My Reasons for Joining the Marine Corps Essay -- Personal Essays

Most or all of my reasons for joining the Marines are as follows. Ideal- The Marines Embody more of my personal views and ideals then the other branches of the armed services. Loyalty, I respect and love the idea of loyalty to a person or persons...or a cause. To be totally loyal to something without question but to also love and honor that something, that idea is something I long for and adore. Which leads me to Honor as well. I have, since I discovered it in middle school I believe, always respected the idea of Honor. It means a lot to me. Its ideal a person can build and guide their beliefs on as well as their standards. Honor Goes hand and hand with Loyatly. To be loyal to a cause greater then my own is one reason that drove me to the Marines. Working to pay the next bill day in and day out is not what I want. My drive so far has been merely to survive and get the next fix(video games, sports, music, etc) HONOR: Taking a stand for something you believe in, fighting for those you love, so that they dont have to. Sacrificing many things so that your loved ones dont have to. Fighting till the end, when you think there is nothing left and then finding the courage to and inner strength to keep going. Making in impact no matter the odds against you. Faith in those around you and your beliefs. Mastering your fears, for fear is a weakness. Knowing your emotions, they can be a fond ally or black hole. Being prepared for a fight is one thing, looking for it is another. Self-awarness, not self-centered. Know yourself but do not become enthralled with it. Discipline. Self-control, physical, mental, spiritual, and emotional. Confidence, In yourself and to lead those that would follow. (this is what I believe Honor is) Honor, ... ...tiring out of there. I plan on getting officer training at some point. I will do college when I have at least put 2-3 years into the Infantry. Then I will also change my MOS to learn some Technical Skills, repairing vehicles, stuff like that, for a just in case scenario. Something I can fall back on in case my plans after The Marines doesn't fall through. I plan on joining the CIA or FBI.(if CIA doesn't fall through) Definatly Counter-Terrorist stuff. Active things, not a desk job. To do this I will need several years of College. Thats why I plan on being in the Marines a long time. Because I have a lot to prepare for. A lot of people have said I cannot that decision just yet, about being in there a long time and all. I say I can. I have made my decisions and plans. But I guess I'll see how everything works out. Until then that is where I will keep my believing.

Doctor of Philosophy Essay

Rich are not relevant to a general audience: â€Å"From the time I was small, I have been very active in defending our environment,† â€Å"From the first time I saw environmental protestors, I realized that they were all crazy. † Note that some of these topics could be converted into theses that would be arguable to a general audience if they were de-personalized and established as arguable issues. Also keep in mind that personal examples may play a significant supporting role in your essay–but not in the thesis or topic sentences. †¢ A thesis should be very clearly written in precise, familiar terms, avoiding language that is overly vague, broad, specialized, or technical. You can assume that your general audience consists of well-informed, intelligent adults with good, general vocabularies, but you cannot assume they are specialists in a particular subject–at least not in English 1A. Example of a vague and overly broad thesis: â€Å"In some cultures, aspects of the environment may play a role in life’s spiritual and metaphysical dimension. †Example of a thesis that is too specialized for a general reader: â€Å"The image of the child in eighteenth- and nineteenth-century scientific, historical, and literary narratives is often representing or figuring interiority, growth, historicity, and development. † (This thesis may be quite clear to advanced scholars of literature or history, but a general audience would probably find it too obscure. ) †¢ A thesis may reliably forecast the organization of the essay, letting the reader know what main supporting points will be covered and in what order. This forecast is sometimes called a plan of development (POD) or a blueprint. A POD is often a good idea, but it is not an obligatory part of the thesis in English 1A; you may present it in the sentence following the thesis, or you may skip it altogether Example of POD in thesis: Skateboarding should be limited to special parks because it poses a nuisance to pedestrians, leads to serious injuries, and causes thousands of dollars’ worth of damage to public and private property. Example of POD following thesis: Skateboarding is not just a harmless recreation and should, in fact, be limited to special parks. As it now stands, the sport poses a nuisance to pedestrians, leads to serious injuries, and causes thousands of dollars’ worth of damage to public and private property. The following thesis rules also apply to your essays in English 1A, but keep in mind that as your academic writing becomes increasingly skilled and sophisticated, you may outgrow these restrictions. And they may not apply to the essays you write in other courses (check with your instructors). †¢ Limit your thesis statement to one sentence. †¢ Do NOT frame your thesis as a question–it should be a declarative statement. †¢ Do NOT rely on an implied thesis. We will encounter some implied theses in our readings, but your essays must have an explicit thesis statement. †¢ The thesis must appear in the essay’s first paragraph (the introduction) at the end of the paragraph. †¢ Underline your thesis in English 1A to make it easier for me (and for you! ) to identify it.

