What makes education an education?

What solves commandment an command?Assignments. Exams. Projects. Papers. All these ar matters of concern to every student undergoing informing. It is truly inevitable non to endure the hardships brought by these take aim activities for they argon part of education. Without them, education can never be the education most population have in mind. However, one whitethorn ask, What makes education an education?For most people, especially parents, education is quite an beta formulation in the course of human tone much(prenominal) that they regard it as the only liaison they can impart to their children as an inheritance. While for another(prenominal)s, on the part of the students, education is the stage in their life sentence which would prepare them for future jobs. Likewise, for those students who had a firm travelling bag of the essence of education consider it as a right to be upheld by the caller itself. At the end of the day, there are numerous reasons on why not t o take education for granted. However, more than the various connotation of education from unalike perspectives lay a complex meaning of education.As such, visual perception schooling in the broader sense entails probing the sociology of education. The prefatory definition of the term sociology of education conveys that it is the study of the institution of education in its broad well-disposed mount and of various cordial groups and inter own(prenominal) relationships that affect or affected by the functioning of the educational institutions (Reitman, 1981, p.17). With this meaning, it is but necessary to analyze education not deep down the four walls of the classroom but beyond the confinements of schools. The large context then is the society in which schools, the main institution of education, are part of. Belonging to this social order are other key institutions and actors which are essentially significant when examining the sociology of education for these possess oc casion, control and deflect that can manipulate and alter the broad of education schools ought to promote and teach to young citizens. Hence, it can be inferred that schools are socially constructed establishments by which powerful elements have the capacity to shape education. Reitman (1981) supported the belief of how society can produce a great impact on pedagogical unfeignedm by stating the central dominion of schooling which maintains that schools normally reflects the society it does not lead society in societys effort to adapt and change. Schools tend to change after the rest of society changes, not before (Reitman, 1981, p. 39).Under this assumption, a study on the role, whether explicit or implicit, of several factors constituting society in the molding carry by means of of education is vital to shed light on the effect of how pedagogical twists and methods are positive and set for the pursuance of effective education. It is similarly noteworthy to express the fa r-reaching implications of education in the sense that it affects almost every individual. all person can perhaps be regarded as a stakeholder of education by which each of its aspects, if modified, can create an impact, no matter how minimal it may appear, sufficient enough to seize attention and stir the intellectual and emotional side of the people. Indeed, schooling and education undeniably involves a complex interplay of different elements to which it reacts and to which the produced effect yield to changes in the structure of schooling. These changes on the other hand are often clippings attached to the interests of the dominant constituent of the social order.To better illustrate this statement, the typography provides a clear-cut commentary of the nature of education and the scope of schools as an educational institution. Nonetheless, to further understand the technicalities associated with schools, there is a need to define schools as an educational institution, as wel l as, to expound the structure of potential evident among these institutions. More all over, the political dynamics accompanying the sociology of education which may be apparent and overcloud at the same time are elucidated under the contexts in which education operates such as the cultural and ideological setting of the politicization of education, the milieu of power configurations and relations, and the textile of globalization. Certain pedagogical implications are also explicated to illustrate the wide-ranging bearing of educational reforms or policies on concerned and affected individuals as a whole. brain schooling and education in this attempt allows the people to quite a little and analyze schooling and education objectively and critically. In this manner, learners, educators, as well as those people who have no access to education, may no longer be mere digive recipients of the conceptions of education as prescribed by the society earlier, they may be the critics of d iverse pedagogical perceptions who aim not only the betterment of education itself but the rectitude of knowledge and consciousness schools propagate as well. In connection with this, Henry Giroux (1985) asserted, the need for a passionate commitment by educators to make the political more pedagogical, that is, to make critical reflection and action a central part of a social project that not only engages forms of oppression but also develops a deep and abiding faith in the struggle to humanize life itself (Freire, 1921, p. 5). It is indisputablely a conviction and a challenge all at once that is not simple and easy to actualize, however, displaying a demeanor of open mindedness and critical thinking, such may be achieved.To realize this kind of goal is to take a step-by-step scrutiny of the sociology of education. Initially, a description of schools as an educational institution would help facilitate the study. Educational institutions are considered part of the society which exi st to help preserve or modify the conditions of life by promoting education and learning of one sort or another (Reitman, 1981, p. 25). These institutions are also responsible for the continuity of social norms, values, customs and traditions in a certain societal area, as one generation passes after another. However, it is important to note that institutions of education do not necessarily denote schools for there are those which have no formalized curriculum or program of instruction, just like what schools have. Those belong to this type are referred to as the informal educational institutions. These include, as enumerated by Sandford W. Reitman (1981), families, peer groups, mass media, work places, church, special-interest groups, social service agencies and the social class or the social stratum. Schools, on the other hand, are identified as the formal educational institutions. Nevertheless, it is surprising to know that the informal institutions have more encompassing influe nce than the formal ones due to the fact that they occupy a large portion of the society.Meanwhile, Reitman (1981) on his book entitled, Education, Society, and Change, explained that a changing society that moves forward to a more complex state requires, in effect, a more systematized process of cultural trans relegation which informal educational institutions cannot fully ensure. Thus, the formation of formal educational institutions or what most people commonly know as schools was introduced. herein lies various views regarding the issues on what the schools ought to do as part of the society, on what pedagogical methods they should adapt, on how changes in society affect schooling per se, and on how schools consolidate different predispositions of several stakeholders and other equally significant considerations.One of the perspectives de transmission lineated in relation to the above-mentioned concerns was the image of school as both a factory-like and temple-like institution. dish out and Peterson (1994) provided two metaphors which mirror contending perceptions about the tendency and design of schools. One metaphor portrays the image of schools being a factory while the other signifies them as cathedrals or temples. The former symbol perceives schools in a rational way such that schools function like a factory which focuses on results, outputs, structures and roles (Deal Peterson, 1994, p. 70). much(prenominal) comparison presupposes the goal-oriented approach of schools with regards to their main concerns student control and academic achievement. In this manner, schools manifest organized, systematized and technical fashion of delivering their functions. Moreover, this way of looking at school emphasizes the importance of managing their technical mission instruction (Deal Peterson, 1994, p. 70).On the other hand, the latter representation is the symbolic image of schools being envisioned as a temple by which the responsibility of schools to make sure that cultural patterns and practices adhere to the existing values and beliefs of the society is assured. Likewise, it is but necessary to state that this conception embraces the importance of values, commitment, passion, vision, and heart-key ingredients of a beloved institution (Deal Peterson, 1994, p. 71). In this picture, Deal and Peterson (1994) stressed that the factory-like functions of schools are only secondary to that of the functions of the temple figure of schools. Such assumes that these factory roles are to maintain the temple character of schools.Another view on the aspect of school as an educational institution was the belief that schooling opportunity can be considered as one of the best investments a society could make to ensure its own future (Hurn, 1993, p. 264). Christopher J. Hurn (1993) expounded such an optimistic supposition of schooling prevalent during the 1970s, stating that education reinforces cognitive competence among citizens of a democracy w hich the national economy would necessitate eventually from its populace. In addition to the ambiance of optimism, the faith in education emerged. This so-called faith mainly points out that education plays an important role in shaping a more humane, tolerant, and democratic social order. It is this idea that propagated