Inventory Stratification Essay

Creating shareholder value is the ultimate goal of all businesses, so all processes should be directly tied to it.(1) The wholesale distributor’s core business process framework is a collection of process groups called 7S – source, stock, sell, ship, supply chain planning, and support services. Linking these process groups to shareholder value are the process metrics – percentage of slow moving inventory; and the financial framework. This framework consists of the financial elements – inventory; the financial key performance indicators – GMROII; and the financial drivers – profitability. Inventory stratification is a specific business process under the inventory management subgroup in the stock process of 7S. Like most processes there is a common, good, and best practice for inventory stratification. Inventory stratification which includes the GMROII (gross margin return on inventory investment) method of A, B, C, D, X and Y items is consider ed best practice. A, B, C, and D represent items in inventory ranked by percentage of profitability from higher profitability down to zero profitability respectively. X and Y represent items with zero inventories, X represents items with gross margin dollars and Y represents items without any gross margin dollars. GMROII focuses on the items profitability making it a financial driver and is considered best practice. However, for optimal inventory stratification solutions, the final rank should include a combination method of the GMROII method; sales volume method – representative of customer-centric data; and the hits method – representative of logistics based data. Once the weighted combination data is compiled, best practices can be implemented throughout all the 7S process  groups and in every section of the financial framework linking inventory stratification (process) directly to four financial drivers: asset efficiency, profitability, cash flow, and growth. These four financial drivers increase ROI (shareholder value). With inventory stratification complete sourcing has integral data to complete best practice process metrics for supplier management. Supplier stratification can help a firm modify their supplier base into one that is profitable and efficient for all channels within the supply chain. Supplier scorecards can be created which leads to numerous financial elements being increased. Inventory stratification is key for best practice levels in determining the right number of suppliers as inventory stratification status of the product in terms of movement and profitability. This indirectly defines the required customer service level as well. With supplier performance improvement, higher satisfaction rates evolve both with the distributor and further more with the customer.. If the distributor is tracking the supplier’s performance and is able to having periodic meetings with their supplier’s based on the results of the scorecards this will drive efficiency and supplier performance improvement. Also, higher supply chain reliability occurs since the supplier knows where the distributors need increased satisfaction levels to be able to continue servicing their customer at high standards. If the scorecard says the supplier is lacking in the area of competitive pricing the distributor then has the data to begin price negotiations. This knowledge allows sourcing through the subgroup supplier management to eliminate suppliers who only provide C and D items finding the right number of suppliers for the organization. Eliminating C and D items reduces inventory and increases GMROII. You now have the option of reinvesting the resulting capital into A and B items, paying back loans, or other business opportunities. In the debt reduction case, the impact can be readily seen on the balance sheet. The investment in A items leads to further sales opportunities. The reinvestments and its associated expected inventory turns will help in calculating additional revenue and resulting improvement in EBITDA. Reinvestments can also be for capital purchases to position the business for future growth. Inventory stratification also affects the ship and store segments of the 7S process group. With the knowledge that can be obtained from the data slow moving items can be  removed from branch inventory and a Regional Distribution Center (RDC) may be implemented. This allows the branches to carry more A or B items, or simply to reduce their inventory cost. RDC’s are usually able to operate with less inventory by sales volume. Labor expense is also reduced driving profitability to the shareholders. Inventory stratification is the primary driver for sales forecast and helps populate fill rates by rank. Forecasted demand combined with lead time and safety stock is the primary component to reorder point. Inventory stratification minimizes the normally time consuming forecast process both with information systems resources and with human resources. The best practice forecasting model is driven off the inventory stratification and is therefore driven by the sell segment, this numerically factual forecast will be void of the emotional forecasting of the sales force. Marketing can use the inventory stratification to process what customers’ needs are or what customers are interested in. Inventory stratification is integral in both customer stratification which once completed and redeployment of the sales force has occurred additional revenues are recognized and cost to serve are reduced again driving profit to shareholders. Customer service often drives large, inefficient inventories in an attempt to be all things to all people. Shareholder value seeks to carry only profitable products, at reasonable levels, producing maximum sales, while also increasing market share. Inventory stratification is an integral part of this process. (1) Optimizing Distributor Profitability: Best Practices to a Stronger Bottom Line, by Senthil Gunasekaran, Pradip Krishnadevarajan, F. Barry Lawrence, NAW Institute for Distribution Excellence 2009.