Look again at the end of the Crucible Essay

He tells the others who are to hang to show no fear. â€Å"Proctor: Give them no tears! Tears pleasure them! Show a stony heart and sink them with it! The audience are aware that Abigail and proctor had an affair but when John tells Abigail that he does not wish to see her again she tries to get her own back by accusing Elizabeth Proctor of witchcraft. She does this also to try and get proctor on his own so then they will dance on Elizabeth’s grave. Her plans back fires when John admits to the court that they had an affair. â€Å"Proctor: Mark her! Now she’ll suck a scream to stab me with, but- Danforth: You will prove this! This will not pass! Proctor: I have known her. † â€Å"Proctor: She thinks to dance with me on my wife’s grave! † Through this part in the court Abigail shows that she has authority in the town by shouting at the head of the court to try and change his mind, he replies by saying that he trust her over proctor. â€Å"Abigail: I have been hurt, Mr Danforth; I have seen my blood runnin’ out! I have been near to murdered every day because I’ve done my duty pointing out the devils people and this is my reward! To be mistrusted, Denied, Questioned like a- Danforth: Child I do not mistrust you-. † This causes tension, as you do not know what will happen to either Proctor or Abigail when the truth is found out. There is a conflict, which gets stronger as you go through the book. This conflict is between Hale and the court. When the court is made hale is for it and recons it is a good idea. The conflict starts when he is at the Proctors house and he hears of Rebecca Nurse’s arrest. â€Å"Hale: Believe me Mr Nurse if Rebecca be tainted, then nothings left to stop the whole green world from burning. † He then questions what the court is doing by searching for a poppet in the Proctors house. He then sides with Proctor again as he asks Parris if â€Å"every Defence is an attack upon the court? † In the very end his completely against the court and is trying to save Proctors life. â€Å"Hale: I have gone this three month like our lord into the wilderness. I have sought a Christian way, for damnation’s doubled on a minister who counsels men to lie. Hathorne: It is no lie, you cannot speak of lies. Hale: It is a lie! They are innocent! † This causes tension as Hale is a trusted figure and you don’t know if he is for or against something and if he will be able to change proctors mind on confessing. Hale tries to prevent the hangings by telling the court what the town is like when so many have died. â€Å"Hale: Excellency, there are orphans wandering from house to house; abandoned cattle bellow on the highroads the stink of rotten crops hangs everywhere, and no man knows when the harlots cry will end his life- and you wonder yet if rebellion’s spoke? Better you should marvel how they do not burn your province! There also many tense parts that are not in the conflicts, such as the part when Abigail is with the other girls in the bedroom and threatens them that if they talk then they will die. â€Å"Abigail: Mark this if either of you breath a word, or edge of a word, about the other things, and I’ll come to you in the in the black of some terrible night and I will bring a pointy reckoning that will shudder you. † This is tense because you realise that she has the power to kill anyone including her own friends. Also when Hale is questioning Tituba you don’t know how much she is going to say about what happened in the wood. â€Å"Hale: who came to you with the devil? Two? Three? Four? How many? Tituba: There was four. There was four. † This causes tension because it is fast paced which adds a bit of excitement as well. Arthur miller uses the conflicts between different characters or a group of characters to cause dramatic tension extremely well, as he gives whole scenes to get to know the characters and then brings them together in the last scene. The reason why this helps cause dramatic tension is because as we know the characters, we expect them to do something but they end up going against it, like in the court when we expect Elizabeth to tell the truth, she tells a lie to save her husband, but ends up getting him killed. I think that this also helps to make the ending a lot more satisfactory, by ending many lives of characters we know and have heard express there feelings. He also resolves the main conflict between Elizabeth and Johns marriage, which was dramatised in act two, so every thing turned out well, and if John had stayed alive many more people would have probably died as a result of revenge, anger, the want of power and jealousy. It was good to be told what happened after the book ended because I was wondering what had happened to Abigail and if Elizabeth was hung after the baby had been born, which had kept her from being hung for a year, was born. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

