What Should You Know About Nacirema - Free Essay Example

Sample details Pages: 2 Words: 661 Downloads: 5 Date added: 2019/08/02 Category Sociology Essay Level High school Tags: Nacirema Essay Did you like this example? It has been brought to my attention that a new group of people have been recently discovered. The location of these people which Im not so certain where they came from although they are somewhere surrounded between the Pacific Ocean and the Atlantic Ocean   as well as the Gulf of Mexico. Known as the Nacirema, these people are a very awkward group of people weve never seen before.   They are highly dependent on their daily rituals and that is one very little certain thing about them. Don’t waste time! Our writers will create an original "What Should You Know About Nacirema" essay for you Create order Their daily rituals practice seems to be most dependant survival mode of the Nacirema.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The most equivalent power is held by the men and women of their society. The way they regulate themselves is undistinguished, but the one thing that stands out the most between the men and women of the Nacirema is the focus on beauty. These individual bodies rank higher than anything else in the society they live in today. Being a perfectionist is one thing that the Naciremas idolize the most. The only way for the Naciremas to achieve this perfection is to go through their daily rituals that they perform. Researchers have found that this is the only way theyll attain this form of ritual needed for their society.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Nacirema will do anything in their power to attain this beauty they have. The thousands of the rituals performed involves a dramatic and frightful amount of pain for them to have this beauty.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Women rely on their daily rituals more than me ever do. Although among the Nacirema, beauty is sought by both the men and women of the society theyre in. Women seem to require more daily customs to have and keep this beauty. If a woman doesnt attain enough customs, she is looked down upon and ashamed by the rest of the Nacirema society.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Once super strange custom that women of the Nacirema society have to do is to remove any excess hair off their bodies. This custom is known as gnixaw and women have to do it to achieve perfection all around their bodies. Some of the men in the Nacirema society perform this act of ceremony too, but its mostly common among the women society.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The process of ginxaw is more of a complex but painful ritual women do in the Nacirema society. The individual must go to the temple and visit the shaman to have this ritual called ginxaw done. The shaman is highly referred to do this skill as a form of magic. This form of magic is necessary if one want to perfect their look.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When entering the shaman lair , the woman is asked to remove all her clothes, and then put on a large sheet, then the shaman lays her onto her slab, and instructs her not to move. The process begins when the woman is on the slab. The shaman mixes all of the magical potion together. This potion becomes a thick and sticky substance. A stick is then used by the shaman to spread the substance onto certain parts of hair of the woman. Then the shaman applies a strip piece of paper to the top of the magical substance and presses down onto the skin. About 5 seconds later, the shaman rips the piece of paper off, bringing with it patches of unwanted hair. It is repeated in the same fashion around the desired area of   the Nacirema. In order for the process to be completed, some bleeding and pain is bound to happen. Before the woman leaves the ceremony, she must give the shaman a precious item of hers.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is apparent to see that the Nacirema are highly ritualized people. The fact that they are still alive after practicing these different strange rituals is still a mystery among us all. Even though the Naciremas are a strange group of people, they have been thriving for generations and generations, so they have adapted to their ways of life and survival.

Analysis Of The Book The Novel Essay - 1241 Words

Close your eyes... Imagine yourself sitting in a comfortable chair in a beautiful field filled with vibrant colored flowers letting off your favorite floral fragrance. There is a side table with your favorite warm drink filling the air above it with artful steam. The book you hold in your hands resembles the length of a novella and had a dark color theme on the front cover with sharp cursive as the title font. You open it gently with anticipation, wondering what this story could possibly be about and all of a sudden, the world around you begins to fade out. What is going on?! You think panicking. You jerk away from what seems like a deep sleep to find that your math teacher is staring at you along with the whole class. Oops... Fictional Literature is a world that a person’s mind retreats to when bored of reality. Or in other words, a short story, novel or, novella created from the imagination or feigned. There are many types of Fictional Literatures that may be interesting or even surprising to a person. In today’s time period, it is a big category that many people such as myself prefer to read. Not only does it give writers the chance to get creative, it gives readers the chance to read a good book. A reader may be trying to look for a certain kind of books and without genres it would be difficult. Genres are a class or category of artistic endeavor having a particular for, content, and technique (dictionary.com). There are a lot of genres: crime, fantasy, horror,Show MoreRelatedAnalysis Of Chraibis Book Muhammad : A Novel1314 Words   |  6 PagesChraibi’s book Muhammad: A Novel is a fantastic, powerful read because it is just that: a novel. It is a fictional story, but written by an author who had an unusual, mystical calling himself to write the book. 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Forster wrote in the third person and had to fill a lot of what happened with dialogue from his characters. This style of writing isn’t used often due to the diffi culty and expertise it takes in writing and filling in the setting for the book. Forster managedRead MoreOf Mice and Men by John Steinbeck973 Words   |  4 Pagesto characters in his novels. 2. In a discussion John Steinbeck said, I worked in the same country that the story is laid in. The characters are composites to a certain extent. Lennie was a real person. Hes in an insane asylum in California right now. I worked alongside him for many weeks . . .† (Parini 27) a. During the interview Steinbeck told his personal experiences that permitted him to write and construct the novel Of Mice and Men. II. Proof of Thesis A. 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Educational assessments Free Essays