Khan Academy

With the Khan-Academy systematics, I feel that it is actually a tool that helps many others like myself who may be attending math classes in school. As a child in elementary school, the Internet program helped me start filling the â€Å"Swiss cheese† gaps Khan talked about. The â€Å"Swiss cheese† gaps, are the things people didn’t learn while they were in math classes, where the teacher simply did not go into great detail of explaining. The way the gaps began to be filled, was that it actually challenged me to a greater potential that I thought could not be achieved.In fact many others in my class treated the program as a game in a good way, as on the Internet program one wins a copious amount of prizes in which we used to brag to each other on. To win prizes they may consist of answering a specific amount of questions or becoming persistent at working with Khan-Academy. Something the program has definitely made up is the intolerable position in which unfit teac hers put there students into. The math teachers usually do not help enough or teach only one way, and this is the full reason on why some student actually end up failing their classes.With Khan-Academy some how the student that ended up failing their math classes, now have grades like the visually impaired gifted ones, which also may show how poorly the teachers may have taught their students. Another good point Khan made happen to be the interactions that started to make place amongst the student of classes, in which the ones that did not understand the lessons could know get taught by other students that may have had a full understanding of whatever the problem or problems were.A way the Khan-Academy is assuring that the help that is given is accurate, is that within the program itself it has a way a keeping track who is excelling, and who may not be. Either way one may take the program, it benefits everyone in a various amount of ways and has been a major help in classes across A merica by helping student who did not excel in math class before.

Critical literature review of building successful corporate blogs Essay

There are a limited number of studies investigating the elements that characterize a successful blog. In their study, Cass, Munroe and Turcotte (2005) addressed several issues regarding the creation of successful blogs by conducting an online survey and six case studies. The following are the questions they attempted to answer: â€Å"Why would a company want to start blogging? What makes a blog successful? And how can companies use this type of website to facilitate positive business growth? † (Cass, Munroe, & Turcotte, 2005). Their survey consists of 32 questions addressing the questions previously mentioned. A total of 97 people took the survey, 75 of which are bloggers and 22 are non-bloggers, 77% of which are male and 23% are female. However, they only posted results from respondents who claim that they ran a corporate blog. Backbone Media, Inc. developed the survey page consisting of 32 questions addressing the questions previously mentioned and interviewed 6 coporate corporate blogger. Majority of the bloggers are between the ages 30 and 39. Fifty-two percent of the respondents achieved an undergraduate level and 48% achieved graduate level indicating that most of them are highly educated. â€Å"The positions of the bloggers include president (45%), head of department (33%), and staff (22%). Seventy-three percent of the bloggers come from companies with 1-100 companies while 19% come from companies with over 500 employees. † (Cass, Munroe, & Turcotte, 2005). These percentages of bloggers indicate that small, medium and large companies have been influenced by the blogging innovation. Results of the survey indicated that respondents believe that corporate blogs provide an array of benefits such as â€Å"quick publishing, thought leadership, building community, sales and online public relations. † (Cass, Munroe, & Turcotte, 2005). Results show that bloggers immediately notice that their ideas are published quickly but the biggest benefit for them is thought leadership and sharing of ideas. The interviews and the case studies provided guidelines for other companies in creating a successful corporate blog. According to Cass et. al. , since thought leadership is thought to be the biggest benefit provided by corporate blogs, it is best to discuss thought leadership to build a successful blog community. They also suggest that companies should encourage their bloggers to write more about their products and their services. Also, Cass et. al. (2005) emphasize that â€Å"new ideas should come from both the blogger and from customers†. A more recent study addressing the issue on creating a successful corporate blog is Cass and Carl’s (2006) Blogging Success Study. In their study, they tried to select and define the elements that constitute a successful corporate blog. They interviewed 20 successful corporate bloggers from different size of firms and industries. (Cass & Carl, 2006). They also conducted case studies explaining how these twenty corporate bloggers achieved success. As a solution, these are 5 main factors contribute to a successful corporate blog: â€Å"culture, transparency, time, dialogue, and entertaining writing style and personalization. † (Cass & Carl, 2006). In the case of Sony Playstation blogspot, wherein the blogspot which was not really that good in terms of content, and wherein, there were many bloggers yet there were only a few of them whose writings really matter and much of the content is somewhat personal or is considered as â€Å"noise†. The corporation acted with fluidity and immediately controlled the blogspot, by not accepting topics which the company has already addressed. In an article by Mark White (2007) a blog consultant in corporate blogging, he stresses some of the important points for a corporation to consider in managing good blogspots. He cites listening, clarity and openness, forward thinking, developing, and giving options as some points which a corporation has to live up to in order to have a good corporate blogspot. To maintain manageability of some corporate blogspots, it is important that the corporate executives themselves read what is written on the blogs and innovate and manage the blogs which are presented to them. On a separate topic, White (2007) also discussed the ideal way of managing blogs. White suggests that as a corporate blogger, one must publish on a regular basis, stay on planned topics, always keep readers in mind, make blog titles attractive in all senses, cite references of other cites, make sure that spelling and grammar are well, check back planning documents, reference foundation articles, and encourage follow ups to comments. Building corporate blogs of course takes time and a lot of effort and patience, but as long as corporate executives are managing the blogspace efficiently, and there is control over the content as well as the topics within the blogs, the blogspace would mean a lot for the corporations as benefits would definitely hit the ceiling. Corporate blogs can be helpful in making others see what its culture really by being transparent with their motives behind blogging. It must be open in engaging dialogues with customers. Blogs must also contain personal connection between the writer and the reader. Because of these considerations, setting up corporate blogs requires a lot of time. Thus, companies must be able to identify the person or persons who will be able to devote enough time in setting up blogs that can be trusted not only by customers but by their co-workers as well. These studies help to determine how bloggers perceive the notion of corporate blogging. Moreover, knowing the history of the development of blogging will help in understanding how and why the public accepted blogging as a kind of new and advantageous innovation. However, empirical research has not yet been undertaken regarding this matter. Thus, the present study will give an empirical research on the perception of bloggers on corporate blogging to determine their rate of acceptance on corporate blogging.