Reflect how power is exercised in organisation in relation to moral values The WritePass Journal

Reflect how power is exercised in organisation in relation to moral values Abstract: Reflect how power is exercised in organisation in relation to moral values Abstract:IntroductionReferenceRelated Abstract: The purpose of this essay is to reflect how power is exercised in organisation in relation to moral values.   Also to discuss in detail in term of culture, motivation and strategy. Introduction Management has become very difficult in the organisation as the organisation tries its best to fit in the competitive market and defend its position.   Good appearance, reputation and the work of the organisation depend on its management performing different function.   The main function of management in an organisation is planning, organizing, leading and controlling describe by Annon(2009) Planning is important in an organisation as it provide the design of desired future position and the means of bringing about future position in order to accomplish its organization objectives.   For example thinking before doing the task in order to solve problems. Organizing is important in an organization as it help to organize all resources   before in hand to put in practise.   Leading is another important function of management this involve manager to control and supervise the actions of the staff.   This help manger to support the staff in achieving their organisation goals and also completing their own goals can be powered by motivation, communication and department leadership.   Controlling is the follow up process of examining performance and taking corrective action as required. Management focus on the organisation goals of short and long term.   Management is the managerial process of forming strategic vision, objective, setting strategy goal and then implementing and executing the strategy. The next part of this essay section will discuss Strategy, what are strategy and how it is delivered and why.     Motivation, what is motivation and element of motivation.   Culture, what is culture and what culture exist in organisation and market.   And finally the essay will reflect how power is exercised in organisation in relation to moral values. Scholes and Johnson (2008:10) describe ‘Strategy is the direction and scope of the organisation over the long term, which achieves advantage in a changing environment, through its configuration of its resources and competences, with the aim of fulfilling stakeholder expectations’.   This indicate strategy about where is the business heading in long term direction.   Which business is compete so the market can compete.   And how can the business perform better in the markets.   Which resources are needed to compete?   For example, resources are skills, finance and assets etc.   Three levels of strategy exist in the organisation and they are called Corporate Strategy, Business unit Strategy and Operational Strategy.   Corporate strategy is when its purpose and scope of the business meet stakeholder expectations.   This is important because it’s influenced by investor in the business.   Business Unit strategy is how a business can be successful in p articular market.   This involves is making decision, about the product, needs of customers and create new opportunity.   Finally Operational strategy is how each level of business is organised in order to deliver the corporate and business unit level strategic direction. Strategies are managed by taking strategic decision.   Strategic management process involves three main components they are called Strategic Analysis, Strategic Choice and Strategic implementation (see appendix 5). The first one components strategic analysis is analysing the strength of the businesses’ position and considering the external factors which may influence the position.   The process of strategic analysis is assessed by a number of tools, there are Pest Analysis which is a techniques use for understanding the environment in how a business operate.   Scenario planning is a technique which builds plausible view of future business.   Five Forces analysis is a techniques in identifying the five forces which has been affected the level of competition in the market.     Market segmentation is a technique which used to identify differences and similarities between users or customers.   Direction policy matrix is another technique which used to summarise the competitive strength in business. Competitor Analysis is analyzing the business overall competitive position.   