string(119) " all intents and this is something uninterrupted appraisal and e-assessment proposals need to bare into consideration\." Abstraction Educational appraisals have come into examination for many old ages. In times of technological alteration, e-assessment has been a current issue in the universe of educational appraisal. The deductions of this alteration have gained considerable media coverage that range from significant support to considerable resistance. We will write a custom essay sample on Educational assessments or any similar topic only for you Order Now The media article â€Å"Exams are a critical lesson† by Hilary Douglas, will function as illustrations of assessment issue that are brought about by national newspapers. The paper highlights how Continuous appraisal has besides emerged as an attach toing issue to make with e-assessment. In this paper, one argues the necessity to understand the maps of appraisal in order to to the full understand why this alteration is being proposed and the ability to to the full encompass the new chances that modern engineering provides. In add-on, one outlines some of the issues that must be considered and the troubles that must be overcome before uninterrupted appraisal and e-assessment can go a complete world. In decision, it is apparent that the age of e-assessment has arrived but there are still many hurdlings to get the better of before the full potency and benefits of e-assessment are put into pattern. Introduction It is with no uncertainty that appraisal and proving have a strong consequence on lives and callings of immature people. Harmonizing to Black and Wiliam ( 2006:9 ) ‘Assessment in instruction must, foremost and first, function the intent of back uping larning ‘ . But what precisely is assessment? Assessment is defined by Linn and Miller ( 2006 ) as the procedure of assemblage and discoursing information from multiple and diverse beginnings in order to develop a deep apprehension of what pupils know, understand, and can make with their cognition as a consequence of their educational experiences ; the procedure culminates when assessment consequences are used to better subsequent acquisition. Assessment serves many maps and there are large educational additions associated with good appraisal as Black and Wiliam ( 1998:3 ) reappraisal in their survey: ‘All†¦ surveies show that†¦ strengthening†¦ formative appraisal produces important, and frequently significant, learning additions. These surveies range over ages ( from 5-year olds to university undergraduates ) , across several school topics, and over several states However, in many cases, appraisal due to patterned advance intents in life may be strictly seen as unreal hurdlings to traverse over in immature people quest for employment or farther instruction. This paper will foreground issues sing maps of appraisal that will assist to understand, how foremost and first, the intent is to back up acquisition. In the eyes of many educational professional, an extraordinary assortment of classroom-targeted enterprises have been unleashed on schools over the last decennary and more. All the enterprises with the same general purpose: the betterment of student acquisition. Appraisal by instructors, whether formative or summational, is one of these developments that are considered to offer important potency for bettering student ‘s acquisition ( Harlen, 1997 ) . This development is on traveling and cogent evidence of it is one of the latest media articles headlined â€Å"Exams are a critical lesson† ( July 19th, 2009 ) The article by Hilary Douglas identifies current tendencies and issues sing maps of appraisal and current and future appraisal patterns. In peculiar the article focuses on a statement by the caput of the Cambridge Assessment exam board saying â€Å"there will be a displacement from traditional high-stake summational appraisals to be replaced by computerised online testing.† The thought behind the strategy would be that pupils could take a trial whenever they are ready and resit these as many times as necessary to be able to acquire a good grade. Continuous appraisal would wholly replace the three-hour written test, instead than a mix of appraisal of coursework and traditional testing which is the norm. As Douglas ( 2009 ) indicates, nine old ages ago, Curriculum 2000 was introduced when students were allowed to recognition their classs as AS students at the terminal of their first twelvemonth. However, the debut of uninterrupted appraisal, as proposed in the article non in its signifier land breakage. Originally A-Levels were assessed through one set of tests at the terminal of a biennial class. They were besides allowed for the first clip to take tests as many times as they liked until they and their instructors felt they had achieved the optimal grade. Even though exam boards such as OCR have already tested e-assessment in environmental and land-based scientific discipline since 2007, and have 1,800 campaigners and 80 schools ( Douglas, 2009 ) utilizing it this summer turn outing to be popular for both pupils and instructors likewise, many educational experts warn that the move could be an unfastened door to the most dismaying cheating and that proving all students around the state in the same manner at the same clip and under the same fortunes is the lone true manner to be able to compare the consequences in a meaningful manner. In add-on, Alan Smithers ( cited in Douglas, 2009 ) professor of instruction at Buckinghamshire University, feels that the move must be stopped at all costs. â€Å"Making opinion about public presentations is n’t easy, † he says. â€Å"The best manner of making it is cold-eyed appraisal of pupils undertaking the same undertakings under the same conditions.† It is apparent that a move from traditional summational appraisal to uninterrupted appraisal and e-assessment will convey both challenges and chances sing issues of appraisal and perchance contextualise the map of appraisal. This paper will get down with an scrutiny on the map of appraisal and pay peculiar attending to issues this alteration could convey to schools, colleges and more significantly, pupils. Current appraisal patterns in uninterrupted appraisal and e-assessment will all assistance in understanding the issues this alteration in assessment pattern may hold. Functions of Educational Assessment Harmonizing to Newton ( 2007 ) when sing optimum design features for future assessment systems, it is necessary to bear in head the underlying intent of those systems. Overall it must be taken into history that a system which is tantrum for one intent will non needfully be fit for all intents and this is something uninterrupted appraisal and e-assessment proposals need to bare into consideration. You read "Educational assessments" in category "Essay examples" The term ‘assessment intent ‘ may be interpreted in a assortment of different ways one will place the three degrees as mentioned by Newton ( 2007 ) 1. Judgemental Level ( concerns proficient purpose of an assessment event e.g. intent is to deduce standards-referenced opinion expressed as a class, use normally associated in official paperss ) 2. Decision Level ( concerns the usage of an assessment opinion, the determination, action, procedure it enables e.g. the intent is to back up a choice determination for entry into higher instruction ) 3. Impact Level ( concerns the intended impacts of running an appraisal system e.g. the intent are to guarantee that pupils remain motivated, and that all pupils learn a common nucleus for each topic ) ( Newton, 2007 ) It is of import to understand that where the distinct significances are non distinguished clearly, their distinguishable deduction for assessment design may go ill-defined. In this state of affairs, policy argument is likely to be unfocused and system design is likely to continue inefficaciously ( Newton, 2007 ) . So at what degree are the new proposals aimed at? The alteration proposed by the caput of Cambridge Assessment exam board brings a alteration to high-stakes summational appraisal. ‘High Stakes ‘ a term used to denote those state of affairss where involvement in appraisal goes beyond the immediate domain of educational measuring and beyond those persons who sit the trials ( Messick, 1999 ) . In add-on, as many authors have pointed out, the bets may be higher but the proficient jobs associated with appraisal remain the same in that all appraisal, whether high-stake or low-stakes, demands to be valid and dependable ( Linn, 2000:1 ) . American Educational Research Association ( 2000 ) noted that: If high-stakes testing plans are implemented in fortunes where educational resources are unequal or where test deficiency sufficient dependability and cogency for their intended intent, there is the possible for existent injury. Therefore if anything needs to predominate from these alterations in appraisal, are the demands for them to be valid and dependable. So what alterations are being proposed and what differences are at that place in signifiers of appraisal? This now leads one to the non covetous undertaking of briefly happening a differentiation between summational and formative appraisal. It is non 1s purpose to supply an extended literature research on formative and summational appraisal, but a on the job theory that has been taken into history throughout this paper. The position from Harlem and James ( 1997 ) and Harlem ( 2005 ) theory in summational and formative appraisal has been taken into history. Harlem and James ( 1997:372 ) attempted to separate formative from summational appraisal by naming contrasting features, for illustration, summational appraisal demands to prioritize dependability, while formative appraisal demands to prioritize cogency and utility ; formative appraisal dainties inconsistent grounds as enlightening, while summational appraisal dainties inconsistent values as mistakes. Harlen ( 2005 ) later developed this statement, and farther clarified the differentiation between formative and summational as follows: The two chief intents of appraisal discussed in this article are for assisting acquisition and for sum uping acquisition. It is sometimes hard to avoid mentioning to these as if they were different signifiers or types of appraisal. They are non. They are discussed individually merely because they have different intents ; so the same information, gathered in the same manner, would be called formative if it were used to assist acquisition and instruction, or summational if it were non so utilised but merely employed for entering and describing. While there is a individual clear usage if appraisal is to function a formative intent, in the instance of summational appraisal there are assorted ways in which the information about pupil accomplishment at a certain clip is used. ( Harlen, 2005, p. 208 ) Therefore, for intent of this paper it is utile to foreground the points that people frequently seem to believe that the differentiation turns on the nature of the assessment event i.e. , the usage to which assessment opinion will be put. One must take into consideration that whatever the nature of a opinion there would be nil formative occurrence unless the opinion was used in an effort to better acquisition. Therefore, even though one might measure via summational agencies, there is ever the handiness to supply formative feedback and manager pupils on where they have gone incorrect. This may be done through uninterrupted appraisal. Continuous Appraisal The abolition of the traditional three hr test to uninterrupted assessment brings issues and chances within the educational constitutions. Continuous appraisal, harmonizing to Federal Ministry of Education, Science and Technology ( FMEST, 1985 ) , is defined as a mechanism whereby the concluding scaling of a pupil in cognitive, affectional and psychomotor spheres of behavior takes history, in a systematic manner, all his public presentations during a given period of schooling ; such an appraisal involves the usage of a great assortment of manners of rating for the intents of steering and bettering acquisition and public presentation of the pupil. This manner of appraisal is considered equal for appraisal of pupils ‘ acquisition because it is comprehensive, cumulative, systematic, counsel and diagnostic oriented. Having the ability to continuously measure will ease the instructor to understand where the pupil is holding trouble and act through formative appraisal. But what is the intent of this alteration and associating back to the old subdivision, what is the intent of this educational appraisal? In the instance of uninterrupted appraisal, its purpose tantrums on an impact degree, which concerns the intended impact is of running an appraisal system that attempts to guarantee pupils remain motivated, and that all pupils learn a common nucleus for each topic. It is here where even though the proposal is to convey in computerised online testing ( which shall be dealt with later on in e-assessment ) that will bring forth chiefly summational opinion may be used for formative appraisal. The ability for pupils to resit exams allows both the pupil and instructor to utilize a summational appraisal and if the pupil was unsuccessful in their first effort, utilise the consequence for formative intents. How? This allows the pupil and instructor to turn to where precisely they have gone incorrect leting assessment processs and patterns to develop to back up acquisition and underpin instead than undermine pupil assurance, accomplishment