Critical Examination of the Risk Management in an Organisation - Free Essay Example

Sample details Pages: 7 Words: 2213 Downloads: 2 Date added: 2017/06/26 Category Management Essay Type Analytical essay Did you like this example? The Task You are asked to research, critically examine and discuss the à ¢Ã¢â€š ¬Ã‹Å"risk managementà ¢Ã¢â€š ¬Ã¢â€ž ¢ process within an organisation. Examine and discuss each step below which forms part of the risk management process followed within an enterprise. Explain the reasons behind each step, what each step achieves for the enterprise and give examples. Risk Management process is a five step process first is by establishing or clearly understanding the risk in which the situation exist by considering the strategic context or the environment within the organization operates, the organizational context or the objectives, core activities and operations of the enterprise. Identify the risks or to recognize what could be wrong and what the consequence of it occurring. Risk can be physical relating individual injuries, ecological and weather conditions and the physical assets of the organisation such as property, equipment, buildings, vehicles, stock and grounds Financial risks are those that involve the resources of the organisation and include theft, attendances, loans, fraud, license fees, membership fees, insurance costs, and lease payments, pay-out of damages claims or penalties and fines by the government. Ethical risks that involve potential or actual harm to the reputation or beliefs of your club, while legal risks cons ist of responsibilities imposed on providers, participants and consumers arising from laws made by federal, state and local government authorities Analysing the likelihood and consequences of each known risk and deciding which risk factors will potentially have the most effect and should, therefore obtain priority with regard to how they will be managed it also involves comparing the level of risk found during the investigation process with earlier established risk criteria, and deciding whether risks can be established Risk management involves identifying the range of options for treating the risk, evaluating those options, preparing the risk treatment strategy and implementing those strategies it is about considering the options for treatment and choosing the most suitable method to achieve the required outcome. Options for treatment need to be balanced to the significance of the risk, and the cost of treatment matching with the potential benefits of treatment this includes: Accepting the risk for instance most individuals would consider minimal injuries in participating in the sporting activity as being an inherent risk. Avoiding the risk is about your organization deciding either not to continue with an activity, or choosing an alternate activity with tolerable risk which meets the objectives of your club. For example, a club wanting to raise funds may decide that a competition without a properly trained and accredited instructor, equipment etc. may decide a safer way of raising funds. Reducing the risk likelihood or consequences or both is usually practiced treatment of a risk within sport, for example use of mouth guards for players in some sports i.e. contact sports. Transferring the risk in full or in part, will usually occur through contracts or notices for example your insurance contract is perhaps the most frequently used risk transfer form used. Other examples consist of waivers, lease agreements, warning signs, disclaimers and ti ckets Retaining the risk is knowing that the risk treatment is not about risk removal, rather it is about acknowledging the risk is an vital part of the sport activity and some must be retained because of the inherent nature of the sport activity. It is important to consider the intensity of risk which is inherent and tolerable. Financing the risk means the organization funding the consequences of risk i.e. providing finances to cover the costs of implementing the risk treatment. Don’t waste time! Our writers will create an original "Critical Examination of the Risk Management in an Organisation" essay for you Create order Determine the objectives of the organisation Risk management is designed to provide the general methodology and approach to conducting a risk assessment. This includes the preparation work, risk workshop and reporting requirements. The purpose of the risk assessment is to identify the potential risks and opportunities and then rank them according to priorities and to Identify existing and potential control measure or risk mitigations to eliminate or minimise the risk in an organization identify exposures to loss Risk management begins with the identification process. It is important to keep in mind that risk are not static but are subjected to change in many ways, examples of how it can change is introduction of new products and services, new laws and regulations and new employees and customers. The element of change requires that identification process be ongoing, prior to the development of risk management as a recognized method for dealing with the risk of loss. Risk of loss can be categorized under three general categories property loss, liability and personnel loss Measure those same exposures Liability Loss Motor vehicle liability to the extent that operations of a automobile results in injury to others. In addition exposure represented by owned vehicles can incur liability from the operation of non-owned automobiles such as leased, rental or personal automobiles of employees used in business. Product liability or anyone who makes, sells or distributes products to be used by others is susceptible to liability if the product is defective or not fit for its intended use. Contractual liability is the risk of loss arising out of a particular undertaking that can be transferred from one party to another by the use of contracts. Pollution liability can be gradual occurrence over a period of time such as leakage form tanks or sudden or accidental such as fire, explosion or tank collapse. Professional liability is a growing area of liability exposure that is relating to the errors or omissions of employees acting in a professional capacity Damage to owned or l eased property has the loss potential associated with damage to or destruction of owned or leased property. The exposures are those related to buildings and their contents. Examples are electronic data equipment, media, machinery and equipment breakdown. Loss of use of property can result in both direct and indirect losses. A direct loss includes the loss of revenues and indirect loss include such as employee overtime, air freight, rental expenses for temporary equipment Select alternatives The economic models are formulated to provide the analyst with a quantitative base for studying the operations under his control. The method consists of four steps: Define the problem Formulate the model Run the model Make the decision Implement a solution Managing the risk associated with the hazards presents a number of unique challenges if properly managed, loss exposures can be significantly minimized. A key element in such plans is clear instructions concerning notification of appropriate agencies. It is important to have basic understanding of some of the laws that affect the management of the hazards and knowing agencies involved and the resources available that can reduce critically important response time. Monitor and review the outcomes. Monitoring and review is an ongoing part of risk management that is integral to every step of the process. It is also the part of risk management that is most often given inadequate focus, and as a result the risk management programs of many organisations become irrelevant and ineffective over time. Monitoring and review ensure that the important information generated by the risk management process is captured, used and maintained. Few risks remain static. Factors that may affect the likelihood and consequences of an outcome may change, as may the factors that affect the suitability or cost of the various treatment options. Review is an integral part of the risk management treatment plan. Examine and discuss a risk management frameworks standards model. Discuss the principles behind the model, the drivers and components involved in the process. Risk Management Frameworks A risk management framework is a description of an organizational specific set of functional activities and associated definitions that define the risk management system in an organization and the relationship to the risk management organizational system. A risk management framework defines the processes and the order and timing of processes that will be used to manage risks. Operations to reduce risk which includes the ongoing programs and activities performed by an organization to reduce risks to an acceptable and cost-effective level. These activities might include standard setting, performance audits, training and other risk management options Decision-making or corporate management where long term à ¢Ã¢â€š ¬Ã…“strategicà ¢Ã¢â€š ¬Ã‚  decisions are made and responsibility for decisions at the other two levels lies. Activities at this level might include consultation with stakeholders, monitoring operations to reduce risk and priority-sett ing among risk issues Risk assessment and treatment options where risk assessment is carried out and risk treatment options are identified. This high level framework provides a à ¢Ã¢â€š ¬Ã…“benchmark frameworkà ¢Ã¢â€š ¬Ã‚  for evaluation of other risk management frameworks. Elements of risk management frameworks as well as categories of risk criteria and basic capacities required by an organization for effective risk management.The design of a framework depends on the nature of risks it must manage, legal and regulatory considerations, available resources, and the relative value of risk assessment, operations to modify risks, risk communications, monitoring and review. The risk management framework closely follows the typical management decision-making structure of: 1.Identify and assess the situation 2.Consider treatment (decision) options 3.Decide 4. Implement management control 5. Monitor decision Examine and discuss each step below which forms part of the risk assessment process followed within an enterprise. Explain the reasons behind each step, what each step achieves for the enterprise and give examples Identification of relevant business objectives Historically, businesses have viewed risk as a necessary evil that should be minimized or mitigated whenever possible. Increased regulatory requirements have forced businesses to expend signify cant resources to address risk, and shareholders in turn have begun to scrutinize whether businesses had the right controls in place. Risk assessment provides a mechanism for identifying which risks represent opportunities and which represent potential pitfalls. A good assessment is anchored in the organizationà ¢Ã¢â€š ¬Ã¢â€ž ¢s defined risk appetite and tolerance, and provides a basis for determining risk responses. A robust risk assessment process, applied consistently throughout the organization, empowers management to better identify, evaluate, and exploit the right risks for their business, all while maintaining the appropriate controls to ensure effective and efficient operations and regulatory compliance Identifying events that could affect the achievement of objectives. Determining risk tolerance. Risk tolerance is so vital to any risk management program, that you cannot include a risk management process without evidently understanding the organizationà ¢Ã¢â€š ¬Ã¢â€ž ¢s risk tolerance. Risk tolerance is the equilibrium between risk-adverse or accepting very little risk and risk-seeking or accepting high levels of risk Setting risk tolerance is very significant, since an enterprise will make key decisions based on what has been determined to be acceptable risk. There are regularly used key risk indicators, but understanding how those metrics influence risk tolerance is a not easy and demanding task. Risk tolerance is also a persistently moving goal. Assessing the inherent likelihood and impact of risks. When assessing likelihood of occurrence of a risk, participants tend to over-evaluate risks which occurred recently or at all. If there is a reference point, people charged with evaluating will often attribute a higher likelihood to these recent events, even if the probability of occurrence has in effect been reduced by the (over)reaction to the event. If we cannot imagine a risk occurring, we cannot assess the potential impact of it and we tend to underestimate its impact. On the contrary, the more informed we are, and the more concrete a risk is formulated, the better we are at assessing its impact. Evaluating the portfolio of risks and determining risk responses. A portfolio selector for selecting an investment portfolio from a library of assets based on investment risk and risk-adjusted return is provided. The selector chooses a tentative portfolio from the library and determines a risk-adjusted return for the portfolio. The risk-adjusted return is computed by subtracting the average of multiple segment shortfalls from the average of multiple segment performances, over the same segments, based on analysis of market value data for the assets in the portfolio and for a baseline asset. The asset selection and computation is repeated until the risk-adjusted return of the portfolio satisfies criteria derived from preference data specific to an investor. A data storage medium encoded with instructions for performing the method is also provided Assessing residual likelihood and impact of risks. Residual Risk Impact is multiplied by likelihood to produce an à ¢Ã¢â€š ¬Ã‹Å"Inherent Risk Scoreà ¢Ã¢â€š ¬Ã¢â€ž ¢. For each risk, the controls in place will then be identified and assessed and the risk score generally reduced to arrive at the à ¢Ã¢â€š ¬Ã‹Å"Residual Risk Scoreà ¢Ã¢â€š ¬Ã¢â€ž ¢ The control should either reduce the likelihood that a risk will occur, or the impact of that risk if it were to occur. Residual risk is what is left after considering controls. If you rate risks on both Inherent and Residual Risk then you can show the change from Inherent to Residual which indicates the organizations dependence on the effectiveness of the control. If a critical risk is largely mitigated due to the presumed operation of a control or set of controls then it would be very useful for Internal Audit to validate that those controls are working as assumed. References: https://ntl.bts.gov/lib/7000/7400/7421/ch4.pdf https://www.irr-neram.ca/pdf_files/basicF rameworkMar2003.pdf https://www.pwc.com/en_us/us/issues/enterprise-risk-management/assets/risk_assessment_guide.pdf https://www.google.co.nz/?gfe_rd=crei=ALNNU-vcJcGN8QfSi4G4Bg#q=risk+tolerance+management https://www.google.com/patents/US5784696

Commentary on On Sitting Down to Read King Lear Once...