Management decision Coursework Example | Topics and Well Written Essays - 1000 words

Management decision - Coursework Example The explosion in the mine was triggered by different factors like the continuous emission of coal dust and methane which are taken to aid in the cause of emergence of explosive circumstances. Other conditions that led to the mining disaster were accounted for the absence of maps identifying escape routes for people in the emergence of fatal incidents like mining explosions. Absence of effective equipments that would help the mining personnel to maintain proper communication with the personnel at the surface of the mines was also accounted to be a potential factor contributing to the mining disaster (Urbina, 2010). Massey’s approach to ethical and social responsibility is reflected in the company information published in its company reports. It states that the company management is committed in conducting its activities in the correct fashion to help protect the stakes of the people, community and the natural environment. The company also reflects to be a proven leader in the areas of safety such that it aims to incorporate effective technologies to ensure the safety of the mining community. The company report reflects that issues related to safety of the people working in the mines are generated the highest priority. It aims to potentially invest in the areas of training and development of its personnel while procuring the right quality of equipments. Massey Energy also reflects of working based on highest safety standards to help in the prevention of accidents of the mining staffs (Massey Energy , 2008). In the break of the mining disaster that occurred in the coal mine, Upper Big Bra nch situated in Montcoal, West Virginia that claimed around 29 lives, the management body of Massey Energy is observed to deny its responsibility in the incident while shifting the blame to the Federal Government. In a report published by the Mine Safety and Health Administration (MHSA) during 2011, the corporate culture of Massey

Product Offering Essay Example | Topics and Well Written Essays - 500 words

Product Offering - Essay Example Additionally, there are a variety of local muffin suppliers through bakeries and coffee shops. Still, the most prominent forms of competition remain in the entrenched multinational firms. These corporations have established strong footholds not only in the muffin market, but also in a variety of confectionary goods. One of the industry leaders in these regards is Otis Spunkmeyer. This company is most prominently positioned in the American market, but will remain a strong competitor. Additionally General Mills, Nestle, and the Rich Products Corporation constitute prominent multinational competition ("Otis spunkmeyer industry," 2012). Because of the challenge of competing with local bakeries and the large-scale multinational corporations, the organization must develop a unique product offering. While muffins remain the dominant product there is a specific recognition related to the production of these muffins. In this way the company seeks to gain competitive advantage through innovating supply chain processes that allow them to offer products with similar quality of the local bakeries, at the price of the larger multinational companies. Additionally, the company will focus on innovating a small array of products, namely a variety of muffins. One considers that Apple, Inc. adopted a similar minimalist strategy in terms of technological innovation ("The 6 pillars," 2011). Through shifting the product offering to only muffin varieties the company will be able to gain a competitive advantage over other corporations that spread their focus over a variety of

Politics and media Research Paper Example | Topics and Well Written Essays - 2000 words

