work culture is dynamic in nature and are focused upon risk-taking and innovation (Glisso n 2015). Power culture within an organization decides how would information flow within the organization among the different departments. It also determines the hierarchy of the organization and the power structure. This kind of work culture is spearheaded by a single leader who takes all the decisions on behalf of the entire organization and controls the marketing and other strategies of the company. A role culture is where the employees all know their specific jobs and roles in the organization and report to their seniors. Efficiency and accuracy are paramount in a work culture like this one. There are some basic characteristics of organizational culture, despite being unique to every organization. Some of them are elaborated below: The organizational culture is a self-sustaining pattern that gives an idea about how things are to be done in the organization. Organizational culture is mostly instinctive and repetitive and cannot be easily categorized or labelled. Corporate culture is always evolving: slowly, but surely (Katzenbach, Oelschlegel and Thomas 2016). While it is almost impossible to change the entire established work culture, it is possible to control certain emotional aspects of it to control the performance and outcome of some of the functions. Cultural inputs and catalysts help companies to make changes that last longer and have more positive impact on the performance of the employees (Modaff, Butler and DeWine 2016). There are some basic principles of the organizational culture that help companies to achieve long term success. These can be defined as follows: Now that a rough but cohesive idea about the basic tenets of organizational culture has been comprehended, further discussion would try to establish the same as an important of business running. To achieve this, three case studies are looked into in greater detail and discussed how did they manage to be so successful despite such fierce competition in the sector and what role did organizational culture had to play in it. It is not unknown that Google has a very strong work culture that is also the biggest reason behind it being recognized as one of the most sought after companies to work at. Even pictures from inside Google’s offices make people chart their education and career plans so that one day they can achieve that. A company does not achieve such a status just like that. The very essence of the core ideals and beliefs of the company is forged within the organizational culture of the organization, that prompts its actions and every other strategy (Wei, Samiee and Lee 2014). The company has teams who are solely focused towards keeping the employees happy and making sure that productivity is consistent and regular. While it may seem intrusive to many, it is also true that great visions are often misjudged and/or frowned upon. It is understandable if some companies are weary of the organizational culture simply based on the fact that the industry of Google are absolutely different. While di fferent sectors do demand different work cultures, it is also true that some basic ideas can be used by every sector or organization within it. It has already been elaborated in the previous section about how can a greater employee integration help an organization to achieve higher degrees of success can happier employee circle ensure higher performance. This section will look into the different ways through which Google tries to achieve this aspect of organizational culture and, in turn, attain success. Google firmly believes in the fact that it is the employees behind the success of the organization. There are innumerable applications to work for the company and every single one of them are reviewed. The employee integration process begins at the very first step of hiring a person as an employee. In the interview process, the applicants are faced with odd situational questions and are asked to provide answers. The answers are not expected to be correct, rather the company tries to see which of the applicants have an aptitude for imagination and can come up with innovative ideas under pressure. This gives the organization an insight about the inner capacity of each individual at the very beginning. Human resource department relies solely on scientific research and data analysis to understand an d measure the performance of each individual employee properly. Extensive application of algorithm based formulae help the company to predict when will an employee leave the organization; optimal size of tables is also assessed using scientific methods. Google discovered that female employees take twice as many leaves as the male counterparts and this led the company to revamp the entire leave plans, giving the female employees paid maternity leaves. All of these steps taken provided the company with employees who were happier. Retention of the employees was achieved through providing them with higher perks and better paid leave plans. Google gives its employees a lot of perks including the advantages of bringing the children to the office and availing day care right there, sleep pods, free food throughout the day and many more which make the employees want to stay at the company. Studies have also shown that the employees perform better as well under these conditions. Google has clearly written guidelines about what are the ideals and organizational values. These ten grounding premises serve at the very core of the company and help the applicants properly understand what the organization expects them to do, which skills to possess and what are expected of them should they be selected to work for the company. Google