Environmental Factors On Fecal Contamination Of Drinking...

Fakhr, A.E. Gohar, M.K. and Atta, A.H. (2016). Impact of some ecological factors on fecal contamination of drinking water by Diarrheagenic antibiotic- resistant Escherichia coli in Zagazig city, Egypt, International Journal of Microbiology; 2016: 9 Goering, R.V. et al., (2013). Mim’s Medical Microbiology (5ed) Elsever.L.T. Madelen hyde. Green wood, D. Stack, R.C.B. and Peutherer, J.F. (2002). Medical Microbiology. (16ed). Churchill Livingstone. Edinburg. Gutierrez, J.J. Cassassuce, F. Martinez, Dela, G.L. De Aquino, L. J. A. Hernandez-Shilon, J. A. et al., (2014). Evalution of a point - of use water purification system (liaveoz) in a rural setting of Chiapas- Mexico. Journal of microbiology and experimentation; 1 (3). Hassanain, N.A.†¦show more content†¦and Mobley, H.L. (2004). Pathogenic Escherichia coli: Nature Review Microbiology. 2(2). P. 40 – 123. Mahan, C.R. Lehman, D.C. and Manuselis, G. (2014). Textbook of Diagnostic Microbiology. 5ed. Elesevier. UK. Marler, B. (2011). E. Coli bacteria: What are they, where did they come from, and why are some so dangerous. Available from: www.marleblog.come.coli:information [Accessed: 5th Jun 2011]. Mims, C. et al., (2004). Medical, Microbiology. 3ed. Elesvier. U.K. Mody, R. O’Reilly, C. E. (2015). Infectious disease related to travel Escherichia coli. [Online]. Available from: http://www.nc.cdc.gov/travel/yellowbook. Nataro, J. B. and Kaper, J.B. (1998). Diarrheagenic Escherichia coli. Clinical Microbiology Reviews. 11(1). P. 142 – 201. Nataro, J.P. steiner, T.S. and Guerrant, R.L. (1998). Entroaggreative Escherichia coli. Emerg. Infect. dis. 4. P. 251 – 261. Ngugen, V.T. Nhung, H.W. and Hoa, N.T. (2016). Colonization of Entroaggreative Escherichia coli and Shiga toxin – producing Escherichia coli in chicken and human in Southern Vietnam. [online]. Available from: O’ Sullivan, J. Bolton, D.J. Duffy, G. Baylis, C. Tozzoli, R. Wasterson, Y. Lofdahl, S. (2006). Methods for detection and Molecular characterization of pathogenic Escherichia coli. ISBN. Stockholm. Ogata, K. Kato,R. Ito, K. and Yamada, S. (2001). Prevalence of Escherichia coli possessing the eae gene of Entropathogenic E. coli (EPEC) or the aggR gene of Entroaggregative E. coli (EAEC) in Traveler’sShow MoreRelatedEssay on Cryptosporidium Parvum: Transmission and Infection1576 Words   |  7 Pagesparasite causing a short-term enteric illness in individuals with functioning immune systems, and can cause a potentially fatal infection in immunosuppressed individuals. Because of C. parvum’s resistance to many of the procedures used to process drinking water and food, and the parasite’s extremely high fecundity, the potential for a large scale outbreak is very high. In fact, C. parvum was responsible for an outbreak in Milwaukee in 1993 when an estimated 403,000 people became ill. 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Information System Free Essays

1. 4. 4 Information Systems for the Banking Financial Sector: Audit is one of the major controls for monitoring management activities in the banks and financial institutions. We will write a custom essay sample on Information System or any similar topic only for you Order Now In a computerized environment, IS audit is a very effective and necessary activity. Usually the IT implementation in the banking and financial organizations is done by adopting a mix of different methodologies – internal development and deployment and third party product development and deployment. In case of internally developed and deployed IT systems, IS audit will require to be done by a team of specially trained internal or external auditors. However, it is preferable to have the IS audit conducted with the help of suitable external agencies with the required skills and expertise to ensure independent nature of audit. In case of development and deployment of the IT systems by third parties, the IS audit requires to be conducted by trusted auditor/s with skills and expertise, required for the purpose. IS audit assumes greater significance because a large number of critical and strategic financial operations in the banking and financial sector are wholly or partly being handled by the computerized systems. There is a significant need for determining the role of IS in banks. This would assure the top manage- ment that the IS development is in the right direction. This would also help in exploring the intended and the real role of IS in banks. The knowledge of the real role of IS in banks would help IS managers in managing information systems by judging the business needs of the IS projects, associated risks, importance and ranking of IS managers in organizational hierarchy, need for innovation and flexibility in IS planning approach, etc. The IS practitioners may use the variables used here for self-evaluation and for deciding about the IS development. It has been well recognized that IS plays different roles in different industries. However, there is limited research examining the differences in the role of IS within a single industry. This study empirically explores the differences in the role of IS among public, private, and foreign ban. ks. Results indicate that while, at present, only private and foreign banks have obtained strategic advantages using IT, public sector banks, although late, have also realized the importance of IT. It has been empirically proved that the future impact of IS does not vary significantly with the banking groups. This suggests that IS efforts put in by the public sector banks are in the right direction and can be expected to give them a strategic advantage in future. Foreign and private banks, though in the strategic group today, have to constantly harness IS for strategic advantage to maintain their position. Sustaining competitive advantage is very difficult, because IS managers have to continuously evaluate the bank’s applications portfolio with respect to technology and their competitors. Public sector banks have to search for ways to shift from support group to the strategic group in order to enjoy a strategic advantage from the use of IS. In order to achieve this objective, they may have to formulate a different IS strategy so as to make them competitive enough to survive. Future research could evolve suitable IS strategies for all the three sectors. This paper has tried to locate the banks on the Strategic Grid. However, the level of computerization of various branches of a bank may be different and hence their dependency on IT may be different. Future research may involve locating the various branches and departments of a bank on the Strategic Grid and suggesting a suitable strategy for the branch. This study has the limitation that data are collected only from key IT executives. Perceptions of the bank’s business executives may be different from that of the IT executives. Therefore, future research could also attempt obtaining and analysing the opinion of bank’s business executives and looking for perceptual differences, if any. Another interesting area of future research could be to unearth the reasons for adopting a particular role of IS and to explore facilitators and inhibitors in using IS for strategic use. Uses of information technology in banking Write your abstract here. Applications of Information Technology in Banks in India While computer by itself is the most cherished invention that man has ever accomplished, its union with communication technology which is at its pinnacle, has brought yet another amazing extension to its already fabulous capabilities. From the period of Marconi to this day , the improvements that have taken place in the television , have literally brought the entire world into an individual’s bedroom. Joining this powerful communication environment , the IT has opened flood gates for global economic activity. The contribution of economic and political changes that have so far taken place to encourage international trade will bear fruit only when banking and the associated services can catch up with the new trends. The modern IT has enough capabilities to enable banks, financial institutions and others to bring about the desired changes. Banking sector reforms introduced a decade ago in 1992-93 , have been based on five fundamentals: 1. Strengthening of prudential norms and market discipline. 2. Appropriate adoption of International benchmarks. 3. Management of organizational change and consolidation. 4. Technological upgradation. 5. Human resource development. The Financial Reforms that were initiated in the early 90s and the globalization and liberalization measures brought in a completely new operating environment to the Banks that were till then operating in a highly protected milieu. Services and products like â€Å"Anywhere Banking† â€Å"Tele-Banking† â€Å"Internet banking† â€Å"Web Banking† , e-banking, e-commerce, e-business etc. have become the buzzwords of the day and the Banks are trying to cope with the competition by offering innovative and attractively packaged technology-based services to their customers. Reserve Bank of India constituted a committee under the chairmanship of Dr. C. Rangarajan. The main task of the committee was preparation of a plan for computerization for the period 1990-1994 ( for 5 Years ). For the purpose of computerization , the committee selected the important areas relating to customer service , internal-decision-making process , productivity and profitability. The committee furnished its report on November 9, 1989 with the following recommendations- 1. The branches having daily average level of vouchers at more than 750 should be computerized . 2. Computerization on branch level should be achieved on any of the following basis- (i)Selected branches will have on-line terminals with micro and mini-computers which will be linked with central main-frame computer to provide counter service and other office-services. ii)Personal computers will be installed at counters which will be linked with local area network. (iii)For third option , the banks will have to depend on Telecom line. 3. The banks should gradually use developed devices such as- Photocopier , FAX , Duplicator , Microfilm , Signature Storage , Scanners etc. 4. Non-computerized branches can take the services of other local computerized branch / office in case of important task. 5. The customers should have the facility to route their business to any branch of the bank. 6. All-Bank Credit Card should be issued. . Computers should be made bilingual and proper training arrangements should be made to provide training to staff members. 8. The regular customers should be offered On-line facility. 9. Like some European countries , there should be a system of credit clearing. 10. BANKNET should be used for interbank and intra bank applications. 11. All Regional offices and Zonal offices to be computerized in a phased manner. Rangarajan Committee – 1989: A Statistical Analysis Rangarajan Committee ( 1989 ) has focused its stress on computerization of banks. A statistical analysis was also made in the report of committee. In this analysis ,it was mentioned that following jobs can be rapidly and easily performed at Regional Office/Zonal office level. 1. To ascertain the bad and doubtful debts and to make provision for them. 2. To claim the amount under Credit Guarantee Schemes of DICGC. 3. To communicate , analyze and forecast the data for trade-plan. 4. To make action plan for recovery of advances. 5. Personnel Information System. 6. Credit Information System. 7. Checking of figures of priority sector advances. . Consolidation of statements/figures to be sent to the RBI. Present level of Computerization: Based on the norms worked out by Rangarajan Committee (II), 7827 branches of the Public Sector banks were identified for full branch computerization up to March 2000 of which around 4620 were computerized as on March 99. Meanwhile, the networking of the already-computerized branches also assumed urgency and some of the Banks have started inter-connecting their computerized branches using leased telephone lines or Very Small Aperture Terminals (VSATS). This is meant to provide a more comprehensive service to customers and at the same time give banks better centralized control over the branch operations. As of now, New Private Sector and Foreign Banks have an edge over Public Sector Banks as far as implementation of technological solutions is concerned. However, the latter are in the process of making huge investments in technology. Source:  http://www. shvoong. com/humanities/1748375-applications-information-technology-banks-india/#ixzz2ONAVoUdI How to cite Information System, Essay examples