and advancement. James and Pedder ( 2006:110 ) provinces, ‘feedback focused on assisting pupils to better sharing standards of quality ‘ . This point can non be understated as the type and quality of feedback to the pupil via formative appraisal has been seen as important in other surveies ( Black and Wilia ms, 2008 ) . However, will this alteration make a difference to pupil ‘s perceptual experience of larning and more so of appraisal? Will these alterations bring large cultural differences to educational constitutions? Entwistle ( 1991 ) helps one to understand some of the issues with respects to uninterrupted appraisal and current patterns. The survey had findings that the pupil ‘s perceptual experience of the acquisition environment determines how they learn and non needfully the educational context in itself. It is apparent from the survey that formative appraisal and uninterrupted appraisal may hold a important consequence on what pupils learn and particularly how they learn. Gibbs ( 1999 ) has hence suggested that if pupils see assessment as the course of study, effectual instruction demands to utilize this cognition, in order to utilize the power of appraisal strategically to assist pupils larn. Biggs ( 2002 ) echoes the same fact when he says that pupils learn what they think will be assessed instead than what is in the course of study. The alterations from traditional appraisal to uninterrupted e-assessment will conversely, have an impact on the scholar ‘s experience of rating and appraisal finding the manner in which they approaches larning ( Struvyen et al, 2005 ) . Appraisal can therefore be looked upon logically and through empirical observation as one of the specifying characteristics of pupils ‘ attacks to larning ( Entwistle and Entwistle, 1991 ; Ramsden, 1997 ) . Within the proposed appraisal in the article, pupils are likely to take a strategic or accomplishing attack to acquisition, where Entwistle et Al ( 2001 ) believes the pupil ‘s purpose will be to accomplish the highest possible classs by utilizing good organised and painstaking survey methods and effectual clip direction, something that one along with perchance many other instructors see as a positive and encouraging alteration. Interestingly, Marton and Saljo ( 1997 ) survey serves as a good illustration in finding relation between attacks to larning and appraisal. A sum of 153 pupils from four topics in Engineering and Business degree watercourses participated in the survey from a University. Results showed that uninterrupted appraisals were preferred over a individual appraisal by a 78 % bulk. Some of the popular grounds for the penchant were easiness to analyze little subjects and hence being able to hit good Markss easy. The coursework Markss can be better because of the burdening given to each of the uninterrupted appraisal every bit good as the ability to construct a stronger foundation as one move from one subject to the other were remarks in favor of uninterrupted appraisals. It forces one to larn subjects decently earlier traveling to following subject. Each subject is given accent throughout the uninterrupted manner of appraisal ( Marton and Saljo ( 1997 ) . However, non all remarks are favorable. Remarks against this type of appraisals included ; excessively many appraisals robs one ‘s clip to larn other topics and frequent appraisal maintain you on alteration manner all of the clip, no relaxation ( Marton and Saljo cited in Jacob et Al, 2006 ) . What is apparent from research is that uninterrupted appraisal helps to look into on acquisition and that larning happens in stairss, non merely for the concluding test. Does this point to larning scheme adopted by the pupils? They seem to necessitate a cheque on their acquisition through trials, which they prefer in little units. But the logical thinking behind this was non to so much the avidity to get the hang the subject as such, but merely to do certain that their marking was helped. Associating to coursework classs, the survey concluded that those campaigners who follow a series of uninterrupted appraisals produce an enviable bulk of Higher Achievers. However, informations shows a negatively skewered distribution. This may hold deduction on the surveies dependability as the being of positively or negatively skewered distributions will be given to cut down the dependability of the trial. However, these consequences are typical for coursework classs particularly if they are designed to prove competence. In uninterrupted appraisal, with respects to assignments, pupils are supposed to seek for and synthesize information on the footing of its relevancy to the given assignment. If formative feedback from instructors is performed right, it should help in the acquisition of pupils. Overall, if the pupil completes and is able to finish the undertakings, they will obtain higher Markss. The survey besides deliberated that those pupils who did non execute in uninterrupted appraisal experienced poorer classs which were reasonably usually distributed. Is the power and influence of coursework evident here? Are some kids helped more than others? It is here where instruction constitution may run the hazard of pass oning to pupils that each unit/coursework etc as stepping rocks to enfranchisement instead than a life-long acquisition experience. Such perceptual experience of pupils encourage a strategic attack to their surveies, and allow them fall back to plagiarism, rip offing and utilizing ‘Rules of the game ‘ or ROGs as Norton et Al ( 2001 ) name. ROGs are an indicant that pupils perceive a hidden course of study where coachs say they want certain things in the appraisal undertaking. Here inquiries of cogency may stand for an issue. Taking into history Cook and Campell ( 1979 ) definition of cogency which is the â€Å"best available estimate to the truth or falseness of a given illation, proposition or conclusion† one has to measure whether pupils are accomplishing better classs because they are motivated, working harder, get bying with smaller units or is it to make with an over inclination for pupils to have coaching and specific information that helps them ‘push-up ‘ their classs. In add-on, Black et Al ( 2006 ) besides reiterates this by bespeaking that far from advancing an orientation towards pupil liberty, such patterns are interpreted as techniques to guarantee award accomplishment and likely aid pupils who are more dependent on their coachs and assessors instead than less dependent ( Torrence, 2007 ) . Modularization of A Levels is a perfect illustration where greater transparence of larning results and the standards by which they are judged have benefited scholars in footings of the increasing Numberss of scholars retained in formal instruction and preparation and the scope and Numberss of awards which they achieve ( Savory et al, 2003 ) . Clarity in assessment results, procedures and standards has underpinned the widespread usage of coaching, pattern and proviso of formative feedback to hike single and institutional accomplishment. In add-on, research grounds reported suggests that such transparence encourages instrumentalism ( Savory et al, 2003 ) . Transparency of aims together with extended coaching and pattern to assist scholars run into them is in danger of taking the challenges of acquisition and cut downing the quality and cogency of results achieved. This is mentioned by Torrance ( 2007:282 ) as a move from appraisal of acquisition, through the presently popular thought of appraisal for acquisition, to assessment as acquisition, where appraisal processs and patterns come wholly to rule the acquisition experience, and ‘criteria conformity ‘ comes to replace ‘learning ‘ and is something that needs to be to the full researched if execution of uninterrupted appraisal and unrestricted resit options are traveling to be made available for all curriculum topics. However, at this phase it is imperative to foreground the fact that the survey by ( Marton and Saljo, 1997 ) serves as a good i ndex of what may be experienced in educational scene. However, with a sample size of 153 from merely four topics in Engineering and Business grades from merely one University might demo perceptual experiences and consequences which are important to that particular survey, but might non needfully expose an association to other educational constitutions. This now leads one to measuring e-assessment and the map of its appraisal and current appraisal patterns. E-assessment The proposal of presenting e-assessment brings strengths, failings, chances and menaces to any educational constitution. But before we deal with these it is of import to understand precisely what e-assessment means. The term e-assessment covers the assortment of ways in which computing machines can be used to help the appraisal procedure. This might include utilizing computing machines to administrate an appraisal for formative or summational appraisal ( Attali and Burstein, 2006 ) . The proposal of presenting e-assessment is non a new one. Ken Boston ( Chief executive of the Qualification and Curriculum Authority in 2004 ) was bullish about the power of engineering to transform the educational experience of 1000000s of students, but that was back in 2004, and few experts would state that he has been proved right. In fact, five old ages on, none of the anticipations Boston made on that twenty-four hours has turned out to be right. For many in this field, the large inquiry has been wh y, given that technological alteration has happened rapidly in so many other countries of life, the gait of reform in this country means that, for most students taking tests still means scrabbling on paper. However, Multiple-choice inquiries ( MCQs ) are a perfect illustration on how educational constitutions have embraced the development of e-assessment. MCQ can be used as a agency of supplementing or even replacing appraisal patterns. The growing in this method of appraisal has been driven by wider alterations in the higher instruction environment such as the turning Numberss of pupils, modularisation and the increased handiness of computing machine webs. MCQ ‘s are seen as a manner of heightening chances for rapid feedback to pupils every bit good as a manner of salvaging staff clip in taging. However, there are recognized restrictions with this method. First, research workers discourage the usage of MCQ, reasoning they promote memorization and factual callback, and do non promote high-ranking cognitive procedures ( Scouller, 1998 ) . Some research workers, nevertheless, maintain that this depends on how the trials are constructed and that they can be used to measure acquisitio n at higher cognitive degrees ( Johnstone A ; Arnbusaidi, 2000 ) . The advantage of MCQ with respects to assessment is its high degree of dependability that can be good as an alternate signifier of appraisal. However, the existent trouble for e-assessment has to make with the nature of analyzing. It is a high-stake activity as we have observed antecedently, which is closely scrutinised. Boyle ( 2009 ) deliberates that there is echt antipathy to put on the line in this country, within authorities, within suppliers of appraisal, amongst pupils, parents and staff. Because of this, things will be given to travel easy. Boyle ( 2009 ) adds that e-assessment nowadayss some serious practical challenges. Having an full twelvemonth group sit and take an test at the same clip, as happens with major conventional GCSEs now, would ask holding two sets of computing machines ; one for those taking the trials and another for other twelvemonth groups, which is expensive and frequently impractical. This therefore brings with it proficient troubles in implementing such initiatives.. Taking into consideration past experiences viz. the compulsory ICT test for 14 year-olds it is non difficult to see why the predicted roar of e-assessment has non occurred. In 2007, authorities had to draw the stopper on a compulsory ICT test for 14 year-olds, developed over five old ages at the cost of ?26 million ( Mansell, 2009 ) after it was found to bring forth consequences for students that were dramatically different from instructor ‘s ain appraisals of their charges ‘ work. It was due to go statutory last twelvemonth, but in the terminal, was offered merely voluntary to schools. Repercussions were highlighted by Andre Harland, head of the Examination Officers ‘ Association stated, â€Å"it did foreground some possible large hazards and jobs with e-assessment. The trial involved taking computing machines in a school out of operation at the same clip, and it merely did non turn out deliverable in the end.† An issue with dependability in summational appr aisal is a cardinal defect as Harlem and James ( 1997 ) reiterate, dependability in summational appraisal is important. In add-on, Boyle ( cited in Mansell, 2009 ) and functionaries from all five tests boards in England, Wales and Northern Ireland, sets out other jobs, including that it may be easier to rip off by looking over person ‘s shoulder at what is on screen, instead than on a desk, and guaranting that high-tech testing does non present some alteration in the criterion of the test. However, it is 1s belief that the proposal made by Lebus is one that focuses chiefly on the computerisation of the externally set and graded high bets summational scrutinies of educational attainment that lead to makings. Surprisingly, was an article by Polly Curtis in the Guardian rubrics â€Å"Computerised proving probably to replace traditional tests, says caput of board† released in the 12th July 2009, stated that Lebus said â€Å"that traditional-style test would still be available for those who preferred them, but the new system would profit pupils who are exam-phobic. There are some people evidently who get really frightened by tests or could n’t for other grounds do them well.