Politics and media - Research Paper Example For effective intersubjectivity, the producer of the message needs to adapt it according to receivers’ interpretive process. On the other hand in order to effectively understand the message, the receiver needs to interpret the message in accordance to its source. Key Challenges to Achieving Intersubjectivity in a Fractured Media Landscape The media landscape is changing. Presently people are shifting from traditional forms of media like newspaper and television to the web , blogs, RSS feeds and social media sites to obtain their news updates. Initially what had been a passive audience has now become active with the help of these non traditional media (Jisun. Et al, 2011). The users are now capable of filtering, sharing and commenting on news. Just like all walks of life, politics too has been greatly influenced by the new media. Since 2008, politicians would not think whether or not to use the new media, but how to incorporate it. President Obama is often cited as one of the k ey candidates who changed the face of political campaigning by utilizing networking sites like MySpace and Facebook. Some even claim that President Obama’s success in Iowa had a great deal to do with his ability to mobilize young voters through the new media (Perlmutter, 2008, p.160). He was effectively able to achieve intersubjectivity through his campaign by truly understanding the needs of his listeners. The youth generally perceived politics are dirty and didn’t want to get involved, through his campaign President Obama attempted to make politics inspiring and interesting. He also chose the best media—the social website to aggressively deliver the message. The use of SNS cannot be applied in all instance because according to a survey it was found that the greater the political involvement of a voter, the less likely they were to use SNS for political information. This suggests that although SNS is significant in the US as a political tool for furthering the same thoughts in politics or for campaigns and for acquiring support, other resources also need to be utilized to gain favor of politically active voters. According to the intersubjectivity groundwork set out by Hewes and Planalp, a similar concept was propagated by Hawkins and Daly who proposed that communication depends on knowledge. And in order to have effective communication cognition is mandatory. The producer of the message should be capable of relaying their intent and the receiver of the message must be able to attach cognitive meaning to them (Hawkins & Daly, 1988, p.222). In order to reach a consensual meaning of the message both the parties should have shared meaning and cognitive variables. Selective Reinforcing and Challenge Avoidance As we have established that cognition is vital to intersubjectivity, any lack thereof can result in failure to achieve intersubjectivity. Once the receiver or producer is engaging in selective reinforcement of the messages, they are alter ing the cognition. Through selective exposure, the receiver or producer picks the elements from the message that suits them and filters out the rest of the information. This selective exposure can enable them to intentionally focus their attention towards structural features or physiological characteristics—

MUNICIPAL CODE ELEMENTS Essay Example | Topics and Well Written Essays - 750 words

MUNICIPAL CODE ELEMENTS - Essay Example This was appropriate to ensure that the project does not impact on both people either internal or external to the premises, or the environment negatively. To ensure the safety of both environment and the people living around this place, the developers have observed all legal requirements either set by the city council and environmental regulatory authority. This is especially for the directional board meant to help to identify the location of premises, offices and other utilities. Also, the proposed project will utilize the available area economically as a legal requirement. The additional materials like signboard do not contravene the regulations of municipality. They will be strategically placed to prevent them from causing any obstruction to other parties or pose any environmental risk. The planned project will ensure that all the ground area and the atmospheric height occupied by the project is within the limit of the city council. Therefore, the building to be established will n ot exceed the allowed height by the city council. Also, the width of the building, marquees and signboard will be within the required measurement. The signs and posters to be used will be attractive, well aligned and proportional to the size of the structure being built. The buildings will be properly labeled to avoid confusing the users and at the same time avoid obstructing other people. The necessity of the additional directional sign board is control the flow of traffic due to the movement in and out of the automobile display area. Since the regulations allows the utilization of sign not exceeding six inches for the area not exceeding six square meters, this project does not contravene the rules in any way. This is because the ground area they are intending to put under development is covering sixteen square meters. This gives a room for up to a maximum of sixteen inches in thickness of the proposed sign. The evidence support that the city council has granted permission to other developers to use signs with greater width than six inches before. The establishment of marquee is also necessary to give direction to the showroom since the other two marquees belongs to two different utilities. EXISTING CONDITIONS The proposed project does not interference with existing order in any way. This means that it will not lead to demolition of the existing structures. The existing facilities will remain in their current position even after establishment of the proposed one. This is in line with the legal requirements hence ensuring there should be no legal charges against the developer. To ensure that the installation of the new signs marquees does not alter the physical condition the building. Also, the new installations shall be matched with the existing premises by panting them with the same color and using the same material. This will improve avoid tempering with the quality of the building hence they will not become an eyesore to the people. The same construction s kills will be utilized to ensure that nothing contradicts the existing conditions. BACKGROUND ANALYSIS The establishment of the project is in accordance with the prevailing legal requirements about the utilization of the area for development. Signboard shall be within the business and is in proportion to the recommended measurement by the regulatory authority. Therefore, there will be no obstruction to any external or internal party whatsoever. The material used in the

Informal interview with immigrant from kenya Essay

Informal interview with immigrant from kenya - Essay Example When you came to USA, did you speak English? Response: The Americans and the people of my culture behave in quite different ways. For instance, in greetings, the people of my culture shake hands warmly and heartily; in American culture, however, although people shake hands in greetings, the shaking of the hands is not done in a warm and cheerful manner. Also, according to my culture, public expression of romantic feelings is discouraged; in fact, according to my culture, it sounds a bit odd to tell your lover publicly that you love her. For that reason therefore, dating in my culture is quite different from dating in the American culture- in my culture, rarely do the dating couple express their romantic feelings in public as is the case in American culture. Again, in socializing, the people of culture behave quite differently from the American people. This is because the people of my culture consider the community to be more important than the individual, for that reason, therefore, the people of my culture are quite united as a community, unlike the American people who are individualistic and who regard the individual to be more important than the community/society. Answer: There are two main situations in which I felt completely misunderstood when I arrived to America. In the first situation, on the first day of my arrival, I extended my hand in greetings to all the people I interacted with at the airport. To my surprise, many of the people I extended hands to in greetings looked at me suspiciously and they did not shake my hands; I really felt misunderstood by these people and ever since I wait for the people to first extend their hands in greetings before I extend my hand and shake them in greetings. In the second incident, on my second week in America, I held my friend’s hand, my compatriot Mr. Eric Odhiambo, as we were walking along the road; to our surprise, the people looked at us suspiciously. I later learnt that the people who looked at us