A Democratic Society Essay Example For Students

A Democratic Society Essay Throughout time the debate upon which is the best system of governmenthas been an ongoing debate. Somewhere between the realms of democracy,socialism, fascism, communism, and monarchism lies the answer to the perfectsystem. Traditionally speaking, North America has always tried to remaindemocratic in ruling. The democratic system, unlike its alternatives,encourages equality and liberty among the people which in modern society, makesit the most attractive system of government today. Arguably, equality is the goal of many governments today. But what onemust realize is that equality cannot be reached without giving someone elseinequality. While democracy influences equality, communism and socialism frownupon the very idea that all people should be treated equal. The very ideathat all men are created equally is very misleading. All men are not createdequally. Human beings are unequal in essence because they are unequal in mostphysical and psychological characteristics along with health, intelligence, andemotional balance. For most of us, living amidst inequality is common. Equality is said to be having the same rights and freedoms as everyone else. Inmodern society this is very true to a certain extent. The only thing equalabout people is that we are all born and eventually we all die. In NorthAmerica, I believe that equality among people is nearly impossible. Theeducation is the main source of the problem. Education itself createdinequality between children at an early age. Since no two persons are createdequally, they will not have the same opportunities, nor will they make use ofopportunities offered to all people like the education system. One of the most important things to a person living in North America isliberty. LibertyLiberty can be defined as limited only be lawsestablished on behalf of the community . To a certain extent, this enablespeople to be in control of their own lives. The individual has the right tochoose how they conduct their lives. In the U.S. people rely on the Bill ofRights to protect themselves from government and other people. This bill ofrights includes freedom of speech, press, and assembly. Among these freedoms isalso the freedom of religion and freedom from unreasonable searches by the law. In Canada we have a similar system called the Bill of Rights and Freedoms thatis made up with similar beliefs of its counterpart. Liberty is possibly themost important attribute in American and Canadian society. What people want isthe ability to make their own decisions and go about life with the freedom to doso. In a democratic society, people are able to voice their opinions togovernment and ultimately play an important role in the make up and organizationof society. To a new nation, these attributes of our society are quiteattractive. Many new nations today are making the switch to democraticgovernment. The problem with this is that most of these nations have never beendemocratic before. Therefore, new nations are having great difficulty becausesuch a switch is not easily accomplished. To develop a democratic society ithas taken some more more than an entire century. These new nations tend to rushthe change and in the end they become frustrated because such a switch is not aseasily accomplished as thought. The features of a modern democratic state arefirstly a society dedicated to the preservation of rights and freedoms. Fromthat, a government system must adhere to developing a form of government whichencompasses the values of a working society. In other words, a government forthe people, run by the people, and a system into which they have invested. .u260db929061bf5114f632cf5844a4524 , .u260db929061bf5114f632cf5844a4524 .postImageUrl , .u260db929061bf5114f632cf5844a4524 .centered-text-area { min-height: 80px; position: relative; } .u260db929061bf5114f632cf5844a4524 , .u260db929061bf5114f632cf5844a4524:hover , .u260db929061bf5114f632cf5844a4524:visited , .u260db929061bf5114f632cf5844a4524:active { border:0!important; } .u260db929061bf5114f632cf5844a4524 .clearfix:after { content: ""; display: table; clear: both; } .u260db929061bf5114f632cf5844a4524 { 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; } .u260db929061bf5114f632cf5844a4524:active , .u260db929061bf5114f632cf5844a4524:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u260db929061bf5114f632cf5844a4524 .centered-text-area { width: 100%; position: relative ; } .u260db929061bf5114f632cf5844a4524 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u260db929061bf5114f632cf5844a4524 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u260db929061bf5114f632cf5844a4524 .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; } .u260db929061bf5114f632cf5844a4524:hover .ctaButton { background-color: #34495E!important; } .u260db929061bf5114f632cf5844a4524 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u260db929061bf5114f632cf5844a4524 .u260db929061bf5114f632cf5844a4524-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u260db929061bf5114f632cf5844a4524:after { content: ""; display: block; clear: both; } READ: Passion EssayAn excellent example of a nation that comprises the rights and freedomsof its people is Canada. As a nation we live by our rights and freedoms and usethem as a guide to act accordingly. We the people, as part of Canadian society,are able to participate in the workings of our country. This is represented inour political cycle. I call our political system the feedback cycle. In thiscycle, demands and supports are inputted into the administration, voted on, andeventually outputted into society and the cycle continues. Our political systemenables us to have our say through representation of an elected official ingovernment. Ultimately, the power is not solely in t he hands of government. When people are unsatisfied with government they take the necessary steps toreplace the person or people that are not doing their job properly. Affirmative action

The Odyssey Analysis Essay Example For Students

The Odyssey Analysis Essay In the epic the Odyssey by Homer (translated by Robert Fitzgerald)one of the most descriptive and best written passages in the entire epic isThe Slaying of the Suitors (book 23 lines1-62). This is a good passagefor many reasons, one of these is that it is a part of the story that hasbeen built up and anticipated by all. Another is the vivid imagery used byHomer. There is one more reason, this being the tone of the passage. Thetone of this passage is very important to it and adds very much to it. One of the most talked of conflicts in the Odyssey is the suitorsravaging the possessions and house of Odysseus. They were able to do thisbecause he was presumed dead and they didnt worry about him coming toprotect his house and family. The impact of the passage in question is soimportant because it is when Odysseus returns to his home and kills thesuitors. This is a large part of the final resolution, it al begins withthis, for once the suitors are gone Odysseus is free to reclaim is post insociety. It also gives the reader a great feeling of elation that thesuitors who are terrorizing the house of Odysseus. A quote that reallygives a good idea of the overall impact and resolution that this passagegives is as follows You yellow dogs, you thought Id never make it homefrom the land of Troy. You took my house to plunder, twisted my maids toserve your beds. You dared bid for my wife while I was still alive. We will write a custom essay on The Odyssey Analysis specifically for you for only $16.38 $13.9/page Order now Contempt was all you had for the gods who rule wide heaven, contempt forwhat men say of you hereafter. Your last hour has come. You die in blood. (page 410 lines 37-43). This quote gives a good impression of the closurethat is given by this passage, included for this purpose, because it giveOdysseus his revenge, the suitors will die in disgrace, Odysseus hasfinally returned to claim his place. The dominant impression created bythis passage is summed up in the quote above, vengeance, elation at thedeaths of the suitors and the felling that Odysseus is back and hes notgoing to stand for what the suitors have done. This point of Odysseus notstanding for what they had done is further driven home by the fact thatOdysseus immediately turns away a bribery attempt made by a grovelingEurymakhos. There is also a great amount of imagery in this passage that addsvery much to the overall impression of the passage. Homer uses a greatamount of imagery that creates a vivid image of the vengeful slaughter thattook place in that hall. This is symbolized in several pieces of thepassage, one of them being Now as they craned to see their champion wherehe lay the suitors jostled in uproar down the hall, everyone on his feet. Wildly they turned and scanned the walls in the long room for arms; but nota shield, not a good ashen spear was there for a man to take and throw. All they could do was yell in outrage at Odysseus. (page 410 lines 22-27). The vivid picture painted by Homer in this passage is enhanced by thechoice of very descriptive words and phrases for example the first part ofthe above quote. The description of the suitors craning to see theirfallen champion and jostling the room into an uproar paints a picture thatone can easily see with little effort. There is another quote that givesan even clearer image to the reader than the last As they all took this in,sickly fear pulled at their entrails, and their eyes flickered looking forsome hatch or hideaway from death. (page 410 lines 44-46). This quotegives amazingly high quality mental pictures to the reader, especially whenHomer uses phrases like, sickly green entrails, or their eye flickered. .u3242dc0744c9bec26f160f05b38fd750 , .u3242dc0744c9bec26f160f05b38fd750 .postImageUrl , .u3242dc0744c9bec26f160f05b38fd750 .centered-text-area { min-height: 80px; position: relative; } .u3242dc0744c9bec26f160f05b38fd750 , .u3242dc0744c9bec26f160f05b38fd750:hover , .u3242dc0744c9bec26f160f05b38fd750:visited , .u3242dc0744c9bec26f160f05b38fd750:active { border:0!important; } .u3242dc0744c9bec26f160f05b38fd750 .clearfix:after { content: ""; display: table; clear: both; } .u3242dc0744c9bec26f160f05b38fd750 { 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; } .u3242dc0744c9bec26f160f05b38fd750:active , .u3242dc0744c9bec26f160f05b38fd750:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3242dc0744c9bec26f160f05b38fd750 .centered-text-area { width: 100%; position: relative ; } .u3242dc0744c9bec26f160f05b38fd750 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3242dc0744c9bec26f160f05b38fd750 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3242dc0744c9bec26f160f05b38fd750 .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; } .u3242dc0744c9bec26f160f05b38fd750:hover .ctaButton { background-color: #34495E!important; } .u3242dc0744c9bec26f160f05b38fd750 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3242dc0744c9bec26f160f05b38fd750 .u3242dc0744c9bec26f160f05b38fd750-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3242dc0744c9bec26f160f05b38fd750:after { content: ""; display: block; clear: both; } READ: How does the presentation of life journeys compare between Tita and Mikage in Laura Esquivel's Like Water for Chocolate and Banana Yoshimoto's Kitchen? EssayThe image is so strong of the suitors becoming mortally afraid andfrantically looking the entire room over for some refuge from this forcethat they had never dreamed would come back. Shock and amazement, mortalfear, these are the images conjured by the words used to describe thebeginning of the battle between Odysseus and the suitors. The tone of this passage is serious, very serious indeed, the tonehas many aspects in this passage. The first is vengeance, the tone ofvengeance is one of the strongest in this passage, and this quoteaccurately portrays that tone of vengeance So much for that.Yourclean-cut game is over (page 409 line 5).This overtone of vengeance iscarried throughout the passage by Odysseus, nearly everything he says issaid in a way such that he seems to be happy to finally see to it that theproblems his family suffered through in his absence would finally bedestroyed. The other tone is one of fear and shock, this tone is mainlyexhibited by the suitors, being that their worst nightmare has seeminglycome true. A quote that shows the shock and fear that the suitorsexperience is As they took all this in, sickly green fear pulled at theirentrails, and their eyes flickered looking for some hatch or hideaway fromdeath. Eurymakhos alone could speak. (page 410 line 44-47). The suitorsare so shocked that they cannot even speak, save Eurymakhos, and they areso frightened that they desperately seek some sort of hiding place, thisseems to add a bit of urgency to the selection. The attitudes and feelingsthat the characters in a passage exhibit give the passage its tone, and inthis passage we see shock and fear, maybe some urgency expressed by thesuitors and revenge from Odysseus. Those are the tones of this passage,they give it more life, a more vivid realization of what is happening, theyadd to this passages impact immensely. Giving a feeling of elation to seethe suitors finally meeting their end and a feeling of urgency to thispassage. In conclusion, the passage is made infinitely better by the amountof imagery used by Homer to create a vivid picture in the mind of thereader. The tone of this passage is also very important to the overalleffect that the passage is meant to have on the story as a whole. The toneis very important because it gives the passage yet another dimension thatgives it even more impact in the entire book. The passage is veryimportant in the book because it gives a beginning to the end sort ofsituation, the killing of the suitors prepares the reader and Odysseus forthe end of the book. Where Odysseus comes home and reclaims his glory,vanquishes his enemies and ends his odyssey, that is why this passage isimportant to the book. This passage is enhanced by the tone and imageryused and in the end the magnitude of the events taking place are expressedvery expertly by Homer. 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Definition and Examples of Parison