the impression of how schooling molds the society towards reason and knowledge rather than tradition and prejudice (Hurn, 1993, p. 264).Both of these perceptions of schooling constitute only a few out of the other diverse perspectives of the essence of education. It is important to note, however, the major dissimilitude betwixt the two the former assumes that it is the society which is responsible for the schools make-up simply by comparing it with other institutions of the community, while the latter presupposes that the school and its educational structure primarily affects what the society would be like. Which among the two or the other views of education and sc hooling would be true is something relative to the interpretation of different people with different stake on education itself. Nevertheless, it is germane(predicate) to take into consideration the role of a variety of factors and the interplay of these elements that influence the manner by which people would interpret education. It is because such inclusion to the analysis of the nature and scope of education could perhaps account for the dichotomized, or even disparate, perceptions of schooling. Further explanations and details regarding this perceptual divide in aspect of schooling would be given specific focus under the discussion of the political dynamics in education found in the succeeding paragraphs.On the other hand, to shed light on the true nature of education and schooling, objective analysis of the functions and the structure of formal education must be interpreted into account. Reitman (1981) coined the term traditional manifest functions to refer to the functions of schools, particularly American schools, which are demanded by the society. These purposes that tend to serve the social order include the following (1) selecting and select people out for adult roles, considered the most significant manifest function of schools by which students are classified according to academic merits which in turn became the behind for their ability to be adequate in the preexisting economic and social positions (2) building and maintaining nationalism and citizenship, contextualized during colonial and revolutionary days schools have the duty to establish, educate and uphold into students mind allegiance to the national state (3) transmitting traditional culture, as already mentioned in the previous paragraph, cultural transmission is a applicable obligation of schools that is realized finished formal teaching of history and literature (4) socialization, this, on the other hand, is concerned with the introduction of customs and traditions that are unifor mly authorized by the society to the students (5) propagating religious faith, this applies more to the function of schools in times of colonial period when widespread religious teachings were necessitated to establish colonization (6) teaching basic skills, reflective of the life-styles and cultural patterns of the society (7) vocational training, for the mitigation of unemployment in ones economy and (8) character education, many argued that this purpose is more vital than the stolon one since this incorporates incorrupt and ethical norms of society which often change overtime (Reitman, 1981, pp. 36-39). forth from these traditional functions are the emerging school purposes which Reitman (1981) deemed newer and controversial in a sense that they set off deviance from the fundamental and traditional assumptions of education functions. Here are the additional eight functions schools are expected to follow (1) personal and social problem solving, as manifested in social studies curriculum, schools must be able to adapt to the changing degree of complexity of the society by which individuals and groups are able to solve problems concerning their personal lives and their social environment in which they are part of (2) social competence in a secondary society, recognizing alterations in the societys operating contexts, one must be able to be adjust to meet new realizations imposed by the new society (3) diffusion of new knowledge, innovations in technologies resulted to new discoveries that must be taught for students to learn how to cope with a new society different from that of their parents (4) providing equality of opportunity for a social position, provision of educational opportunities that are accessible to everyone no matter of race, are, gender or economic/social status so as to promote equal competition in the economic marketplace (5) sex and family life education, the issue of whether schools should involve participation of family and church inst itutions in teaching such topics which are of immense concern to both (6) increased functional literacy, the introduction of moderne communication aids like visual media put pressure on schools to redesign the basic skills component of their curriculum to integrate latest advancement in technology (7) development of cosmopolitan attitudes, Reitman (1981) identified vis--vis the idea of cosmopolitanism the role of schools to educate their students to live in such an urbanized, secular, global community (8) existential creativity, development of the necessitous school movement and the thought of open classroom, which perhaps paved the way for the modern idea of academic freedom, provide sufficient grounds for personal expressions of students (Reitman, 1981, pp. 39-43)However, it is important to note that what Reitman (1981) had enumerated as new functions of schools may not necessarily imply the same thing today considering the year such purposes were observed. Yet, these are still relevant facts useful in the analysis of how the sociology of education goes about in line with these functions. Moreover, it is probable to infer that these functions are still regarded as profound insights of school purpose suitably addressed to tierce world countries.With these purposes and roles of schools and the education that comes with them defined, the need for their fulfillment was to be embodied in the curriculum. The curriculum acts as the means by which the school put into action the functions intended to serve the society (Reitman, 1981). It is described as an organized sequence of learning experiences that seeks to strengthen the concept of education as a in additionl for the development of knowledge and understanding (Peters, 1991, p.5).In relation to the curriculum schools choose to implement, Reitman (1981) distinguished two of its kinds the official curriculum and the unseeable curriculum. The former which is also known as the formal curriculum reflects the pre ferred educational purpose of the school and comprises mandated instructions regarding learning processes, usually characterized by the subjects included, the students will experience as they interact with their teachers. On the one hand, the second type of curriculum is called the invisible curriculum. It is invisible in the sense that schools have hidden curricular activities such that the invisible curriculum may be understood as school activity that commonly takes place as part of the implementation of the official program, but which is not officially mandated (Reitman, 1981, pp. 4-5). An example of the implementation of the invisible curriculum is when teachers try to reinforce a sense of superiority among students in the society, to motivate them to study and to maintain their grades qualified for college admissions through mentioning the schools impressive record of getting its graduates into prominent universities (Reitman, 1981). As Hugh Sockett (n.d.) remarked on his artic le Curriculum Planning Taking a Means to an End, curriculum is thusly the means which schools utilize to reach the end (Peters, 1973).Looking at the curriculum-based facet of schools, it may appear that schooling has its own way of perceiving and analyzing reality objectively such that the institution itself has no place in the political spectrum of society. It is as if the school is out of the box, or in other words, it is apart from the society it studies, when in reality, schools are affected by the spontaneous and dynamic changes happening in the society. The fact that curricula are set by someone or some group of individuals belonging to the school administration or to a higher level of institution which has a say on the matter emphasizes the idea of school being a political institution, contrary to the belief that schools are nonpolitical institutions and that schooling, as an effect, is a nonpolitical affair. As Reitman (1981) reiterated the idea, he asserted.elementary and secondary schools, as well as most colleges and universities, have always been involved in struggles for power over the ends and means of education (underscoring mine). Today, public schools are increasingly forced to compete with other agencies of disposal for scarce financial and other resources. Schooling has been a major political endeavor since colonial times. (Reitman, 1981, pp.321-322)This statement proves how schooling and education go beyond the four walls of a classroom. In addition, formal education is claimed to be a semblance of a political system and in effect, schooling is more or less a highly political endeavor (Reitman, 1981). herein, the taking into account of the structure of authority in formal education to better describe how school became politicized by various factors is necessary. Also, it is important to note that the structure of authority falls under two kinds, whether it be informal or formal the informal aspect refers to the power and influence of int erest groups in the realm of school or educational politics while the formal type implies the hierarchy of authority from the lowest role in the school administration to the higher offices of the state government (Reitman, 1981).Reitman (1981) tell that it is in the schooling processes that school politics starts to develop. It is through these processes that different people wish to benefit from in the forms of higher salaries, greater financial assistance for curricular and extracurricular programs, or larger funds for capital outlays for new buildings or updated textbooks, that developed the notion of school politics. With all these