POEM : On Sitting Down to Read King Lear Once Again O golden-tongued Romance with serene lute! Fair plumed Syren! Queen of far away! Leave melodizing on this wintry day, Shut up thine olden pages, and be mute: Adieu! for once again the fierce dispute, Betwixt damnation and impassiond clay Must I burn through; once more humbly assay The bitter-sweet of this Shakespearian fruit. Chief Poet! and ye clouds of Albion, Begetters of our deep eternal theme, When through the old oak forest I am gone, Let me not wander in a barren dream, But when I am consumed in the fire, Give me new Phoenix wings to fly at my desire. COMMENTARY : The poem under study was written in 1818 after the completion of John Keatss 4,000-line poem†¦show more content†¦This indicates that the poet is willing to wander from the sweet thoughts these readings generate, the Golden-tongued Romance being a synecdote for chivalric romances in general. Moreover, the personification process is extended on line 4 since Golden-tongued Romance is addressed as though it was endowed with life and speech. Indeed, thine (...) Pages are the books. Moreover, the siren is used as a metonymy for the narrative insofar as the poet combines the two on line 4, the predicates Shut up and be mute referring to the nymph. Finally, the adjective olden alludes to this literatures ancient existence. In short, this first quatrain deals with the poets liking for medieval romances insisting on their enchanting power. Nevertheless, the latter wishes to dismiss them from his mind. And prosopopeia is aimed at showing that he is deeply affected by his rereading of King Lear. The second stanza is going to contrast images of beauty with what Shakespeares tragedy displays. Next, the second quatrain begins with the poet bidding farewell to pleasant meditations. But, we should first and foremost put this sonnet back in its context. We can easily presume that it is autobiographic, thus that Keats reveals us his own worries. In 1818, he is aware that he has short time left to live due to the fatal illness

Sense and Sensibility

Sense and Sensibility- Movie review Essay Ang Lee, who directed, and Emma Thompson, who adapted the screenplay, have done an excellent job of bringing Jane Austens Victorian novel, Sense and Sensibility, to the movie screen. The movies collection of actors are a joy to watch as they bring out the emotions of an otherwise polite and reserved era in time. The production work is top notch with bright, cascading photography that sets a romantic I wish I was there setting. The purpose of the Sense and Sensibility is to bring out the romance in all of us and show us that Austens philosophy of love exists today as much as it did two centuries ago. Sense and Sensibility could rightly be classified as a love story, but that would just scratch the surface of what this movie has to offer. It is also a period piece, giving us a chance to visit English society in the nineteenth century. Director Ang Lee brought us to this historic time with beautifully constructed sets and sites that drop us right into the country cottage of our heroines. This natural scenery, with its wide sweeping camerawork warps us back to a time without the loud annoyances of TV and machinery. By this example Lee sets the stage for the story to begin.. If there is one thing that keeps this movie constantly going is the work of the superb actors. The talent of the actors suited the roles they played, and their mastering of the characters bring personality and feeling to the screen. The story of the movie bases around two of these such characters who happen to be undergoing the same feelings of love but in strikingly different ways. Kate Winslet plays the wild, f atally romantic Marianne who cannot control her feelings. Opposite her is the experienced Emma Thompson who plays the reserved, intelligent Eleanor who is far more sensitive than she ever lets on. These two sisters embark on a romantic adventure that finds them searching for the right man. The two actors compliment each other with their opposite nature which balances the story perfectly. Yet, as wonderful as these two characters are, Alan Rickmans Brandon is the core of Sense and Sensibility. His performance is eloquent and beautifully controlled but you can tell the torment he fights inside. His voice may be confident and steady, but his eyes alert you to his true emotions. Brandons heartache touches you at the core but this heartache makes him more regal because of his perseverance. Hugh Grant compliments this array of actors by giving the film some classical slapstick comedy. He fits perfectly against the reserved Emma Thompson who will occasionally bring out that wide smile after one of Grants humorous anecdotes. Grant brings just enough charisma to his character of Edward to bring a little excitement to the movie. Although the film did not need use the blockbuster special effects of more recent movies, they satisfy the needs of the movie and there are no errors to distract the moviegoer. By doing this Ang Lee forced the watcher to envelop themselves into the emotions of the actors and not glitzy special effects. The story sweeps you away, and the added quality production work was just bonus to an already outstanding film. All the pieces of the film all seemed to fit in place and this is thanks to the work of the director. Ang Lee made sure that everything was perfect, from the historic costumes to the accents of the actors. This is also a compliment to Emma Thompson who had the trouble of constructing a screenplay that would honor the book, but would also move at a fast enough pace to entertain the reader. .u2f2ace0ae67e41fc5869361b62b20515 , .u2f2ace0ae67e41fc5869361b62b20515 .postImageUrl , .u2f2ace0ae67e41fc5869361b62b20515 .centered-text-area { min-height: 80px; position: relative; } .u2f2ace0ae67e41fc5869361b62b20515 , .u2f2ace0ae67e41fc5869361b62b20515:hover , .u2f2ace0ae67e41fc5869361b62b20515:visited , .u2f2ace0ae67e41fc5869361b62b20515:active { border:0!important; } .u2f2ace0ae67e41fc5869361b62b20515 .clearfix:after { content: ""; display: table; clear: both; } .u2f2ace0ae67e41fc5869361b62b20515 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2f2ace0ae67e41fc5869361b62b20515:active , .u2f2ace0ae67e41fc5869361b62b20515:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2f2ace0ae67e41fc5869361b62b20515 .centered-text-area { width: 100%; position: relative ; } .u2f2ace0ae67e41fc5869361b62b20515 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2f2ace0ae67e41fc5869361b62b20515 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2f2ace0ae67e41fc5869361b62b20515 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2f2ace0ae67e41fc5869361b62b20515:hover .ctaButton { background-color: #34495E!important; } .u2f2ace0ae67e41fc5869361b62b20515 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2f2ace0ae67e41fc5869361b62b20515 .u2f2ace0ae67e41fc5869361b62b20515-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2f2ace0ae67e41fc5869361b62b20515:after { content: ""; display: block; clear: both; } READ: College - Staying True to My Roots EssaySense and Sensibility shows us exactly what a movie should be. The movies witty romanticism helps illustrate the Victorian era whose love is not so different from our own. This success is due to the actors who brought the story to a personal level. Without them we would not have felt the emotions of the characters, which made us long to love as they did. Category: Music and Movies