Definition and Examples of Parison Parison is a  rhetorical term for corresponding structure in a series of phrases,  clauses,  or sentences- adjective to adjective, noun to noun, and so on.  Adjective: parisonic. Also known as  parisosis, membrum, and compar. In grammatical terms, parison is a type of parallel or correlative structure. In  Directions for Speech and Style  (circa 1599), Elizabethan  poet John Hoskins described parison as an even gait of sentences answering each other in measures interchangeably. He cautioned that although it is a smooth and memorable style for utterance, . . . in penning [writing]  it must be used moderately and modestly. Etymology: From the Greek. evenly balanced Pronunciation: PAR-uh-son Examples and Observations The closer you get, the better you look.(advertising slogan for Nice n Easy Shampoo)The louder he talked of his honor, the faster we counted our spoons.(Ralph Waldo Emerson, Worship)Everything you want, nothing you dont.(a slogan for Nissan automobiles)The milk chocolate melts in your mouth- not in your hand.(advertising slogan for MMs candy)Promise her anything, but give her Arpege.(advertising slogan for Arpege perfume, 1940s)Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe, to assure the survival and the success of liberty.(President John Kennedy, Inaugural Address, January  1961)A day without orange juice is like a day without sunshine.(slogan of the Florida Citrus Commission)I have lovd, and got, and told,But should I love, get, tell, till I were old,I should not find that hidden mystery.(John Donne, Loves Alchemy)He that is to be saved will be saved, and he that is pred estined to be damned will be damned.(James Fenimore Cooper, The Last of the Mohicans, 1826) Oh, cursed be the hand that made these holes;Cursed the heart that had the heart to do it;Cursed the blood that lets this blood from hence.(Lady Annes curse in Act I, scene 2 of William Shakespeares  King Richard III)An Instrument of DelightBased as it is on identity of sound, parison is usually classified with figures of similitude and sometimes associated with methods of amplification, techniques for expanding and comparing. . . . Parison is, of course, an instrument of delight, causing, in [Henry] Peachams words, delectation by the vertue of proportion and number. At the same time, however, it serves a heuristic function, enlarging and dividing a topic for purposes of analysis, comparison, and discrimination. By arranging ideas into parallel forms, whether phrases or clauses, the prose writer calls the readers attention to an especially significant idea; at the same time, however, such an arrangement focuses the readers mind on the semantic similarities, differences, or oppositi ons exposed in parallel structures. . . .Parison- along with its rhetorical cognates- is one of the cornerstones of early-modern English writing.(Russ McDonald, Compar or Parison: Measure for Measure.Renaissance Figures of Speech, ed. by Sylvia Adamson, Gavin Alexander, and Katrin Ettenhuber. Cambridge University  Press, 2007) Correlative StatementsHere we have a type of notional structure which involves proportionality. It is seen in such statements as the following:  The bigger they are the harder they fall, The harder they work the sooner they go home. And perhaps even in the well-known adage, As Maine goes, so goes the nation, although the latter example is different in some ways from the former two. Each of these examples  implies a set of conditional sentences, thus: The bigger they are the harder they fall could be broken into a set of sentences, If they are small they dont fall very hard; If they are medium-sized they fall rather hard; If they are big, they fall very hard, where small, medium-sized, and big are matched with not very hard, rather hard, and very hard respectively.(Robert E. Longacre, The Grammar of Discourse, 2nd ed. Springer, 1996)

Asian and African People Essay Sample

If one looks at the map of the universe. it is difficult non to detect that Asia is the biggest land mass. Asia is of import to the remainder of the universe. The importance of this portion of universe is non merely because it is the biggest continent of the universe. but besides because it is the part if the universe which is place to the bulk of humanity. All dumbly populated states are located in Asia. Asia spans 100s of longitude and as a consequence you find a assortment of civilization and traditions in Asia. Asiatic people are by and large closely bound to their traditions and for them it is ever hard to interrupt off. The continent as a whole is rich in traditions and values. Asiatic people are posterities of a assortment of races. You find one sort of people ruling one part in Asia. For illustration. the Indian subcontinent is home to the Aryans. The East of India is largely home to the yellow races which include the Mongols. These people have really typical characteristics and can be identified really easy. The West of India is largely populated with Persian and Arab characteristics. More towards the West you find western mix in the mosaic of population that lives in Asia. Asiatic people are different from the people of the other continents as these people are still near to their roots and in most of the states you find agro based economic systems. The economic systems are non really good developed and you find intertwine the force per unit area on land is great. Still. being blessed with the most fertile fields of the universe. Asia is feeding the remainder of the universe as a granary. In Asia. you still find that coevalss after coevalss of people are bound with the traditional values. The West of Asia is largely dominated by the Muslim values as a concatenation of Muslim states is located in this portion of the universe. In general here Islamic values are followed and household unit is appreciated. Families are the basic structural unit in doing up the societies here. Even in the technically advanced and developed states like Japan. you still find that household ties are of import to them. Peoples from more developed parts of the universe sometimes see Asiatic people to be rearward and superstitious. but I believe the Asians are happy and at place with their household units still integral. Asiatic traditions are most of the times truly colourful and in some instances hard to understand for people coming from extremely developed states. The impact of faiths on the traditions and values of the people of Asia is outstanding. Most of the people populating in Asia find faith and linguistic communication to be truly of import to them. The frock codifications are specific and the festivals are besides under the spiritual influence. In general. you can state that Asiatic life is different from the life in other parts of the universe. It is still about place and household. Peoples here are still bound to their roots. and most of all. they are happy about it. There are many states that form a portion of the continent of Asia like the Islamic states and the Southeastern states of Nepal. India and Bangladesh. Asia has the largest land mass in the whole universe and is a place to a bulk of human population that is shacking in the universe. Most of the dumbly populated states of the universe are situated in Asia. There are a big figure of states that constitute this continent and as a consequence it is home to a broad assortment of civilizations and traditions. Peoples of Asia are really strongly attached to their fatherlands and happen it really painful to divide from their native states. Asiatic people are offsprings of an umteen figure of cultural races. It contains states like India. Pakistan. Myanmar. China. Bangladesh. Afghanistan. Nepal. Sri Lanka and the developed states of Japan and Russia. This continent is abounding with a assortment of climes. lands and astonishing landscapes. From Himalayas to the waterless lands of Mongolia and Afghanistan. the continent of Asia is bestowed with astonishing landscapes. Asia has a immense country of land and the western portion of Asia comprises Muslim states like UAE. Qatar. Iraq. Iran and Dubai and contains characteristics of Arab and Persian civilizations. Asia has people following all the faiths from Hinduism. Islam and Christianity. The continent of Asia is blessed with fertile lands in China and India and excels in agricultural production of nutrient grains and rice. Asiatic people are known all over the universe for their strong cultural values and intelligent heads. This continent has given birth to many celebrated scientists. famous persons and politicians. Although this continent does non tout of many developed states. many developing states within this continent are on the threshold of going developed. Asia as a continent was ab initio under the colonial regulation for a really long clip except for the states of Japan or Russia. Many states like India. China. Pakistan and Afghanistan have suffered the brunt of oppressive colonial regulation by Europeans and Americans for a really long period of clip. Timess have changed now and the states of this continent are shiping on the epoch of economic development like neer earlier. Southeast states like India. Sri Lanka and China are sing surprisingly high rates of per capita GDP growing. These states have besides made an attempt to continue communal harmoniousness and integrity by following a policy of inter-regional cooperation and forming associations for the above intent like SAARC. They have besides forged of import trade confederations with each other to common encouragement economic growing. Asia is good known for jubilations and festivals. It is a land where festivals of different civilizations and faiths are being celebrated. Among the major Hindu festivals are Diwali. Holi. Baisakhi. and Eid ul-Fitr. Dusshera. Onam and Christmas and are celebrated with great ardor all over India. African People A ; CultureThe huge continent of Africa is so rich and diverse in it’s civilization with it non merely altering from one state to another but within an single state many different civilizations can be found. Much of Africa’s cultural activity centres on the household and the cultural group. Art. music. and unwritten literature service to reenforce bing spiritual and societal forms. The Westernized minority. influenced by European civilization and Christianity. foremost rejected African traditional civilization. but with the rise of African patriotism. a cultural resurgence occurred. The authoritiess of most African states foster national dance and music groups. museums. and to a lesser grade. creative persons and authors. Africa was the place of birth of the human species between 8 million and 5 million old ages ago. Today. the huge bulk of its dwellers are of autochthonal beginning. Peoples across the continent are unusually diverse by merely about any step: They speak a huge figure of different linguistic communications. pattern 100s of distinguishable faiths. live in a assortment of types of homes. and prosecute in a broad scope of economic activities. Over the centuries. peoples from other parts of the universe have migrated to Africa and settled at that place. Historically. Arabians have been the most legion immigrants. Get downing in the seventh century ad. they crossed into North Africa from the Middle East. conveying the faith of Islam with them. A ulterior motion of Arabs into East and Central Africa occurred in the nineteenth century. Europeans first settled in Africa in the mid-17th century near the Cape of Good Hope. at the southern terminal of the continent. More Europeans immigrated during the subsequent colonial period. peculiarly to contemporary South Africa. Zimbabwe. and Algeria. South Asians besides arrived during colonial times. Their posterities. frequently referred to as Indians. are found mostly in Uganda. Kenya. Tanzania. and South Africa. Africa is the festival continent. Throughout the whole continent. colorful and vivacious festivals range through musical. religous. cultural and harvest to call merely a few. There are many different people groups and folks across the continent of Africa – with their civilization changing from folk to tribe. We have included merely a few on this page and will be adding to the list on a regular basis. Snap the rubric for elaborate sections†¦ Afar The Afar people live chiefly in Ethiopia and the countries of Eritrea. Djibouti. and Somalia in the Horn of Africa.Anlo-EweThe Anlo-Ewe people are today in the southeasterly corner of the Republic of Ghana. They settled here around 1474 after get awaying from their past place of Notsie. Much of African civilization places great accent on visual aspect and hence on jewellery. African jewellery has been given enormous attending for centuries. Own a utile and beautiful portion of African civilization now. Many pieces of African jewellery contain cowrie shells. They are non merely beautiful but besides symbolic! Masks are representative of many different things in African history and civilization. Lineage is really of import to the African people to demo award to their ascendants. They design the masks with luxuriant hair and jewellery to demo great wealth and award so their ascendants will be pleased with them and convey approvals. Ancestors are greatly to be feared if they are enraged. so the people are really careful to be honouring to them at all times. Masks are greatly revered in African civilization Many masks are used in ceremonials by and large picturing divinities. liquors of ascendants. fabulous existences. good and or evil liquors. the dead. carnal liquors. and other existences believed to hold power over humanity. African nuptialss are a household matter and affect the combine of two lives. two households. and sometimes even two communities! There are many different marrying traditions in the African continent and no two are precisely likewise. However. in all the communities the bride plays a really particular function and is treated with regard because she is a nexus between the unborn and the ascendants. A bride might finally bear a really powerful kid. so she is treated with regard. In some countries of East Africa the grooms household would even travel to the brides small town and put up a whole new house at that place. There are many stairss that take topographic point before matrimony starting at a really immature age where preparation takes topographic point in how to be a suited spouse. Girls will many times go to Circumcision schools where adult females learn them what is involved in matrimony. and in some cultural groups even learn secret codifications and linguistic communications so that they can pass on with other married adult females. In the Wolof folk there is even a clip where the seniors of the small town gather with the bride and give advice and gifts. Weddings can be really luxuriant. affecting banqueting and dancing for yearss within a community. they can be really simple. or they can even be performed in immense matrimony ceremonials affecting many different twosomes.