Critical success factor analysis is used to identify the areas of which business need to outperform the competition, to be successful.   Swot analysis is used to summarising the key issues in business in internal position and external position. The second components strategic management is strategic choice this involve understanding the nature of stakeholder opportunity, by identify the strategic option. The third component is strategy implementation this is used when a strategy is analysed and selected the task and then used into organisation action. Motivation processes in a work place set the tone of the organisation goals.   In the organisation it plays an important role towards on its individual person and job performance, job satisfaction, productivity and leadership.   In general in the work place it is not solely responsible for the motivation of the individual but the leadership within the organisation face the challenges of understanding the motivation processes.   The challenge is not just the understanding of the different motivation process or theories, however in order to improve the motivation process of each individual in the organization. The important part is to understand how motivation works on its person itself.   For example in order for manger to communicate with their employee, they need to identify with their needs on an individual basis (Gawel 1997) (see appendix 1).   This is statement is very alike to Maslow’s Hierarchy of Needs (see appendix 2), which states five basic needs that must be met in order to achieve full motivation.   These needs, in ascending order, are as follows: physiological, security, love and belongingness, esteem and self-respect, and self-actualization (Gawel, 1997).     Each of these needs details a very important issue in motivation inside the home environment and outside. Maslow’s first need of physiological sufficiency is very basic.   This issue simply asks if the person is comfortable in their environment.      That is, are they hungry, too cold, too hot? If a person’s physical environment does not match appropriately with the person’s need, he or she will not be motivated to learn or to achieve any specific goals.   Similarly, if the person does not feel safe (via the second need, security), they will not focus on working or do anything that they want.   If a person feels threatened by another member of staff or family person, he or she will not be able to progress as well as the person want to.   In order to avoid feeling of danger, a manager or a family person should show protection and love which is the third hierarchal need, as Maslow mentioned.   For example a person in the workplace must feel safe and invited in the organisation for the person to achieve organisational goals. In Maslow’s fourth need, esteem, for example a manger must be careful not to criticism too much and not to praise a lot.   The person need to feels as they deserve praise in order for them to assimilate hard work with praise, and criticism, even when applied correctly, can damage person’ feelings.   For example, In order to avoid this, the manager must use appropriate criticism and praise with suitable language.   To achieve any of the previous four needs may not be motivated to continue in the home environment or in the organisation environment setting because of the connotations of frustration and distrust. Culture is describe by Kunda (1992:8) as ‘’ within an organisational setting culture is generally viewed as the shared rule governing cognitive and effective aspects of membership in an organisation and the means whereby they are shared and expressed’’.   The two schools of thought of organisational culture are managerial and social science perspective.   For example the managerial believe that culture is promoted and influenced by management team or leader in order to produce one performance to improve culture.   The social science perspective, that believe culture as an ambiguous product of the shared experience between the individual, mainly developed in an ad hoc fashion resulting in fragmented micro culture elements within the organisation. The managerial views is that Edgar Schein, who describe organisational culture as â€Å"both a dynamic phenomenon that surrounds us at all times, being constantly enacted and created by our interactions with others and shaped by leadership behaviour, and a set of structures, routines, rules, and norms that guide and constrain behaviour†.   (Schein, 2004:1). â€Å"In the managerial literature there is often the implication that having a culture is necessary for effective performance, and that the stronger the culture, the more effective the organization’ (Schein, 2004:7).   Therefore understanding of organisational cultures the higher the potential for the organizational achievement.   