shares all of its information with all of its employees. This makes the operations of the organization clear and transparent. The company also takes care to resolve any questions an employee may have regarding the organization. This assures the employees with a sense of security and makes them understand the operations of the company properly and enables them to work for the company in a clearer and proper fashion. Keeping the employees informed and enlightened about which direction the company is headed enables them be aligned with the objectives of the company and cohesively work towards the collective goals. Every employee is given recognition for however small an achievement may it be, encouraging them to work harder so that they can achieve even more credit for their work. At the same time, failure on the part of any employee or team is also highlighted. This type of clear and open appreciation of their efforts make the employees want to improve their performance and ensu res an office culture which is fearless. Google encourages its employees to socialize even outside of office so that a sense of a bigger society can be formed where everyone knows each other. This gives the employees a level of comfort to be working among the people they know, and being relaxed they can work with better concentration. This case study reveals that Google uses some basic and very normal ideas to form an organizational culture through employee appeasing, based on the very core idea that happy employees guarantee happy customers. Another very important aspect of Google’s work culture is that; it is never stagnated. The company is always changing and evolving its work culture, making sure any new aspect that would make the employees happier is not ignored. The company policy on employees is one of the most important things that ensure the employees’ higher performance rate and establishes the organizational dominance in the overall industry. Google is evidently highly successful in being able to use organizational culture by means of integrating the employees within itself and making themselves a successful company. All of these steps have helped Adobe to become the successful company that they are today and enjoy a great market share. Companies and organizations invests billions of dollars and uncounted amount of hours only to ensure that innovation and creativity are boosted. To stay ahead of the curve, to ensure organizational leadership in the industry and grabbing maximum market share, there is no substitution for innovation. Creativity helps every organization to come up with new ideas that help to create a new product or develop on an already existing product and innovate something. The aspiration to do something, to create something new is a great driver for motivation to work harder. This improves performance by a huge margin and often boosts the overall company performance as a whole. To ensure that the employees are going to work hard, Adobe looks into the fact that their employees are having fun at work. The organization firmly believes in the fact that innovation and creativity can be ushered through relaxation, where pressure is not an issue. Culture is the conglomeration of ideas, customs, beliefs, values and behavior of a particular person or of group as a whole. Adobe, above all encourages the employees to creative and tries to establish a work culture within the company that will itself evoke creativity. It is an observed fact that the companies that take these steps can see higher growth rate as well as better revenue. Adobe is one of the biggest software companies on the planet and also one of the most lucrative places to work at. Creativity has helped the company to stay ahead of its competition simply by making sure their products offer something extra that the other products do not. Adobe believes that creativity is something that should start at the top and should be reflected through the behavior and the working of the senior authorities. The people at the top are expected to lead the way by displaying innovative thinking themselves. If the leaders fail to behave in the company’s desired way, the employees would also fall short of their tasks. The leaders in the company are bestowed with the responsibility to unleash the creative capabilities of the employees. â€Å"KickBox† is a unique concept of the company that allows every employee to bring their imaginations and ideas through life using the company’s own resources. These are funded by the organization themselves to encourage the employees to develop new ideas. The employees are not expected to submit any proposals for it: they just go ahead with the plans. Adobe has a corporate culture that embraces risk taking rather than shunning it away. Risk aversion is believed to be, by the company, the single biggest threat to innovation. Adobe gives out its employees the signal that they are open to new ideas and new interpretations of existing products so that they are encouraged to take risks. If the risks are worthy, the organization rewards the employees and credit is given elaborately. This is another way through which the company ushers in new ideas for products. The leaders again play a pivotal role here: they have to make the employees understand that risk taking is awarded and not something that would land them in trouble. The training and development program of Apple is very well planned and organized. The employees of Apple are treated as one of the key advantages in the departments of the research and development as well as marketing. In order to attract and retain skilled and competent employees the Apple Inc. provides effective training and development program (Shafie, Siti-Nabiha and