Lean in Nissan UK Assignment Example | Topics and Well Written Essays - 1000 words - 2

Lean in Nissan UK - Assignment Example The organizational hierarchy determines the shape of the organization that is, how many employees and positions there are after the CEO or MD. The degree of centralization is concerned with how power is distributed. Formalization, on the other hand, deals with the organization of work in the organization. It could be either explicit or rigid. Finally, complexity is concerned with the subunits in the organization and their differences (Wernham, 2012, p56) An operations manager for the Nissan should considers four main variables in managing operations namely; volume, variation, variety and variability. All are unique in their own respective ways and could make or break a company (Cooke, 2010, p22). There are, however, three main operations of a business such as the Nissan Motor assembling companies. They are; materials, customers and information. Materials refer to everything tangible to the business and which is used as an input in the business. Customers refer to the current and potential consumers of business products. Information is any information that contributes positively or negatively to the success or failure of the business. (Highsmith, 2002, 55) Materials, customers and information are different from each other in some respect. Materials are powerless until they are handled but behave in different ways based on their chemical and physical natures. Customers are people who are mobile and can move from one place to another. Information is the communication of data in ways often not visible to the human eye. Information and customers are similar in the sense that both of them can move from one point to another. Information is, however, intangible while customers are tangible. Materials are also tangible (Goodpasture,2010, p34) In managing any projects, the company must, therefore, consider the above factors as they all

Analysisn of Premier Food`s Code of Conduct and Business Ethics Essay

Analysisn of Premier Food`s Code of Conduct and Business Ethics - Essay Example These values are reflected not only in the company’s code of conduct, but in Premier Foods’ annual report to shareholders which emphasise corporate social responsibility as a key business success factor. Critical analysis of Premier Foods’ Code of Conduct Premier Foods has established its code of conduct, a document illustrating the expectations of both managers and employees to satisfy demands for ethical business behaviour. The code of conduct stipulates that manager should be leading by example as well as creating a decentralised environment in which employees are allowed to express their concerns openly (Premier Foods 2012). Premier Foods identifies one of its core values as trust (Premier Foods 2012), the foundation by which employees are willing to follow leadership guidance and example. According to Farrell and Knight (2003, p.541) â€Å"trust is embodied in the regulations, rules and policies by which leaders seek to get accepted by others†. The co de of conduct acts as both a reinforcement of expectations of ethical behaviour and also as a sanction by which to ensure compliance, backed by managerial role modelling of desired behaviours to gain employee commitment to achieving strategic goals. Premier Foods establishes an ethical climate by using the code of conduct to promote social justice. Under social justice theory in ethics, it is assumed that every individual in society or in the organisation maintains an inviolability of justice and human rights that cannot and should not be overridden by the broader organisational culture (Rawls 2005). The expectations of managers in promoting equality and rights in the workplace are reflected in the corporate code of conduct, emphasised under the company’s â€Å"treating people fairly† guidelines. Premier Foods ensures that fair treatment is imposed on the employee population with decisions made based on individual merit (Premier Foods 2012). The company also ensures eq ual opportunities for all employees through objective management systems. These aforementioned managerial responsibilities highlighted in the corporate code of conduct are designed around transformational leadership theory, one in which managers are interactive with employees, regularly impart mission and vision principles to gain commitment, and where managers utilise role modelling to promote ethics under social learning theory (Fairholm 2009; Schlosberg 2006). This is how trust is instilled into the organisation: the business does not simply promote its belief in social justice and equality, but injects a clear example of its ethical values into the philosophy of management utilised by leaders in the organisation. Premier Foods is able to maintain its tight and unified corporate culture by not deviating from management theory that promotes equality and shared decision-making. â€Å"Leaders who are ethical demonstrate a level of integrity that is important for stimulating a sense of leader trustworthiness† (Resick et al. 2006, p.348). Grieves (2010) iterates that change must be a negotiated order in order to gain employee commitment and loyalty. The conception of social justice and equality, as two components acting as the foundation of trust, are reinforced by establishing expectations for managerial behaviour under visionary or transformational