The Rapid Growth of The Body Shop Brand Essay Example | Topics and Well Written Essays - 1250 words

The Rapid Growth of The Body Shop Brand - Essay Example The Body Shop (TBS) brand was in a top position in the market in 1980s and also in the beginning of 1990s. During this period the company was having a high growth rate because of the popularity of the brand name. This question is divided into parts for analysis purpose. First part deals with the reasons for the rapid growth of the Body Shop Brand in the entire 1970s and early 1980s. The second part explains the reasons for the fall in the brand image during the last quarter of 1990s and early 2000s. Reasons for the growth: There were different reasons behind the brand attaining the top position in the industry as well as for achieving a high growth rate in the early years of its inception. These reasons explained below:- a. Environment friendliness and Social Commitment: The company followed a policy namely â€Å"care for environment† which ensured that the products and the day to day business activities of the company do not affect the environment in a negative manner. Furthe r the company was more socially committed. It participated in so many charitable activities as well as social welfare programs. It also sponsored several charity programs aimed to benefit the society. Roddick, the founder of The Body Shop brand, changed some corporate practices which were not friendly with the environment and made it environment friendly. The company established an alliance with Friends of Earth (FOE), which is a network of environmental organization worldwide. The company opposed the practice of testing of cosmetics in animals and campaigns were conducted against this practice. TBS practiced Community Trade, from which the society is benefited as the company bought ingredients of the products from the communities by giving reasonable price. All these resulted in the TBS brand becoming popular in the market and thereby achieving a higher growth rate.

Discuss the representation of the supernatural in Frankenstein and Essay

Discuss the representation of the supernatural in Frankenstein and Lyrical Ballads and related writings - Essay Example These representations are probably the secret ingredients of writers to their works that usually hold their readers’ attention, and getting their praises in the end. As for Wordsworth and Coleridge, they were initially stoned with many negative comments from reviewers like Francis Jeffrey which resulted to readers refraining from embracing their works (enotes.com). However, with the rise of other reviewers who appreciated the simplicity of the two Romantics’ works, the dice was rolled for the authors’ favors and marked their names in history, where even today, the representations of their works are rediscovered time and again. Mary Shelly’s Frankenstein (Literature.org) is a lyrical ballad with representations of the unseen world and nature, of gods and humans. During the times of early discoveries of what we enjoy now like electricity, unseen powers greatly influenced the imaginations of men that this theme is scattered in many of their literary works. Fr ankenstein’s creation of a monster resulted from the understanding of the works of the gods who keep the equilibrium of the universe and things in it. The creator intended to make a man like himself through his study of Chemistry, one that he would be proud of, intended for the good of mankind. To his disappointment, he made alive a creature he eventually feared and despised; a demonstration of what the supreme can do to frustrate the illusions of man for fame, glory and power. Frankenstein, destroying his she monster before even taking the breath of life brings to him a realization that he can not play god again. He may have been able to create a man, but it was to his misfortune and not according to what he expected things to be. This realization may have not been explicitly mentioned but the representation rings through the story where Frankenstein’s fears for what the monster could do, with a helper who could be able to reproduce their kinds amongst humankind. It c ould also have been to Frankenstein, a submission and acceptance that he is not at all powerful as the gods who are able to look after their creations and limit their fantasies as they did to him and his creation, a monster instead of an adorable man. Looking at the story more closely and its implications to the modern world, Frankenstein obviously would represent men or scientists in particular and the monster are the bad effects of their discoveries and creations. For instance, men created bombs, missiles and guns. Like the monster of Frankenstein, these creations take millions of lives around the world not only the bad guys but more often than not, the innocent become the victims. The creators of which are not spared from the pain of such a great misery as seen in the life of Frankenstein whose loved ones were not spared, making him suffer all the more, blaming himself for such a misfortune. Men can not undo what they have done, they can not bring the time of ignorance about such destructive creations as Frankenstein was not able to destroy his monster. However, it could be implied in the story that such insanity can either be reinforced or put to a stop. Frankenstein, creating a she monster would strengthen the male counter part and eventually take more lives than he is able to do alone, likewise, scientists creating more and stronger kinds of bombs will physically do the same.

The play “Macbeth” Essay Example for Free

The play â€Å"Macbeth† Essay At the beginning of this exam we read through the play entitled â€Å"Macbeth† so we had an idea of the plot of the play I think this helped us all as most of the class had not read this play before and this made us want to learn more of Macbeth. Response Phase. Using still images and narration after we had read the play helped me to understand the play better than when I read it as you had a visual aid and could see exactly what was going on and having narration in Modern English made it easier to understand as we are used to Modern English. In order to create three still images with narration successfully we had to think about the relationships between characters within the play to make sure that the way in which we performed was as accurate as possible as then it made it easier for the audience to understand. When we performed the three still images with narration I found that putting emotion in your voice for the narration and using conscious movement when changing images was hard and we needed some more work on that however I feel that showing who we were acting towards other characters was easy and the audience knew who we were trying to act as. In the exam we did an exercise called â€Å"the mirror exercise† in this we got into pairs and had to stand facing each other and we had to copy our partner’s actions and movements to create an atmosphere and we compared this to characters in the play for example: When Macbeth and Lady Macbeth are arguing about killing the king in our movement piece we showed how the control of the two switched until Lady Macbeth wins the argument and we showed her higher in this piece showing that she had won the argument. In act 1 scene 3 we learnt through the mirror exercise that Macbeth is easily lead by Lady Macbeth in which he is willing to kill the king to make his wife happy and to make him self king this also shows that he is a greedy man. This exercise reflected upon me greatly as I got to see a different sides to lots of characters which I fell gave our performances a little more and we could perform better having done this. Hotseating Macbeth helped my understanding of the character much more as you could ask any questions which are unanswered within the text and you could also develop more of a background to the character and that meant you knew more about Macbeth so you could add more into your performances and this was much better than just being told about the character. What we discovered about Macbeth as a result of hotseating: He is a greedy man. A power thirsty man. Looks out for him self. Trusts his wife. Is loyal to whom he chooses. Is very deceiving. In act 1 scene 7 we used thought tracking, soundscape’s and abstract movement to explore the thoughts and inner turmoil in Macbeth’s mind and I fell that all f these strategies helped my understanding as I could discover more sides to Macbeth’s character which enhanced my performance when I was in his role. I discovered in this that Macbeth is a greedy man as he wants to kill a friend and a loyal boss just so he can have more power and be crowned king. In groups of three we identified and marked the moment that represented the struggle in Macbeths mind, we identified this moment by reading extracts and finding that moment, we found it as it was significant as it showed Macbeth talking to himself arguing with his conscious not knowing what to do that’s why we chose this scene. Following on from this we all created a short movement piece without dialogue to highlight this moment this deepened my understanding and effectiveness of the piece without dialogue as you got to watch Macbeths facial expressions and how he felt reflected upon them also you got to think for yourself what he may have been thinking so this helps to understand. Within this whole exam I feel that â€Å"the mirror exercise† helped me most to gain an insight into the characters of Macbeth and Lady Macbeth. I think that this whole experience has helped me to understand the life and times that William Shakespeare wrote this as I can see that it is easy to get away with murders as there was no authorities like the police like we have today which shows it was a dangerous time and a lot has changed since then. Empathy to see and feel someone else’s point of view is so important not only for an actor but for society in general as if you do not always see eye to eye and you cannot compromise friction between people enter and this is when fights and disagreements all break out so it is important as you can then have a conversation and the tone of your voice can reflect upon that which helps keep the peace. Development Phase. We looked at act 1 scene 3, this is when Macbeth meets the three witches for the first time and also when he is told that he will be Thane of Cawdor and the king, here is how I think Macbeth would have felt about this, his thoughts on this life changing news: Thane of Cawdor? How can that be there is already a Thane of Cawdor. To be king wow that would be great but how do I achieve that? These women cannot speak truth there is no way this can come true, but what if they speak true and I can become Thane then king ? I must tell my wife! From the above in which I have just written I will now bullet point how I feel I would perform the extract above: My facial expression would be tense and confused. I would look down just glancing up every so often looking at people until the line beginning â€Å"These women† then look up. Once looking up stare at the three witches. Look at them angrily. Look out in the distance when â€Å"but what if† starts. Confused look again. Return to the atmosphere of the room quickly as you say â€Å"I must tell my wife†. We used drama to create our own version of act 1 scene 3 we used props symbolically within this scene for example: Drums to create the drum sound in the text, black cloth to show the darkness of the witch’s growing closer towards Macbeth. In this scene we tried to replicate Macbeths temptation when the weird sisters are telling him all him becoming Thane of Cawdor and king as in our group we felt that it was important to show his lust for the titles of Thane and King so we tried to show that the weird sisters are making his lust worse as they say he can be Thane and king so in a group we felt that the weird sisters were responsible for his temptation but also he controls this so in a way they are both responsible for the temptation towards the titles and thought that somehow they could be like a mirror to his own soul as he wants to be Thane and king but does not show it only deep in his soul so they are showing him this and he knows that it what he wants and what he lusts for in his soul. I feel that a twenty first century interpretation of the text would be very different to that of Shakespeare’s age when witch’s were considered to be real as today people would think nothing of someone saying that they would be Thane and king as there is no such thing as witches known in present times so Macbeth in present time would not be as spooked and as tempted as there is no fear in what they say today. If I could develop this drama through the use of costume, stage design, special effects and props I would have used lighting so that every so often when the witches finished a sentence they flashed so it gave the effect of lighting and mystery and to give the atmosphere of storm I would also use black clothes with were ripped and look dirty and for Macbeth I would wear battle clothes like armor as they had just come from battle in this scene. When creating this movement piece from act 1 scene 7 I feel it gave a great sense of how Macbeth was feeling and gave an idea of the thoughts going through his mind as he is drawn to what the witches are saying but backs away when in his mind he thinks it may happen and he becomes overwhelmed with the thought. I feel we could have developed this further by the speed in which Macbeths walks toward the witches and when he backs away as the tempo and rhythm of that could make the audience engage more with his thoughts, also using contrasts as in the stillness when Macbeth backs away to when he was all excited to hear he will be king when he is very active, using spoken language in this piece may have made this better as some members of the audience may not have fully understood what was going on within this piece. If we were to use our movement piece and turn it into a naturalistic role-play I would design the stage as a dark stormy sky as the witches bring storms and the blackness can symbolize evil being the witches. Within this role-play I would have to think about spoken language between the characters including gestures and how they should show how they really feel with body language and where the climax of the whole scene should be in order to make it work. Acting out the text using Shakespeare’s language was very challenging and difficult to master and I would need a lot of time to get it perfect. If I had a week to rehearse a scene I would pick the very first one in the play when you meet the witches for the first time as I think this sets the scene for the rest of the play, in this I would use my voice to project over the whole of the stage when needed to create a sense of the witches being mysterious and my body language would be very bizarre as the witches move like this to create a strange atmosphere.

Jeanette Wintersons Written on the Body and Caryl Churchills Cloud Ni

Jeanette Winterson's Written on the Body and Caryl Churchill's Cloud Nine In Jeanette Winterson’s Written on the Body and Caryl Churchill’s Cloud Nine differences between male and female roles in society become distinct. Through these differences, an intricate web of male and female characters seems to be woven, and we can see the clarity between gender roles. With the support of Churchill’s Cloud Nine by Jeffrey Barber, â€Å"You see, I am no stranger to love†: Jeanette Winterson and the Extasy of the Word by Celia Shiffer, and â€Å"Body Languages: Scientific and Aesthetic Discourses in Jeanette Winterson’s Written on the Body,† the idea of love and gender roles present in Jeanette Winterson’s Written on the Body and Caryl Churchill’s Cloud Nine become alive, and we see how these characters both form to and break from their assigned roles. The roles of the characters are exemplified by distinct differences between the genders through the presence of love and gender stereotypes, the dominant idea of nature, and the struggle between male and female characters with specific reference to sexual relationships and marriage. Gender stereotypes seem characteristic in both Written on the Body and Cloud Nine. Clearly the women are expected to be submissive, while the men are to be assertive. The first time we see the idea of these gender stereotypes in Cloud Nine is with Edward and his sister Victoria’s doll. Dolls are clearly not toys for boys; they are only for little girls. And so, when Edward is caught playing with the doll, his father and mother show disappointment in him because it is not proper for a boy to play with a doll. Edward gives the doll up unwillingly. The second time Edward is caught playing with the doll Betty says ... ...tinguishable, often seems figures as a condition of being human rather than coded with female specificity† (Shiffer 33). Schiffer draws our attention to a very important concept brought about throughout the two novels; the concept of loss. Love can only be measured by loss, and in Written on the Body the narrator realizes the importance of Louise and the impact she had on her life only after she is gone. However, when Betty leaves Clive in Cloud Nine she realizes all that she can do for herself, which furthermore signifies Clive’s irrelevance to her life. Both of these works explicitly work for and against one another both forming to and breaking from very intricate connections. Through both texts, we can see how each of the characters wants to conform to certain stereotypes, and how ultimately, many of the characters end up breaking from the stereotypes set forth.