interests of different people consolidated according to their similarities, there form interest groups, considering that individual efforts will be believably cut by higher school officials or decision-makers unless that person is the representative of the group or that individual possesses political influence due to financial and social resource s. partnership of these groups to implement their particular educational concerns is made realized through political process (Reitman, 1981). Raywid (n.d.), as quoted by Reitman (1981), separated interest groups into two groups the rule-governed groups and the prick ones. The difference lies in the leash rules to which these groups abide in making and pressing their claims. The rules are (1) rules of evidence (is the truth being sincerely sought after and uncovered when found?) (2) rules of democracy (is the group open and above board about its motives and methods?) (3) rules of common decency (does the group avoid smear campaigns and slanderous literature?) (Reitman, 1981, p. 329). Under the legitimate interest group category cited by most political scientists are the local teachers organizations, Parent-Teacher Association, civic organizations, civil rights organizations, local chambers of commerce and branches, and ad-hoc groups of budget-minded taxpayers. Whether these grou ps support or attack schools in favor of their interests, Raywid considered them legitimate for they adhere to the three sets of broad criteria mentioned above (Reitman, 1981).Meanwhile, Bailey (n.d.) also classified interest groups into two basic types those pro-school and those in electric resistance to schools. The former includes (1) educational academics (teachers of teachers) who are very important in initiating knock over on many political issues (2) state educational and political officials who bargain with lobbyist, pass laws, and issue directives (3) professional educators and (4) surprise actors, that is, coalitions of citizens who align with schools for various reasons. On the other hand, the latter consists of (1) the Roman Catholic Church (2) tax-minded business groups or owners of commercial real estate (3) rural groups such as farmers associations which tend to oppose increasing state involvement in education (4) cautious politicians and state officials, whose pre ssures and exposure in the mass media often prevent additional spending for education and ironically, (5) schoolpersons themselves for their failure to understand, develop, and use political machinery available within their own ranks to pursue educational improvements (Reitman, 1981, pp. 329-330).Aside from the enumerated characteristics of interest groups that make each one different from another, Reitman (1981) concluded that ideological biases strongly influence varying perceptions of the informal nature of power and influence over educational reforms of interest groups.Having discussed the informal aspects of control wielded by interest groups, the shift to the formal one is enjoin to the role of the state government and the personnel in position with respect on their influence in education. There are four essential authority personalities who correspond, though not entirely, to the formal structure of authority in formal education. The first one is the state governor or the ch ief executive. Recognizing the essence of state educational politics which according to Reitman (1981) is the bargaining between interest group and elected or appointed officials, the governor stands as the key to the extensive bargaining that goes on between spokepersons lobbying for organized educational interests, such as the state teachers association or union or the state chamber commerce (Reitman, 1981, p.343). The next two officials are under the local government the school board and the school superintendent. The school boards, according to sociologist Norman Kerr (n.d.), have the responsibility to legitimize policies of the school system to the community, in contrast to the common notion that their task is to represent the community to the school administration in line with educational program. On the one hand, they hire school superintendents who are professional experts in the field of formal education. Hence, superintendents became agents of the boards such that they wor k with them to accomplish objectives at hand which were identified by the school boards and the community to be relevant given certain conditions (Reitman, 1981). The last wielder of influence would be the personnel closest and most accessible to those who need to be educated, the teachers or professors. Although they are large in number, most of them are passive recipients of pedagogical instructions set by those people higher than them in terms of authority. Often times, they are also not fully sure of the political aspects of education particularly those teachers of elementary and secondary schooling. In this regard, Reitman (1981) raised a challenge for the teachers to contemplate and deliberate on, saying thatOnce teachers have seen through the defeating myth of nonpoliticalization of schooling and have begun to comprehend how the myth desensitizes teachers to objective diagnosis of some of their students genuine learning needs, they have reasonable chance to proceed realistic ally on behalf of their own and their students interests. Armed with the realization that no single one, but rather a variety of sophisticated interest groups possess political lick in this society, a teacher can, if so inclined, participate with other like-minded professionals in organizational efforts to develop political power in educational affairs. (Reitman, 1981, p. 351)Such strong and straightforward statement implies how great the capacity of teachers is in initiating actions calling for improvements in education. However, the implication of this idea also goes with the critical analysis of how formal influence and power to set the manner and content of teaching trickles down from the highest authoritative body to the lowest group of teachers, as educational perspective becomes modified through each level of authority.In this respect enters the political dynamics occurring in the realm of education that entails departure from the confined conception of schooling. Here, it a ssumes that there exists a larger framework in which conflicting interests of those interest groups and the complex struggle over influence and power of those key actors discussed above are part of and are in the state of continuous interaction. Yet, this larger context also contains competing paradigms of ideological and/or cultural viewpoints which serve as the instrument that shape contrasting interpretations and perceptions of schooling and education.The debate about what schools ought to teach emanated from ideological disparities. These differences on ideologies, on the other hand, resulted from the diverse assessment concerning the critique of the traditional belief of schools as an educational institution. This long-established principle holds that schools taught fundamental skills and basic knowledge of the societys culture and institution, promoted cognitive development, and fostered such essentially modern attitudes and values as tolerance, respect for rationality, and op enness to new ideas (Hurn, 1993, p. 270). This view was challenged by three major educational ideologies the conservative, the large or reform and the radical or reconceptualist.The conservative educational ideologies, as expounded by Reitman (1981), strive to perpetuate the socioeducational status quo. Herein lies three rationales, provided by Reitman (1981), that explain education in the angle of the conservatives. The first one is the ideological view of education as human engineering. It explains schooling as a utility designed at making students just the way the society requires them to be and not the other way around by which these students would likely become the critics of that society. This ideology is greatly exhibited in the schools pedagogical measures and curricula such as career education, behavior modification, accountability, the competency movement (which subsumes competency/performance-based teacher education), programmed instruction and teaching machines, behavio ral objectives, and performance contracting. The next rationale under the conservative ideology is centered on education as revival of the fundamentals. The idea of revivalistic fundamentalism fosters the back-to-basics principle such that supporters of conservatism eagerly demand for stricter school policies (i.e. hair and dress codes) as well as tougher academic standards and grading system. Such creed of conservatives is too extreme such that they even argued that new curricula and progressive teaching methods tend to undermine basic skills which may lead to educational decline and decay (Hurn, 1993). The third and last conservative belief is education as knowledge for the sake of knowledge. As the phrase implies, it basically advocates schooling as a tool directed towards guiding the students in their pursuit of personal intellectual development.To further understand the conservative educational ideology, its basic difference to radical ideology would be helpful. Hurn (1993) sta ted that most of the arguments asserted by the conservatives negate the claims of the radicals. For instance, radical theorists argue that schools are major props of the established order while conservatives opposed it by claiming that schools, in fact, promote cultural and moral relativism which lead to the disintegration of the homogenous set of cultural and moral ideals of schools such that it further caused the decline of their authority cajole or inspire the young to learn what they have to teach (Hurn, 1993). Adding evidence to the divergence of both ideologies, Freire (1921) in his language of crisis and critique averred that conservatives claim that schools fell short in realizing its purpose to meet the demands and imperatives of the capitalist market economy, thereby, implying that conservatives preserve the status quo of the society, being capitalist in nature. Conversely, schools which act as reproductive sites that smoothly provide