† One must pull importance to this statement. Merely a hebdomad after the article Hilary Douglas ( 2009 ) stated that uninterrupted appraisal would wholly replace traditional tests, non supplying all the information. This brings to light issues with dependability and cogency of infor mation the media publishes covering with of import appraisal issues. This demonstrates the ballyhoo artist attack to a serious issues sing instruction, and foremost the use of information. In the instance of A-Levels we already implement uninterrupted appraisal and supply resit opportunities the computerisation of these would be a good starting point for high interest summational appraisal. But why computerise? Why computerize a conventional trial if the new trial is meant to measure precisely the same things? Possibly the most common grounds given are that computerised will delver ; I. Increased efficiency/lower costs II. Greater flexibleness sing disposal ( e.g. trial on demand V trials at fixed – and infrequent – times ) III. Instant scores/feedback IV. Fewer mistakes V. Positive promotion through being seen to be ‘up-to-date ‘ VI. The first measure that must be taken earlier more sophisticated computer-based appraisals can be introduced. ( Raikes and Harding, 2003 ) At present, most of the academic makings aimed at 16-18 year-olds in the UK are assessed through a mixture of coursework and summational pen and paper scrutinies. Written scrutinies are still handwritten on paper, and are frequently criticised for restraining instruction, suppressing schoolroom invention, smothering pupil ‘s creativeness and for being progressively divorced from an of all time more technological universe ( Heppel, 2003 ) . There is hence force per unit area to develop appraisals that make full usage it IT developments, non merely in low-stake appraisals but high-stakes likewise. In pattern this can be difficult to accomplish for two chief grounds, even if the advanced appraisals exist. First, schools and colleges will all differ in the quality and measure of their ICT substructure, in the ICT support and in the degree of ICT accomplishments possessed by instructors. In such fortunes it would be really hard for an scrutiny board to present a high bets, advanced computer-based trial that would be accessible to all schools and colleges, and furthermore, which would non disfavor pupils from schools and colleges with destitute ICT resources. In add-on, likely demands for equity in appraisal would necessitate a traditional paper-based test. Second, a really high value is placed in the UK on the care of ‘standards ‘ from twelvemonth to twelvemonth, and this would be hard to show clearly since written trials define past criterions. The contention stirred up in the UK in 2002 about the consequences of new A Level scrutinies was caused mostly by ‘the absence of a clear apprehension of the criterions or degrees of demand ‘ ( Tomlinson, 2002 ) and how they relate to the old A Level system ; this once more serves as another illustration as the dangers involved in presenting wholly new types of high bets appraisal. Both equity and the criterions troubles may be addressed by first computerizing bing trials. Equivalent pen and paper and computing machine versions of the same trial may so be analogue that will ease all stakeholder to so concentrate on the migration from pen and paper to computing machine ( Raikes and Harding, 2003 ) .When about everyone is taking the trials on computing machine, it becomes easier to present some invention. By holding a procedure that moves in gradual phases it is believed it will ease the move towards valid trials whilst cut downing the concern about criterions. However, there are already cases where e-assessment is being implemented and demoing mark of success. Literature from Linn and Miller ( 2005 ) that clip required is a major issue when it comes to assignment taging. Two chief factors are to be considered: clip spent on administrative undertakings and the clip really spent on prosecuting the pupils work and the proviso of quality feedback. E-tools are developing and conveying positive alterations to instructors. The country were e-tools can do a existent impact on efficiency in disposal: providing paperss, easy accessible to all involved, accepting assignments entries, covering with safe and unafraid storage, pull offing the distribution of assignments to markers and easing the communicating within the marker squad ; returning taging sheets etc some in add-on to advantages mentioned earlier. Detecting plagiarism was another issue that was mentioned as a major advantage of utilizing e-tools. Having the assignment in electronic signifier means it can be cross-checked against past twelvemonth ‘s assignments and current assignments, and an e-tool like Turnitin can besides test for citations from text books. ( Heinrich et al, 2009 ) Overall, if research documents encountered and the deficiency of cardinal scheme from the authorities is any indicant to travel by, one believes that the execution of e-assessment when it comes to uninterrupted summational appraisals still has a batch of development to do, particularly if past mistakes are to be rectified and assurance in it dependability and cogency starts to better. There are promoting developments and as Professor Peter Tymms, of Durham University says: â€Å"The test boards are all on it, they are all believing about it, and seeking difficult to make it. But they have non yet found their manner frontward yet.† It hence leads one to believe that it is merely a affair of clip before e-assessment replaces traditional signifier of appraisal. Decision The purpose of this paper was to critically near appraisal patterns, maps of appraisal and interrogate current appraisal patterns through a media history. Continuous appraisal, formative and summational appraisal and e-assessment were the chief subjects developed by the media article. Within these sub groups there were common subjects covering with cogency and dependability that helped understand the possible impacts these development in appraisal may hold for pupils, instructors and the wider universe. Overall, it is apparent from the research that the map of appraisal is of great importance when planning to alter any assessment systems. The passage from traditional summational appraisal to uninterrupted appraisal by the caput of Cambridge Assessment exam board leads one to believe that the assessment way appraisal boards are heading is one of impact functional degree, which concerns running an appraisal system that attempts to guarantee pupils remain motivated, and that all pupils learn a common nucleus for each topic. Due attention and attending will be needed, in order non to put inordinate demand on a criterion-based appraisal. This will take pedagogues to measure what the scholar can make in relation to the undertaking required of them and put small involvement on placing what else the scholar can make. The handiness of limitless resits and importance of criterion-based appraisals may hold serious larning reverberations as a displacement in accent of doing certain that pupils hiting are helped instead than an avidity to get the hang the subject. There has been a move from ‘assessment of larning ‘ to assessment for larning ‘ and now assessment as larning ‘ ( Torrance, 2007 ) The proposal made with respects to execution of uninterrupted appraisal as a series of e-assessments is non intended to to the full replace the traditional schoolroom appraisal and that is something everyone in educational constitutions, One believes, needs to take into history. But it can efficaciously complement the latter particularly in the context of big categories. MCQs have demonstrated successful illustrations on how to include e-assessment into the schoolrooms. Increased efficiency, greater flexibleness in working and instant tonss are some of the advantages e-assessment has brought into schoolrooms and schools. However, at this minute in clip, and taking past experiences into consideration, implementing e-assessment in footings of high-stake appraisal options will be difficult to accomplish ; either due to quality and measure of substructure or equity and criterions. It is true that impulse is constructing and as Durham University Professor, Peter Tymms says â€Å"the test boards are all on to it, they are all believing about it, seeking difficult to make it. But they have non yet wholly found their manner frontward yet. There is no uncertainty that the age of e-assessment is upon us. However, there are still many hurdlings to get the better of before the full potency and benefits of e-assessment are gained. Reference List American Educational Research Association, American Psychological Association and National Council on Measurement in Education ( 1999 ) Standards for educational and psychological testing ( Washington, DC, American Educational Research Association ) . Bigg, J ( 2002 ) cited in Jacob, S. , M and Issac, B. ( 2006 ) Impact on pupils larning from traditional uninterrupted appraisal and an e-assessment proposal. The Tenth Pacific Asia Conference on Information Systems. Black, P. J. ( 1998 ) Testing: friend or foe? The theory and pattern of appraisal and testing ( London, Falmer Press ) . Black, P. J. A ; Wiliam, D. ( 2003 ) ‘In congratulations of educational research ‘ : formative appraisal, British Educational Research Journal, 29 ( 5 ) , 623-637. Black, P. , A ; Wiliam, D. ( 1998b ) . Inside the black box: Elevation criterions through schoolroom appraisal. London: GL Assessment. Boston, K ( 2004 ) cited in Douglas, H. ( 2009 ) Exams are a critical lesson. July 19th 2009 in hypertext transfer protocol: //www.express.co.uk Curtis, P. ( 2009 ) Computerised proving probably to replace traditional tests, says caput of board. July 12th 2009 in hypertext transfer protocol: //www.guardian.co.uk Douglas, H. ( 2009 ) Exams are a critical lesson. July 19th 2009 in hypertext transfer protocol: //www.express.co.uk Entwistle, N. , J. ( 1991 ) Approaches to larn and perceptual experiences of the acquisition environment. Introduction to the particular issues. Higher Education, 22, pp 201-204. Entwistle, N. , J. and Walker, P. ( 2001 ) Stretegic watchfulness and expanded consciousness within sophisticated constructs of learning. Instructional Science, Vol 28, 335-361 Gibbs, G. ( 1999 ) Using assessment strategically to alter the manner pupils learn, In Jacob, S. , M and Issac, B. ( 2006 ) Impact on pupils larning from traditional uninterrupted appraisal and an e-assessment proposal. The Tenth Pacific Asia Conference on Information Systems. Henrick, E. , Milne, J. , Ramsay, A. , Morrison, D. ( 2009 ) Recommendations for the usage of e-tools for betterments around assignment taging quality. Assessment and Evaluation in Higher Education, Vol 34 ( 4 ) pp 469-479.. Jacob, S. , M and Issac, B. ( 2006 ) Impact on pupils larning from traditional uninterrupted appraisal and an e-assessment proposal. The Tenth Pacific Asia Conference on Information Systems. James, M. and Pedder, D. ( 2006 ) Beyond Method: Appraisal and Learning Practices and Values. The Curriculum Journal, 17 ( 2 ) , 109-138 Linn, R. L. , ( 2000 ) Assessment and Accountability, Educational Researcher, vol. 29 ( 2 ) , 4-14. Linn, R.L. , and M.D. Miller. 2005. Measurement and appraisal in learning. Columbus, OH: Pearson Merrill Prentice Hall. Mansell, W. ( 2009 ) Why has n’t e-assessment arrived more rapidly? July 21st 2001 in hypertext transfer protocol: //www.guardian.co.uk Messick, S. , ( 1999 ) , Performance appraisal, in F. M. Ottobre ( Ed. ) , The function of measuring and rating in instruction policy. UNESCO Printing: Paris Marton, F. and Saljo, R. ( 1997 ) cited in Jacob, S. , M and Issac, B. ( 2006 ) Impact on pupils larning from traditional uninterrupted appraisal and an e-assessment proposal. The Tenth Pacific Asia Conference on Information Systems. Newton, P. E. ( 2007 ) Clarifying the intents of educational appraisal. Appraisal in Education: Principles, Policy and Practice. Vol 14 ( 2 ) 149-170 Raikes, N. , Harding, R. , The horseless passenger car phase: replacing conventional steps. Appraisal in Education, vol. 10, ( 3 ) , 267-277. Savory, C. , Hodgson, A. and Spours, K. ( 2003 ) A general or vocational making? The Advanced Vocational Certificate of Education ( AVCA ) ( 7 ) Smithers, A ( 2009 ) cited in Douglas, H. ( 2009 ) Exams are a critical lesson. July 19th 2009 in hypertext transfer protocol: //www.express.co.uk Struyven, K. , Dochy, P. A ; Jansenns, S. ( 2005 ) Students perceptual experiences about rating and appraisal in higher instruction: a reappraisal. Assessment and Evaluation in Higher Education, Vol 30 ( 4 ) , 325-341 Tomlinson, M. ( 2002 ) Inquiry into A degree criterions, Final Report ( London, Department for Education and Skills, available from hypertext transfer protocol: //www.dfes.gov.uk/alevelsinquiry/ Torrance, H. ( 2007 ) Assessment as larning? How the usage of expressed larning aims, appraisal standards and feedback in post-secondary instruction and preparation can come to rule acquisition. Appraisal in Education: Principles Policy and Practice, Vol 14, ( 3 ) , 281-294 How to cite Educational assessments, Essay examples