Difference Between Goals

Goals are often the main fundamental end point towards which organizations work. Goals define the aims and objectives of organizations that are set to be achieved in the due course of time. The different types of goals in an organization are for different purposes and reasons. Fundamentally there exist two categories of goals: official goals and operative goals. (Daft, 2001) The difference between these goals is quite obvious and can be explained easily.Official goals exist to define the organization’s overall legitimate objectives i. e. the stage it will reach during the course of its existence. Operative goals, on the other hand are in place to provide the momentum and motivation to employees in a particular direction. These seek to establish decision guidelines and are basically the means to achieve the fundamental objectives. In other words, operative goals define the goals of performance and employee productivity in order to meet the official goals.  (Daft, 2001)There s hould be a high degree of consistency and congruency between the official and the operative goals for the organization to benefit from it. At Google, the official goals are defined to being able to provide the world with all the information in and about the world in as many different languages as possible. Clearly speaking, it is a very broad, timeless and fundamental goals which Google is aiming at.There will hardly be any point in time when Google can claim that it has met its official goals. The operative goals of Google include the harbouring of individualism as well as collective group work: a goal that will motivate both strata of workers because it has been found out that many superb individuals may not gel into groups well and many average performers may perform exceptionally in groups. It also has provision for creativity and innovation.The operative goals of Google are clearly different and more specific towards performance and operations, while the official goals depict w hat the operative goals will one day lead to. (Google search engine) Thus, it should be borne in mind when considering the difference between operational and operative goals that these are highly related to each other and yet distinct. The example of Google as an organization highlighting the differences between these two types of goals exmplifies this fact aptly.

Marriot Corporation Essay

2. Is the proposed restructuring consistent with management’s responsibility? 3. The case describes two conceptions of managers’ fiduciary duty (p. 9). Which do you favor: the shareholder conception or the corporate conception? Does your stance make a difference in this case? 4. Should Mr. Marriott recommend the proposed restructuring to the board? Marriott Corporation (A) 1. Why is Marriott’s chief financial officer proposing Project Chariot? What is your assessment of MC’s financial condition? Is this project necessary for the company’s survival?. 2. Is Project Chariot consistent with management’s responsibilities? To bondholders? To shareholders? To the public? 3. The case describes two conceptions of manager’s fiduciary duty. Which do you favor: the shareholder conception or the corporate conception? Does your stance make a difference in this case? 4. Should Mr. Marriott recommend the proposed restructuring to the board? 5. Who will be affected by Project Chariot? Should MC make any concessions to the bondholders? ————————————————————————————————————————————– Ans. 1 Project Chariot involves a conflict of interest between the shareholders and the bondholders since in this case the debt being held by Marriott Corporation (MC) is risky. Project Chariot aims to create MII with low debt and HMC with high debt. Thus bondholders will find that their investment gets tied to risky real estate assets whose appreciation is uncertain. Food management which is a major segment of MC remains with MII. Thus Project Chariot aims to give shareholders the business upside and bondholders the real-estate downside. Hence this appears to be a case of risk shifting. Shareholders stand to gain while bondholders will lose if Project Chariot is implemented. Ans. 2 This seems to be a case of ‘Cashing out’/’Wealth Transfer’ where the ‘overall’ wealth is being transferred from the bond holders to the equity holders. The following points lead us to the direction of it being a ‘wealth  transfer’ type of conflict: * Chariot will result in a loss to bondholders and a gain to shareholders as the bonds will be downgraded by rating agencies and the returns of the bondholders will be attached to a heavily indebted duty * Total Debt will become more risky, and bonds will be downgraded to ‘below investment grade’ level * MC would be divided into two separate companies. MII would do MC’s lodging, food, and facilities management businesses, whereas HMC would retain MC’s real estate holdings and its concessions on toll roads and in airports, Hence bond holders will now have a claim on only the payoffs of HMC and not MII. So, because of the above reasons ‘Project Chariot’ seems like a case of ‘Wealth Transfer’ conflict of interest. Ans. 3 We believe in the broad view of manager responsibility. We think that managers should not only consider the interests of shareholders but also the interests of bondholders, employees, and other related parties. This responsibility is even more important in the case of a B2C company like Marriott. If they get†¦ 1. If the Project Chariot is implemented i.e. Marriott is divided into 2 companies Marriott International(MI) with the risk free profit generating operating hotel and service business while the other Host Marriott(HM) a would own Marriott’s hotel and undeveloped real estate businesses and other non service businesses, this will affect the following players: a) Shareholders: Shareholder now have majority stake in a corporation with a lower probability of default while all the risk is transferred to debt holders. So all the risky investments are highly leveraged with bond holders exposed to the risk. On the other hand MI backed mainly by shareholders equity and performing assets and thus would be able to issue new debt increasing value for both shareholders and the corporation. Thus the shareholders would gain at the expense of bond holders and the equity value of the company would increase. b) Bondholders Bondholders had a lot to lose as according to Project Chariot almost all the debt would be assigned to HM. Given the problems in real estate and hotel markets there was a concern of HM’s ability to meet its debt payment and there was a high probability of default. This meant that the risk was issued at investment grade but now was not backed by valuable assets of the companies which were to be spun off to MI which was to be backed by equity. The value of the bonds would decline substantially and the bond holders would loose a lot of their investment. c) Management(The Mariott brothers) The management gains from the spin off since it is able to split its distressed assets from the profit driving assets and there was a new company which was not under distress thus helping them retain their management positions and start from scratch. They can concentrate on core businesses thus improving efficiency and value. d) The value of the whole company: The spin off does not create value for the company as a whole but only distributes the†¦ What: Under Project Chariot, Marriott Corporation (MC) would become two separate companies. The new company, Marriott International Incorporated (MII), would consist of MC’s lodging, food, and facilities management businesses, as well as the management of its life-care facilities. The existing company, renamed Host Marriott Corporation (HMC), would retain all MC’s real estate holdings and its concessions on toll roads and airports. Why: This project is being proposed because the economic slowdown in the late 1980s and the 1990 real estate market crash left MC owning many newly developed properties for which there were no buyers, together with a massive burden of debt. The new company (MII) would have the financial strength to raise capital in order to take advantage of investment opportunities. The existing company (HMC) would take on the newly developed properties and most of the existing debt. HMC would be valued for the chance of appreciation in the property holdings when the real estate market recovered, not on the basis of earnings, thereby reducing the pressure to sell properties at depressed prices. 2- The fiduciary duty of management is to the shareholders  because they are more than creditors; they are the actual owners of the firm. Management is entrusted with the responsibility to increase shareholder value and their main focus should be on investing in projects that accomplish that task. As stated in the case: â€Å"U.S. courts had held that corporations have no responsibilities to safeguard the interests of bondholders other than those spelled out by the terms of the bond indenture†. 3- I first looked at the initial market reaction; the change resulting from October 2, 1992 (pre-announcement) through October 7, 1992 (post-announcement). I used October 7 for my initial market reaction because in 1992 many people may have still relied on newspapers for investment information. In addition, I assessed this narrow amount of time separately because widening the range of dates used to evaluate the change in prices may allow other variables outside of Project Chariot to come into play. However, I also looked at a wider range of time [October 2, 1992 (pre-announcement) through December 31, 1992]. If you can reasonably assume no extraneous variables affected the prices during this time, widening the range of dates assessed can give an idea of the impact to prices after the initial market over/under-re†¦

QA How and Why Should I Keep Track of Time on the SAT or ACT

QA How and Why Should I Keep Track of Time on the SAT or ACT SAT / ACT Prep Online Guides and Tips If you want to do well on the SAT or ACT, keeping track of time and how many questions you have left is extremely important. Sections are 35-60 minutes long on the ACT and 25-65 minutes long on the SAT. One of the leading reasons students perform poorly on either test is that they run out of time. And one of the leading reasons students run out of time is not because they're not aware of how much time is left. We'll go over the best way to keep track of time on the SAT/ACT in this article, including what timekeeping devices are and are not permitted on test day. Q: How Does Knowing How Much Time Is Left Help Me? Answer: It lets you plan out which questions to answer first. For each SAT/ACT section, most people agree that it's strategically best to start with the questions that are easy for you. You can then go back and answer the harder ones in an order that depends on how much time is left. If you have three hard questions and 15 minutes left, it probably doesn’t matter what order you do them in. On the other hand, if you only have five minutes left to do three hard questions, you should try to do the easiest-looking one first. But you can’t even make that choice if you have to rely on having a good view of the big clock on the wall or on the proctor's desk. Q: What Can I Bring to Time the Exam Sections? Answer: Not much. Unfortunately, neither test is very accommodating when it comes to timing devices. Both the SAT and the ACT have the following strict rules about what you can bring to the test. Rule 1: You Can't Bring a Cellphone This is for real. You are technically not even allowed to have a cellphone with you in the room, and you're certainly not allowed to look at your phone during the test or during the breaks in between sections. In practice, if you do take your cellphone with you to the testing center, you must make sure it is completely turned off. If you want to be really safe and know how to take the battery out of your phone, do it. Silent mode just isn't safe enough for the SAT or ACT. We say this because cellphones, even on Silent or Airplane mode, can beep or vibrate loudly for various reasons, from a national weather alarm alert to a software update that restarts the phone. And if your phone goes off, the test is over for you. Your test booklet will be confiscated and disqualified from being scored. More pertinently, even if you bring a cellphone with you to the testing center (which, again, is technically not allowed), you definitely, definitely can not use your cellphone, even just as a timer. Rule 2: You Can’t Bring Separate Timers The College Board explicitly lists "separate timers of any type" as something that cannot be brought in. This means no stopwatches, no kitchen timers, and no hourglasses. An hourglass is not an acceptable timekeeping device for the SAT or ACT. Rule 3: You Can't Bring Anything That Beeps If you use a beeping watch in a way that doesn't beep, it should be fine for the SAT/ACT. However, are you sure you won’t accidentally hit a button that makes it beep? Sure enough to bet your entire SAT or ACT score on it? The only way to guarantee your test won't get disqualified is to play it safe and just bring a watch that cannot make a beep. Q: What’s the Best Plan for Keeping Track of Time on the SAT/ACT? Answer: Use an analog (non-digital) watch that can’t beep but that you can easily reset. You can get a cheap non-digital watch for less than $15 on Amazon. If you’re not great at reading clocks, you can get an easy-to-read one that has the minutes marked on a ring around the watch face. Once you have your analog watch, practice using it as a timer with either of these two strategies. Strategy 1: Set Your Watch to Noon Right when each section starts, set your watch to 12:00 (so that the minute and hour hand are both on the 12). The minutes past 12:00 tell you how many minutes passed since the section started. It's an easier way to check how much time has passed than doing the mental math of, "So we started at 10:48, and it's 11:04 now, which means...16 minutes have passed? Probably?" The main problem with this method is that you still have to do some mental time math. For instance: "The 25-minute SAT Math No-Calculator section started at 12 pm and now it’s 12:07pm. How many minutes do I have left?" The answer is 18 minutes, but the time it took you to do the math in your head is lost time you could've been spending on the test. Save your math for the Math section and use this next trick. Strategy 2: Use Your Watch to Count Down to Noon An alternative to setting your watch exactly to noon is to set your watch to a section's length before the hour. For instance, if the section is 25 minutes long, set your watch to 35 minutes past the hour (which is 25 minutes until the next hour). The watch’s countdown to the end of the hour will also be a countdown to the end of the section. Here's a handy table with the times you should set your watch to at the beginning of each section: Section Length (minutes) Set your watch to... What sections are this length? 25 11:35 SAT Math (No Calc) 35 11:25 SAT Writing and Language, ACT Reading, ACT Science 40 11:20 ACT Essay (optional) 45 11:15 ACT English 50 11:10 SAT Essay (optional) 55 11:05 SAT Math (Calculator) 60 11:00* ACT Math 65 10:55* SAT Reading *To keep the countdown to noon consistent across all sections, it's better to use 11 and 10:55 here, but you could theoretically use a different time if you wanted. Setting your watch to count down to noon is helpful because: You effectively have a timer, giving you an edge. It's completely within policy, since you are allowed a non-beeping watch. It's better than doing time math. Of course, if you use this method, don't forget to reset the watch at the beginning of each section. And when the test is over and you’re out of the test room, set the watch back to the real time. What’s Next? Take advantage of your new knowledge of how to keep track of time by reading our tips on saving yourself time during the SAT. Still worried you'll run out of time? We have more great tips on how to avoid running out of time on SAT/ACT Reading and SAT/ACT Math. How long exactly are the SAT and ACT, anyway? Find out with our guides to how long (with breaks) the SAT and ACT are.