The Popularity of Teachers Essay Example for Free

The Popularity of Teachers Essay Teacher education is a commonly studied predictor of quality in early childhood classrooms and it has been consistently associated with teacher effectiveness in early childhood classrooms (Bowman et al., 2001; de Kruif et al., 2000; Helburn et al., 1995). Teachers can be popular just because they are friendly and helpful, but to be truly professional and effective they need other qualities. Students may not be able to put their finger on just why one teacher is more effective than another but we need to be able to identify the skills and behavior we require in a true professional. Teachers can be popular just because they are friendly and helpful, but to be truly professional and effective they need other qualities. Students may not be able to put their finger on just why one teacher is more effective than another but we need to be able to identify the skills and behavior we require in a true professional. Proper preparation is another crucial requirement of professionalism. When the teacher enters the classroom s/he should have all the required materials and the lesson plan ready. Nothing is sloppier than poor preparation. Interaction with the group needs professional standards of behavior: polite, firm and fair just about sum it up. And in orchestrating the class the teacher must give everyone their chance to contribute and should be flexible enough to modify lessons if they are obviously not going to plan. Indeed a fall-back position is part of good planning. It stands to reason also that teacher must observe punctuality and appropriate tidiness and dress: it is not possible to demand such behavior from students if the teacher doesn’t set the standards. Indeed I can remember occasions on which students have complained to me about â€Å"scruffy† teachers. Since the 1920s, the issue of teachers’ qualifications, which can guarantee their effectiveness, has been of concern for not only the science of Pedagogy, but also for those in charge of staffing schools with qualified professionals. As regards this issue, modern studies have revealed that the way in which a teacher carries out his work is determined by the union of  his personality traits and acquired knowledge. A â€Å"good teacher† should possess a wide range of qualifications, which could, schematically, be classified as follows: ÃŽâ„¢. Personality traits, attitudes and beliefs These include personality traits related to the professional role of a teacher, which can be nurtured and developed through initial education and continuous training (Whitty 1996: 89-90). Specifically, studies have shown that traits such as flexibility in terms of the appearance of students, a sense of humour, a sense of fairness, patience, enthusiasm, creativity, care and interest in the students, all contribute to the effectiveness of teachers (Malikow 2005, Harslett et al. 2000). These also include a teacher’s attitudes and beliefs on teaching, learning, his role, all of which affect the way he chooses, evaluates and comprehends the knowledge acquired, as well as the way he benefits from this knowledge in practice, as this very practice is shaped by that knowledge (Feiman-Nemser 1990, Schà ¶n 1983, Zeichner Liston 1996). The attitudes of teachers affect their degree of commitment to their duties, the way they teach and treat their students, as well as how they perceive their professional growth (Chen Rovegno 2000, DarlingHammond 2000). Specifically, teachers that have high expectations for their students and insist on promoting learning for all students tend to be more effective ( Malikow 2005, McBer 2000). Another factor which contributes to the effectiveness of teachers is a feeling of commitment to the job at hand (Coladarsi 2002) and interest in the personal life of students and their families (Harslett et al. 2000). Lastly, â€Å"knowledge of self† and contemplation are worth mentioning, in that they presuppose critical and careful reflection, on the part of the teacher, on his actions and self (Turner-Bisset 2001: 110-112). McBer (2000), from a series of interviews with teachers, identified 16 â€Å"professional characteristics†, including personality traits and individual attitudes, which she then classified into five groups: a) Professionalism: commitment, confidence, trustworthiness, respect;. b) Thinking: analytic and conceptual thinking; c) Expectations: disposal of achievement of high objectives, disposal for permanent comprehension of reality (e.g. the students, the order), and undertaking of initiatives; d) Leadership: flexibility, accountability, passion for learning; e) Relations with other:  fertile interaction with involved in the educational process, skills of common work, comprehension. ΙΙ. Pedagogical Skills and Knowledge Didactic and pedagogical skills are not only understood as familiarization with techniques that are then used mechanically, but also as the acquisition of routines which, without a doubt, every teacher needs in order to save time and energy for the more significant aspects of his work; at the same time, they refer to a set of theoretical principles and research data that lead to a variety of techniques and strategies which a teacher chooses and shapes, depending on the circumstances (for the discussion on teacher skills as an element of professional competency, see Beyer 2002: 311, Conczi et al. 1990, Oser et al. 2006: 1-7). A plethora of related studies shows specific actions by teachers which can be considered factors for their effectiveness. With regard to the teaching approach, it seems that the more effective teachers (McBer 2000, Jasman 2002, Anderson 2004): set realistic objectives, try and give incentives to students for learning, apply various teaching methods, select participative forms of teaching, test and create didactic material, present information in a clear manner, combine words with pictures, use various teaching aids, maximize teaching time through