Effective Business Governance Governance and Leadership - Sample

Question: Discuss about the Organization Governance and Leadership for Developing Leadership. Answer: Organization governance and leadership According to the case study, Sally has been a senior manager at MTCR for four years and led a team in the customs services area of the company. On the other hand, as indicated by the three hundred and sixty-degree survey, Sally scored about 70% in the competency. Also, there are various types of aspects of Sally's behavior was observed during that time such as inspires and motivates others to high performance (Giuliani and Kurson, 2002). Apart from that, she has an excellent report which includes some perspectives of her manager, peers and direct reports about her competency. Moreover, the result of the survey also indicates that if Sally demonstrated and applied this skill more often, an extraordinary impact would be created in her professional life which leads her to success on the job. Besides that, David is one of Sally's team members who have worked at MTCR for more than nine years, and he holds a historical performance (Tracy, 2014). According to the case study, David did not h ave a strong technical background as most of his colleagues. Also, David Ha has a very efficient work style and puts extra hours to meet personal and organizational goals. Almost two years ago, he was transferred from a different group and joined Sally's team. Due to some several things, the level of performance of David fell. As indicated by case study, David shared some personal financial and family issues with Sally, which made him apprehensive. On the other hand, he was also concerned about the process and role changes which include day-to-day work responsibilities as a team member of Sally (Sadler, 2003). Moreover, to back on track and contributing more to David, Sally has to implement effective leadership styles. Managerial leadership skills There are various types of skills of administrative leadership discussed in many significant studies. An effective leader always focuses on the performance of subordinates ("Special Issue Leadership Journal: Indigenous Leadership", 2014). According to the case study, Sally includes every possible approach of an active managerial leader and her able to find out the actual reason behind the low performance of David. As we can see that Sally discussed with David about this topic because two years ago David became a team member of Sally. Moreover, David explained why he could not focus on the work or task and asked Sally for a solution. According to the managerial leadership style, an effective leader should manage all performance issue which works as barriers for a follower. In other words, to get back on track David, Sally should resolve all family and financial problems of David because if those problems are not removed, David could not focus on his present working condition. Talking about the self-assessment, Sally should assist David to resolve his personal problems with full support as the senior manager of MTCR (Osborne, 2008). According to case study, Sally, who was the senior manager of the company includes the responsibility to improve the performance of her followers including David. Job motivators and maintenance factors An effective leader should always motivate the subordinates to improve the performance which helps them to achieve personal and organizational goals. According to the case study, Sally is the senior manager of MTCR and David is the team member of her (Yoder-Wise Kowalski, 2010). Also, David has an excellent background as a high-rank performer but last few months the level of performance was the downfall. To increase the performance level of David, the company put him under Sally. As a senior manager, Sally has to improve the performance of David by applying following aspects such as resolve all problems which David faces at present, aware him about the importance of an efficient follower of the company, make him comfortable during office hours. First of all, Sally should motive him about the importance of work, for example, if he is working harder, the company would provide an incentive for his hard work (Wallgren Hanse, 2010). On the other hand, Sally should also be aware him that he is one of the oldest followers of the company and company has different types of expectations from him. So, David should focus on his present situation to recover from all problems. Apart from that, David needs to understand that he can only resolve his financial problems through his official salary. Leadership Styles applicable to bring David back to performance Since the performance of David in Sally's team became feeble, so, he needs an inspiration from Sally. Therefore, Sally should follow transformational leadership style. Proper planning is required from Sally to bring David back to performance. A transformational leader is one who manages her team members with attractiveness. She can make the subordinates feel passionate about the success of the organization. There are some advantages of a transformational leadership which is observed in new aspects of procedures from training to corporate planning (Kippenberger, 2002). Sally should motivate David as a transformational leader. She would utilize her belief in the vision of the organization for inspiring the staff to be more productive and work to achieve the objectives and goals of the organization. Inspirational managers do not waste energy to motivate their team. Sally should have broad visions for the future of the team, and that concept can be applied only if there is a proper corpo rate planning. As a result, high productivity and engagement can be seen. problemsSince David has various serious issues such as family problems, financial issues, and challenges regarding the role changes on the team, so, Sally should approach to David personally and solve the issues. After solving she should apply her transformational leadership style to motivate David towards his best performance which he lost because of these grave problems. If Sally seriously follows transformational leadership style, then she can gain the growth of the company. It is the responsibility of a transformational leader to spend time with every follower to discuss ways to make the job of the follower a better one. The manager also helps them to create plans for the development of the follower's career. A strong bond is needed to help out David (Goldsmith, Baldoni, McArthur, 2010). The transformational leaders build a strong relationship between the manager and the followers which in turn reduce the turnover of the followers. To bring out innovations in the organization MT CR, Sally should introduce the way of learning and adaptation process to an upgraded accounting system. Sally maintains coaching meetings. As a result, she can learn about the performance issues which David faces during job process. In this way, she continues to be a senior manager at MTCR for four years. Strategies required bringing David on track if I work in Sally's position If I work in Sally's position as a senior manager of MTCR, I will follow a formula, and that is performance = Motivation * Ability. At first, I would be diagnosing the poor performance and collect the issues. Then I would enhance the ability of David. After that, I would improve the motivation techniques followed by the creation of performance e improvement plan. Here, the issues related to low ability of the follower includes over-difficult task, personal matters such as financial and family problems, little individual skill and knowledge and lack of improvement over time. But in a case of David, personal issues is the first and foremost issue which leads him to low performance. I would set performance goals, provide performance assistance and performance feedback to David. It would lead to job satisfaction. It is crucial that David should know about the performance of his work (Donner Wheeler, 2004). The management regarding the performance makes up a remarkable part of each emplo yment of the manager, and this implies that the managers must manage poor execution. The managers regularly see this as one of the less attractive obligations that accompany the employment because frequently their view of overseeing poor execution is blurred by considerations of strained, uncomfortable circumstances that may bring about blame provision, resentment, and recantation. Apart from transformational leadership style, I can make use of an alternative method such as Laissez-faire leadership style. By using this style, I would give David a lot of freedom during any job procedure. I would also guide him to set his deadlines. I would also provide a lot of resources and advice regarding family problems. David need supports not only from me but also from every member of the team. Therefore, it would be my responsibility to motivate others to help David from financial side as well. I would help him as well as much as it would be possible for me. If my team members and I could show that we care for David, then he would get back his confidence in work (Donner Wheeler, 2004). Apart from these, if David needs more financial support, then I should motivate him to work hard so that he can get incentives per day. If David works two hours extra per day, then he could get thousand bucks per day, which would be added to the final salary at the end of the month. In thi s way, the old best performance of David can be returned. References Donner, G. Wheeler, M. (2004). New Strategies for Developing Leadership.Nursing Leadership,17(2), 27-32. https://dx.doi.org/10.12927/cjnl.2004.16267 Giuliani, R. Kurson, K. (2002).Leadership. New York: Hyperion. Goldsmith, M., Baldoni, J., McArthur, S. (2010).The AMA handbook of leadership. New York: American Management Association. Kippenberger, T. (2002).Leadership styles. Oxford, U.K.: Capstone Pub. Osborne, C. (2008).Leadership. London: DK Pub. Sadler, P. (2003).Leadership. London: Kogan Page Ltd. Special Issue Leadership Journal: Indigenous Leadership. (2014).Leadership,10(2), 263-265. https://dx.doi.org/10.1177/1742715014530196 Tracy, B. (2014).Leadership. New York: American Management Association. Wallgren, L. Hanse, J. (2010). The Impact of Job Characteristics and Motivators on Perceived Stress Among Information Technology (IT) Consultants.The Ergonomics Open Journal,3(1), 25-31. https://dx.doi.org/10.2174/1875934301003010025 Yoder-Wise, P. Kowalski, K. (2010).Leadership. Philadelphia, PA: Saunders.

Jacob Zuma free essay sample

Jacob Zuma was elected to be Execute Deputy President of South Africa in 1999. But it was not easy for him to get this position. His father died at the end of World War 2. After his father death his mother took up employment as a domestic worker in Durban. He spent his childhood moving between Zululand and the suburbs of Durban and by the age 15 he took on odd jobs to supplement his mother’s income. Also he did not receive formal schooling. He learned to read and write properly in his late teens while serving as a young trade union activist. He became involved in politics at an early age and joined that African Notational congress in 1959. He became an active member of umkhonto we sizwe witch means (Spear of the nation) in 1962 following the banning of the ANC in 1960. While on his way out of the country in 1963 he was arrested with a group of 45 people recruits near zeerust by the northern west province. We will write a custom essay sample on Jacob Zuma or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Convicted of conspiring to overthrow the government, he was sentenced to 10 years’ imprisonment, which he served on Robben Island. While in prison he was given to the chance to get more of an education. After his release Jacob Zuma helped mobilize internal resistance and was instrumental in the reestablishment of ANC underground structures in the then natal province thought out 1973-1975. He left South Africa in 1975and for the next 12 years, based in Swaziland and then Mow-zum-beek dealing with thousands of young exiles who poured out south Africa in the wake of Soweto uprising. HE lived in several African countries working for ANC, where he rose rapidly to become a member of the ANC National Executive committee in 1977. He also served as the Deputy Chief Representative of the Anc in Mow-zum-beek, post he occupied until the signing of the Nkomati Accord between the Mow-zum-bican and south African government in 1984. After the signing of the Accord, he was appointed as Chief Representative of the ANC and was one of the few who remained in Mow-zum-beek to carry out the work of the organization, crossing in and out of South Africa on a number of occasions. Jacob was forced to leave Mow-zum-beek in January 1987 after considerable pressure on the Mowzumbican government. HE moved to the ANC Head of office in Lusaka Zambia where he was appointed Head of underground structures and shortly thereafter chief of intelligence department. It’s a long way for a man to come considering his childhood and never having any formal education, having been in prison for 10 year. If he can overcome those odds than anybody should be able to become president.

the sandbox essays

the sandbox essays In reading Edward Albee's "The Sandbox" directly out of the text, it seemed to be a trite and dull play. I was left with feeling after I read the play in the book, that if anything this boring could get published so could I some time in the future. Yet, to see it performed live by my fellow classmates, it revealed much of the dynamics of that family. In being able to see it performed among my classmates; my actual opinion of the play did modify. I was able to be more open and understanding to the message and the actual motivation of the play. My original opinion of this play was that if was of a family that was too busy to care about the needs of the elderly grandmother. It had managed to rap itself so tightly in the daily bind not to care about any actual member of the family that could be sick or aging. A family that had established itself to a point that having to contend with the grandmother throws the entire situation off. In seeing the play performed live I grew to understand that my original assumption was precise yet, there was more going on than I read. It is a family that is dealing with having to cope with an elderly parent. The roles of parenting have changed the child has now become the parent. It about a family has to cope and re-adjust their lives to manage the new person. Also a problem with dealing with the elderly is dealing with the fact that they are closer to death. The realities that the "Mom" would be losing her own mother soon, which leaves some harsh feelings. Death is an actual theme that I could tell throughout the play. The play confronts being alive and how to behave with the awareness of death. It calls the reader and the people who will view the play live, not to live in fear of death that it is such a natural next step of life. It is has some streaks of optimism, because the play makes the assumption that it is possible to commu ...