If agreeing on the managerial perspective, then organisational culture is used as a tool for supporting the values of the employees with objective and values of the company.   This help to increase motivation, productivity and excellence.   Many companies see culture as a strategy for unique themselves from other company.   For example when separating when recruiting to win business other organization believe the culture provide ‘the shared rules governing cognitive and affective aspects of membership in an organisation, and the means whereby they are shaped and expressed (Kunda, 1992: 8).   For example culture provide a way for i ndividual to derive meaning from their environment which has affect on behaviour.   Culture is important as ‘the glue holding the organisation together’ (Avlesson 2002: 7). Organisation culture consist three part which are called Artefacts, values and basic Assumption which are describe by Schiens (1985) (see appendix 4).   Artefacts take on the symbolic meaning of organisation values.   Values form another part of organisation culture.   When a company faces a disaster, the leader of the organisational must formulate a plan to avoid all danger faced.   As the company become successful obtaining the plan it then become a shared values of the company.   As the disaster happen again in future, the company will reuse this plan or achievement to avoid failure.   Once success the values become an underlying assumption of the company or organisation.   These assumptions form the basic core of all organisation culture.   These are difficult to understand because they are rarely articulated.   To determine the assumption of organisation one must be immersed in the culture and its organisation.   Underlying assumption marked through the views , emotions and behaviour of the member of the company.   For example if an idea is in position and is not obey the rule to the underlying assumptions of an organisation then the whole idea has failed or rejected. There are different types of organizational culture that exist and they are called Power culture, Role culture, Achievement Culture and Support Culture describe by Martin (2006).  Ã‚   Power culture is power in a charismatic leader.   The person leader act positively and creativities, and its best intention for the organisation.   A lot of demands from the organisation staffs.   Motivation is a not a problem because the expectation are reliability is recognised and rewarded.   Power culture can produce inefficient organisation, for example a task to be done need to be approval by everyone.   Role culture is where clear objective, goals and procedure exist.   The organisation staff is assess on how the person meet these objective and goals.   An achievement culture is when the employee work hard in order to achieve goals.   This generally consists of highly motivated people and do not need any supervise.   Support culture is small number of employee who support and trust each other.   This way everyone will co operates and make sure that everyone is working together on the idea or task and ensure there is no conflict. Power is defined by Alvesson and   Deetz, (2000:125:26) â€Å"†¦Ã ° quÐ µstÃ'â€"on of who gÐ µts thÐ µÃ'â€"r wÐ °y, how oftÐ µn thÐ µy gÐ µt thÐ µÃ'â€"r wÐ °y Ð °nd ovÐ µr whÐ °t Ã'â€"ssuÐ µs thÐ µy gÐ µt thÐ µÃ'â€"r wÐ °y†.   Therefore power can only be worked through use of power resources.   Power resources described by Jackson and Carter (2000:625) are those things which bestow the means through which the behaviour of others may be influenced and modified.   Scott (1997:121:36) points, that these resources can be available through either personal possession or through an organisational position allowing access to them, and thus the way in which power can be utilized can also be either personal or professional. The relationship between power and authority in an organisation, is important that power can be seen to to bÐ µ Ð µxÐ µrcÃ'â€"sÐ µd Ã'â€"n whÐ °t Ð °rÐ µ rÐ µgÐ °rdÐ µd Ð °s lÐ µgÃ'â€"tÃ'â€"mÐ °tÐ µ wÐ °ys, but thÐ µ wÐ °ys Ã'â€"n whÃ'â€"ch thÃ'â€"s lÐ µgÃ'â€"tÃ'â€"mÐ °cy cÐ °n bÐ µ mÐ °xÃ'â€"mÃ'â€"zÐ µd Ã'â€"s the subjÐ µct of somÐ µ dÐ µbÐ °tÐ µ.   As MÃ'â€"ntzbÐ µrg, AhlstrÐ °nd and LÐ °mpÐ µl ( 1998:123:33) discussed, the relationship between the power and authority â€Å"   While power cÐ °n bÐ µ dÐ µfÃ'â€"nÐ µd Ð °s thÐ µ Ð °bÃ'â€"lÃ'â€"ty to Ã'â€"nfluÐ µncÐ µ thÐ µ bÐ µhÐ °vÃ'â€"or of othÐ µrs, Ð °uthorÃ'â€"ty cÐ °n bÐ µ undÐ µrstood Ð °s thÐ µ rÃ'â€"ght to do so†.   Weber (1978), a German sociologist and political economist, fÐ °mously outlÃ'â€"nÐ µd thrÐ µÃ µ kÃ'â€"nds of Ð °dmÃ'â€"nÃ'â€"strÐ °tÃ'â€"on: customÐ °ry Ð °uthorÃ'â€"ty, chÐ °rÃ'â€"smÐ °tÃ'â€"c Ð °dmÃ'â€"nÃ'â€"strÐ °tÃ'â€"on, Ð °nd rÐ °t Ã'â€"onÐ °l-lÐ µgÐ °l Ð °uthorÃ'â€"ty.   