Creating Shared Value by Mark R Kramer Article Example | Topics and Well Written Essays - 750 words

Creating Shared Value by Mark R Kramer - Article Example The industries and large business corporations of the present day are highly responsible for various environmental, social and economic problems. In other words, it is stated that there is a siege of the capitalist system. However, there is an inherent requirement for the change in existing paradigm for CSR. Traditionally, the organizations believed that creating the social values would hamper the economic success. The author has demonstrated in this article the concept of ‘Shared Values’ that would help the organization in building both economic and social values without affecting the economic success. The article will be judged based on certain criteria including creativity, adherence to the topic, tendency to influence the readers and reliability (Porter and Kramer 62-77). The article â€Å"Creating Shared Value† mainly focuses on the business establishments for regaining the trusts in the current era of crisis. In the article, the authors have asserted, â€Å"The capitalist system is under siege†; â€Å"learning how to create shared value is our best chance to legitimize business again† (Porter and Kramer 64). However, the article aims at transforming the social problems related to the organization into opportunities for business and thus contributes to solving the social challenges along with increased profitability for the organization at the same time. Moreover, Porter and Kramer have also asserted in the article that, â€Å"Creating Shared Values can give rise to the next major transformation of business thinking†, â€Å"drive the next wave of innovation and productivity growth in the global economy† and â€Å"reshape capitalism and its relationship to society† (Porter and Kramer 64). However, these are t he most tempting propositions made by the authors that have created enormous attention among the business community, educators, and the management practitioners.

The Importance Of The BRIC Countries To The United States Economy Term Paper

The Importance Of The BRIC Countries To The United States Economy - Term Paper Example As the level of integration amongst the financial markets increases, it is critical for policy makers and global investors to understand the synergy between certain economies. This is important to adjust their portfolios and achieve proper diversification. In many ways, these are unprecedented times. The study and analysis of the relationship between the fastest emerging economies and the United States economy is gaining a lot of attention. The US economy dominates the global economic environment influencing industry trends and market behavior. However, the evolving economies of the BRIC countries have challenged the US economy and it is envisaged that the future holds immense potentials for growth and development in these countries. US trade relations and economic ties with these countries will play an important role in defining future prospects and economic potentials for both US and BRIC countries. The study evaluates the growing significance of the BRIC countries to the US econom y and analyses the factors driving these economic indicators. â€Å"BRIC countries are expected to contribute one-third of the world's GDP increment in 2015, by which time their total economy will surpass America, according to a leading Chinese think tank† (Economic Times). The countries of Brazil, Russia, India and China are the key emerging markets in the world economy. China and India represent for approximately 33% of the world’s total population. Both these countries have a high concentration of their population in the middle class who possess high purchasing power. The gross domestic product (GDP) rates in the BRIC countries are higher than those of developed countries (Desai, Acharya & DeKeizer). By 2025, it is estimated that BRICs will account for 50% of G6 countries. By 2045, the BRIC economies will take over that of G6 countries. By 2025, annual increase in dollar spending from BRICs would be twice G6 and four times by 2050 (Wilson). By 2033, it is estimated that India will have the third largest economy in the world after China and the United States. Among the BRICs, India will have the fastest growing economy. As a percentage of population, India will have highest working age population i.e. 15 to 60 years. In 2050, three of the large st four economies will be in Asia (Desai, Acharya & DeKeizer). The emerging markets provide a number of opportunities. They have the potential to have high growth rates. They have the capability to attract greater volume of foreign direct investments (FDIs). They make a huge amount of investment in infrastructure. The presence of a large middle class gives a boost to demand. There is an enormous supply of skilled and cheap labor. There is great opportunity for outsourcing work particularly in India. Emerging markets present even more opportunities in the form of disinvestment of public sector units (PSUs). There is large scale of mergers and acquisitions both domestically and globally. They are also fast in catching up with technological changes. These BRICs have a vast supply of agricultural and mineral resources. Their commodities markets are also growing rapidly (Desai, Acharya & DeKeizer). In demographic terms, BRIC consists of world’s two most populated countries and ano ther two with sizeable populations. China has the world’s largest population accounting got one-fight of the total world population. India accounts for 17.5% of the world’

Discussion Questions Essay Example | Topics and Well Written Essays - 500 words - 21

Discussion Questions - Essay Example If one element would be selected for replacement or upgrade, it would be the software system because this is the system that needs most regular updates. This element should be updated regularly to ensure that all applications are being accessed and to be apprised of the most advanced developments that would facilitate the functioning of the unit. A consistent set of policies and procedures that would ensure the protection of information systems in the workplace should include intensifying authorizations to work areas, including access to information systems, through the use of advanced technological breakthroughs in ID checking, monitoring, and access. As such, these policies and procedures should be regularly reviewed and updated to reflect changing conditions in the workplace and to incorporate new technologies that intensify needed protection of privacy and confidentiality of personal, professional and organizational information. In one’s organization, as soon as biometric identification services were offered in the market, this was immediately implemented to strictly enforce security measures as part of the policies and procedures. IT managers, just like any other managers in any organization, could possibly fail when the functions and responsibilities expected of the position and role are not carried out, as required. This included being apprised of current and future trends in technology that would potentially impact and influence the operations of the organization. Therefore, managers must be aware of being too complacent with current operations, regardless of how efficient current operations are. To avoid these pitfalls, these managers must exemplify skills of introspection, information-processing, as well as resource generation and allocation skills that focus on being proactive, rather than reactive. When implementing both technical and organizational changes, some variables that need to be considered and incorporated are scanning the environment

Research paper Example | Topics and Well Written Essays - 1250 words - 6

Research Paper Example The woman-centric themes of the poems shall be dealt with in this paper. The formal innovations that these poets have made in their poetry shall also be an important part of this paper. This paper shall also look at the divergences within their poetry. Obviously, even though women share many of their concerns, to say that their concerns are identical would be to reduce the complexity and depth of the issue at hand. This paper shall argue that the feminist content of these poems needs to be looked at in terms of the need for solidarity amongst women of all ideological orientations, arising out of their experiences as women in a patriarchal society (Hoffman 48). Anne Sexton’s poem â€Å"Cinderella† speaks of the problems inherent within fairy tales. It speaks of the harmful stereotypes that are perpetuated within and through such stories. The stereotype of the wicked stepmother is one such stereotype. The importance of Sexton’s poem lies in its ability to subtly pi nt at such stereotypes and laugh at them while at the same time rebuking society for believing in them. When she says, That's the way with stepmothers. (373), she intends the reader to detect the sarcasm within the lines. This is intended to reveal the extent to which women in such stories are victimized and portrayed as villains. The reference to the ball as a â€Å"marriage market† (373) is another instance when events that are considered important in popular imagination are deconstructed and viewed as events with social and economic significances. Sexton continues with themes of relevance to women in â€Å"Her Kind† where she expresses solidarity with women of another era. She refers to witch-hunts that have taken place in history, arguing that ‘witches’ were just women who were different from what a patriarchal society wanted them to be. Sexton herself was considered to be a woman different from conventional models of femininity. This may have led her to express her solidarity with other marginalized groups of women from history. Greg Johnson concurs with this view in his review of Diane Wood Middlebrook’s biography of Anne Sexton (408). Sexton repeatedly uses the line â€Å"I have been her kind† (405) in order to emphasize the importance of such solidarity. Her life is important here also because it reveals how difficult it is for women, even famous poets, to lead their lives in a patriarchal society. The self-positioning of female subjectivity in Sylvia Plath’s poetry spans across the subjects of sexuality, history, kinship and heavily politicised and gendered notion of rationality. The focus of the essay shall be on â€Å"Daddy,† â€Å"Lady Lazarus,† and â€Å"Metaphors.† In â€Å"Daddy† one finds the coalescing of the identities of her father and a tyrannical political leader. Owing to the immediate historical backdrop of the poem, the Second World War, one may well speculate t hat the reference here is to the Nazi regime of Adolf Hitler. The analogy between her father and Hitler points to the collusion between patriarchy and dictatorships. It is against the Nazi ideal of racial purity that the speaker establishes her own identity as proudly hybrid when she says â€Å"With my gipsy ancestress and my weird luck/And my Taroc pack and my Taroc pack/I may be a bit of a Jew.† (631) This repudiation of purity enables her to construct her identity outside the rigidly deterministic