Tan 2014). These employees will improve the ability and benefit of the company. To meet its transformational challenges, the company needs to train new and current staffs. The ways in which the employees learn and achieve reflect as well as transform how the company does its business. Thus, they engage the employees to work responsively and improve the products. On the other hand, they raise awareness about the employees’ rights. To Apple it is not enough only to find and correct problems. Apple’s training programs are specially designed to educate employers about laws, rights, health and safety of the workers as well as suppliers (Cornelissen and Cornelissen 2017). Verità © and the Fair Labor Association — two organizations recognized internationally, dedicated to human rights have worked with Apple to figure out the quality of the company’s social responsibility training. It shows that the knowledge and awareness of the rights of the employees has been increased through Apple’s mandated training. They train supervisors and managers on their responsibilities, direct hire processes and even onsite management of foreign workers. Supplier Employee Education and Development (SEED) program has been launched by Apple to enhance professional development opportunities. Here, the classes on finance, computer skills, and the English language are offered. The company also made a partnership with Chinese universities to allow workers to achieve associate degrees. Over 60,000 workers participated in their first pilot program in 2011 and came up with higher morale are promoted more often than other employees (Myers and Fellow 2014). Their final suppliers have onsite e-learning centers. In order to follow up and compute the employee’s performance Apple audits. In 2011 the company conducted training sessions to prevent underage labor. This year, no cases of underage labor could be found in their audits. While the organization is encouraged by these results, Apple claims that they will continue regular audits and go deeper into their supply chain to ensure that there are no underage workers at any Apple supplier (Asgary and Li 2016). The company has decided to continue regular audits to ensure that there are no underage workers at any Apple supplier. Apple has made their training and development program intensively dedicated in order to bring out and sustain the competitive advantage. Apple frequently produces new products like computers, music devices, media sales, and telephones that require skill in completely different industries. Therefore, the expertise of its employees needs to change faster than at almost any other tech firm. Apple feels that the employees must be self-reliant. The reason behind it is that in a fast-changing environment, employee self-reliance gets weaken for providing target competencies and prescribing training. In order to develop the required skills, the employees need to learn continuously which employee ownership of development encourages. Instead of giving training how to sell a product, the employees are empowered which will shape them according to the company’s requirement as well as the customer’s. Apple’s team environment helps to build cohesion within team. The cohesion strengthens when the different development teams work competitively. This healthy competition helps in their development and they learn from each other. Apple’s effective training and development programs motivate and encourage innovation and creativity of the employees. Apple has compensation policies and packages which is structured and prepared by a committee. The compensation committee prepares, review, and modify the incentive programs and policies. The board set the committee members and empower them to take external or internal counseling, advice and ask for any employee. Apple provides very good benefits like health and life insurance, Short- and long-term disability coverage, flexible Spending Accounts, disability coverage and employee stock exchange plans. As found in the official website of Apple, the company has built plenty of flexibility for the employees and their families. Apple’s executive compensation aims to attract and retain the executives with genius, creativity and entrepreneurial skill. To the company, the employees are their assets. It is the executives who are responsible to transform the company and bring success in the international market. The Compensation Committee examines the compensation program and determines the compensation for the executives. The distributes annual performance-based cash bonus program for the employees and follows pay system based on performance. Every executive is awarded with cash bonus equal to 100% of his basic salary. The compensation committee compensates fairly and adequately. In today’s weak economy, Apple has taken advantage of job demand and provided a good ambience to work. It faces no difficulty to replace the employees who have resigned. Apple maintains a healthy work culture that helps the company to flourish and prosper internationally. From the above discussion and a good look into the cases of the three organizations, it can firmly have concluded that organizational culture does help an organization to be successful. Organizational culture has been seen to be one of the most important aspects of business running which can make pivotal differences between a successful organization and one that is not. A strong work culture is something that would enable companies to make its strategies in a way that would help them to achieve the collective organizational goals and would also enable to establish a strong sense of bond within the company as well. 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