TrÐ °dÃ'â€"tÃ'â€"onÐ °l Ð °uthorÃ'â€"ty Ã'â€"s bÐ °sÐ µd upon rÐ µspÐ µct for long Ð µstÐ °blÃ'â€"shÐ µd customs Ð °nd trÐ °dÃ'â€"tÃ'â€"ons, Ð °nd doÐ µs not Ð °pply, to nowaday orgÐ °nÃ'â€"zÐ °tÃ'â€"ons. SÐ µcondly, chÐ °rÃ'â€"smÐ °tÃ'â€"c Ð °uthorÃ'â€"ty dÐ µpÐ µnds upon thÐ µ powÐ µr of Ð °n Ã'â€"ndÃ'â€"vÃ'â€"duÐ °ls chÐ °rÐ °ctÐ µr Ð °nd hÃ'â€"s or hÐ µr chÐ °rÃ'â€"smÐ °tÃ'â€"c or lÐ µÃ °dÐ µrshÃ'â€"p quÐ °lÃ'â€"tÃ'â€"Ð µs.   ThÃ'â€"rdly, lÐ °wful rÐ µÃ °sonÐ °blÐ µ Ð °dmÃ'â€"nÃ'â€"strÐ °tÃ'â€"on opÐ µrÐ °tÐ µs through prÐ µscrÃ'â€"bÐ µd Ð °nd clÐ µÃ °rly dÐ µfÃ'â€"nÐ µd rulÐ µs, Ð °nd hÐ °s Ð °s Ã'â€"ts bÐ °sÃ'â€"s Ð ° Ð µstÐ µÃ µm for Ð ° rulÐ µ of lÐ °w.   ThÃ'â€"s indicate   thÐ °t thosÐ µ who workout powÐ µr do so wÃ'â€"thÃ'â€"n Ð ° structurÐ µ of offÃ'â€"cÐ µ thÐ °t hÐ °s clearly strict rulÐ µs.   In Ð µÃ °ch of thÐ µsÐ µ sÃ'â€"tuÐ °tÃ'†"ons, Max WÐ µbÐ µr plÐ °cÐ µs forwÐ °rd thÐ µ vÃ'â€"Ð µw thÐ °t Ð °dmÃ'â€"nÃ'â€"strÐ °tÃ'â€"on Ã'â€"s lÐ µgÃ'â€"tÃ'â€"mÐ °tÐ µ, Ã'â€"f Ã'â€"t Ã'â€"s rÐ µgÐ °rdÐ µd by thosÐ µ subjÐ µct to Ã'â€"t, Ð °s bÐ µÃ'â€"ng so.   (JÐ °ckson and CÐ °rtÐ µr, (2000: 598:625)). Another study on power is discussed by Beetham (1991) who has attempted to develop this alternative concept of legitimacy around the exercise of power.   Beetham (1991) define legitimacy, as Weber stated, as nothing more than a belief in legitimacy is to ignore some key issues.   Beetham (1991:19), proposed that simply because people believe in legitimacy of power does not mean that this power was acquired or exercised in a legitimate fashion.   Therefore he stated that â€Å"those power to be fully legitimate, then three conditions are required, its conformity to express consent of the subordinate to the specific relations of power † (   Beetham (1991:19)).   This indicated that the workout of legitimate authority force powerfully on the developement of trust in the organsiations.   Seond condition is which authority is excerised in a transparent and legitimate manner, this mean the development of trust by agreed to rule. Thrid condition is adjusting the rule by r eferences to shared belief, this indicated that shared belief need to focus on development of trust , organisation in order to improve working relationship of the employee. The relations between trust in the organisation, is to understand the relationship between beliefs and the creation of information able to undertake.   Knowledge management practitioners have recognised the development of trust in the organisational environment as being â€Å"key† to the success of development of a knowledge sharing culture.   The word beliefs is regarded as an essential condition in the organisation of the work practices and the effective use of resources.   As Scott (1997:121:36) argued that the cornerstome for any effective collaborative work practices is the development of high trust relationships between related parties and only in this way can the exchange of knowledge be really effective.   This indicates creating trust in the organisational environment is a key aspect of effective knowledge management practice.   In future if authority in an organisation is exercised in a legitimate fashion, then trust is more likely to follow.   If trust e xists then power resources will be used for future goals than individual goals, and as knowledge is a power resource, exercise knowledge flows will therefore be greatly improved and benefit to the organisation. The relationship between the exercise of legitimate authority and the development of trust in the organisational environment, is about creating trust and also creating trustworthiness.   Hardin (2002:30), proposes that: CrÐ µÃ °tÃ'â€"ng Ã'â€"nstÃ'â€"tutÃ'â€"ons thÐ °t hÐ µlp sÐ µcurÐ µ, trustworthÃ'â€"nÐ µss thus helps to support or induce trust.   This indicated that creating organisations, trust and trustworthiness is as important as if none of is used then there is no point creating organisation.   Beetham (1991) outline three points of development of trust that is creating organisations in which authority is exercised in a transparent and legitimate manner.   This indicated to relate the development of trust by agreeing to established rules, secondly adjusting the rules by reference to shared beliefs, this indicated that shared beliefs should be focus on development of trust, in working relationship in an organisation.   Lastly consent of the subordinate to the p articular relations of power.   This suggest that when an employee agreed to work for the company in return for a pay and benefits package. One of the important issues is reputation of the organisation which is another resource.   Every organisation struggles for having an excellent reputation and be second to none in the market.   