the knowledge, skills, and social rela tions necessary for the functioning of the capitalist economy and dominant society are merely reflex of the labor market in the viewpoint of the radicals (Giroux, 1985). In such image of schools, the means for critical thinking and transformative action are not embodied in the education they provide.The second educational ideology was the liberal or reform type. Reitman (1981) categorized four conceptions about education under this ideological perspective which all seek to modify society as it changes perpetually through time via educational processes. These are basically different from the conservatives in terms of their approach regarding norms and values that appear to be obsolete as time passes. Liberals or reformists prefer to preserve them and to integrate improvements for their continuity in contrast to conservatives who will insist in reviving such forgotten customs (Reitman, 1981).The first one among the liberal/reform conceptions is the view of education as ethnic revital ization. This caters developments such as ethnic studies, multicultural education, bilingual education, and community control so as to represent schools as venues for the unification of the diverse nature of a pluralistic society in terms of ethnic differences. Next in line is the second belief which is education as social reengineering. Although this is somewhat similar to the notion of human engineering feature of education employed by the conservative theorists, liberals social reengineering boil

Case Report On British Airways Ba Management Essay

Case Report On British Airways Ba Management EssayThe speedy changing technological advancement and unpredict able-bodied economic situation be forcing stemmaes to respond quickly to adapt to adjustment. Failure to manage change ordain source organisation lose its competitiveness and disappear from the market. In regulate to meet the ch eitherenge, British Airways has to review their development approaches, especially those related to the organisational behaviour, structure, gloss and diverse clement preference issues. The organisations pile of being worlds global bonus air passage finish only be sustained and supported finished continual review and make betterments in the aspects menti aned. It is grand to none that the change in the organisation is very much related to the role of managers in developing strategy. though there is a mechanical press need for the organisation to chthoniango change, muckles need should not be sacrificed. This report aids the impr ovement play in British Airways by providing discussion on the key frame realises in the HRM issues and recommendations for future.2.0 IntroductionThis is a report for the management of British Airways Plc which present, analyze and prize the change management issues in the organisation. Factors much(prenominal) as organisational structure, behaviour, destination and engineering, political and social aspects as well as economic strengths and weaknesses be made end-to-end the whole report. It is hoped that this report would stomach an insight to the human resource activities for future improvement.3.0 Organisations Strategic Plan3.1 Organisations Back backclothBritish Airways Plc (BA) has a long history beginning from the launching of words first schedule air renovation by its forerunner friendship, Aircraft Transport Travel Limited (AT T) on 1919. In 1924, Britains four airlines merged to form Imperial Airways Limited. Later in the 1930s, some smaller UK air transport c ompanies started their operations and merged to form the original privately-owned British Airways Limited. Following a government review in 1939, these deuce companies were then nationalized and organize the British Overseas Airways Corporation (BOAC). BOAC, together with a reinvigorated airline, British European Airways (BEA) were the briny British operators in the industry in the 1950s. However, these two discipline out airlines eventually merged to form British Airways in 1974. With the execution of Civil Aviation Act 1980, the government sold its shares in British Airways and Lord exponentiness was appointed as the chairman. Many changes were carried out since then to bring British Airways to its present status as one of the worlds leading global premium airline (British Airways 2010).The corporation is principally base in London, with hubs at Heathrow, Gatwick and London city airports. Its core activities are to carry out the operation of international and domestic sched ule air passengers and cargo services. In 2009/10, the company carried nearly 32 million passengers and 760,000 tonnes of cargo to different destinations. Together with its partners, BA flies to over 300 destinations byout the world. It as well as has a rugged surpass operation with 238 aircrafts in service at the end of March 2010 (British Airways 2010).3.2 Organisations Vision and MissionThe companys long term vision to be the worlds leading Global Premium Airline is constantly leading the company moving towards higher achievements in the future. BA has plotted different bang invokements in pursuing toward this vision. These mission statements areBe the airline of choice for long haul premium customersDeliver an outstanding service for customers at both point of touchBuild presence in key global citiesBuild on leading position in LondonMeet customers postulate and improve margins through new revenue streams(British Airways 2010)3.3 Industry OverviewThe aviation industry has a big global economic impact. Few key facts propose the curtilage of the worldwide influence of this industry. harmonize to Capoccitti, Khare and Mildenberger (2010 67), more than 2.2 billion vacation and business passengers flew on the worlds airlines. Over one-third of the values of worlds manufactured exports were carried through air freight. 32 million jobs opportunities were created for race in different countries. Moreover, the aviation industry contri scarcees nearly 8% to world gross domestic product.In general, airline industry jakes be divided into four categoriesInternational companies with annual revenue of $1 billion or moreNational companies with annual revenue among $ cytosine million and $ 1 billionRegional companies with short-haul flights and less than $100 million revenueCargo companies that generally transport goods only (Investopedia 2010)Though the degree varies with the phratry that an airline belongs to, air companies need to cope with various c omplicated issues. Some of the major issues include airport capacity, route design, technology, costs to buy or acquire the aircrafts, weather, fuel price, and employees (Investopedia 2010). Despite these challenges, competition remains lofty as more and more airliners enter into the market by offering cheaper prices to customers.3.4 SWOT Analysis give British Airways SWOT Analysis (Euromonitor International 2011)The figure above shows the current SWOT analysis of British Airways. Further explanations are made as follow.STRENGTHS pissed Fleet OperationsBritish Airways has a strong fleet with more than 200 aircrafts. The fleet includes Boeing 737, Boeing 747- 777, Airbus A319 and Airbus 320. Recently, the company had also ordered additional 23 new Boeing 787 to replace the current Boeing 767. These new aircrafts go away join in the long haul fleet from year 2012. With much(prenominal)(prenominal)(prenominal) a strong fleet, the airline covers all the continents around the world ( Euromonitor International 2011).Online ServicesBritish Airways also seizes the opportunity of the widespread of internet to boost its business performance. With the implementation of online services, passengers obtain the convenience to hold in flights, hire cars, book hotels and access travel expressation in a quick and safe way. This has not only greatly reduced the companys operating costs, but also help it to attract more customers (Euromonitor International 2011).WEAKNESSESLabor Dis specifyeThe battle over cook up and condition of its cabin crew has caused an industrial roleplay on to take place in 20-22 March and 27-30 March 2010 (Euromonitor International 2011). The strikes held by Unite, which represents nigh 25,000 workers at British Airways, had incurred more than 150 million loss to the company in year 2010.Poor Brand ImageApart from the above incident, the chaos that happened during the orifice of Heathrow Terminal 5 airport also diminished the companys stigma im age. Cancellations, delays of flights and lost of baggages had led to huge disappointment on many loyal customers. This weaken the companys competitive advantage and loss many businesses to its rival.Poor Performance in All Geographic RegionsDue to global financial crisis and high fuel prices, British Airways has a poor performance in all its geographic regions. The business revenues in its largest geographic market had decreased 12.9% in March 2010. The sales in its second largest market, America had also shown a decline of 4%. It is concerned that the continuity of such performance would lead to business collapse in no time (Euromonitor International 2011).THREATSDisrupt OperationWith the unstable restructuring and changes policies, British Airways faces strong opposition from its custody. The extension of labour dispute into future will continue to disrupt the companys normal operation. Huge amount of time and money will put up to be spent on devising contingency plans to reso lve the issues.Increased CompetitionPoor management strategies in handling labour dispute and the opening of Terminal 5 makes the company vulnerable to its rivals. Better offers made by competitors such as Virgins, Ryan Air and Easyjet will cause British Airways losses its premium passengers.BankruptcyPoor performance in all geographic regions increases the risk of bankruptcy in BA.OPPORTUNITIESReward Packages/Employee RelationsOpportunities to offer better reward packages and to improve employee relations can be identified in the human face of British Airways labour dispute. The restructuring and changes process will get into a better shape if two ways communication is to be built up.Monitor Operational PerformanceBritish Airways is currently monitoring its customer