review sheet Essay Example

review sheet Essay University of Houston Gerald D. Hines College of Architecture ARCH 2350 AND 6340 SURVEY OF ARCHITECTURAL HISTORY I Cultures of the World from Prehistory through 1750 Fall, 2013: Lectures on Mondays and Wednesdays, Seminar/Discussion (lab) sections on Thursdays or Fridays Instructor: Nora Laos Office Hours: By appointment, Room College of Architecture Teaching Assistants: Brandon Berry Tiger Lyon Andrew OToole This course is an investigation of the various eastern and western architectural traditions from prehistoric origins, through Egypt, India, China and Japan to ancient Greece and Rome, concluding with the significant monuments of Islamic and Christian cultures, and the Renaissance and Baroque periods. We will primarily examine the architectural character of individual buildings with an effort to place them in their cultural and urban contexts, but we will also analyze general urban planning principles of different civilizations as well as specific architectural and sculptural details. Architecture is a multi-faceted art and a science, and thus we will endeavor to study the aesthetic quality of buildings, their functional objectives as well as their tructural systems, materials and methods of construction. Moreover, since architecture reflects the society and civilization within which it was produced, we must always consider the cultural and intellectual context and chronological time frame of a monument, in order to fully appreciate its significance in the history of the building tradition. Course Objectives and Expected Learning Outcomes: ?To understand how and why history is relevant to the architect. What can it teach done so, and to assess how this brings meaning to architectural production. ?To understand the relationship between form and function and between form and eaning. ?To understand how the psychology of space is addressed: why we are moved by certain spaces, volumes or forms, but not by others. ?To learn how to analyze architecture and how to critically write about the subject. RECOMMENDED TEXTBOOKS: Ching, Francis D. K. , M. J. Jarzombek and V. Prakash, A Global History of Architecture, 2nd ed. , New Jersey: John Wiley Sons, 2011. Moffett, Marian, Michael Fazio and Law rence Wodehouse, Buildings Across Time, an Introduction to World Architecture, London: Laurence King Publishing, 2004. Trachtenberg, Marvin and Isabelle Hyman, Architecture from Prehistory to Postmodernism: The We will write a custom essay sample on review sheet specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on review sheet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on review sheet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Western Tradition, 2nd ed. , New York and Englewood Cliffs, 2002. Ingersoll, Richard and Spiro Kostof, World Architecture: A Cross-cultural History, New York and Oxford, 2012. Nuttgens, Patrick, The Story of Architecture, 2nd ed. , London: Phaidon Press, 1997. Sutton, Ian, Western Architecture: From Ancient Greece to the Present, London: Thames and Hudson, 1999. Relevant readings from these texts are indicated in the detailed course syllabus. A glossary of architectural terminology is available at the end of Ingersolls book (pp. 957-964, Chings book (pp. 799-807), Moffetts book (pp. 68-571), and Trachtenbergs book (pp. 83-589). Bibliographies are organized chronologically at the end of Ching (pp. 809-818), Moffett (pp. 572-575), Trachtenberg (pp. 591-601), and at the end of each section of Ingersolls book. EXAMS: There will be three hour-exams on the following dates: First Hour-Exam: Monday, September 30, 10:00 am Second Hour-Exam: Monday, November 4, 10:00 am Third Hour-Exam: Monday , December 16, 1 1 am ASSIGNMENTS: discussion sections: October 24/25 November 21/22 These writing assignments will be linked to specific assigned readings and are intended to address reading comprehension skills. The readings will be available at east one week in advance and you will be required, in your discussion section, to respond to specific questions about the content and the authors arguments. Your responses will be written during your discussion section in blank Blue Books; all responses must be handed in at the end of the class. IMAGES: Powerpoint images shown in lectures will be accessible on Blackboard Learn, organized by lecture. Each student registered for the course will also be registered on Blackboard Learn. GRADING for students enrolled ARCH 2350: First Hour-Exam Second Hour-Exam Third Hour-Exam Writing Assignments x 2 @ 15% each Attendance, professionalism and class participation in discussion sections GRADING for students enrolled ARCH 6340: First Hour Exam Second Hour Exam Third Hour Exam Essays x 2 @ 15% each Short paper (1000 words), topic, due date tba GENERAL INFORMATION Prerequisite for students enrolled in ARCH 2350: English 1304, 1310 or its equivalent, completed or being taken concurrently. The content of the discussion sections (labs) will include discussion and clarification of the weekly lectures, specifically with the intent of understanding how architectural history can be relevant to the present, especially to contemporary rchitectural design. Attendance will be taken at each session and students are expected to participate in discussions. In order to perform well in this course, you must regularly attend both the lectures and the discussion sections. The material covered on the hour exams derives directly Make-up exams and make-up essays will be given only with a legitimate doctors note, police report or court order. There will be no make-up for the third hour exam. Plagiarism, defined as the appropriation or imitation of the language, ideas, or thoughts of another author, and representation of them as ones original work, will NOT be tolerated. Penalties may include a failing grade in the course, suspension, or expulsion from the university. The last day to drop the course with a grade of MT is Friday, November 1, 5:00pm. The university will NOT allow any withdrawals after this date. The University of Houston System complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, pertaining to the provision of reasonable academic adjustments/auxiliary aids for students with a disability. In accordance with Section 504 and ADA guidelines, each University within the System trives to provide reasonable academic adjustments/auxiliary aids to students who request and require them. If you believe that you have a disability requiring an academic adjustments/auxiliary aid, please contact the student disability services center at 713-743-5400. Schedule of Lectures Monday, August 26 Introduction and overview of the course Wednesday, August 28 Prehistoric Architecture-Late New Stone Age Monday, September 2 NO CLASS: Labor Day Holiday Wednesday, September 4 Egypt: Old and New Kingdoms Monday, September 9 Pre-Columbian Meso-America Wednesday, September 1 1 Buddhist and Hindu Sanctuaries in India and Cambodia Monday, September 16 Architecture and Culture of China Wednesday, September 18Architecture and Culture of Japan Monday, September 23 Greece: Site Planning: the Acropolis and the Agora Wednesday, September 25Greece: the Architecture of Temples Monday, September 30 First Hour-Exam Wednesday, October 2 Introduction The Roman Civic Presence l: Forum, Basilica Monday, October 7 The Roman Civic Presence II: Market, Theater and Amphitheater Wednesday, October 9 The Roman Civic Presence Ill: Gate, Arch, Aqueduct Monday, October 14 The Roman Religious Presence: Temple and Tomb Wednesday, October 16The Roman Residence: Villa and House Monday, October 21 Early Christian and Byzantine Architecture Wednesday, October 23 Architecture of the Islamic World: the Mosque Monday, October 28 Romanesque Architecture: Pilgrimage Churches and Cistercian Monasteries Monday, November 4 Second Hour-Exam Wednesday, November 6 Introduction to the Renaissance The Work of Brunelleschi Monday, November 1 1 The Work of Alberti and Bramante Wednesday, November 13 The Work of Michelangelo and Palladio Monday, November 18 Renaissance France: the Architecture of the Chateau Wednesday, November 20 Baroque Italy: the work of Bernini and Borromini Monday, November 25 Baroque nd Rococo in Austria and Germany Wednesday, November 27 NO CLASS: Thanksgiving Holiday Monday, December 2 France in the 17th Century 16th and 17th-Century Landscape Design Wednesday, December 4 England in the 17th Century Monday, December 16 Third Hour-Exam 11:00 am ARCH 2350/6340 Prehistoric Architecture Late New Stone Age (Neolithic) 3000-1000 BCE Suggested Reading: I ngersoll, pp. 23-32; Trachtenberg, pp. 57-61; Nuttgens, pp. 10-15; Ching, pp. 23-24, 47-51; Moffett, pp. 9-14. France, Carnac (in the region of Brittany) and England, Avebury, menhirs (megaliths literally, large stones] or monolithic upright stone markers), dolmens (two menhirs supporting a horizontal block, usually used for marking tombs (substructure of a barrow), post and lintel structural system), ca. 2000-1500 BCE. England, Stonehenge (near Salisbury), composed stone group based on a circular plan (henge monument), ca. 2750-1500 BCE, post and lintel structural system, mortise and tenon Joints; optical refinements: tapered pillars, inclining lintels. France, Gordes (in the region of Provence), The Bories, reconstructed prehistoric village; domestic architecture built up with relatively thin stone slabs, use of orbeling technique, ca. 2000 BCE. trilith [literally three stones] entry portals, (combination of corbeled construction with post and lintel construction). University of Houston Egypt: Old and New Kingdoms Suggested Reading: Ingersoll, pp. 48-60, 86-97; Trachtenberg, pp. 62-71; Nuttgens, pp. 28-41; Ching, pp. 39-45, 64-73; Moffett, pp. 23-37. Important Historical Information: ca. 3200-2160 BCE Old Kingdom ca. 1570-1100 BCE New Kingdom Old Kingdom Saqqara, Mortuary Complex of King Zoser, ca. 2650 BCE mastaba (bench in Arabic; bench-like quadrangular form); architect Imhotep. Giza, complex of Great pyramids, 2580-2500 BCE Cheops (Khufu), Chepren (Khafa) and Mycerinus (Menkure) Predetermined architectural procession: river, Valley Temple, causeway, Mortuary Temple, tomb. New Kingdom Deir el Bahari, Mortuary Temple of Queen Hatshepsut, ca. 1500 BCE architect: Senmut; dedicated to the sun god Amon-Ra; Proto Doric colonnades. Pre-Columbian Meso-America Suggested Reading: Ingersoll, pp. 83-190, 251-263; Nuttgens, Ch. 6; Ching, pp. 225-27, 432-34; Moffett, pp. 283-293. City of Teotihuacan, 150-650 CE, (when it was burned), located in the Valley of Mexico, ca 40 miles northeast of Mexico City: Pyramid of the Moon?talud/tablero profile; pen plaza in front of Pyramid of the Moon; Pyramid of the Sun; Citadel with Temple of the Feathe red Serpent; open compound: probably marketplace and administrative center; Street of the Dead. City of Chichen Itza, (Yucatan Peninsula), ca. 750-1200 CE: open plaza cont. pyramid, known as Castillo, Temple of Warriors to east, surrounded by rows of columns that create second open plaza, ritual Ball Court opposite, to west. Very north end of site occupied by sink well (place of sacrifice); city extends also toward south, w/ palaces and other temples (Red House) a round astronomical observatory (Caracol or snail). Buddhist and Hindu Sanctuaries in India and Cambodia suggested Reading: Ingersoll, pp. 141-147, 216-225, 265-279; Ching, pp. 30-31, 176-81, 214-15, 235-37, 244-45, 281, 594-95, 318-20; Moffett, pp. 67-85. Mohenjo-Daro (city in Indus Valley), today in Pakistan, ca 2500 BCE Buddhist sanctuanes (Buddha [565-480 BCE]) Sanchi, Great Stupa, 1st. century CE stupa relic mound with four gates (torana) Ajanta, Chaitya Hall, 250 CE chaitya = assembly hall or cave shrine, rock-cut sanctuaries Mahabalipuram, (Mamallapuram), Shore Temples, ca 700 CE two shrines dedicated to Shiva, one to Vishnu vimana = terraced tower above each shrine Madurai, Great Temple (Sri Meenakshi Temple), 1623 CE gopuram = terraced tower above a threshold (over a portal) Hindu Sanctuaries in Cambodia Angkor Wat, temple of the capital, 1 112-52 CE Architecture and Culture of China Suggested Reading: Ingersoll, pp. 175-182, 240-250, 424-436; Nuttgens, ch. 5; Ching, pp. 185, 286, 298-99; Moffett, pp. 86-99. Great Wall(s), first begun 221-206 BCE; maintained and upgraded primarily during the Ming Dynasty (1368-1644 CE). Guangdong (modern city with older districts); precedents: clay models buried in tombs, primarily from Han Dynasty burials (1st-2nd cents. CE); vernacular example: Hakka Housing. Chinese beam frame construction: Shanxi Province, Foguang Temple, 857 CE: wood frame construction, bracket clusters (tou-kung), concave roof profile. Various garden pavilions. beneficial, and the actions of man are in harmony with the social, cultural and political situations, then the feng Shui is auspicious. Three religious philosophies: Buddhism [imported from India; founded by Buddha (565-480 BCE)]. Confucianism: based on teachings of Confucius (551-479 BCE): based on moral conduct Cen) and combination of etiquette and ritual traditions (II). Taoism: based on Tao te Ching (The Book of the Virtuous Way), written by Lao-tzu, 6th cent. BCE. Songyue Pagoda, Henan Province, 520 CE Architecture and Culture of Japan Suggested Reading: Ingersoll, pp. 521-533; Nuttgens, ch. 5; Ching, pp. 287-92, 486-93; Moffett, pp. 9-109. Ise, Shinto Shrine, (Naiku), founded in 3rd cent. CE: dedicated to the Sun Goddess; tori, katsuogi, chigi, Wabi-Sabi. Nara, HoryuJi, Buddhist Shrine and Monastery, 7th cent. CE: hosho. Nagano, Matsumoto Castle, 16th cent CE. and Kobe (Hyogo), HimaJi Castle, 16th cent. CE; shogun garrison castles. Residential Archite cture Lashed frame structures: indigenous (vernacular) development. Two types develop from the lashed frame, and eventually merge together: . ) minka: based on lashed frame; rectangle, modular grid, interchangeable use of space; shoji. Teahouses (Sukiya)?influenced by Zen Buddhism Kyoto Province, Talan Teahouse, 16th cent. CE: tea-room with tokonoma, anteroom, entrance for tea master, garden path, exterior portico. Sukiya Style Residential Architecture Kyoto, Katsura Imperial Villa, 1625 CE. SURVEY OF ARCHITECTURAL HISTORY, I Greece: Site Planning: The Acropolis and the Agora Suggested Reading: Ingersoll, pp. 117-141; Trachtenberg, pp. 91-115; Nuttgens, pp. 86-101 ;sutton, pp. 10-17; Ching, pp. 121-24, 132-34 Moffett, pp. 53-56, 60-62. Important historical information: Dorians and Ionians: two of the tribes that settled in Aegean, beginning in 1100 BCE. Greek culture based on polis (city-state) and anthropomorphic polytheism (the worship of many gods who were divine but had human-like characteristics and form). Athens, Agora, 5th cent. BCE; open marketplace and civic center of the city; surrounded by several different building types arranged casually around the open square: Stoa of Zeus (stoa: long and narrow structure, usually open to one side with a colonnade, used for many civic purposes), New Bouleterion (bouleterion: council ouse), Temple of Hephaestus, Tholos or Skias (tholos: round temple type, here adapted for use as a dining room for the heads of the city council), South Stoa, Stoa of Attalus (added in the 2nd cent. BCE); the Panathenaic Way cuts across the Agora at a diagonal. Panathenaic Way: ceremonial path from Piraeus (the port city of Athens) through Athens up to the Acropolis; used for an annual procession in honor of Athena, the goddess who protected the city. Athens, Acropolis; the hill was inhabited as early as 3000 BCE; in the 13th century BCE the hilltop was occupied by a Mycenean citadel; transformed into an Archaic