systematic measures (e.g. planning, reduced disturbances in the classroom), assign work that will stir the interests of the students, monitor and evaluate the progress of students, set evaluation criteria for students and inform the students about them, and provide feedback to the students. Another decisive factor in effectiveness is a teacher’s ability to recognize the diversity of students, to choose the best method possible for each student, and to create incentives for students (Harslett et al.2000). Yet another important factor is teachers’ cooperation not only with the students, but also with the parents of the students, their colleagues and the community at large (Jasman 2002). Lastly, effectiveness, to a great extent, depends on the way problems in the classroom are managed. Research shows that more effective teachers keep all happenings in the classroom in check, that they are constantly on alert, that they swiftly deal with any problem that may arise and that they adopt various ways of working with students (Everston and Randolph 1999, Wang et al. 1999). A basic qualification, whatever the case, is the acquisition of an extended body of  knowledge which contributes to the way the teacher performs in practice (Birman et al. 2000, Hawley Valli 1999). Generally, a teacher’s training is classified into three fields: subject knowledge, pedagogical and didactic studies, and teaching practice. However, what still needs to be defined is what should be taught in these educational fields, especially in pedagogical studies. A way to define the contents of â€Å"professional knowledge† is to provide answers to the following questions: â€Å"What makes up the pedagogical and didactic work of a teacher?† and â€Å"What knowledge type and qualifications are needed for a teacher to cope?†According to Shulman, pedagogical thought and action go through the following stages: a) understanding / perception; b) modification / transformation; c) teaching; d) evaluation; e) feedback; f) reflection. For a teacher to cope with the above, â€Å"professional studies† are required, that is: a) pedagogical content knowledge and b) curriculum studies (Shulman 1986, Shulman 1987: 14-19). Turner-Bisset suggests a course that would instil the necessary qualifications and focus on the following fields (Turner-Bisset 1999: 43-48, Turner-Bisset 2001): â€Å"substantive knowledge†, â€Å"syntactic knowledge†, beliefs about the subject, knowledge of curriculum, knowledge of contexts, knowledge of self, didactic training, knowledge of learners, knowledge of objectives and learning outcomes, general pedagogical knowledge, pedagogical-didactic amalgam and learning subject. This body of knowledge, that can guarantee a teacher’s expertise, is determined by existing conditions and contexts, as well as the personal experiences, beliefs and needs of each teacher, a fact that renders an a prior definition of this knowledge extremely difficult. Nevertheless, there are knowledge fields that constitute a necessary prerequisite for every teacher, or at least for a large part of them, (Meijer et al. 1999, Meijer et al. 2001), and which form the basic part of â€Å"professional knowledge†. These include: a) Subject knowledge: the teaching subject does not coincide with the corresponding science; however, teaching a particular subject requires familiarization with scientific knowledge. The way each scientific field is approached and studied is strongly defined by the job and duties defined in the job description. For such a specific comprehension of scientific knowledge as a way of teaching, familiarization with the science and its dimensions is necessary. A classification of the dimensions of scientific knowledge is the following (Kennedy 1990): i)  science content (opinions, axioms, facts, etc.). It relates to the â€Å"facts† and â€Å"principles† of the science being taught, from which the teacher derives appropriate examples, pictures, etc. for instruction; ii) relations, organization and structure of the contents of a scientific subject. This knowledge on the subject defines the way it is presented to the students, the questions that would pass on the knowledge in a better way, etc.; iii) the research methodology on the scientific field. This knowledge of the methodology contributes to a better choice by a teacher of the methods through which he will approach the subject, the exercises, the questions, etc.; iv) the procedures and ways that contribute to the generalization of the â€Å"truth†, explored in every scientific field and now being acknowledged (syntactic knowledge). Moreover, a teacher should be in a position to approach the subject being taught with specific questions, such as which social norms are connected to the subject, what is its relation to social issues and its value in everyday life (Kennedy 1990). He should also be in a position to diagnose misinterpretations of the knowledge offered by the students and fully comprehend the procedures required for the acquisition of the knowledge and skills connected to the subject being taught (Shulman 1987: 9, Perrone Traver 1996: 395-397, Darling–Hammond BaratzSnowden 2005: 14-16). An extra requirement for a teacher would be knowledge on every subject in the curriculum of the grade he teaches, as this allows him to adopt an interdisciplinary approach to the material, i.e. using pictures, analogies and knowledge acquired by students through other subjects (Ernest 1989). Finally, knowledge of the subject taught is related to a teacher’s beliefs. Research has shown that teachers’ effectiveness is strongly influenced by the opinion teachers have of the subject they teach (Askew et al. 1997, Medwell et al. 1998, Newton Newton 1998). Moreover, teachers with a more â€Å"holistic† outlook on the subjects they teach tend to be more effective (Turner-Bisset 2001: 28-29). b) Knowledge of learners: this comprises knowledge on the biological, social, psychological and cognitive development of students, on issues related to group