views on the Think Customer aspect (British Airways 2010). This offer great opportunity for the organisation to improve its business performance as it can find solution to improve its departure punctuality, which is o ne of the main concerns of the passengers.Merger Agreement with IberiaThe entering into a merger agreement with Spanish airway Iberia offers opportunity for BA to step into Latin America market. This merger will also save the airline 350 million a year (BBC 2010).4.0 HRM Issues4.1 Leadership and ManagementThe terms leadership and management sire been used interchangeably by many people. In fact, these two terms denotes two different meanings. From a general point of view, leadership can be defined as a kin through which one person influences the behaviour or actions of other people. Management, on the other hand, is chronicly defines as getting things done through other people in order to achieve stated organisational objectives (Mullins 2010 373).A major study of the nature of leadership has been developed by a political scientist, pack MacGregor Burns in 1978. Burns states that organisation states can be categorized into two convergent (stable condition) and divergent (dyna mic condition). He contends that the best approach for the convergent state is the transactional management style. The managers will aim at completing tasks, achieving companys goal, and striving for the companys performance through gradual changes (Burnes 2009 498).On the other hand, transformational leaders are most appropriate in the divergent state. They will introduce radical change and use the influence of their personality to gain the trust and commitment of their followers (Burnes 2009 499). The figure downstairs shows Burns guess on leadership.Figure Burns Contextual Approach to Leadership (Burnes 2009 499)Along with Burns possibleness, the diagram to a lower place also shows the distinctive activities between managers and leaders (Burnes 2009 492). In fact, in real life situation, leaders need to possess both transactional and transformational characteristics, depending on the circumstances.Figure Distinct Activities between Managers and Leaders (Burnes 2009 492)In re lation to the theories above, BAs present Chief Executive Officer, Willie Walsh is considered to be a manager rather than a leader. This can be seen from the way he transformed his power company Aer Lingus, a nearly bankrupt airline into one of the most profitable one in Europe by cutting one-third of its workforce use the power of his position (The Independent Business 2011). This action had caused him to win an uncomplimentary nickname Slasher Walsh, thus revealing his sturdy personality trait. Partly because of this, he was attracted into the board of BA (The Wall Street Journal 2011). However, as the company is in a dynamic state, the transactional characteristic that Willie Walsh possessed is seemed to be unsuitable. In the dispute with the Unite Union, Willie Walsh is entirely focused on the present organisations need reduce costs but ignored the need to create a culture of divided up value in the long run. His managerial approach will only enable him to carry out his dut y and fail to gain followers. The management should realize that the pressing need of British Airways is to have leader who is capable to win trust and support from its members in order to implement change.4.2 Organisational StructureIn order to ensure the organisation meets its goals and objectives, organisation usually has a baronial structure to divide the work and responsibilities. This formal structure is presented in the organisation chart. Different roles and kindreds are incorporated in this process to direct, control and carry out the tasks and activities (Armstrong 2009 365). People in these groups are usually bound by certain formal rules, relationship and norms of behaviour. Formal work group can be differentiated by basis of membership, tasks to be performed, nature of technology or positions inside the organisations and etc. (Mullins 2010 311).Though the formal groups are planned and created by management, informal structure will also arise during the day-to-day inte ractions of the staffs. Unlike the formal structure which is based on a defined role, the informal groups are based more on friendships. The goal is to satisfy psychological and social needs rather than achieving the tasks (Mullins 2010312). Both formal and informal groups are crucial as the formation can contribute to the enhancement of work performance. The higher the group cohesiveness, the more likely they can onward motion in the stages of group development and form teams. However, tasks at team level require higher level of coordination, control and trust.From the organisational chart in Figure 4 below, it can be seen that the division of work in the organisation is based on individuals different tasks and functions, such as sales and marketing, engineering, investments and etc. This institution is fundamental as members tend to follow the established values and norms of behaviours. However, as group size increase, it will increase the difficulty for managers to handle. In g eneral, group cohesiveness is inviolable to achieve when a group exceeds 10-12 members. Absenteeism, conflict over incentive profitment and differences in opinions are some of the normal phenomena that can be seen in a group. Therefore, groups should be divided into sub-groups when the numbers go beyond 12 (Mullins 2010 315).Managers should also be sensitive on the balance of work performance and social interactions in the informal groups. Sometimes, groups whitethorn be inclined toward social processes and spend too much time talking rather than working (Mullins 2010314). Managers therefore need to be capable to observe and create a better climate in the groups.Figure British Airways Organisational Structure (The Official Board 2010)4.3 Organisational CultureOrganisational culture plays an important role to bring in change in organisation. According to Armstrong (2009384), organisational culture is the unspoken ways that shape the ways in which people in organisations exile and t hings get done. Drennan (1992) also defines culture as typical of the organisation, the habits, the prevailing attitudes, and the grown-up pattern of accepted and expected behaviour (Brown 1998 8).One of the factors that formed the organisational culture is the influence of Laputan leaders. British Airways had undergone many waves of culture change since late 70s. Under the leadership of Collin Marshall, the companys chief executive during 1983, the company was transformed from a disastrous loss-making company into a profit-making world class organisation. He introduced Putting People First program and had successfully overturned the atmosphere in the organisation. He challenged the hierarchical and militaristic culture that existed at that time by asking the staffs not to wear uniform to work. He also constantly motivated the staffs to have positive attitudes in themselves, set personal goals and dealing with stress. Members of the organisation are very much encouraged by the fami lies atmosphere promoted during that period (Irena and Adrian 2002).British Airways experienced few more restructuring processes in the hands of different leaders following Collin Marshall. It is believed the organisation is also undergoing a major culture change under the current leadership of Willie Walsh. The organisational culture is changed from people-oriented to power-oriented under the management of Willie Walsh. Members in the organisation became more competitive and responsive to personality as the values and beliefs are changed. Although it cannot be concluded by saying one culture is better than the other, the culture that Willie Walsh introduced into the organisation seems to be inappropriate and hinder its performance (Armstrong 2009 398).4.4 Resourcing and Legal IssuesAnother crucial aspect to achieve the goals of the organisation is people resourcing. Organisations need to make sure they can obtain and retain the right people that can fit into their organisational an d perform in a productive way. Therefore, strategies such as human resource planning, enlisting and selection, selection interviewing, selection tests, introduction to the organization and release from the organization are genuinely required to build up the strength of human aspect in the organisation (Armstrong 2001).In devising its strategy on human resource planning, British Airways has to be to be able to forecast future people needs (demand forecasting), forecast future availability of people (supply forecasting) and make plans to match supply to demand (Armstrong 2001). These require the human resource department of British Airways to have thorough understanding of both the internal and external environments of the organisation. Examples of the internal environments include sales forecast and introduction of new technology whereby instances of external environment are such like labour market condition and labour turnover (Wilson 2011).Many organisations tend to promote people from within the organisation when there are vacancies in the upper level. This resourcing policy is known as qualification driven. British Airways is not an exception to this. British Airways advertises internal vacancies to its employees and provide cross training when necessary (British Airways 2011). With the implementation of restructuring programme named Compete 2012, British Airways also encourages its people to move between functions to develop their talents and skills. This once again confirms its usual practice of promoting people internally (British Airways 2010).Despite its focus on internal promotion, British Airways does not neglect the importance of injecting talents and fresh ideas into the vein of the organisation. Its external recruitment is carried out firstly through its recruitment website, which also forms the initial selection process. Applicants are then asked to attend the assessment day. They will then be accessed through different rules such as group exerc ises, interviews, psychometric tests, presentations, fact-finding exercise or role play (British Airways 