Babson College (GPA, SAT and ACT Scores for Admission)

Babson College (GPA, SAT and ACT Scores for Admission) Babson College GPA, SAT and ACT Graph Babson College GPA, SAT Scores and ACT Scores for Admission. Data courtesy of Cappex. How Do You Measure Up at Babson College? Calculate Your Chances of Getting In  with this free tool from Cappex. Discussion of Babsons Admissions Standards: Far more applicants are rejected than accepted by Babson College. Successful applicants will need to have standardized test scores and high school grades that are well above average. In the graph above, the blue and green dots represent accepted students. You can see that most successful applicants had high school grades in the B / A- range or higher. Admitted students tended to have combined SAT scores of 1250 or higher (RWM), and ACT composite scores of 26 or better. Strong math scores are particularly important at Babson. Note that there are quite a few red dots (rejected students) and yellow dots (waitlisted students) mixed in with the green and blue in the middle of the graph. Many students with grades and test scores that were on target for Babson College did not get in. Also note that a few students were accepted with test scores and grades a bit below the norm. This is because Babsons admissions process is based on more than numbers. The college uses the Common Application and has holistic admissions. The admissions folks will be looking at the rigor of your high school courses, not just your grades. Also, they will want to see a winning essay, interesting extracurricular activities, an engaging short answer, and strong letters of recommendation. You can further strengthen your application by doing an optional interview, and all applicants must do a supplemental essay in the form of a letter to your Babson roommate. To learn more about Babson College, high school GPAs, SAT scores and ACT scores, these articles can help: Babson College Photo TourBabson College Admissions ProfileWhats a Good SAT Score?Whats a Good ACT Score?Whats Considered a Good Academic Record?What is a Weighted GPA? Articles Featuring Babson College: Top New England Colleges and UniversitiesTop Massachusetts CollegesBoston Area Colleges If You Like Babson College, You May Also Like These Schools   Bryant University:  Profile  |  GPA-SAT-ACT GraphVillanova University:  Profile  |  GPA-SAT-ACT GraphStonehill College:  Profile  |  GPA-SAT-ACT GraphUniversity of Connecticut:  Profile  |  GPA-SAT-ACT GraphFordham University:  Profile  |  GPA-SAT-ACT GraphProvidence College:  Profile  |  GPA-SAT-ACT GraphNortheastern University:  Profile  |  GPA-SAT-ACT GraphGeorgetown University:  Profile  |  GPA-SAT-ACT GraphBoston College:  Profile  |  GPA-SAT-ACT GraphUniversity of Pennsylvania:  Profile  |  GPA-SAT-ACT GraphNew York University:  Profile  |  GPA-SAT-ACT GraphBentley University:  Profile  |  GPA-SAT-ACT GraphDrexel University:  Profile  |  GPA-SAT-ACT Graph

Needs Analysis Essay †English For Tourism

Needs Analysis Essay – English For Tourism Free Online Research Papers Needs Analysis Essay- English For Tourism Needs analysis is the most important part of an ESP course. In fact, one of the main absolute characteristics of ESP, with which some of the most important authors such as Strevens or Dudley-Evans agree, is that ESP is designed to meet specific needs of the learner. In this paper I aim to stress the importance that a concept such as needs analysis has in a class of English for tourism. However, Esp teachers do not always pay the deserved attention to this feature. Many students usually expect a needs analysis in a class of ESP such as English for tourism. However, not many teachers feel that such a test is necessary for the course that is going to be taught. Teachers very often rely on already prepared materials to teach the course so they leave aside the students needs and the fact that, maybe, those students have some specific wants. If teachers conduct their courses with textbooks, which do not always have the specific contents to achieve the desired goals, the course will end up being a general English class. Therefore, in a class of English for tourism, a teacher should be able to analyse the target needs and the learning needs, which is something that is very important for the design and development of the course. Depending on the job a student wants to do, the teacher should analyse the target needs because tourism involves a very wide range of jobs such as hotel management or touristic guide. In this case, the student would need certain skills to express his or her knowledge in the target language. From here onwards, the teacher should design an appropriate syllabus taking into account those needs in order to include the activities for the learners to achieve those skills. However, one of the reasons why teachers do not normally use the needs analysis is that they very rarely have the appropriate knowledge in order to fill in those needs. Due to this, teachers use textbooks which are oriented to the subject of English for tourism, but only in the sense of vocabulary. It is also true that the role of the teacher has some requirements, that is, among others, he or she needs to have a basic knowledge of the main principles of the subject on which the ESP course focuses. In order to pay the right attention to needs analysis the teacher has to be able to solve those needs. As a conclusion, it is very important that an ESP teacher gives the deserved attention to the needs analysis. In order to achieve this, a teacher should use, not only textbooks, but also realia to teach the course. The teacher should also separate those needs into target needs and learning needs depending on the aims of the course and also, the teacher should have some basic notions of the basis subject. Teachers should really bear all this in mind so that an ESP course is successful for them and for all the students. Research Papers on Needs Analysis Essay - English For TourismStandardized TestingIncorporating Risk and Uncertainty Factor in CapitalPETSTEL analysis of IndiaTrailblazing by Eric AndersonAnalysis of Ebay Expanding into AsiaQuebec and CanadaBionic Assembly System: A New Concept of SelfThree Concepts of PsychodynamicOpen Architechture a white paperAnalysis Of A Cosmetics Advertisement

The Automotive Industry in the United States Essay

The Automotive Industry in the United States - Essay Example Most of the Japanese, Korean and India companies have assemblies in the U.S. such as Chrysler-Toyota, Hyundai Mercedes among others. Moreover, more companies are coming to set up manufacturing plants due to the highly demanding market in the country. The latest company to come to the U.S. is Volkswagen in 2011 (The Automotive Industry in the United States). The automotive industry has different sectors that define the success of the industry. The industry has an engine plant that solely manufactures engine for the companies. In addition, the companies have separately and jointly owned research and development department that researchers on the effective way of producing vehicles at cheap costs and for a better environment. In addition, the industry I characterized by design and testing autonomous departments. The automotive industry contributes approximately 4% to the country GDP. In addition, the industry directly employs 786,000 as of the end of 2012 (The Automotive Industry in the United States). Moreover, the automotive industry employs a high percentage of an indirect employee through distribution, suppliers and other service sectors. In 2012, the industry supplied vehicles and other parts for $225 billion to other countries of the world (The Automotive Industry in the United States). In total, the automotive industry is estimated to provide 3.62 million employment in the country as of 2012. For this reason, the automotive industry is viewed as the best manufacturing sector compared to other industries. The industry faces the problem of polluting the environment as most of the vehicles are made to use petroleum. The industry, therefore, faces a tough time researching for efficient vehicles that are made to use efficient energy.  