French revolution Essay Example | Topics and Well Written Essays - 1250 words

French revolution - Essay Example The revolution reached its climax in 1789 upon the reconvening of the estates-general, France’s ancient legislative arm, when it became apparent that the higher class had refused to give away their privileges in the interest of saving the nation’s crippling economy. The ordinary French citizens seized this chance to force a revolution. The revolution thus got born out of a battle to attain equality and remove oppression and thus reshaped France’s social and political dimension. The French revolution served an unexpected blow to the nobles. The revolution saw the abolition of privilege and the declaration of rights of man and citizen (Hunt 62). The document of declaration made it clear that each French citizen was equal. The nobles had managed to monopolize all of the country’s wealth and had become adamant in their refusal to share the tax burden that got inflicted on the country’s wealth. With the onset of the revolution, a few nobles who sensed da nger switched sides and fought for the revolution. The nobles who still remained adamant to their privileges faced the fury of the revolution mob (Tackett 101). Many got sent to the guillotine. The revolution achieved the aim of bringing equality among the French citizens. The abolition of privilege also saw a new tax system get put in place where every citizen got to pay his tax share according to the wealth he possessed. Nobility got completely ended. The revolution also saw the abolition of church privileges that impacted on the clergy. The clergy got considered as first class citizens and most of them made up the noble class. Most of the clergy were bishops who got nominated by the king. The clergy got viewed in the same league as the aristocrats. Church property got confiscated early in the revolution. Church lands became nationalized and got sold leading to a full tenth of France’s lands to change hands. The revolution brought a massive redistribution of land that previ ously got consigned to the clergy. In present day France, church property belongs to the locals (Tackett 33). Priests got demanded to take new oaths of allegiance and loyalty to the state. Those who refused got imprisoned, executed or went into hiding. The clergy got employed as salaried officials of the state. The revolution also provided a beacon of hope and freedom to the lives of the ordinary people in France at the time. The revolution led to the creation of new political forces that centered on democracy and nationalism. This new forces gave the ordinary people hope of having an equitable and just society (Hunt 101). The revolution saw the birth of a new government system that shunned monarchy and aristocracy. The ordinary people became the significant beneficiaries of the fruits of the revolution. In the old order French society, not everyone got to enjoy rights. The revolution made a huge step towards having all men enjoy equal rights. The document of declaration of rights o f man and citizen showed promise to the ordinary people who got placed in the lower echelons of society. The French revolution did not only impact and shape the political arena in France; the revolution had a far reaching political consequence on the continent of Europe too. Most European countries at the time of the French revoluti

Focus on Music and Drama in Carl Weathersby Blues Band Essay

Focus on Music and Drama in Carl Weathersby Blues Band - Essay Example All the songs, which Carl Weathersby performed, were had a mixture of classic blues elements, funk and R & B. Most of their songs were romantic in style and in performance (DuNoyer, 2003). The two songs that I remember the band played as I recorded are the â€Å"Hold On† (2005) and â€Å"I'm Still Standing Here† (Weathersby, 2009) both of which are the titles of his two most celebrated albums. When the band performed the song â€Å"Hold On†, one could tell by observation that the audience was moved. As a music student, I could note that the songs melody focused on the first, fourth and fifth chords in combination. In this case, the music started in the A chord and could predict the subsequent chord D and E. This predictability on my side made the song appealing and interesting to me. The melody of the song emphasized on the 3rd, 5th and 7th major scales flattened. This produced a harmonious blues piece that appealed to me and moved the audience. Moreover, in the song â€Å"Hold On†, the band was careful on the rhythm because the song consisted of the repetitive 12-bar and 48-beats pattern. The other interesting part of this song is that it was characteristic of lyric in the form of a question in the first lines and answers in the subsequent line. For example, â€Å"I have been down for a while, But I'm on my way back† (Weathersby, 2005). This way, the song â€Å"Hold On† is a satisfying song for the audience and its ensembles are what a music lover can long to experience. On the other hand, the song â€Å"I'm Still Standing Here† (2009) was not well as I expected. The song has a better musical text compared to the song â€Å"Hold On†, but the musical support was lacking.  Ã‚  

Regression Analysis Questions Assignment Example | Topics and Well Written Essays - 250 words

Regression Analysis Questions - Assignment Example The explanatory variable is the scale upon which the dependent or the response variable changes, for instance time. The constant represent the unwavering value in the regression equation, for instance, fixed costs. An example of a multiple regression would be = mX + nZ, which is an equation to calculate profit for a company. The variable Y would be for profit margin, X for fixed costs and Z for variable costs. The values of m and n are the coefficients of X and Z respectively. The value of m would tell of the rate of change in slope attributable to X while n would show the rate of change of slope attributable to Z. By assuming that the impacts of the other two components, which make 20% of the total sales are negligible, the error value increases significantly. In addition, since items B and C form part of the error, and will change with varying values of A, the model with be heteroscedastic, hence more difficult to use for the underlying trend in the data. Consequently, a linear model would make a poor fit for the data. Therefore, this use of regression analysis would be