2011).As a global organisation, BA is far-famed in its workforce diversity. This requires the organisation to comply with different laws and legislations such as Sex Discrimination Act 1975, Race Relations Act 1976 and Data vindication Act (British Airways 2011). In spite of the diversified culture image that it has built up over the years, flaws can still be seen in the way British Airways manage its people. The company was sued for indirect sex discrimination by one of its female pilot in year 2005. Jessica Starmer, BAs female pilot requested to work 50% part time to take care of her newborn baby. However, the organisation can only offered her 75% work, which was unacceptable to Starmer and will cause her to give up her favourite job. It can be seen from this case that British Airways was not ready to accommodate working mothers and possibly exclude females from its pilot. St armer eventually won this discrimination case and British Airways had to reconsider its way of managing work life balance for both men and women (BBC 2005). Employees well being should constantly be examined and improved in the organisation.4.5 Skills, nurture and DevelopmentLearning, training and development processes are ways to ensure individuals and organisations can enhance their performance and meet organisations objectives. One crucial framework of understanding how people understand is the work of Kolb. Kolb suggests learning as recurring process with four stages as shown in the diagram below.Figure Kolbs Learning Style (Clark 2008)The four stages (concrete experience, musing observation, abstract conceptualisation and active experimentation) was then categorised by Honey and Mumford as activists, reflectors, theorists and pragmatists. It is contended that activists prefer to learn by actively participate in activities, reflectors learn through observation and reflections , theorists learn best through linking their experiences with concepts and theories, and pragmatists have a preference in transferring new information to real-life situations (Pilbeam and Corbridge 2010 357).Understanding how people learn through different HRM frameworks are crucial for British Airways to design the learning for its employees. By examining the training and learning design of British Airways, it is quite satisfactory that British Airways has provide ample training resources such as learning centres, library facilities, reference materials, audiotapes and video based learning (Job Vacancies Advice n.d.). British Airways also develops different training schemes such as Behaviour for Success, Leadership Matters and A Leader Development Portfolio (British Airways 2010). Graduate opportunities and training schemes are also provided to the students and graduates through series of interviews and selections (British Airways 2010). These shows that the organisation is concern about different learning styles of individuals and have provided different designs to match their learning needs.However, In relation to the chaotic opening of Heathrows Terminal 5, British Airways employees claimed that their failure was due to unequal training days and the lack of essential support (BBC 2008). This incident should provide a little window for the management to realise that there is still a lack the way British Airways evaluate its employees learning activity and process. Furthermore, in dealing with the recent strike issue, British Airways is planning on training its ground staffs who have no flying experience to become cabin crews in 21 days (The Guardian 2010). This is inevitably worrying as these employees might not have appropriate knowledge, skills, and attitude to fill in the positions in such a short period. This hasty decision will only pull the company away from identifying and analysing the learning needs of its employees (Pilbeam and Corbridge 2010 352 ).4.6 AppraisalPerformance appraisal is a key attribute in driving an organisation towards competitive advantage. Though it may not be unwelcomed by the participants, it nevertheless provides crucial data for efficient decision-making, identifies training needs, and set levels of reward (Gold and Bratton 2003 250). An effective appraisal formation will also help the organisations to assess their staff against companies objectives, provide opportunities for the organisation to give good feedback to employees and motivate them (Business Link 2011). Appraisal can be carried out in different forms such as top-down schemes, self-appraisal, peer appraisal, upward appraisal and multi-rater appraisal or 360-degree feedback (Pilbeam and Corbridge 2010 323).The employees progress is monitored both informally and formally in British Airways. Informally, the staffs will have to discuss with their manager about their performance and formally, they will need to go through an annual performance r eview (British Airways 2011). This top-down appraisal system is designed to encourage continuous improvement in employees performance and behaviour. However, it is questionable whether the appraisal is effective. Due to the linkage of appraisal with pay in British Airways, employees might be reluctant to openly discuss their problems at work with their line managers. Issues such as preferential treatment and lack of partiality may also invalidate the effort taken. Though immediate manager are inevitably in the best position to appraise employee performance, consideration should be given to evaluate performance through peer appraisal or multi-rater appraisal (Pilbeam and Corbridge 2010 323).4.7 Coaching and MentoringAccording to Chartered Institute of Personnel and Development (CIDP) (2010), train is a process to develop an individuals skills and knowledge in order to improve their work performance. Though it may involve the employees private life, the target is on achieving specifi c skills and goals. Mentoring, which is a method to transfer the knowledge, skills and experience in the challenging workplace, is often used interchangeably with coaching. Comparing to coaching, which is conducted in a shorter period, mentoring tends to describe a long term relationship where a more experienced staff supports the progression of his inexperienced colleague.In fact, coaching and mentoring is very much linked with overall learning and development strategies. According to the 2010 Learning and development survey conducted by CIDP (2010), more than half of the participants felt that coaching is the most effective way of learning and development.British Airways has always been a great success in coaching and mentoring its employees. As mentioned earlier, British Airways embed different training resources and programs to support and sustain the development of its people. Qualified pilots who apply to the taper Entry Pilot Scheme offered by the organisation will need to a ttend training courses before they are allowed to join the fleets. They will be put under the supervision of experienced training team until the completion of Line Check (British Airways 2011). This efficient coaching and mentoring thus lead the pilots into the right behaviour and work effectively.4.8 Performance and MotivationPeople need to be motivated to work. In order to improve the performance, it is important for managers to motivate and encourage their staffs. Throughout the years, various schools of thoughts on motivation have been established. Some of the well known theories are McGreggors theory X and theory Y, Adams equity theory, Maslows hierarchy of needs and Herzbergs two factor theory (Wilson 2011). This section will focus only the first two theories McGreggors theory X and theory Y and Adams equity theory.A notable study conducted from 1945-1965 revealed that what employees thirst the most from a job is security, following by advancement, type of work and company. This is against the common belief that money is the primary motivating factor. However, this should not send the call attention to the company to reward employee inadequately (Accel-Team 2010).However, in the recent dispute with its cabin crew, it became obvious that British Airways Chief Executive, Mr. Willie Walsh is incompetent to address this idea. In this dispute concerning the cabins pay condition, Willie Walsh proves that his managerial style falls under McGreggors theory X. Unlike theory Y which encourages participative communication, Willie Walsh cultivates a downward direction communication flow from manager to subordinates (Barnett 2011). This can be seen by his act in snatching the offer of Unite federation off the negotiation table in March 2010 without saying a nevertheless word (The Guardian 2010). His autocratic managerial style causes British Airways suffers heavy resistance from its employees and eventually leads to the decrease in employees morale.On the other hand, equity theory of motivation reveals the assumptions that individuals hold about what is value and worthwhile (Wilson 2011). This theory holds that a persons sense of fairness is resulting from comparison between his input-to-output ratios to the others see Figure 6 below (Business Balls 2010). According to a former British Airways crew member, the company has not treated its members with a fair view. The organisation compares its cabin crews salaries with low cost carriers such as Virgins and Easyjet. This is viewed as unreasonable since British Airways had been branded as a global premium airline. It is also found out that the organisations proposal for new fleet salaries of 11,000 basic plus 2.40 an hour is much lower comparing to other premium airlines such as Singapore and Emirates. Comparing to Singapore Airline (which pay not only 20,792 to its crew, but also gives them the benefits of one months salary annual supplement plus health and pension packages) British Airways offer is apparently fall the effort of its members (The Guardian 2010).Equity theory should reminds British Airways management that its people must be managed and treated accordingly as they would compare the way they are treated with their surrounding environment (Business Balls 2010).Figure Adams Equity Theory (Business Balls 2010)5.0 Future Directions5.1 Change Management PlanWith the fast changing global