Organization Theory and Design by Daft, RL Essay

Organization Theory and Design by Daft, RL - Essay Example Rites of Renewal: The 'culture fit' after a long time in practice wanes its characteristics. To rejuvenate the organization with more or less the same culture-specific new rites are implemented from time to time. They are essentially system-supportive; and enthuse in the employees' mind a hope that their expectation is being realized, so that they reinforce their motivation in the organization as before. Rites of Passage: They help in new recruitments in the organization. The pre-training in the military and the police, extensive and intensive testing, screening, counseling, group discussion, interviews and assessment exercises are examples of these rites. Rites of Integration: These rites foster social co-relation by reviving common feelings and realsing individuals' commitment to the bound to the organization. They attempt at bringing people of different hierarchy through recreational activities like giving parties, picnic and joining en mass the common eating, drinking, dancing and other exchange performances. 1(b). Mission Culture: The 'mission culture' is as defined by D Denison in 'Corporate Culture and organizational Effectiveness' (1990) is a hypothesis that concentrates on certain values, goals and cultures (or subcultures) to achieve within a timescale. For this it lays a set of shared definition of the function and purpose for an organization. It is concerned with both internal factors and external environment to make the shared values positively effective. It has primarily two focused motivations. One, it instills in the mind of the employees non-economic reasons along with the economic targets, for employing their efforts for the well-being of the organizational set-up: there lies their own wellbeing. It sets a defined direction and cherished end-goals to follow for the organization. The Adaptability Culture: Adaptability culture is however more plastic in nature. It involves risk taking efforts, trusting each other. It follows a proactive approach to organizational life and is quick to recognize a possible hurdle and find its solution. It instills a positive confidence in the ability of the persons of all ranks and thus enthuse in them to achieve the 'mission culture'. Good examples of the 'mission cultures' which have made themselves a name to reckon with in the world are the McDonalds, Honda, Digital Equipment Corporation (DEC). McDonalds has a mission culture, while its varying menus for different cultures is the example of its adaptability culture. Therefore we may say that adaptability culture is more effective in achieving the target than the mission culture which is its mere identity with all unique technologies. 1(c). Culture strength: The strength that derives an organization is enshrined in a set of rules to be followed by strictly. Deviation is not tolerated. It rather makes people to instill assurance and certainty about the organization and is closely associated with durability of it. Only then the employees have faith in the organization and hence can be motivated to accomplishment. (Hmapden-Turner; 1990:13). Subcultures: They are just opposite of the culture strength in characteristics. Every dominant culture is characterized by some small homogeneous sets of beliefs, values and assumptions within it. The dominant culture

Three Social Media Aggregators That Bring It All Together Essay Example for Free

Three Social Media Aggregators That Bring It All Together Essay Social media services facilitate connection of people via Facebook, Twitter and Flickr, for example, have opened enormous opportunities for people to interact and share ideas. As Pash (2009) puts it, managing the many updates is not an easy task; hence, must provide a viable way of managing the different social media services. In the article, 3 Social Media Aggregators That Bring It Altogether, Pash (2009) asserts that social media aggregators are the solution to the challenge of managing the different social media services that keep people connected. According to the author, social aggregators are significant in ensuring that there is a single entry point to access one’s social networking sites. This has long-term benefits by enabling one to keep monitoring his social network streams and keeping them in one dashboard. Through this, it will be possible for social network users to establish flexible ways of managing the network sites by categorizing them in terms of importance. People who rely on social media as a communication platform, for instance, business owners will find the concept extremely significant. This is because they have to communicate with their clients and expand their customer base. Through the social aggregator processes, it is possible for business owners to prioritize on their activities and establish long-term connections with clients. On a personal level, the idea of social media aggregation is important in enhancing the ability to monitor social media tools in my jurisdiction. The need to improve communication networks will certainly trigger me to join the social media aggregation exercises. Indeed, this is a valuable way of examining one’s social media influence. Reference Pash, A. (2009). Three Social Media Aggregators That Bring It All Together. Retrieved from: http://www.pcworld.com/article/169515/social_media_aggregators.html Source document

The Dramatic Setting of the Gorgias :: Gorgias

The Dramatic Setting of the Gorgias ABSTRACT: I analyse the dramatic setting of the Gorgias by contrasting it with that of the Protagoras. The two dialogues are closely related. In the Gorgias Socrates states that the rhetorician and the sophist are basically indistinguishable in everyday life. In both the Protagoras and the Gorgias, his confrontation with his interlocutors is metaphorically related to a descent to Hades. However, while the events in the Protagoras are narrated by Socrates himself, the Gorgias has readers face the unfolding events without mediation. The temporal and spatial framing of the Gorgias is indeterminate, while both aspects are described in detail in the Protagoras. I maintain that the magical passage from an indeterminate "outside" to an indeterminate "inside" in the Gorgias is significantly related to the characters' attitude towards the boundaries of each other's souls, which are constantly ignored or attacked. As a matter of fact, the dialogue presents a very impressive amount of anger and exchange of abuse, which never ceases until the end. I suggest that the temporal framing demonstrates that the beginning and the end of the dialogue are closely connected. Socrates unexpectedly arrives and refutes Gorgias by asking him unexpected questions. The last myth of judgment indicates that Gorgias' attitude is comparable to that of the mortals who lived during Kronos' age, while Socrates brings about a liberation from appearance which is analogous to the innovations brought about by Zeus. The Gorgias has been often characterized by commentators as a remarkably bitter dialogue. After all, the dialogue presents a war between philosophy and rhetoric. Socrates is involved in three discussions of growing length and complexity with characters who, to various degrees, defend the power of rhetoric and the superiority of political life over philosophical life. It is a "fighting dialogue", as is also suggested by its incipit: "to war and battle." One would expect Socrates to win against his non-philosophical interlocutors. However, this is not the case. The more the conversations proceed, the more they are infiltrated by anger and misunderstanding, the more one is under the impression that Socrates may well silence his interlocutors but he hardly persuades them. His last interlocutor, Callicles, not only is not persuaded by him, but at one point even refuses to talk to Socrates and leaves him with the choice between abandoning the discussion altogether and performing a monologue. The myth of last judgment, which concludes the dialogue, is addressed to Callicles.

African Philosophy Essay

INTRODUCTION The problem is that we have a learner who has come from a different province to attend our school and has a problem socialising with the other children. She does not have any friends and is always alone. As a teacher, I believe it is my duty to try and help her. Nobody should have to be left feeling alone and out of place. She needs to fit in with the other learners. I would have to show them that they need to treat one another with kindness. African philosophy teaches us to build communities so I decided to use it in trying to solve this problem. It also teaches us to treat others with respect and dignity. I will focus on the central ethical idea in traditional thought which is Ubuntu. It encourages us to be humble human beings. CONTENT African philosophy stems from tradition and emphasises on the community and puts that at the centre of life. It is a way of thinking. It promotes  African identity and provides cultural unity. It is the response of the troubles of Africa, where intellects rejected the westerner’s domination by proving them wrong with regards to their belief that Africans were unable to develop a rational and scientific thought. African philosophy instils decent values in people and teaches us to love our neighbours and that we have a duty towards them. It consists of four different methods. Firstly, Ehtnic philosophy –also defined as â€Å"the philosophy of Africa â€Å", consists of religious and moral beliefs and contains people’s view of life and the experience of human beings. Secondly, Sage (wisdom) philosophy- focuses on individuals who are wise and far sighted and can think critically. Thirdly, Political philosophy -is very unique and different from the others. It is expected to be an African political philosophy, unlike capitalist, socialist or communist politics. Lastly, Pure philosophy -is philosophy done in areas such as empiricism, critical rationalism and existentialism. African philosophy also includes the principles of Ubuntu. Ubuntu, meaning â€Å"humanity† is related to well being and happiness. It is about caring and sharing, and forgiveness and reconciliation. It promotes peace and unity, and discourages discrimination. A fuller meaning of ubuntu is â€Å"I am because you are†. This means that we exist and develop only in relationships with others. It teaches us to live in harmony irrespective of our differences. Everybody should be made to feel important. Ubuntuism is meant to instil good values in a person, where you put the needs of other people before your own. African philosophy and ubuntuism emphasises on the importance of being kind and considerate to others. By making the learners aware of the ubuntu principles, I most certainly believe that it would make a huge difference in the way they behave and react towards the new learner. A community is expected to make any person feel welcome and in the same way, so should the learners. They need to make her a part of the group. She should be able to fit in comfortably and feel a sense of belonging. CONCLUSION The advantages of African philosophy are that it encourages the building of communities. It gives us a deeper understanding of ourselves. It teaches us the importance of culture and tradition and the need for it in our life. It shows us that we should love and appreciate all human beings. We should treat everyone equally. It promotes African identity and makes us feel proud to be Africans. However, there are also disadvantages to the African philosophy. It does not encourage critical thinking. It does not challenge power structures. It is unable to accept women and men as equals. It also tends to ignore the needs of the individual. It tolerates superstitious practices and is not widely accepted. It relies too much on tradition. Children should be taught from an early age to show love and respect to all people irrespective of colour and creed. I would make the children aware of how important it is to follow the ubuntu principles so that everyone can be happy and feel more relaxed. African philosophy would be the best method indeed to solve this problem as it promotes peace and harmony and should be practiced by every human being. BIBLIOGRAPHY Higgs, P. & Smith, J. 2012. Rethinking our World. Cape Town: Juta. Theoretical Frameworks in Education. Study Guide. Pretoria Wikipedia, the free encyclopaedia