For example an organisation having a good reputation as a reliable partner and manufacture of quality product will likely to have more customers and the company, than having low reputation even if its production is as qualitative.   Therefore evaluating the performance criteria of the company and speaking about the work its management, overall show that the reputation of the organisation is a very significant way. The purpose of this essay is to reflect how power is exercised in organisation in relation to moral values.   Also to discuss in detail in term of culture, motivation and strategy. Reference Books Alvesson M. and Deetz S. (2000) Doing Critical Management Research. London: Sage. Beetham D, (1991) The legitimation of power. London: Macmillan Education. Hardin, R. (2002), Trust and Trustworthiness, New York,Russell Sage Foundation. Kunda, G. (1992) Engineering Culture: Control and Commitment in a High-Tech Corporation, Temple University Press Jackson N. and Carter P. (2000) Rethinking Organizational Behaviour. London: Prentice Hall. Martin, J. (2006) That’s the Way We Do Things Around Here†.   An Overview of Organizational Culture.   Available on   www.southernlibrarianship.icaap.org/content/v07n01/martin_m01.htm. [Accessed on 13 April 2011] Mintzberg H., Ahlstrand B. and Lampel J. (1998) Strategy Safari. London: Prentice Hall. Schein, E. (2004) Organizational Culture and Leadership, San Francisco: Jossey-Bass. Scott J. (1997) Corporate Business and Capitalist Classes. Oxford: Oxford Univ. Press. Weber, M. (1978), in Roth G, Wittich C, (Eds),Economy and Society, University of California Press, Berkeley, CA, Vol. 1/2.

When Not To Use the Personal A of Spanish

When Not To Use the Personal A of Spanish The general rule is that the personal a of Spanish is used before a direct object when that object is a person or an animal or thing that has been personified. However, there are exceptions. The personal a is either optional or not used when the direct object is a nonspecific person, when following the verb tener, or to avoid awkwardness when two as would be close to each other in a sentence. Omitting the Personal A When the Person Isn’t Specific Perhaps the best way to state the biggest exception to the rule is to clarify the rule. Rather than saying that the personal a is used before people, it would best to say that the personal a is used only with specific, known, or identified human beings (or animals or things that have been personified). In other words, if the person is treated as a member of a category rather than as a known person, the personal a isnt needed. Here are some examples of the difference: Busco a mi novio. (I am looking for my boyfriend. Here, the boyfriend is a specific, known person, even though his name isnt given.)Busco un novio. (I am looking for a boyfriend. Here the boyfriend is merely someone who is a member of a category. We do not know who the person is, or even if he exists.)No conozco a tu bisabuela. (I dont know your grandmother. We have the persons identify even if her name isnt given.)No conozco una sola bisabuela. (I dont know a single great-grandmother. As in the case of the boyfriend above, the person is talking about a hypothetical person rather than an identified one.)Necesito una secretario. (I need a secretary. The speaker needs assistance, but not necessarily from a specific person.)Necesito a la secretario. (I need the secretary. The speaker needs a specific person.) As a result, some sentences can have a slightly different meaning, depending on whether the a is used. For example, we might say El FBI busca a un hombre de 40 aà ±os, meaning that the FBI is looking for a specific 40-year old man, perhaps the one who committed a crime. If we say El FBI busca un hombre de 40 aà ±os, it suggests the FBI is looking for a 40-year-old man in general, perhaps for a criminal lineup or for some other purpose where it doesnt particularly matter which 40-year-old man it finds. The main exception to this clarified rule is that certain pronouns, such as alguien (someone) and nadie (no one), always require the personal a when used as direct objects, even when they refer to no specific person. Example: No conozco a nadie.  (I dont know anybody.) Dropping the Personal A After Tener When tener is used to indicate have in the sense of having a close relationship, the personal a is not used even if the direct object is known. Tenemos tres hijos. (We have three sons.)La compaà ±ia tiene muchos empleados. (The company has many employees.)Ya tengo mà ©dico de atencià ³n primaria. (I already have a primary-care doctor.) When tener is used to mean have someone in a role, however, the personal a is retained: Tengo a mi hermana como amiga de Facebook. (I have my sister as a Facebook friend.) Avoiding Two As in a Sentence Sometimes a sentence following the general rule would have two as, especially when a verb is followed by direct object and then an indirect object. In such cases, the personal a before the direct object is omitted. The listener will then understand that the object without a preceding a is the direct object. In this way, such sentences often mimic the word order in English. Mandà © mi hijo a su profesor. (I sent my son to his teacher. Note the lack of a before hijo.)El bombero llevà ³ Pablo a mi madre. (The firefighter carried Pablo to my mother.) Key Takeaways Although Spanish uses a personal a when a person is a direct object, the personal a is not used unless the person is a known person rather than someone who merely fits a category.An exception is that the personal a is required with nadie and alguien.The personal a is often not used following the verb tener, even if the object is a known person.

Letting fear fuel you taking risks for great rewards

Letting fear fuel you taking risks for great rewards Terry Barclay, CEO of Inforum–one of the leading professional women’s associations in the country, shares some deceivingly simple advice about taking risks. If you’re dissatisfied with your position and your place, there’s no sense in letting a fear of failure stop you from pursuing new opportunities. [Source: Daily Fuel]

Authentic Assessment vs. Standardized Testing Research Paper

Authentic Assessment vs. Standardized Testing - Research Paper Example Such simulations can aid the students to process new information by connecting it to prior knowledge of the subject. When instruction is adapted to conform to the theory of multiple intelligences, it naturally follows that assessment should be similarly adapted. However, in most schools, the assessment practices to gauge student progress rely mainly on standardized testing methods that are often inauthentic, and which only reveal whether the student can recognize and recall what has been told to him/her by way of the lesson. Thus, high scores on standardized tests are a measure of how well a student can take the test and not his/her actual working knowledge. Besides, the standardized tests which comprise of multiple choice, fill in the blank, and true/false questions do not actually promote learning as they only evaluate what the student knows at that particular point in time. The standardized tests cannot identify students in need of intervention or help formulate appropriate instru ctional strategies. This form of assessment of student performance, in fact, controls learning. The test scores lead the students to believe that right answers are more important than analysis and approach. About standardized testing methods, Meier (2002) states clearly that, â€Å"†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.standardized tests are utterly counterproductive for the educational purpose of seeing what kids have learned in school so as to improve education for all† (p.105). Also, according to Meir, standardized tests do not represent the sole evidence of a student’s intellectual growth. Standardized tests follow pre-set criteria that stipulate how, where and by whom the test is to be administered and scored, who else besides the teacher and the student can be present, the way questions are asked, and what responses are acceptable. That is, such a testing controls all the elements involved in the assessment process except the child's responses. Standardized test results are repo rted using standard scores. Gardner (1993) is of the opinion that the most widely used standardized tests of intelligence (e.g., The Wechsler scales and the Stanford-Binet) measure only linguistic and logical/mathematical intelligences whereas the purpose of assessment should be to obtain information about the skills and potentials of individuals. A multidimensional assessment of students based on a broader concept of intelligence, ability, and learning would be more in line with the theory of multiple intelligences. Authentic assessment, also called performance assessment, portfolio assessment, curriculum-embedded instruction, or integrated education is, according to Miesels et al. (2003), â€Å"......an instructional-driven measurement in which students’ actual classroom performance is evaluated in terms of standards-infused criteria†. In this method of assessment, a student is evaluated on a broader concept of intelligence, ability, and learning based on all intelli gences identified by MI including visual, musical, kinesthetic, intrapersonal, interpersonal, and naturalistic abilities in addition to verbal and logical potential. Such an assessment will be formative, providing immediate feedback for learning and teaching,