business environment, organisations have to be capable to respond quickly enough by implementing change. The chance of whether an organisation can survive is very much depending on how effective it deals with the changes such as new government policies, economic fluctuation, new competitors and etc.Changes are initiated by leaders who are clear with the organisations vision and put that vision into humans through medium term mission and deployment plan (Wilson 2010). Kotter and Schlessinger (1979) set out six approaches to manage resistance of change. These include the follow ingEducation and communication inform people about the change effort beforehandParticipation and involvement involve people in the change effortFacilitation and support provide coaching and mentoring to deal with adjustment problemsNegotiation and agreement deal with resistance by offering incentivesManipulation and co-option give a leader a symbolic role in decision making without really involved in the change effortExplicit and implicit coercion force employees into accepting change by making clear that resistance can lead to losing jobs, transferring or not promoting(Value Based Management 2011)There is no one approach which out-ruled the other approaches. The suitability of the change approach is based upon the situation that an organisation is facing. Therefore, leaders have to exercise their wisdom and discernment when choosing the approach to deal with resistance. Willie Walshs tactic of using explicit and implicit coercion to manage change apparently is destructive to the organisation as it had pushed the resistance even further. As the cabin crews and the Unite union are in the position of power, it is more likely that negotiation and agreement should be applied.5.2 Organisational DevelopmentOrganisational development is defined as a process that applies behavioural science knowledge and practices to help organisations achieve g

Anne Moodys Coming of Age in Mississippi Essay -- Mississippi Age Com

Anne Moodys Coming of Age in MississippiComing of Age in Mississippi is the amazing story of Anne Moodys unbreakable olfaction and character throughout the first twenty-three old age of her life. Time and time again she speaks of unthinkable odds and causes and how she manages to keep excelling in her aspirations, yet she ends the book with a tone of hesitation, fear, and skepticism. While she continually fought the tide of society and her ageds, suddenly in the end she is speaking as if it all may mother been for not. It doesn?t sequester a literary genius nor a psychology major to figure out why. With all that was stacked against her cause, time and time again, it is easy to see why she would doubt the future of the civil rights movement in 1964 as she rode that Greyhound bus to Washington once again. The events that had occurred to her up to the point of the end of the book could clearly have disheartened anyone.Throughout the novel Moody shows displeasure with her fami ly and fellow black citizens for simply accepting the circumstances and the position in which they lived. Multiple times she refers to the elder blacks as brainwashed by Mr. Charlie, referring to the white plantation owners. She condemns how anytime something clearly unacceptable happens, the black community hushes itself and moves along about their business. This is evident even when she is fourteen years old and just entering high school. Upon the kill of Emmett Till, she questions why was he murdered and what was going to be done about it. Her mother responds to her questions with hostility, and this upsets her more. She wonders why she should cover quite about the incident, pretending she doesn?t know. After learning that Emmett was murdered because he got out of line with a white woman, she questions this rationale. Does that make it OK to murder him? How were his actions any different from how young white men treated black women? To ask these questions at this poin t in time were unthinkable to her mother and or so anyone else she associated with. She was just a young black girl and should keep her concerns to herself. Moody clearly portrays herself as someone unwilling to accept society in its condition from a very early age, which obviously foreshadows her involvement in the activist?s community. I would argue that the mentality of African-Americans to... ...ndmother would not let her in her mansion house for fear that she king cause trouble At her mother?s birthday party no one would really speak with her, afraid of what she might say. While her sister and younger brother still respected her, to be shunned by the majority of ones own family would have to be a very traumatic experience. Seriously, how much can one person take on a mission and constantly have little or no success and produce a positive outlook? Throughout the reading I was amazed and impressed with Moody?s determination and drive. I am thankful that I was n ot placed in her shoes, because I am not sure that I could have maintained her level of courage or optimism. I witness she has the right to be somewhat questionable towards the end of the book, if not for her own experiences, to encourage anyone who reads her book to never give up on one?s own dreams. With all her doubts, look at all that has been accomplished in the area of civil rights, and what might never have been if not for people same Anne Moody.BibliographyMoody, Anne. ?Coming of Age in Mississippi.?Literary Cavalcade Apr. 2001 31-33. Proquest Kamiakin Library, Kennewick, Wa. 10 May 2001.

Critical Analysis of Jimmy Choo Shoes ad :: essays research papers

In todays society, we are bombarded with images telling us how to dress, think, act, and behave. As Ed Norton in the movie Fight alliance says while looking at a Calvin Klein underwear ad, is that how real men are supposed to look? I decided to search for an ad that back be seen as controversial or raze disturbing at that, and I was lucky enough to come across a Jimmy Choo ad in W magazine.The message is clearbuy these clothe. Whether or not that message is being conveyed in the most appropriate or effective slipway is less to be desired for. The shoes are not even in the center of the picture, and in my opinion, the shoes are not the main central point in the ad. Instead, the focus is on a woman leaning backwards on some sort of board with a very skimpy bikini bottom and loose top. She is holding a purse and has on several large bracelets, and is spraying a hose of some sort. But even all of these images are not the most disturbing. The womans facial expression is startling. She is looking upwards and more importantly, she looks as if shes watching something detestable happen and is either scared or in danger.Perhaps the message is trying to say, look sexy like this woman and buy our shoes. What does sexy really mean? Whos to say that a woman maybe one hundred pounds heavier in a simple evening dress cannot wear those shoes and still be as sexy? What makes this vulnerable woman so appealing and desirable in this advertisement?What really is this ad trying to treat? Shoes are a dime a dozen. I went to the mall the other day and went into 8 different shoe stores alone. Obviously there is something limited about Jimmy Choo shoes. Is this company really tying to sell you the shoes, or trying to sell you the name? I recall watching an interview with genus Paris Hilton, and she said that she loved Jimmy Choo shoes and that she has x (some large number) pairs of them. Since we are such a media-based culture, if we hear Paris Hilton wears Jimmy Choo shoes, t hen they must be great With such a high price, how can the middle class person even afford a pair? With all of these things taken into consideration, its clear that there is an elite group of people this ad is designed for.

Free Awakening Essays: The Creole Men of The Awakening :: Chopin Awakening Essays

Creole men of The Awakening Thesis In Kate Chopins novel, The Awakening the characters of the Creole men be diverse and different as the character Edna. Most of Kate Chopins stories center around a Wo humanity unsatisfied with her position in life, while living in a man dominated society. The three main characters are typical men of that era. Chopin shows the diversity in each of those three characters. Roberts awakening, and the struggle to do what is the right thing. Alcee and how he is punch-drunk and not concerned with societys expectations of him, and so has a reputation. Mr. Pontiller, a business man first and foremost, with little left for wife and family. Robert did the right and terrific thing by leaving to go to Mexico so as to not have to see the object of his forbidden love. Alcee sees Edna as other sensation of his conquest, and does not give up, pursuing her at all cost. Alcee has not concern of what society thinks of him so he is able to do as he pleases. Mr. Po ntieller, while he believes himself to be a kind husband, is a typical businessman of the era. He wants his wife to obey him. He wants the perfect Creole wife, one who can help him excel in the business world he loves so much. In exploring these three men in Kate Chopins The Awakening, there are certain aspects of each, while different, the same. All live in the 1800s were morale reputation was considered to be the utmost importance to the Sommerer ii businessman, yet, Alcee seems unconcerned with any morale or business responsibility. In exploring the character of Robert who seems to be at a crossroad in his life. Search for his fortune, find a wife, prosper and be respectable, or, do the unthinkable and follow his heart. Sommerer iii Creole Men In The Awakening Mr. Pontellier is the typical Creole husband and businessman. Leonce is convinced that fulfilling monetary needs excuses the paucity of beat he spends with the children, never presuming that some needs cannot be monetaril y satisfied He has his hands full with his brokerage business making a living for his family on the street(885) Even to himself, Leonces thought smack of the self-pity of the empowered. Perhaps because he is aware of his own neglect, Leonce projects his guilt onto Edna, expecting flawless mammal performance on her break in to remedy his domestic absence.