Organisation Learning Essay

Where Argyris and Schon were the first to propose models that facilitate organizational learning, the following literatures have followed in the tradition of their work: Argyris and Schon (1978) distinguish between single-loop and double-loop learning, related to Gregory Bateson’s concepts of first and second order learning. In single-loop learning, individuals, groups, or organizations modify their actions according to the difference between expected and obtained outcomes. In double-loop learning, the entities (individuals, groups or organization) question the values, assumptions and policies that led to the actions in the first place; if they are able to view and modify those, then second-order or double-loop learning has taken place. Double loop learning is the learning about single-loop learning. ?March and Olsen (1975) attempt to link up individual and organizational learning. In their model, individual beliefs lead to individual action, which in turn may lead to an organizational action and a response from the environment which may induce improved individual beliefs and the cycle then repeats over and over. Learning occurs as better beliefs produce better actions. ?Kim (1993), as well, in an article titled â€Å"The link between individual and organizational learning†, integrates Argyris, March and Olsen and another model by Kofman into a single comprehensive model; further, he analyzes all the possible breakdowns in the information flows in the model, leading to failures in organizational learning; for instance, what happens if an individual action is rejected by the organization for political or other reasons and therefore no organizational action takes place? ?Nonaka and Takeuchi (1995) developed a four stage spiral model of organizational learning. They started by differentiating Polanyi’s concept of â€Å"tacit knowledge† from â€Å"explicit knowledge† and describe a process of alternating between the two. Tacit knowledge is personal, context specific, subjective knowledge, whereas explicit knowledge is codified, systematic, formal, and easy to communicate. The tacit knowledge of key personnel within the organization can be made explicit, codified in manuals, and incorporated into new products and processes. This process they called â€Å"externalization†. The reverse process (from explicit to implicit) they call â€Å"internalization† because it involves employees internalizing an organization’s formal rules, procedures, and other forms of explicit knowledge. They also use the term â€Å"socialization† to denote the sharing of tacit knowledge, and the term â€Å"combination† to denote the dissemination of codified knowledge. According to this model, knowledge creation and organizational learning take a path of socialization, externalization, combination, internalization, socialization, externalization, combination . . . etc. in an infinite spiral. ?Nick Bontis et al. (2002) empirically tested a model of organizational learning that encompassed both stocks and flows of knowledge across three levels of analysis: individual, team and organization. Results showed a negative and statistically significant relationship between the misalignment of stocks and flows and organizational performance. ?Flood (1999) discusses the concept of organizational learning from Peter Senge and the origins of the theory from Argyris and Schon. The author aims to â€Å"re-think† Senge’s The Fifth Discipline through systems theory. The author develops the concepts by integrating them with key theorists such as Bertalanffy, Churchman, Beer, Checkland and Ackoff. Conceptualizing organizational learning in terms of structure, process, meaning, ideology and knowledge, the author provides insights into Senge within the context of the philosophy of science and the way in which systems theorists were influenced by twentieth-century advances from the classical assumptions of science. ?Imants (2003) provides theory development for organizational learning in schools within the context of teachers’ professional communities as learning communities, which is compared and contrasted to teaching communities of practice. Detailed with an analysis of the paradoxes for organizational learning in schools, two mechanisms for professional development and organizational learning, (1) steering information about teaching and learning and (2) encouraging interaction among teachers and workers, are defined as critical for effective organizational learning. ?Common (2004) discusses the concept of organisational learning in a political environment to improve public policy-making. The author details the initial uncontroversial reception of organisational learning in the public sector and the development of the concept with the learning organization. Definitional problems in applying the concept to public policy are addressed, noting research in UK local government that concludes on the obstacles for organizational learning in the public sector: (1) overemphasis of the individual, (2) resistance to change and politics, (3) social learning is self-limiting, i.e. individualism, and (4) political â€Å"blame culture. † The concepts of policy learning and policy transfer are then defined with detail on the conditions for realizing organizational learning in the public sector. Organizational knowledge What is the nature of knowledge created, traded and used in organizations? Some of this knowledge can be termed technical ? knowing the meaning of technical words and phrases, being able to read and make sense of economic data and being able to act on the basis of law-like generalizations. Scientific knowledge is ?propositional’; it takes the form of causal generalizations ? whenever A, then B. For example, whenever water reaches the temperature of 100 degrees, it boils; whenever it boils, it turns into steam; steam generates pressure when in an enclosed space; pressure drives engines. And so forth. A large part of the knowledge used by managers, however, does not assume this form. The complexities of a manager’s task are such that applying A may result in B, C, or Z. A recipe or an idea that solved very well a particular problem, may, in slightly different circumstances backfire and lead to ever more problems. More important than knowing a whole lot of theories, recipes and solutions for a manager is to know which theory, recipe or solution to apply in a specific situation. Sometimes a manager may combine two different recipes or adapt an existing recipe with some important modification to meet a situation at hand. Managers often use knowledge in the way that a handyman will use his or her skills, the materials and tools that are at hand to meet the demands of a particular situation. Unlike an engineer who will plan carefully and scientifically his or her every action to deliver the desired outcome, such as a steam engine, a handyman is flexible and opportunistic, often using materials in unorthodox or unusual ways, and relies a lot on trial and error. This is what the French call ? bricolage’, the resourceful and creative deployment skills and materials to meet each challenge in an original way. Rule of thumb, far from being the enemy of management, is what managers throughout the world have relied upon to inform their action. In contrast to the scientific knowledge that guides the engineer, the physician or the chemist, managers are often informed by a different type of know-how. This is sometimes referred to a ? narrative knowledge’ or ? experiential knowledge’, the kind of knowledge that comes from experience and resides in stories and narratives of how real people in the real world dealt with real life problems, successfully or unsuccessfully. Narrative knowledge is what we use in everyday life to deal with awkward situations, as parents, as consumers, as patients and so forth. We seek the stories of people in the same situation as ourselves and try to learn from them. As the Chinese proverb says â€Å"A wise man learns from experience; a wiser man learns from the experience of others. † Narrative knowledge usually takes the form of organization stories (see organization story and organizational storytelling). These stories enable participants to make sense of the difficulties and challenges they face; by listening to stories, members of organizations learn from each other’s experiences, adapt the recipes used by others to address their own difficulties and problems. Narrative knowledge is not only the preserve of managers. Most professionals (including doctors, accountants, lawyers, business consultants and academics) rely on narrative knowledge, in addition to their specialist technical knowledge, when dealing with concrete situations as part of their work. More generally, narrative knowledge represents an endlessly mutating reservoir of ideas, recipes and stories that are traded mostly by word or mouth on the internet. They are often apocryphal and may be inaccurate or untrue – yet, they have the power to influence people’s sense making and actions. Individual versus organizational learning Learning by individuals in an organizational context is a well understood process. This is the traditional domain of human resources, including activities such as: training, increasing skills, work experience, and formal education. Given that the success of any organization is founded on the knowledge of the people who work for it, these activities will and, indeed, must continue. However, individual learning is only a prerequisite to organizational learning. Others take it farther with continuous learning. The world is orders of magnitude more dynamic than that of our parents, or even when we were young. Waves of change are crashing on us virtually one on top of another. Change has become the norm rather than the exception. Continuous learning throughout one’s career has become essential to remain relevant in the workplace. Again, necessary but not sufficient to describe organizational learning. What does it mean to say that an organization learns? Simply summing individual learning is inadequate to model organizational learning. The following definition outlines the essential difference between the two: A learning organization actively creates, captures, transfers, and mobilizes knowledge to enable it to adapt to a changing environment. Thus, the key aspect of organizational learning is the interaction that takes place among individuals. A learning organization does not rely on passive or ad hoc process in the hope that organizational learning will take place through serendipity or as a by-product of normal work. A learning organization actively promotes, facilitates, and rewards collective learning. Creating (or acquiring) knowledge can be an individual or group activity. However, this is normally a small-scale, isolated activity steeped in the jargon and methods of knowledge workers. As first stated by Lucilius in the 1st century BC, â€Å"Knowledge is not knowledge until someone else knows that one knows. † Capturing individual learning is the first step to making it useful to an organization. There are many methods for capturing knowledge and experience, such as publications, activity reports, lessons learned, interviews, and presentations. Capturing includes organizing knowledge in ways that people can find it; multiple structures facilitate searches regardless of the user’s perspective (e. g. , who, what, when, where, why,and how). Capturing also includes storage in repositories, databases, or libraries to insure that the knowledge will be available when and as needed. Transferring knowledge requires that it be accessible to everyone when and where they need it. In a digital world, this involves browser-activated search engines to find what one is looking for. A way to retrieve content is also needed, which requires a communication and network infrastructure. Tacit knowledge may be shared through communities of practice or consulting experts. It is also important that knowledge is presented in a way that users can understand it. It must suit the needs of the user to be accepted and internalized. Mobilizing knowledge involves integrating and using relevant knowledge from many, often diverse, sources to solve a problem or address an issue. Integration requires interoperability standards among various repositories. Using knowledge may be through simple reuse of existing solutions that have worked previously. It may also come through adapting old solutions to new problems. Conversely, a learning organization learns from mistakes or recognizes when old solutions no longer apply. Use may also be through synthesis; that is creating a broader meaning or a deeper level of understanding. Clearly, the more rapidly knowledge can be mobilized and used, the more competitive an organization. An organization must learn so that it can adapt to a changing environment. Historically, the life-cycle of organizations typically spanned stable environments between major socioeconomic changes. Blacksmiths who didn’t become mechanics simply fell by the wayside. More recently, many fortune 500 companies of two decades ago no longer exist. Given the ever-accelerating rate of global-scale change, the more critical learning and adaptation become to organization relevance, success, and ultimate survival. Organizational learning is a social process, involving interactions among many individuals leading to well-informed decision making. Thus, a culture that learns and adapts as part of everyday working practices is essential. Reuse must equal or exceed reinvent as a desirable behavior. Adapting an idea must be rewarded along with its initial creation. Sharing to empower the organization must supersede controlling to empower an individual. Clearly, shifting from individual to organizational learning involves a non-linear transformation. Once someone learns something, it is available for their immediate use. In contrast, organizations need to create, capture, transfer, and mobilize knowledge before it can be used. Although technology supports the latter, these are primarily social processes within a cultural environment, and cultural change, however necessary, is a particularly challenging undertaking. Learning organization The work in Organizational Learning can be distinguished from the work on a related concept, the learning organization. This later body of work, in general, uses the theoretical findings of organizational learning (and other research in organizational development, system theory, and cognitive science) in order to prescribe specific recommendations about how to create organizations that continuously and effectively learn. This practical approach was championed by Peter Senge in his book The Fifth Discipline. Diffusion of innovations Diffusion of innovations theory explores how and why people adopt new ideas, practices and products. It may be seen as a subset of the anthropological concept of diffusion and can help to explain how ideas are spread by individuals, social networks and organizations.