Teachers Perceptions of Instructional Supervision

Teachers Perceptions of Instructional Supervision CHAPTER ONE INTRODUCTION This chapter gives a preamble to the whole study. It deals with the problem and the way it is approached. It encloses a brief formulation of background of the study, objective of the study, delimitation and limitation of the study. It also introduces definition of some key terms and the overall organization of the study. 1.1 Background of the Study Teacher education play an important role in promoting the learning and professional growth of teachers. Supervision is one of the functions of education that offers opportunities for schools to be effective and for increasing the professional development of teachers as a means of effectively managing the teaching-learning process (Kutsyuruba, 2003; Arong Ogbadu, 2010). Supervision has existed in all countries for many decades and occupies a pivotal position in the management of education, which can be understood as an expert technical service most importantly concerned with scientific study and improvement of the conditions that surrounds learning and pupil growth (Alemayehu, 2008). According to Vashist (2004), supervision is leadership and development of leadership within groups, which cooperatively assess educational product in light of accepted educational objectives, studying the teaching-learning situation to determine the antecedents of satisfactory and unsatisfactory pupil gr owth and achievement, and improving the teaching learning process. The concept of instructional supervision differs from school inspection in the sense that the former focuses on guidance, support, and continuous assessment provided to teachers for their professional development and improvement in the teaching-learning process, whereas the latter gives emphasis on controlling and evaluating the improvement of schools based on stated standards set by external agents outside the school system (Wilcox Gray, 1996; Tyagi, 2010; Arong Ogbadu, 2010). Instructional supervision is mainly concerned with improving schools by helping teachers to reflect their practices, to learn more about what they do and why, and to develop professionally (Sergiovanni Starratt, 2007). Various authors stated that instructional supervision has clear connection with professional development (Sergiovanni Starratt, 2007; Zepeda, 2007). Kutsyuruba (2003) defined professional development as follows: A major component of ongoing teacher education concerned with improving teachers instructional methods, their ability to adapt instruction to meet students needs, and their classroom management skills; and with establishing a professional culture that relies on shared beliefs about the importance of teaching and learning and that emphasizes teacher collegiality. (p. 11) In Ethiopia, the supervisory services began to be carried out since 1941, with constant shift of its names Inspection and Supervision. Currently, supervision is widely practiced in all schools at all levels (Haileselassie, 1997). In the case of Addis Ababa, Addis Ababa City Administration Education Bureau (AACAEB) has restructured its sub city level supervisory positions from general supervisory approach to subject-area instructional supervisory approach, since the beginning of 2004 (Alemayehu, 2008). 1.2 Problem Statement A research conducted by Alemayehu (2008) in secondary schools of Addis Ababa shows that the subject-area instructional supervision practiced in Addis Ababa City Administration (AACA) has exposed to multiple problems such as, lack of adequate support to newly deployed ( beginner) teachers, less amount of classroom visits and peer coaching by instructional supervisors, focus of supervisors on administrative matters than on academic issues (supporting and helping teachers), and less mutual professional trust between supervisors and teachers. All these and other problems can enable teachers to have a negative perception towards instructional supervision. According to Oliva (1976), the way teachers perceive supervision in schools and classrooms is an important factor that determines the outcomes of supervision process. In addition, previous research and publications revealed that because of its evaluative approaches; less experienced teachers have more negative perceptions on the practice of supervision than more experienced teachers. They consider supervisors as fault finders; they fear that supervisors will report their weaknesses to the school administrator, and consider supervision as nothing value to offer to them (Blumberg, 1980; Olive, 1976; Zepeda Ponticell, 1998). However, literature on perception of teachers toward supervisory practices is very limited in Africa in general and in Ethiopia in particular. Therefore, this study was designed to examine beginning teachers perceptions of the real and ideal supervisory practices and their perceptions on its relationship with professional development in private and government secondary schools of Addis Ababa. This study addressed the following basic research questions: What are the perceptions and preferences of government and private beginning secondary school teachers regarding the actual and ideal supervisory practices? Is there any difference in perception between beginner and experienced secondary school teachers regarding the actual and ideal supervisory practices? What is the perceived relationship between the supervisory practices and teachers professional development? 1.3 Objective of the Study The overall objective of this study was to examine the existing perception of beginning teachers toward instructional supervision and its perceived relationship to professional development in government and private secondary schools of Addis Ababa. Specifically, the study seeks to explore beginning teachers perception of what the ideal supervision should be and how it has been actually implemented in the schools, and their perceived connection to professional development. In addition, it was aimed to explore what differences existed in the perception of instructional supervision between private and government school teachers and between experienced and less experienced (beginner) teachers. 1.4 Significance of the Study Teachers perception of instructional supervision can positively or negatively affect the quality of education. Teachers differ in their preferences and choices of supervisory approaches (Beach Reinhartz, 2000). Though there are some teachers who would like to work alone without additional support, there are other teachers who would appreciate comments about their teaching from their colleagues, supervisors, or school administrators (Augustyn, 2001). In this study, an overview of the theoretical frameworks of supervisory approaches (ideal interpretation) and their practical applications (actual interpretation) were presented. The researcher has a belief that identifying the prevailing perceptions of teachers by undertaking this survey and coming up with sound recommendations can have its own role to play in improving the practical supervisory processes and quality of education at large. To this end, this study will bring about the following benefits: The research findings provided an insight into teachers perception of supervisory practices and thus determined whether teachers were satisfied with such practices and their influence on professional development. The study will enable those involved in supervisory practices to identify the underlying negative perceptions of instructional supervision and seek for application of appropriate supervisory approaches based on teachers preferences and choices. Since the characteristic of education is its dynamism and capacity to respond to changing needs and challenges, the researcher feels that the study will contribute an additional source of information in evaluating the achievement gained as a result of practicing instructional supervision. Finally, the researcher also believes that the study will initiate other researchers to undertake detailed research on the effectiveness of instructional supervision at regional and national levels. In addition, the results of this study may be used to add to the international practices of instructional supervision. 1.5 Delimitation of the study Since Addis Ababa City Administration (AACA) is wide having a total of 112 government and private secondary schools, it will be unrealistic and impractical to attempt to study teachers perception of instructional supervision within a given time limit. Therefore, the study is delimited to 20 private and government secondary schools (10 from each) and 200 teachers (100 beginning and 100 experienced). In addition, public secondary schools in Addis Ababa are not included in this study due to the fact that the government has enacted a law to be included under government control and administration. However, by this movement the schools are not totally shifted to government control. They are partially funded by government and partially by the public, but their name and administration are not yet clear. 1.6 Limitation of the Study The study had limitations in that it includes only government and private secondary schools in Addis Ababa. Primary schools are not included in this study due to time and budget constraints. On the other hand, generalizability of this study was limited by the fact that the research was conducted in secondary schools in one city of Ethiopia. In addition, the study had limitations of all survey type research such as clarity of wording and respondent understanding of some terminologies. Problem of getting recently published books was equally challenging. Therefore, because of these limitations, the study by no means claims to be conclusive. It would rather serve as a spring to study teachers perceptions in a more detailed and comprehensive way. 1.7 Definition of Key Terms For the purpose of this study, the following terms were defined: Instructional supervision: is a process aimed at providing guidance, support, and continuous assessment to teachers for their professional development and improvement in the teaching-learning process, which relay on the system that is built on trust and collegial culture (Beach Reinhartz, 2000). Beginning teacher: refers to a teacher currently in the first or second year of teaching. Experienced teacher: refers to a teacher who has three or more years of teaching experience. Secondary school: is a school usually includes grades 9 through 12. Government secondary school: is a school established and administered by government of Ethiopia. Private secondary school: is a school established and administered by private foreign or local owners. Ideal supervisory approaches: are supervisory approaches stated in various literatures which should be implemented in schools. Real supervisory activities: are those supervisory approaches stated in various literatures which are actually implemented in schools. Professional development: is a major component of ongoing teacher education concerned with improving teachers instructional methods, their ability to adapt instruction to meet students needs, and their classroom management skills, leading to the professional growth of the teacher (Wanzare Da Costa, 2000). Sub-city: in Ethiopian case, it refers to the government administrative hierarchy next to city administration. It is locally called Kifle Ketema. 1.8 Organization of the Study This study comprises five chapters. The first chapter deals with the problem and the way it is approached. It encloses a brief formulation of background of the study, objective of the study, delimitation and limitation of the study, and definition of some key terms. The second chapter reviews some of the current literature pertaining to the area of instructional supervision, different approaches to supervisory process, and their connection with professional development. The third chapter details the research methodology, description of the study area, data sources, samples and sampling techniques, data gathering instruments, validity and reliability of instruments, procedure of data collection, and analysis of the data. Analysis and interpretation of the research findings are presented in the fourth chapter. Lastly, a summary of the study, conclusions, and recommendations are presented in chapter five. CHAPTER TWO THEORETICAL FRAMEWORK AND LITERATURE REVIEW OF INSTRUCTIONAL SUPERVISION AND PROFESSIONAL DEVELOPMENT In this chapter a review of related literature on instructional supervision and its relationship with professional development is provided. The chapter is divided in to four parts as to enable the reader to follow a logical sequence that includes: history of school supervision, overview of supervision approaches, teachers perception of supervisory processes, and the relationship between supervision and professional development. 2.1 History of School Supervision In many developed countries, such as United Kingdom (UK) and United States, much more attention has been given to inspection than school supervision (Lee, Dig Song, 2008). The Inspectorate of Education had originated from France under Napoleons Regime at the end of the 18th century, and other European counties followed the idea in the 19th century (Grauwe, 2007). For example, in UK, the first two inspectors of schools were appointed in 1883 (Shaw, Newton, Aitkin Darnell, 2003) and in the Netherlands it was started in 1801 (Dutch Education Inspectorate, 2008). The terms inspector and inspection are still being used in various developed and developing countries , including United Kingdom (UK), United States, European countries and some African countries such as Lesotho, Senegal, Tanzania and Nigeria (Grauwe, 2007). Traditionally, inspection and supervision were used as important tools to ensure efficiency and accountability in the education system. Later adherents of the terminologies of inspection and supervision are used by different countries in different ways. As outlined by Tyagi (2010), inspection is a top-down approach focused on the assessment and evaluation of school improvement based in stated standards, where as supervision focus on providing guidance, support and continuous assessment to teachers for their professional development and improvement in their teaching- learning process. Nevertheless, since the demand of teachers for guidance and support rendered from supervisors has increased from time to time, some countries changed the terminology and preferring the term supervisor over that of inspector. According to Grawue (2007), some countries have recently developed more specific terminologies: Malawi, uses education methods advisor, and Uganda teacher development advisor. The concepts of supervision and inspection have been changed frequently in Ethiopian education system and the reason was not clearly pedagogical (Haileselassie, 2001). In 19 42, educational inspection was practiced for the first time, then it was changed to supervision in the late 1960s , again to inspection in mid 1970s and for the fourth time it shifted to supervision in 1994 (Haileselassie,2001). Haileselassie stated that: Apart from perhaps political decisions, one could not come up with any sound educational and pedagogical rationale to justify the continuous shift made in the name. With the name changes made we do not notice any significant changes in either the content or purpose and functions. (Haileselassie, 2001, p. 11-12) From 1994 onwards, supervision has been practiced in Ethiopia decentralized educational management. According to the Education and Training Policy (1994), educational supervision is recognized at the center (Ministry of Education), Regional, Zonal, District (Woreda) and School levels. Instructional supervision at school level is practiced by principals, deputy principals, department head, and senior teachers. According to Haileselassie (1997), the functional and true sense of educational supervision depends on the supervisory operation made at the grassroots level, i.e. School level. In this regard, subject-area instructional supervision has practiced in all schools of Addis Ababa since the beginning of 2004. The major responsibilities of subject-area instructional supervisors in Addis Ababa include: (1) examining and reporting the programs, organization and management of the teaching-learning activities; (2) developing and presenting alternative methods used to improve instructional programs; (3) guiding and monitoring schools and teachers; (4) preparing and organizing professional trainings, workshops, seminars, etc.; (5) monitoring and supporting the mentoring (induction) programs for beginner teachers; and (6) providing direct assistance and perform instructional and managerial activities in schools with teachers and principals by organizing and implementing clinical, collegial, peer coaching and cognitive coaching techniques of instructional supervision, etc (Alemayehu, 2008). 