Superstition In Shakespeares The Tragedy of Julius Caesar Essay

Superstition In Shakespeares The Tragedy of Julius Caesar Superstition has been around al just about since people first inhabited the earth. For this reason, it has played a main role in many classical pieces of literature. One of Shakespeares tragedies, The Tragedy of Julius Caesar, is full of superstitious notion and the supernatural. It contained so much superstition in effect to foreshadow key events in the plot, to further develop characters, and to thrill and relate to the Elizabethan audience for whom the play was written. Foreshadowing was perhaps the main reason superstition was used in Julius Caesar. The supernatural provided hints to the reader about many important events to come. The most important event that was foreshadowed, without a doubt, was the death of Caesar himself by the hands of Brutus and the conspirators on the ides of March. When the soothsayer cries out Beware the ides of march( 312 act1,sc2) he is truly laying the groundwork for the rest of the events leading up to Caesars assassination. Although Julius dismisses the soothsay with a simple he is a dreamer, let us leave him. Pass. (313 act1, sc2) the reader realizes that this date will prove important in the near future. To the audience, the prophecies are dramatic irony-when Caesar is warned about the ides of March, we already know what is going to happen to him. (Farrow) That iodine simple dialogue sets the stage for the rest of the plot to advance swiftly.One of the reasons why this warning may fork up gone unheeded is because most sooth-sayers were not well respected, though many turned out to be right. Since they lack any formal office or shop, and they predict forthcomings without fee, one can see quite easily why citizens would distrust their predictions(Julius) One of the most graphic examples of Caesars death being foreshadowed was most definitely Calpurnias dream the night before Caesar is sched uled to go to the Senate. Caesar says ...she dreamt tonight she saw my statue, which, like a fountain with an hundred spouts, did run everlasting(a) blood, and many lusty Romans came smiling and did bath their hands in it...(341 act2, sc2). This very gruesome image is meant to hint at Caesars death.However, when Decius arrives at Caesars home, he tries to convince Caesar that he has misinterpre... ...sar is catarchic astrology, which determines whether a particular action or decision is suitable to a particular moment. Catarchic astrology is consulted quite often, especially when Caesar is choosing whether to go to the Senate kinsfolk or not.It truly must have shocked the people of that era when Caesar went to the Capitol against all warnings, because Elizabethans generally believed that prophecies were to be taken seriously, and certainly that no prudent solon could run the risk of ignoring them (Ribner 58). The people of the Elizabethan era were very proper, and to see someon e, even if only a character in a play, break one of the laws of nature in which they so firmly believed, was quite astounding.Truly, Shakespeare wonderfully used superstition and the supernatural to create a masterful literary work. As Ribner give tongue to We find Shakespeare approaching the matter of history with a surer hand, and out of it creating tragedy of a singular power (Ribner 58). He accomplished his ultimate goal of use superstition to foreshadow important plot events, to delve deeper into characters personalities, and to create excitement among the audiences of the Elizabethan era.

TQM in Accounting Essays -- essays research papers

Accounting 43Cost AccountingCosts of issue forth Quality ManagementSubmitted By                                         direful 4, 2004Morris De RosaTotal Quality Management or TQM is a centralize strategy to embed awareness of quality in all organizational solvees. The school of thought of TQM goes back to the 1940s when Dr. Deming started his quality endeavors in Japan. TQM is an approach for continuously improving the quality of goods and services delivered done the situationicipation of all levels and functions of the organization. TQM aims to do things right the starting line time, rather unsex problems after they emerge or fester. TQM is a management philosophy which seeks to integrate all organizational functions ( tradeing, finance, design, engineering, production and customer service) to focus on skirmish customers needs and organizational objectives) (Hammett 1). TQM may operate within quality circles which encourage the meeting of minds of the workforce to improve production and reduce waste. In a manufacturing organization, TQM loosely starts by sampling a random selection of the product. The sample is then tested for things that matter to the real customers. The causes of any bankruptcys are isolated, secondary winding measures of the production process are designed, and then the causes of the failure are corrected. The statistical distri besidesions of important measurements are tracked. When split measures drift out of the error stage set, the process is fixed. The error band is usually tighter than the failure band. The production process is thereby fixed before failing parts can be produced. Its important to record not in effect(p) the measurement ranges, but what failures caused them to be chosen (Barfield 306). In that way, cheaper fixes can be substituted later, (say, when the product is redesigned), with no loss of quality. After TQM has been in use, its very common for parts to be redesigned so that fine measurements either cease to exist, or become much wider. It took a while to develop tests to find emergent problems. One commonplace test is a "life test" in which the sample product is operated until a part fails. Another po... ...ld 318). The costs of a quality system essential be managed so a reasonable value-to-price-relationship can be achieved. High quality will help a company increase profits through lower costs. It is critical that management focus on long term objectives instead of taking a limited outlook on growth and market share. The strategy of guidance on the customer and quality will equate to greater market share and higher profits. Reducing costs should be part of the continuous return process. Strategic cost management is the process of utilizing cost information to formulate and communicate strategies to all l evels of the organization. A balance must be obtained to provide the customer with a quality product at a cost that provides for a profit for the company. The potential customer is becoming more(prenominal) and more conscious of quality. It makes scent out for a business to cut their costs by improving the quality of the product thereby enhancing the appeal of a product or service in the market place. The challenge is for each business to strive for the kind of business culture that will succeed in spite of the uncharted and the unknowable. The quality management philosophy searches for this culture. TQM in Accounting Essays -- essays research papers Accounting 43Cost AccountingCosts of Total Quality ManagementSubmitted By                                         August 4, 2004Morris De RosaTotal Quality Man agement or TQM is a management strategy to embed awareness of quality in all organizational processes. The philosophy of TQM goes back to the 1940s when Dr. Deming started his quality endeavors in Japan. TQM is an approach for continuously improving the quality of goods and services delivered through the participation of all levels and functions of the organization. TQM aims to do things right the first time, rather fix problems after they emerge or fester. TQM is a management philosophy which seeks to integrate all organizational functions (marketing, finance, design, engineering, production and customer service) to focus on meeting customers needs and organizational objectives) (Hammett 1). TQM may operate within quality circles which encourage the meeting of minds of the workforce to improve production and reduce waste. In a manufacturing organization, TQM generally starts by sampling a random selection of the product. The sample is then tested for things that matter to the real customers. The causes of any failures are isolated, secondary measures of the production process are designed, and then the causes of the failure are corrected. The statistical distributions of important measurements are tracked. When parts measures drift out of the error band, the process is fixed. The error band is usually tighter than the failure band. The production process is thereby fixed before failing parts can be produced. Its important to record not just the measurement ranges, but what failures caused them to be chosen (Barfield 306). In that way, cheaper fixes can be substituted later, (say, when the product is redesigned), with no loss of quality. After TQM has been in use, its very common for parts to be redesigned so that critical measurements either cease to exist, or become much wider. It took a while to develop tests to find emergent problems. One popular test is a "life test" in which the sample product is operated until a part fails. Another po... ...ld 318). The costs of a quality system must be managed so a reasonable value-to-price-relationship can be achieved. High quality will help a company increase profits through lower costs. It is critical that management focus on long term objectives instead of taking a limited outlook on growth and market share. The strategy of focusing on the customer and quality will equate to greater market share and higher profits. Reducing costs should be part of the continuous improvement process. Strategic cost management is the process of utilizing cost information to formulate and communicate strategies to all levels of the organization. A balance must be obtained to provide the customer with a quality product at a cost that provides for a profit for the company. The potential customer is becoming more and more conscious of quality. It makes sense for a business to cut their costs by improving the quality of the product thereby enhancing the appeal of a product or service in the market place. Th e challenge is for each business to strive for the kind of business culture that will succeed in spite of the unknown and the unknowable. The quality management philosophy searches for this culture.