Trade Unions in Singapore

Trade Unions in Singapore Critical Issues in Industrial Relations and Human Resource Management Singapore has a very unique partnership in the country. It has three forms, such as Government, Union, and Management. The following paragraphs below are the main historical of the Singapore from 1950 up to now. 50-60s In 1959, Singapore became a self-governing state and the People’s Action Party (PAP) was elected as the first local government. Then, it governed in the Second Industrial Revolution. Hence, it facilitates to lead Singapore in three headings, such as steps to educate and train workers, steps to promote productivity, and institutional changes to influence the attitude of labor and management. (Anantaraman, 1990) In the following years, Singapore has separated into two parties. The pro-communist faction formed the Singapore Association of Trade Unions (SATU), and the non-communist group set up the National Trades Union Congress (NTUC). It was set up in 1961. The main objectives of NTUC are, to improve the employment conditions of workers, to promote good labor management relations, to upgrade the skills of workers, to take part in international decision making process, to organize educational, cultural and other activities, to work with union around the world. (Huat, 1995) In order to reduce uneducated problem, the Singapore government promote student to study overseas, like China and Indonesia. The Committee to Promote Enterprise Overseas recommended several measures to enhance more people to work overseas. In 1965, Singapore became independent nation. Then, in 1968, Singapore faced a major crisis. The British government decided to withdraw its military bases from Singapore. This meant the loss of jobs for about 20,000 Singapore civilians. Therefore, the government introduced and amended The Employment Act and The Industrial Relations Act, respectively. The purposes of Industrial Relations Act are, to give more managerial power to employer. For example, power for promotion, transferring, retirement, retrenchment, dismissal, and many others. (Huat, 1995) Moreover, the purposes of Employment Act are, providing better protection for more workers, increasing flexibility for employers, and enhancing enforcement of and compliance with employment standards. Therefore, there are existed standardization of working conditions, elimination of restrictive practices by unions, and outcome of the two Acts. The industrial relations scene became relatively peaceful and investor confidence was restored, where more than 35 percent of Singapores workers were employed in the twenty-year ahead, which was in 1988. (Huat, 1995) 70s In 1972, the Ministry of Labor announced that National Wage Council (NWC) has established and it is a tripartite body with three representatives each from labor, management, and government. The council is essentially a national guideline on wages, bonus, and benefits. There are some reasons to accept the guidelines, such as perception of the guidelines as neutral, government’s willingness to use the legislative process and amend labor laws to help implement the council’s recommendations, and The Ministry of Labor used the guidelines to sell disputes on wages through conciliation. (Anantaraman, 1990) Hence, the rationale for wage restraint was to pursue the anti-inflitionary wage policy to ensure that the wage increase as well as productivity. For example, Singaporeans as a result benefited from annual wage increases of 8% to 10% from 1972 through 1984. (Beng Chew, 1996) By the late 1970s, the government changed its strategic focustoskill and technology-intensive, high value-added industries and away from labor-intensive manufacturing. Trade Unions Act was amended to reflect the new role of trade unions. The main objectives are, such as following, Collective bargaining The union representatives are negotiated with the employers. The union seeks the better terms and conditions for the employments. Safeguarding jobs A union protects the jobs of its members so that they are not dismissed arbitrarily. Cooperating with the employers Relationship between employers and workers is necessary for the sake of both of them. For example, they tend to resolve disputes in a mutually acceptable manner. Political activities Many political parties seek support from the union leaders even though their members are free to vote for any candidates. That is because the unions exerted pressure on the government for laws or reforms which will benefit the workers. Social activities The unions provide financial supports for their member, such as sickness, unemployment, retirement, and death. Then, the unions also use their resources to provide recreational facilities. (Huat, 1995) The impacts of trade union act are, such as following, Trade union movement was started after Labor Modernization Seminar. The union leaders had decided to do more than collective bargaining, like the wider perspective thought about workers who also the co-owner of society as consumers, tenants, and others. There is lack of time and multiple responsibilities of women as workers, wives, and mothers, and also lack of confidence to vie in term of leadership position. Hence, in 1976, the NTUC form a Women’s Programme Secretariat in order to enable more women to work and there exist Social Welfare Department to take over the management of ten childcare centres. (Huat, 1995) 80-90s In 1981, The Singapore National Employers Federation (SNEF) was formed in order to help members maintain good labor management relations and to encourage productivity for the benefit of members, employees, the economy of Singapore, and implementing NWC guidelines. (Beng Chew, 1995) This included wide range of services, such as consultancy services, training and development, information service, and job evaluation service. In the 1982 amendment to the Trade Union Act, the role of trade unions was defined as promoting good industrial relations between workers and employers; improving working conditions; and improving productivity for the mutual benefit of workers, employers, and the country. Moreover, this act impact on promoting the welfare of its members as well as providing well-being of workers and their families. (Tan, 2007) In December 1986, sub-comittee’s was recommended the guidelines within the NWC for a flexible wage-system. Then, the guidelines were approved by the Government, Trade Union, and employers. For example, a Basic Wage with a modest service increment of about 2 percent a year. Annual wage can increase if workers have already obliged under the provisions of a contract of service or a collective agreement to pay an annual wage and bonus. (Hian Teck, 1985) In 1994, the leaders and members of trade unions are forming May Day in order to improving the quality of life of workers of Singapore because our workers must be fairly paid and be justly treated to enable them work with dignity and pride. Moreover, this May Day might be strengthened the labor movement through ongoing recruitment drives, improved productivity, upgraded the level of skills of our workers, strengthened the framework of our tripartite partnership with government and employers, so that can continue the industrial peace, social harmony, and economic growth. (Huat, 1995) In 1995, the government reduced the tax rate for computing non-resident reliefs. Hence, many foreigners are attracted to come to Singapore, such as Malaysia, Thailand, Indonesia, Philippines. Then, Singapore has developed in term of industries and others due to foreigners because about three-quarters of Singapores manufacturing output was produced by wholly- or partly- owned foreign firms (Mauzy Milne, 2002) Therefore, due to the good industrial relation with foreigners, Singapore has obtained the basis of higher production with minimum cost and higher profits. (Morris, et al, 2002) 21st century In recent years, the Trade Unions Act defines a trade union as any association or combination of workmen or employers, whether temporary or permanent. The purposes are, to promote good industrial relation between workmen and employers, to improve working conditions of both of their economic and social status, and to achieve the raising productivity and the economics of Singapore for the benefit of them. (Government of Singapore, 2012) There are still some aspects of Singapore legal culture which remain largely unchanged. For example, the traditional Confucian respect for law and authority. The legal culture helps to account for the general law-abiding character of Singapore society and the general tolerance of a strong, paternalistic government. (Chan, 1986) Hence, the Act that has established in the past will aslo slowly to change and even has improved every several years. For example, Trade Union Act, Employment Act, Industrial Relations Act, and People Action’s Party. Hence, the government has built low-cost housing units so that housing would be within the means of the poorer classes of the public. (Leong, 1990) The Ministry of Manpower (MOM) has effort in three areas, such as creating better jobs and incomes for Singaporeans, achieving inclusive growth and retirement adequacy, and making workplace better and safer. (Government of Singapore, 2014) In 2006, the (TAFEP) was following the recommendation of the three committees on Employability of Older Workers. It promotes employment practices that are fair and equitable to all workers. In 2007, TAFEP opened its doors on 20 November 2007 to promote greater awareness of fair employment practices among employers and the general public. TAFEP also receives feedback from the public on their discrimination experiences and provides advice and assistance to those who have experienced discrimination at the workplace. In conclusion, all the Acts that the three committees have established have different purposes, yet have same big line which is maintain and protect the workers and citizen in Singapore. Hence, it would be very useful when people are sustained the Acts by doing the regulations. In addition, all the Acts are moving to be better in every period. References Anantaraman, V. (1990): Singapore Industrial Relations System, Singapore: Singapore Institute of Management. Beng, C.S. and Chew, R. (1995): Employment-Driven Industrial Relations Regimes, England: Ashgate Publishing Limited. Beng, C.S. and Chew, R. (1996): Industrial Relations in Singapore Industry, Singapore: Addison-Wesley Publishing Company, Inc.. Chan, H.H.M. (1986): ‘An Introduction to the Singapore Legal System’, Malayan Law Journal, 6: 133-34. Government of Singapore. 2012. Trade Unions. [Online] Available at: http://www.mom.gov.sg/employment-practices/tradeunions/Pages/default.aspx [5 June 2014]. Government of Singapore. 2014. Committee of Supply Highlights 2014. [Online] Available at: http://www.mom.gov.sg/aboutus/Pages/cos-2014.aspx [5 June 2014]. Hian, C.C. and Teck, F.C. (1985): ‘A Casebook on Industrial Relations and Employment Practices in Singapore’, Employment, 48(12): 35-6. Huat, T.C. (1995): Labour Management Relations in Singapore, Singapore: Prentice Hall. Leong, A.P.B. (1990): ‘The Development of Singapore Law Historical and Socio-legal Perspectives’. Malayan Law Journal, 5(1): 331. Mauzy, D.K. and Milne, R.S. (2002): Singapore Politics Under the Peoples Action Party, New York: Routledge. Morris, H., Willey, B. and Sachdev, S. (2002): Managing in A Business Context-An HR Approach, Edinburgh: Pearson Education Limited. Tan, C.H. (2007): Employment Relations in Singapore, Singapore: Prentice Hall.

Aristotelian Perspectives on Social Ethics Essay -- Philosophy Medicin

Aristotelian Perspectives on Social Ethics I examine the philosophical perspectives of Aristotle on issues of medical ethics and on his social ethics in general, including the moral issues of abortion, euthanasia, and other issues of social ethics such as the issue of cloning. I have chosen the domain of applied ethics as viewed from the Aristotelian point of view precisely because certain issues have been virtually unexamined by scholars. I shall direct attention to certain treatises of the Aristotelian corpus such as On the History of Animals, On the Generation of Animals, On the Soul, The Nicomachean Ethics and The Politics. My main objective is to provide a more systematic account of the Aristotelian perspectives on the above controversial issues and to establish the Stagirite’s main approach to social ethics. For this reason, issues like the notion of personhood, his attitude towards death, and his theory of the will and ethical conduct of a moral citizen-agent will be examined. Throughout this investigation, the close interrelation between philosophy and medicine, both in antiquity and in modern times, will also become more apparent. I. Abortion Concerning the issue of abortion Aristotle's views are not considered as very clear or consistent throughout. We shall examine the relevant passages from both the biological and psychological treatises in connection with other of his contemporary — or not — medical findings. In our attempt to establish his main approach, we shall also unfold his views on the more modern notions of personhood as they are examined in his ethical and political works. According to the Hippocratic oath, abortion is forbidden as morally unjustifiable. A physician is not to help a woman abort he... ...Fye, Bruce W (1978): "Active Euthanasia: An Historical survey of its conceptual origins and introduction to medical thought", Bulletin of the History of Medicine 52, 492-502. Gracia, Diego (1978): "The structure of medical knowledge in Aristotle's philosophy", Sudhoff Archiv 62 (No.1), 1-36. Hartman, Edwin (1977): Aristotelian Investigation: Substance, Body and Soul, U.S.A.:Princeton University Press. Jaeger, Werner (1957): "Aristotle's use of medicine as a model of Method in his Ethics", Journal of the History of Science 77, 54-61. Kudlien, Fridolf (1970): "Medical Ethics and Popular Ethics in Greece and Rome", Clio Medica 5, 91-121. Veach, Robert M (1978): "Codes of Medical Ethics: Ethical Analysis", Encyclopaedia of Bioethics 4, 172-9. Westermack, Edward A (1906-8): The origins and development of the Moral Ideas, 2 vols., London: MacMillan & Co.