A Brief Timeline of Events in America - 1851-1860

A Brief Timeline of Events in America - 1851-1860 The time between 1851 and 1860 was one of great upheaval in United States history.   1851   The Treaty of Traverse des Sioux is signed with the Sioux Indians. They agree to give up their lands in Iowa and almost all of Minnesota.  The New York Daily Times appears. This will be renamed the New York Times in 1857.  A fire occurs at the Library of Congress, destroying 35,000 books.  Moby Dick is published by Herman Melville.   1852   Uncle Toms Cabin, or Life Among the Lowly is published to great success by Harriet Beecher Stowe.  Uncle Sam appears for the first time in a comic publication in New York.  Franklin Pierce wins the presidency.  The Know Nothing Party is created as a Nativist party opposed to Catholics and immigrants.   1853 The Coinage Act of 1853 is passed by Congress, reducing the amount of silver in coins smaller than a dollar.  Vice President William King dies on April 18th. President Pierce does not appoint a new Vice President for the rest of his time in office.  Mexico gives land along the southern border of present-day Arizona and New Mexico in exchange for $15 million.   1854 The Kansas-Nebraska Act is proposed that would separate the central Kansas Territory into two with the idea that the individuals in the territories would decide for themselves whether they would be free or slave. However, this was opposed to the Missouri Compromise of 1820 because they were both above latitude 36 °30. The act is later passed on May 26th. Eventually this area would be called Bleeding Kansas due to the fighting that would occur over the question of whether the area would be slave or free. In October, Abraham Lincoln gives a speech condemning the act.  The Republican Party is formed by anti-slavery individuals who oppose the Kansas-Nebraska Act.  Commodore Mathew Perry and the Japanese sign the Treaty of Kanagawa opening ports up to trade with the US.  The Ostend Manifesto is created declaring the US right to purchase Cuba or take it by force if Spain does not agree to sell it. When it is published in 1855, it meets with negative public reaction.Walden is publis hed by transcendentalist Henry David Thoreau.   1855 Over the course of the year, a virtual civil war happens in Kansas between pro- and anti-slavery forces.  Frederick Douglass publishes his autobiography entitled My Bondage, My Freedom.  Walt Whitman publishes Leaves of Grass.   1856 Charles Sumner is beaten with a cane by Preston Brooks on the floor of the Senate for an anti-slavery speech. He does not recover fully for three years.  Lawrence, Kansas is the center of violence in Kansas when pro-slavery men kill an anti-slavery settler. Anti-slavery men led by John Brown then retaliate killing five pro-slavery men leading to the name Bleeding Kansas.  James Buchanan is elected as president of the United States.   1857 A pro-slavery legislature in Kansas passes the Lecompton Resolution which an election of delegates to a Constitutional Convention. Buchanan supports the eventual Convention even though it favors pro-slavery forces. It is later approved and then rejected. It becomes a point of contention with the president and Congress. It is finally sent back to Kansas for a popular vote in 1858. However, they choose to reject it. Therefore, Kansas will not be admitted as a state until 1860.  The Supreme Court decides in that slaves are property and that Congress has no right to deprive citizens of their property.  The Panic of 1857 begins. It will last two years and the failure of thousands of businesses.   1858 Minnesota becomes the 32nd state to the enter the Union. It is a free state.  Abraham Lincoln and Stephen Douglas meet in seven debates across Illinois where they discuss slavery and sectionalism. Douglas will win the election, but Lincoln becomes a key figure in national politics.   1859 Oregon joins the Union as a free state.  Silver is discovered in Nevada leads more people out west to make their fortune.  The first American oil well is created when Edwin Drake finds oil in Pennsylvania.  John Brown leads a raid at Harpers Ferry to seize the federal arsenal. He is a devoted abolitionist who wishes to create a territory for fugitive slaves. However, he is captured by a force led by Robert E. Lee. He is found guilty of treason and hanged in Charlestown, Virginia.   1860 The Pony Express begins between St. Joseph, Missouri and Sacramento, California.  Abraham Lincoln wins the presidency after a hard fought campaign centering on the issues of sectionalism and slavery.  South Carolina decides to secede from the Union. The state militia takes over the Federal arsenal at Charleston.

The Many Cognates of Cede

The Many Cognates of Cede The Many Cognates of Cede The Many Cognates of Cede By Mark Nichol The word cede and words with the syllable -cede share an origin with other similarly spelled words that in some sense refer to withdrawal. This post lists and defines those terms. Cede, meaning â€Å"assign,† â€Å"grant,† or transfer, is just one of multiple words descended from the Latin verb cedere, meaning â€Å"go† or â€Å"yield.† The term cession, which refers to an act of ceding, or yielding is rare. Concession is more common in that sense; the verb form is concede, and concessional and concessionary are the uncommon adjectival forms. (â€Å"Concession stand† and the plural form of the noun describe business operations in which one party grants another party the right to sell goods on the first party’s property.) Accede (â€Å"go to†) means â€Å"agree,† â€Å"approve,† or â€Å"consent,† with the sense of doing so reluctantly, or â€Å"take an office or position,† and the noun form is accession. To intercede (â€Å"go between†) is to intervene or mediate; the act of doing so is called intercession. Precede (â€Å"go before†) can refer to being ahead of or in front of, earlier, or more important. The noun form precedence applies to the quality of priority; another noun form, precession, is rare but is seen in â€Å"precession of the equinoxes,† a reference to an astronomical phenomenon. To recede (â€Å"go back†) is to move away or slant backward, or to decrease (it can also mean â€Å"give something back to the former owner†); most references to the noun form recession pertain to a general decline in economic prosperity. Recedence is a rare term for the act of going back. To secede (â€Å"go apart†) is to separate, as part of a nation from the whole; the noun form is secession. Several other words share the root -cede, but with altered spelling, such as proceed (â€Å"go before†), which means â€Å"advance,† â€Å"come forth,† or â€Å"continue.† The noun procedure describes a set of steps, or a way, to accomplish something, and proceeding can be both a form of the verb or, in plural form, a noun describing a sequence of events. The noun proceeds refers to money brought in, and procedural serves both as an adjective and as a noun describing a work of written or recorded fiction that focuses on a sequence of procedures such as the steps taken in solving a crime. Two other nouns derived from proceed are process, a synonym, as a verb, of proceed and, as a noun, of procedure (in addition, the noun process refers to a prominent part of an organism), and procession refers to a forward movement, especially an orderly, often ceremonial parade of people. (It can also be a verb referring to such a movement.) Processable and processability, meanwhile, refer to the capability or suitability of something to be processed. Succeed (â€Å"go after†) means to do well (and the act of succeeding is called success), but it also pertains to inheriting from or following another person in order; this action is known as succession, and one who follows is a successor. To exceed (â€Å"go from†) is to go beyond or extend outside of or to be greater than; excess refers to the act of going beyond but has a negative connotation. Words that don’t seem at all related but are include abscess (â€Å"go away†), which refers to pus collecting in a cavity within inflamed tissue, and ancestor (â€Å"one who goes before†), which means â€Å"one from whom one is descended†- the adjectival form is ancestral, and the noun ancestry refers to one’s forebears- and antecedent (â€Å"go before†), which means â€Å"something that precedes.† To cease (â€Å"hold back†) is to stop (and cessation refers to the act of stopping), and decease (â€Å"go from†) means â€Å"death,† though it is much more often used as a verb to mean â€Å"die.† (One who dies is a decedent.) Predecessor (â€Å"one who goes before†) refers to someone who has preceded another person in a position; it is an antonym of successor. Necessary (â€Å"not go†), too, derives ultimately from cedere; it means â€Å"inescapable† or â€Å"required.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Grammar Test 1The Letter "Z" Will Be Removed from the English AlphabetOne "L" or Two?

Debate essay Example | Topics and Well Written Essays - 1500 words

Debate - Essay Example R. Bork, in his work, Inconvenient Lives, argues that taking the life of an individual deliberately has never been considered as a matter regarding meaningful indifference. Abortion has now been turned to be a constitutional right, and this clearly indicates the attitude towards life by the society is on a sinking ship. It is an indicator of radical individualism and a development in public immorality. Many abortion supporters fail to understand that taking the life of a fetus is killing a human being with a potential. It is often crucial to persist in moral respect despite the circumstances (Ashton 34). This reality brings about moral anguish, yet it’s a certainty that such acts are grave wrong. No arguments justify the killing of helpless humans, not even overpopulation. Abortion can never be smothered through the use of euphemism. All terms are inadequate to describe the ending of an individual’s rights. In this context, terms such as medical procedures and reproductive rights are most inadequate. Those who seek the right to commit abortion to prevent a future harm are no different to those who plan to sin on the basis that they will plan to seek redemption afterwards. There is no justification that corresponds to this. There is no necessary evil (Pell 320). The burdens that may accrue later in future does not justify taking the life of a person. Putting the child for adoption after birth could help solve the dilemma. Abortion can never serve as a technique for birth control. One can never kill for convenience purposes, or even contemplate in the creation of embryos to be destroyed in research or even consider removal of organs from living babies. That is crossing the lines by disregarding human life. Ellen Willis, in his work regarding Abortion Backlash reproduces a very scarifying police photo of a deceased woman botched of an

Excersice Essay Example | Topics and Well Written Essays - 500 words

Excersice - Essay Example Then, there is need to acknowledge counterarguments from opponents which would then be factually refuted to support the thesis (Axelrod and Cooper 201). This convinces the audience of the argument. I have applied this understanding, not just in writing argumentative essays, but also in leisure writing. I have strived to back up all my writing works with credible evidence. I now appreciate that I write best in a quiet environment and when I have adequate time. Quietness enables me to understand the arguments I would want to raise and passing across such arguments in written form. The need for adequate time is informed by the need to proofread and appropriately revise the given work. As such, I have better understanding on writing. Furthermore, the course made me more aware of critical writing aspects. First, I have gained knowledge on how to effectively support my ideas. Whereas I could have ideas, effective writing would require that I support such ideas with evidence from other sources. Among the many possible sources, credibility of such sources would directly impact on the credibility of my writing hence the need to support my arguments with evidence from credible sources. Scholarly sources are credible. Such evidence could be borrowed word for word from the source of evidence. This would require such evidence to be under quotes if not more than forty words. If more than forty words, then it would be cited in block form and indented without quotation marks (Axelrod and Cooper 433). Of importance is to attribute it to the author(s) and indicating the page from which such was borrowed. Even when paraphrasing, it is important to indicate the author and the page from which the information was borrowed from. A cquiring this knowledge has made me more aware about academic writing. To become a better and effective writer, I seek to continue honing my writing skills. During my leisure, I intend to pick random

Global Business in Latin America Research Paper

Global Business in Latin America - Research Paper Example Regardless of significant differences in Latin America, most of the LACs traditionally displayed huge inequalities in income distribution. In fact, today, the inequity between families, people or members of different social classes is not only present in countries such as Colombia and Brazil, but also in Mexico, Argentina, and Chile. Thus, the concept of inequity in income distribution is not new but has been in existence for quite a long period of time more so among the LACs.Due to the global crisis of the 1930’s as well as the reduction of transnational trade, America was propelled towards the creation of an internal dynamic based on import as well as firm control of foreign exchange. After the WW II, large countries focused on spurring industrialization thus leading to a high level of income concentration. Nonetheless, due to a large supply of labor and the structural heterogeneity between wage and goods in Industrial and Agricultural sectors, there was an ultimate distribu tion of this income. Therefore, these were the factors which affected the income of individuals in the LACs. However, the introduction of the restraint affected the economic growth. This is because BOP led to the rise in interest rates as well as exchange rates leading to inflation, thus consequently exerting a depressing effect on real wages in LACs. The BOP constraint that recurrently complemented the process of industrialization in LACs was thus the key economic factor that led to the high surplus of labor and structural heterogeneity.