2.2 Overview of Supervisory Approaches According to Blasà © and Blasà © (1998), although many supervisory approaches are collaborative in nature, for long time, supervisory of instruction has been viewed exclusively as an inspection issue. Sergiovanni (1992) described supervision as a ritual they [supervisors and teachers] participate according to well established scripts without much consequence (p. 203). This author continued that today, supervision as inspection can be regarded as an artifact of the past, a function that is no longer tenable or prevalent in contemporary education (p. 204). He explained that though functioned for a considerable span of time, this type of supervision caused negative stereotypes among teachers, where they viewed as subordinates whose professional performance was controlled. Supporting this idea, Anderson and Snyder (1993) stated, because of this, teachers are unaccustomed to the sort of mutual dialogue for which terms like mentoring, peer coaching collegial assistance are coming in to u se (p.1). It should be clear, however, that traditional supervisory approaches should not be removed completely because supervisory authority and control are essential for professional development. Mitchell and Sackney (2000) explained this as much of past practice is educationally sound and should not be discarded (p. 37). Having said this, it is important to differentiate instructional supervision from evaluation. Authors described the former as a formative approach and the later as a summative approach (Poole, 1994; Zepeda, 2007). Poole (1994) stated that instructional supervision is a formative process that emphasizes collegial examination of teaching and learning (p. 305). In this regard, participants in the supervision process plan and implement a range of professional growth opportunities designed to meet teachers professional growth and educational goals and objectives at different levels. Teacher evaluation, on the other hand, is a summative process that focus on assessing the compete nce of teachers, which involves a formal, written appraisal or judgment of an individuals professional competence at specific time (Poole, 1994, p. 305). The supervisory (formative) and evaluative (summative) processes should go hand in hand (Sergiovanni Starratt, 2007). While supervision is essential for teachers professional growth, evaluation is essential to determine this growth and teacher effectiveness (Kutsyuruba, 2003; Wareing, 1990). The widely used approaches to evaluation are administrative monitoring, report writing, checklists, and self-assessment. On the other hand, approaches to supervision are categorized as clinical supervision, peer coaching, cognitive coaching, mentoring, self-reflection, professional growth plans, and portfolios (Alfonso Firth, 1990; Clarke, 1995; Poole, 1994; Reninan, 2002; Sergiovanni Starratt, 2007; Zepeda, 2007). Implementing different supervisory approaches is essential not only to give choices to teachers; it is also important to provide choices to the administrators and schools (Kutsyuruba, 2003). Each component of supervisory approaches are discussed as follows. Clinical Supervision According to Sergiovanni and Starratt (2007), clinical supervision is a face- to- face contract with teachers with the intent of improving instruction and increasing professional growth (p. 23). It is a sequential, cyclic and systematic supervisory process which involves face-to-face interaction between teachers and supervisors designed to improve the teachers classroom instructions (Kutsyuruba, 2003). The purpose of clinical supervision according to Snow-Gerono (2008) is to provide support to teachers (to assist) and gradually to increase teachers abilities to be self-supervising (p. 1511). Clinical supervision is a specific cycle or pattern of working with teachers (Sergiovanni Starratt, 1993, p. 222). It is a partnership in inquiry where by the person assuming the role of supervisor functions more as an individual with experience and insight than as an expert who determines what is right and wrong (Harris, 1985). Goldhammer, Anderson and Karjewski (1980) described the structure o f clinical supervision that includes pre-observation conference, class room observation, analysis and strategy, supervision conference, and post-conference analysis. Clinical supervision is officially applicable with: inexperienced beginning teachers, teachers are experiencing difficulties, and experienced teachers who are in need of improving their instructional performance. Sergiovanni and Starratt (2007) stated that clinical supervision is typically formative than summative in its evaluative approach in order to enable beginning teaches collaborate to research their practices and improve their teaching and learning (p. 233). As a result of this, the writers further described that the focus of clinical supervision is not on quality control, rather on the professional improvement of the teacher that guarantees quality of teaching and students performance (Sergiovanni Starratt, 2007). Collaborative Supervision Collaboration and collegially are very important in todays modern schools. According to Burke and Fessler (1983), teachers are the central focuses of collaborative approach to supervision. Collaborative approaches to supervision are mainly designed to help beginning teachers and those who are new to a school or teaching environment with the appropriate support from more experienced colleagues. Thus, these colleagues have an ethical and professional responsibility of providing the required type of support upon request (Kutsyuruba, 2003). In this regard, a teacher who needs collegial and collaborative support should realize that needs do not exist for professional growth, that feedback from colleagues and other sources should be solicited in order to move toward improvement (Burke Fessler, 1983, p.109). The major components of collaborative approaches to supervision which are especially needed for beginner or novice teachers are: peer coaching, cognitive coaching and mentoring (Shower s Joyce, 1996; Sergiovanni Starratt, 2007; Sullivan Glanz, 2003; Kutsyuruba, 2003). Peer coaching Peer coaching, according to Sullivan and Glanz (2000), is defined as teachers helping teachers reflect on and improve teaching practice and/or implement particular teaching skills needed to implement knowledge gained through faculty or curriculum development (p. 215). The term coaching is introduced to characterize practice and feedback following staff development sessions. According to Singhal (1996), supervision is more effective if the supervisor follows the team approach. This would mean that the supervisor should have a clear interaction with teachers and group of teachers, provide an open, but supportive atmosphere for efficient communication, and involve them in decision making. The goal of coaching as described by Sergiovanni and Starratt (2007), is to develop communities within which teachers collaborate to honor a very simple value- when we learn together, we learn more, and when we learn more, we will more effectively serve our students (p. 251). Thus, peer coaching provid es possible opportunities to beginner teachers to refine teaching skills through collaborative relationships, participatory decision making, and immediate feedback (Bowman McCormick, 2000; Sullivan Glanz, 2000). In this regard, research findings showed that beginning teachers rated experienced teachers who coached than as highly competent and the process itself as very necessary (Kutsyuruba, 2003). Cognitive coaching According to Costa and Garmston (1994), cognitive coaching refers to a nonjudgmental process built around a planning conference, observation, and a reflecting conference (p. 2). Cognitive coaching differs from peer coaching in that peer coaching focuses on innovations in curriculum and instructions, where as cognitive coaching is aimed at improving existing practices (Showers Joyce, 1996). As Beach and Reinhartz (2000) described, cognitive coaching pairs teacher with teacher, teacher with supervisor, or supervisor with supervisor, however, when two educators are in similar roles or positions, the process is referred as peer supervision. The writers further identified three components of cognitive coaching: planning, lesson observation, and reflection. Costa and Garmston (1994) described three basic purposes of cognitive coaching, namely: (1) developing and maintaining trusting relationship; (2) fostering growth toward both autonomous and independent behavior; and (3) promoting learning. In a cognitive coaching process, teachers learn each other, built mutual trust, and encouraged to reach at a higher level of autonomy- the ability to self-monitor, self-evaluate, and self-analyze (Garmston, Linder Whitaker, 1993). Mentoring Mentoring as defined by Sullivan and Glanz (2000) is a process that facilitates instructional improvement wherein an experienced educator agrees to provide assistance, support, and recommendations to another staff member (p. 213). Mentoring is a form of collaborative (peer) supervision focused on helping new teachers or beginning teachers successfully learn their roles, establish their self images as teachers figure out the school and its culture, and understand how teaching unfolds in real class rooms (Sergiovanni Starratt, 2007). Sullivan and Glanz (2000) stated the works of mentors as: The mentor can work with a novice or less experienced teacher collaboratively, nonjudgmentally studying and deliberating on ways instruction in the class room may be improved, or the mentor can share expertise in a specific area with other educators. Mentors are not judges or critics, but facilitators of instructional improvement. All interactions and recommendations between the mentor and staff members are confidential. (p. 213) Research projects and publications revealed that mentoring has clear connections with supervision and professional development which serve to augment the succession planning and professional development of teachers (Reiman Thies-Sprinthall, 1998).In addition, Sergiovanni and Starratt (2007) described that the emphasis of mentoring on helping new or beginner teachers is typically useful for mentors as well. By helping a colleague (beginner teacher), mentors able to see their problems more clearly and learn ways to overcome them. As a result, mentoring is the kind of relationship in which learning benefits everyone involved. Self-Reflection As the context of education is ever changing, teachers should have a professional and ethical responsibility to reflect on what is happening in response to changing circumstances. Thus, they can participate in collective reflection practices such as peer coaching, cognitive coaching, or mentoring, as well as self-assessment reflective practices (Kutsyuruba, 2003). According to Glatthorn (1990), self- directed development is a process by which a teacher systematically plans for his or her own professional growth in teaching. Glatthorn further described that self-directed approaches are mostly ideal for teachers who prefer to work alone or who, because of scheduling or other difficulties, are unable to work cooperatively with other teachers. Sergiovanni and Starratt (2007) considered this option to be efficient in use of time, less costly, and less demanding in its reliance on others. Thus, the writers indicated that in self-directed supervision teachers work alone by assuming responsi bility for their own professional development (p. 276). Furthermore, Glatthorn (1990) suggested that self-development is an option provided for teachers that enable them to set their own professional growth goals, find the resources needed to achieve those goals, and undertake the steps needed to accomplish those outcomes (p. 200). In addition, this approach is particularly suited to competent and experienced teachers who are able to manage their time well (Sergiovanni Starratt, 2007). Portfolios As teachers want to be actively participated in their own development and supervision, they need to take ownership of the evaluation process (Kutsyuruba, 2003). The best way for teachers to actively involve in such practices is the teaching portfolio (Painter, 2001). A teaching portfolio is defined as a process of supervision with teacher compiled collection of artifacts, reproductions, testimonials, and student work that represents the teachers professional growth and abilities (Riggs Sandlin, 2000). A portfolio, according to Zepeda (2007), is an individualized, ongoing record of growth that provides the opportunity for teachers to collect artifacts over an extended period of time (p. 85). Similarly, Sergiovanni and Starratt (2007) stated that the intent of portfolio development is to establish a file or collection of artifacts, records, photo essays, cassettes, and other materials designed to represent some aspect of the class room program and teaching activities. As Sullivan and Glanz (2000) stated portfolio documents not only innovative and effective practices of teachers, but also it is a central road for teachers professional growth through self-reflection, analysis, and sharing with colleagues through discussion and writing (p. 215). The writers further described that portfolio can be used to support and enrich mentoring and coaching relationships. Professional Growth Plans Professional growth plans are defined as individual goal-setting activities, long term projects teachers develop and carry out relating to the teaching (Brandt, 1996, p. 31). This means that teachers reflect on their instructional and professional goals by setting intended outcomes and plans for achieving these goals. In professional growth plans as part of instructional supervisory approach, teachers select the skills they wish to improve, place their plan in writing including the source of knowledge, the type of workshop to be attended, the books and articles to read, and practice activities to be set. In this regard, Fenwick (2001) stated that professional growth plans could produce transformative effects in teaching practice, greater staff collaboration, decreased teacher anxiety, and increased focus and commitment to learning (p. 422). Summative Evaluation There is a clear link among instructional supervision, professional development and teacher evaluation (Zepeda, 2007). Teacher evaluation involves two distinct components: formative evaluation and summative evaluation (Sergiovanni Starratt, 2007). The writers differentiated formative teacher evaluation as an approach intended to increase the effectiveness of ongoing educational programs and teachers professi