Nina Simone

Nina Simone was one of the most powerful singers of not only her time, but of all time. Her music made people think, change and copy. In her music, she made contributions to the civil rights movement. She used and touched so many genres of music from Jazz all the way to modern day rap She had influenced countless artists and passed without any acknowledgment or fanfare deserving of such an amazing arust. Eunice Kathleen waymon was born February 21, 1933, In Tyron North Carolina.She was an especially brilliant and talented child. Eunice picked up music very easily and even as a small child after hearing a hymn only once could sing it perfectly. She was able to play plano by ear at age two and a half. she was the regular planlst every Sunday at church by age five. at this age she was compared to Mozart. After seeing the talent in such a young child an older German lady, Muriel Massinovitch offered to teach young Eunice. Mrs. Masslnovltch, fearrd her pupil would soon surpass her as by a ge eight she could decipher musical scores, read and write music.Eunice awoke even more with the classical composer, such as Bach,† Bach made me dedicate my ite to music†. Eunice had her first brush with segregation at an early age ot twelve. Mrs Massinovitch was so proud of her talents she organized a recital to show of Eunice talents. Her parents very proudly sat in the first row; however, before the recital started a white couple approached them for their seats. As was the law back then the Waymon's got up to move, at that point Eunice stated in front of everyone she would not play If they were made to move.The white couple sat elsewhere and her parents visibly embarrassed took their seats and watched Eunice play.. After this Eunice would say later looking back, â€Å"All of the sudden it seemed a dfferent world graduating In 1950 at the top of her class applied to the Curtis Institute. She received a letter in 1954 stating that they had rejected her. There is specul ation that it was because she was a women and because she was a black woman. whatever the reason an all white male jury had rejected Eunice this plagued her through her life.. Eunice changed her name to Nina Simone after playing a club in Philadelphia in1954. he got the Job to play plano her true love and was told by the manager she would ing or be out of a job thus her stage persona was borm She took the name Nina meaning â€Å"little one† she said was nickname from a former lover and Simone for Simone Slgnoret In casque d'Or. Nina married her manager Andy Stroud In 1901 and gave birth to daughter Lisa in 1962 She worked hard to support her family and endured abuse from her husband. Stroud controlled every aspect of Nina's life and career. She was hospitalized several times tor exhaustion.Andy told her that too many people relied on her so she couldn't take a break and wouldnt even allow her to breast feed their daughter. It Is suspected that Nina had begun to have a mental Imoalance or a m Olsoraer around IYO/ out tnls was not connrmea. Nlna's songs were classified as Jazz, blues, gospel and even later r&b. All she has ever wanted to do was play classical piano and consider any other music as inferior. Nina got involved in the civil rights movement and her songs became anthems for not only the civil right movement but for the emerging feminist movement.Her song â€Å"Mississippi Goddam† was written after she heard about four black girls that were killed going to church by a bomb in Alabama. The songs lyrics are â€Å"Alabama's got me so upset. Tennessee made me lose my rest. / But everybody knows about Mississippi Goddam/ Hound dogs on my trail/ schoolchildren sitting in Jail/ Black cat across my path/ I think every day ‘s going to be my last. † The last lines are mfou don't have to live next to me/Just give me my equality. † Most radio stations refuse to play the song.The song sold well except in the south where it was boyco tted and censored. Some retailers return the record to the distributors after breaking each record in two. Although most of Nina's music chronicles the fight for equal rights and racial njustice her song â€Å"Four Women†, not only spoke to the civil right movement but to feminist groups fighting for equal right for women. The song talks about one daughter being born out of a rape of a slave and many black stations banned the song. They considered the song,† an insult to black women. Nina made sure to continue to fight for both causes not only in her music but she also cancelled tour dates to participate in protest concerts with many others most notably Langston Hughes who became one of Nina's best friends. Nina's music draws from spirituals, blues, folk, classical and even some traditional music. Many of her songs have been redone and made popular by other artist for example â€Å"House of the Rising Sun† this bothered her as she felt people didn't know where th e songs came from. Although Nin's instrument was a piano she felt that her voice was the only â€Å"pure instrument†.Many of her songs may have appeared to be filled with anger but many of her songs just have soul and no anger for example â€Å"l Hold No Grudge† The words are, â€Å"l hold no grudge/ There is no resentment und'neath/l'll extend the laurel wreath and we'll be friends. † Brooks also calls Simone â€Å"the cultural arm of the civil rights† Nina Simone assed away April 21, 2003 in a small village in the south of France. â€Å"Her death didn't cause much stir in the media European or American. It was said merely that a bad tempered but successful diva from the world of Jazz had passed away.That was about it† â€Å"On May 18th 2003 the Curtis Institute of music posthumously awarded Nina an honorary diploma for her contribution to the art of music. † Nina was aware of the schools plan before her death but her family accepted the ho nor for her. It almost seems like at long last Simone achieved her ultimate goal. To see what kind of mpact Nina Simone had on the world you need only look at todays popular artist from Norah Jones, Missy Elliott, Lauryn Hill and even Marilyn Manson, â€Å"claim her as an influence. Her songs have been rerecorded over and over many people are fans and don't even know they are listening toa Nina Simone song. To have such a huge impact on such wide variety of artists is outstanding and hard pressed to match. I have long been a fan of Nina Simone. I myself used to be one of those saying,†Oh this is a song of Nina Simone. † upon hearing the song in a movie of a soundtrack. I began istening to her music and realized how unbelieving moving it is. Her songs and make you angry and then relax you in the next verse.

An Investigation of the Influence of Organisational Culture on Project Management The WritePass Journal

An Investigation of the Influence of Organisational Culture on Project Management Research Objectives An Investigation of the Influence of Organisational Culture on Project Management Research ObjectivesIntroductionExtra References:Related Research Objectives To explore the link between organisational culture and project management. To evaluate the impact of organisational culture on innovation and project management success. To formulate recommendations on the impact of organisational culture on the management of projects. Introduction This literature review explores the main issues surrounding the influence of organisational culture in the management of projects within the National Health Service and financial institutions (banks). The literature review will also review the available guidelines that assist project managers in tackling the identified issues. To this end, this review will draw on a series of landmark studies in the current body of literature in order to facilitate a structured and critical analysis of the ways in which organisational culture influences project management. Firstly, in order to address this question, the term â€Å"organisational culture† needs to be defined. The enquiry into â€Å"culture† first began at the end nineteenth century (Deshpande and Webster, 1989; Reigle, 2003; Bertho et al., 2001). However, there has been no single, universal definition of organisational culture. Marshall and Marshall (1993) define organisational culture as a melting pot of beliefs, rules, actions, regulations, and attitudes that guide behaviour in an organisational context. In this way, every organisation has its own organisational culture that is formed by its members (Cleland Ireland, 2006). An organisation’s culture can also be formed through the different rites, rituals and the expected patterns of communication and behaviour within the organisation (Mullins, 2007).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A more conventional way of defining culture, however, is the procedure by which things are carried out and achieved in a given organisation. For example, Atkinson (1990) offers a definition of organisational culture as a set of underlying processes that influence the way in which work is performed. Researchers such as Kilman et al., (1985) and Sackman (1991) corroborate this view and see culture as â€Å"the way we do things around here†. In this way, every organisational culture carries its own modus operandi tha t has positive and negative aspects. For the purposes of this project, this will be the definition that shall guide the literature review and following study.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Considerable research has suggested a significant influence of organisational culture on project performance, and the subsequent success of organisations (Yazini, 2009; Brown, 2008; Andersen et al., 2009). For example, a number of studies have shown that organisational culture influences specific project organisational culture, such as goal planning, employee commitment to project goals, and the performance of project teams (Stare, 2011). Organisational culture can also exert its influence on organisational processes that include decision-making, design, structure, motivation, job-s atisfaction and management control (Pheysey, 1993). Moreover, organisational culture has also been found to influence the â€Å"sub culture† of a project team as indicated in research by Kerzner (2001) who found that organisational culture can impact the trust, connection and co-operation within a project team. Organisational culture can also critically influence innovation, group effectiveness and achievement, and the overall success of an organisation (Reigle, 2001).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, project management has also been found to play a critical role in an organisation’s success. For example, Tidd and Bessant (2009) found that the commitment level of top management is linked with the innovation of an organisation. Moreover, project management is important in maintaining a balance between a team’s culture and an organisa tional culture. In the current times of economic instability, project management is needed to allow individuals to accomplish their individual goals and aspirations as well as the objectives and goals of a project. Moreover, whilst an organisational culture can change, adapt and evolve over time, individuals are often more resistant to change, especially if organisational changes have not been adequately explained to them and they are ignorant of the benefits to the organisation (Cleland Ireland, 2006). In these cases, a project manager is needed to step in and motivate his/her team so that the change takes place smoothly.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Given the importance of both organisational culture and project management on the success of an organisation, a limited amount of research has indirectly drawn links between organisational culture and project management. For example, Shore (2008) hypothesised that the way in which projects a re carried out is deeply influenced by both the project leader, but also the way in which the organisation performs its work. Schein (1991) also suggested that individuals within an organisation cannot create a new organisational culture, but can contribute to its evolution over time. Consequently, an organisation can learn to embrace a completely different modus operandi and adopt a novel way of doing things. However, these kinds of transformations demand high degrees of tolerance and acceptance of change. These changes also often require organisations to be open to deviating from traditional norms and operating in flexible and adaptive ways. In such cases, the role of effective project management is essential, as it is needed to equip others with skill-sets in which they can face changes in the organisational culture. Similarly, Mullins (2007) noted that every organisational culture differs from one region to another, and therefore, the project management must be formulated in suc h a way that it is able to adjust to these changes and explore opportunities for development.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Moreover, for an organisation to be successful in the management of projects, the project team culture must hold values, principles, procedures and management philosophies that are in line with the organisation’s culture (Cleland Ireland, 2006). In other words, there must be equality within the organisational culture. Cultural equality ensures that the management of projects is consistent with the organisational culture that supports a project’s advancement and success. However, this consistency will not exist unless senior managers are able to develop and communicate a vision that effective project management is important, worth doing, and actively supports the use of resources to accomplish project objectives, (Cleland Ireland, 2006).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Due to the aforementioned strong links between organisational culture and project management, some researchers have modified the definition of organisational culture to be a reflection of management authority (Cartwright, 1999). In other words, this definition proposes that an organisational culture that is widely accepted, can help employees alig n themselves with their organisation, internalise the organisation’s beliefs as their own and motivate employees to achieve the organisation’s objectives (Cartwright, 1999).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This research therefore, begs the central question of whether organisational culture impacts the management of projects.   In line with this question, research by Pinto (2010) has revealed four different ways in which organisational culture can influence project management. Firstly, culture impacts the ways in which teams and departments communicate and interact with each other when faced with tasks and goals. Secondly, organisational culture influences the attitudes that employees hold towards project goals. Thirdly, culture affects the planning that takes place in preparation for a project. Finally, culture impacts the ways in which managers evaluate project team performance and a project’s success. Using this research as a grounding framew ork, the current study addresses the paucity of research on the impact of organisational culture on project management and aims to delve further into an understanding of the different ways in which culture exerts its impact using an inductive approach. The findings may, in turn, make significant theoretical and applied contributions. In the former case, the research will provide support for a previously under-studied topic. In the latter case, a greater emphasis on project managers in relation to the organisational culture may challenge the â€Å"not invented-here† mind-set (Tidd Bessant, 2009) in which organisations resist change and fail to see the potential of new ideas and inventions. By understanding the relationship between organisational culture and project management, this research will point to the mechanisms such as training of the necessary staff and effective communication that will accommodate changes and bring about enthusiasm, commitment and a sense of involve ment for all employees and managers (Tidd Bessant, 2009). Extra References: Andersen, E. S., Grude, K. V., Haug, T. (2004). Goal directed project management: effective techniques and strategies. London: Konan Page. Brown, C. J. (2008). A Comprehensive Organisational Model for the Effective Management of Project Management. South African Journal of Business Management, 39(3), 1-10. Kerzner, H. (2001). Strategic Planning for Project Management: Using a Project Management Maturity Model. New York: John Wiley Sons. Pinto, J. K. (2010). Project Management: Achieving Competitive Advantage. New Jersey: Prentice Hall.