Strategy Essay Example for Free

Strategy Essay The word strategy is derived from an ancient Greek word that means to guide or to move. For almost 40 years strategic planning is used as a formalized business process. However, majority of organizations still does not know how to do strategic planning effectively. Because of which most strategic plans fails to accomplish what it was developed for and have no effect on organization and its operations. Due to the recent studies and researches made, awareness has been created among large as well as small organizations towards the development of strategy for effectively achieving the objectives. Strategy is developed to formulate, implement and evaluate the decisions, which enables the organization to achieve its objectives. The success of companies such as Yahoo, eBay and Google are the example of pursuing a clear positioning-based or resource-based strategy with conviction and excelled by changing to keep in tune with the demands of shifting markets and flourishing despite of operating in markets previously considered difficult. The success of the above mentioned organizations also emphasized the need to develop a sound strategy in order to survive in the competitive business environment today. Strategy making determines the long term goals and objectives of the organization and adoption of a course of action to efffectively allocate the resources to achieve such goals and objective. In order to make this process of strategic development smooth and effective the commitment from highest organizational hierarchy is required and also the strategic-planning team should be composed of top-level managers who can represent the interests, concerns and opinion of all member of the organization. Failure to obtain senior management involved right from the start may lead to failure to obtain sufficient company resources for accomplishing task. It is strategy that enables a company to reach its maximum potential by adapting with its environment effectively and answers the three basic questions that every organization faces: What to do? For whom to do? How to do? The answer to above three questions are determined by a three phased strategy development process which involves assessment of situation, setting organization’s objectives and planning the details to achieve the objectives. Assessment involves performance of both external and internal situational analysis, self evaluation and competitor analysis at micro-environmental and macro-environmental level. All business decisions taken are based on organizational and personal values, therefore the strategy should be developed after analysing the organizational and personal values. It allows the strategy development team to have a broader view of organization and its functioning and also includes the analysis of organization’s structure and culture, operating philosophy , personal and organizational values and stake holders. This value assessment is also important because if the strategy plan is not based on the functioning of organization and any party in the organization feels that their values have been neglected they will not adopt the strategy and thus the potential benefits will not be obtained. Moreover, at this phase, an indept analysis of organization’s internal strengths and weaknesses alongwith the external opportunities and threats are made, which is also known as swot analysis. Understanding of strengths and weaknesses of organization’s resources allows the development team allocate the resources effectively and effeciently and enables them to strengthen the organizations resource base for future. Within the organization there are many key areas that need to be analyzed and addressed. It includes the identification of existing line of business as well as the unused resources, effectiveness of controls over the operations. The external investigation should be made towards current and future state of affairs of the competitors, suppliers, markets and customers, economic trends and regulatory bodies. Furthermore, analysis of competitors will enable the strategy development team to define the basis on which business will compete. Such competition depends on company’s capabilities, strengths, and weaknesses in market as compared to that of their competitors. According to Michael Porter, a Harvard Business School professor, competition within an industry is driven by five basic factors such as: Threat of new entrants that probably reduces the high profits, Threat of substitute products or services that can reduce the demand of the organizations product significantly, Bargaining power of suppliers can increase the cost of production, Bargaining power of buyers may force the organization to cut down the prices to maintain their market share and Rivalry among existing firms may result in wastage of resources. Porter also indicates that, in response to these five factors, competitive strategy can take one of the three generic forms: Focus, Differentiation and Cost leadership. The reason why strategic plans fail at this stage is failure of strategy development team to understand their customers that what their needs are and the reason why they buy and inadequate marketing research. Another reason for such failure is the inability of strategy development team or management to predict their competitor’s counter strategies such as price wars and fighting brands and actions taken by government in such circumstances [5]. The second phase of the strategy development process involves the setting of goals and objectives for the organization. Goals are the desired future state of organization , which are derived from from the vision and mission statements and are consistent with oranizational culture, ethics and regulatory requirements. Goals are quantifiable and are to be achieved within a specified time period, there should be no confusions regarding the goals and ideally there should be one well defined goal. Objectives are the short term intermediate/secondary goals that are achieved in order to achieve the primary goals. In order to set the objectives effectively objectives are needed to be categorized, prioritized, balanced, limited, quantified and must be challenging and attainable as well. In order to clarify what the management targets are strategy development team will categorize the objectives and targets will be based on the categories made. Some broad categories where an organization wishes to set their business strategy could be: Financial, Operations, Sales and Marketing, Human resource, Community. Financial objective may be set to measure profitability like: gross profit, operating profits or return on investments. Operational objectives might measure efficiency, productivity or cost reductions [7]. Sales and Marketing objectives may be in terms of sales volume, sales growth or market share. Human resource objectives might be the measure of employee benefits, employee satisfaction or employee turnover. Finallly the social or community objective might be the compliance with laws rearding environmental hazards, equal opportunity employment. The order in which managers generally prioritize their objectives is based on the hierarchy of objectives, that is it is the order in which they care about things. It is this behaviour that causes goal conflict between two different departments within an organization [12]. For example sales department want to maximize their profit and the usually achieve their targets by raising prices which is in conflict to the objectives of production department, therefore strategy development team must consider the objectives which are confliccting in nature and involve senior management of all departments in order to minimize goal conflict. There should be balance in setting goals, if more attention is given to particular areas only there will be a problem when communicating goals to people in organization. Those who are not considered in the objectives will be less motivated and for successful achievement of objectives efforts of all the people in organization is required. strategy development team should consider gaining the commitment of employees who might otherwise ask about their benefit. Further more, care is required for not setting to many objectives and quantification. Setting many objective results in wasting time when setting such many objectives and also shifts focus away from high prirority targets, which results in loss of resources. Objectives should be quantified, that is when objectives are accomplished it should be measurable in order to know whether they are successfully accomplished. More importantly, it should be clear to every one that how much effort is required which is measured when targets are achieved [3]. Quantifying objectives depends on the category of the objective, that is Financial, Sales and Marketing objectives are the easiest to quantify. Whereas, quantifying customer satisfaction is not possible in many cases although number of complaints can be counted or total defective products can be measured [14]. Finally, objective should be challenging and, at the same time, attainable. Strategy development team must know the capabilities of employees of the organization and this fact must be considered when objective is given to them. People in organization should understand that accomplishment of the objective requires that it should be done but such objective should be achievable. During this phase strategy plans fails because of over estimation of resource competence that the staff and other resources were unable to handle the new strategy or the required level of managerial skills were not developed. Coordination failure due to inadequate reporting or rigid organization structure is another reason for such failure. Another problem is failure to obtain employee commitment, when strategies are not properly explained to them or new strategy lack incentives given to the customer. The final phase is the implementation of strategic plan after which it is put to work for an organization. The success of the plan is the support of every member of the organization, which is possible due to the involvement of senior management from the beginning of strategy development process [4]. After acceptance, implementation of the strategic plan into daily activities increases the chances that others will do the same. Strategic plan can be implemented by allocating sufficient resources in the form of financial support, support should also be provided by the higher management personnel in the form of provision of company’s resources that are necessary, proper technical and technological support should be given for successful implementation of the developed strategy. Structure of the organization should be in accordance with the strategy that is; either there could be chain of command or cross-functional teams in the organization. Resposibilities should be assigned only to the individuals or groups that are qualified for that particular task or process. Each and every process should be controlled effectively which includes monitoring of results, comparing the results with the organization’s as well as industry standards, effective and efficient use of resources must be evaluated and required adjustments should be made to the processes in order to contol the variances. One tool available for this purpose is making GAP analysis to to identify the methods for closing the performance gap (variations). Such analysis must be done, without making it much complicated, by simply investigating the differences in achieved results and the the desired results. Feasibility of removing the deviations can be made by evaluating the answers of two questions that what is required to be done and what is not required to be done [8]. Thus for implementing such programs, required resources must be acquired, there should be proper process development and training anlog with their testing and documentation. One another way to successfully implement the strategic plan is advertising. The more the employees hear about the plan, its element and success along with the plan, the greater will be the possibility of adopting it as a part of daily work. It became more significant if the benefits offered are measurable [6]. A sound strategy development process should also prepare a contingency plan and the reason for such planning is to make a reactionary plan for unanticipated high impact events† [2]. Contingency plan identifies the indication that calls for the need to reevaluate the applicability and effectiveness of current strategy. In such events high level of monitoring must be and immediate action should be taken. The reason why strategic plans collapse is a definite redirection from the initial plan, primarily because, as the time passes by there is a major change in direction from the one, which was set at the initiation stage. Since the implementation is a key to proper supervision, not tracking the progress of plan and no accountability on non-compliance is another reason for such failure. One other reason of not successfully implementing the plan is failure to manage change, as strategy development team did not do proper planning, as there may be inadequate understanding of internal resistance to change and failure to understand the relationship between processes, technology and organization. Not making the contingency plan is also another reason for the failure to successful achievement of objective because; in case of unforeseen circumstances no body will be able to run the alternative procedures, which would have been available if contingency planning was done. In short strategy is developed to achieve the organization’s objective by formulating and implementing decisions. Strategy determines the long term objectives and goals and also allocates the resources more effectively. Involvement of senior management make process of strategy making more effective and smooth. Strategy making not only considers the three basic questions regarding the operations of organization but also give answer to these question. Strategy development process is a three phased process in which first the assessment of situation is made considering the environmental, internal and external challenges, then setting objectives by keeping in view the assessed circumstances and the requirements and then finally ways in which such objectives can be achieved by implementing the plans made by strategy department.