dynamics and interaction between students as well as teachers and students, students’ behavioral problems, learning motivation, adjustment issues, learning difficulties, etc. c) Teaching methodology: a way to define the necessary qualifications of a teacher is to give a detailed description of the  teaching methodology. A schematic presentation of the specific structural elements of instruction follows: i) lesson planning, i.e. a teacher’s pre-lesson activities and actions (for example, organization of content into thematic units, transformation of teaching material into teachable knowledge, definition of teaching goals, methodological organization of teaching, time planning, selection of evaluation process). Planning can vary, depending on whether it is short-term (weekly lesson planning or unit planning) or long-term (for the entire semester or academic year); ii) teaching performance, i.e. enforcing the choices made during planning (didactic organization, teaching path, application of teaching forms, direct actions of the teacher, use of teaching methods and aids; iii) Evaluation of teaching, i.e. evaluating the results mainly by assessing student performance (e.g. goals, forms, basic principles, assessment techniques). d) Curriculum knowledge: the school curriculum is a tool, which, in a way, determines the didactic choices of a teacher. Teachers should, therefore, know the curriculum, textbooks, the rules and laws of the education system and, as a whole, the state’s role in education (Shulman 1986: 10, Shulman 1987: 9-10). At the same time, however, the demands of society today call for a critical approach to the curriculum and its adaptation to the needs deriving from context. e) General pedagogical knowledge: this field relates to the organisation of the classroom, to motivating and retaining students’ attention, pooling resources, learning theories and pedagogical theories. Shulman refers to â€Å"principles and strategic classroom management and organization, which exceed the knowledge of specific subjects† (Shulman 1986). This type of knowledge is nonetheless acknowledged, as it secures a framework of mental representations necessary for the comprehension and interpretation of the school classroom. Moreover, this knowledge is absolutely essential for lesson planning, as it guides the teacher’s didactic choices (Ernest 1989: 19-20). f) Knowledge of contexts: a teacher is called upon to evaluate the contexts in which he teaches and act accordingly, as his actions are defined by surrounding circumstances; in other words, there are no predetermined attitudes that would suit every occasion. Still, there are certain outlooks on reality, certain principles, research findings, that a teacher can use to interpret the context, as well as a host of techniques and strategies which can be used, depending on the  situation. Hence, knowledge of contexts refers to knowledge of the environment and the circumstances where a teacher is required to work: the school, the region, the state. Specifically, it comprises knowledge of the students and their family background, as well as the entire local community, education system, the organization and management of the school unit, the history and philosophy of education in every state, the institutional framework and administrative structure of education. g) Knowledge of â€Å"self†: a basic qualification of teachers, related to their views on their role, responsibilities, training and qualifications, rights and professional development, working conditions, values, and philosophy, etc. and is mainly connected to their professional development through reflection, to learning through their teaching experience, in relation to their working environment (Lambert 1984, Kagan 1992). The way teachers perceive their role defines not only their options, but also the way they comprehend, interpret and use this knowledge (Clandinin Connely 1987). In conclusion, the qualities that can ensure a teacher’s effectiveness are not the sum of his knowledge, but rather the link between the different types of knowledge he possesses. These types of knowledge do not simply coexist: they should form a complete, inseparable unit of knowledge (Kennedy 1990). The degree of connectivity between these separate types of knowledge sets apart a â€Å"competent† teacher from an â€Å"excellent† one, as a â€Å"competent† teacher manages to combine these knowledge forms in part, whereas an â€Å"excellent† teacher uses the knowledge deriving from each separate field most effectively (Turner-Bisset 2001: 131-141). FOREIGN STUDY A wide range of empirical studies examine the impact of teacher characteristics on teacher effectiveness in order to draw conclusions about the extent to which these characteristics are, in fact, linked with teacher performance. Greater clarity on the empirical evidence can inform the wisdom of current practice, guide state efforts as they struggle with No Child Left Behind compliance regarding teacher quality. The framework for this study includes five broad categories of measurable and policy-relevant indicators to organize the teacher characteristics assumed to reflect teacher quality. It is notable that findings for these characteristics frequently differ for  teachers at the elementary school level and teachers at the high school level and that the body of research on the subject of teacher quality suggests that the context of teaching matters (e.g., differences in grade levels, subject areas, and student populations). A refined understanding of how teacher attributes affect their performance across these different teaching contexts can be helpful in determining the range of potentially effective policy options. The highlights of the empirical evidence include: Teacher experience †¢ several studies have found a positive effect of experience on teacher effectiveness; specifically, the â€Å"learning by doing† effect is most obvious in the early years of teaching. Teacher preparation programs and degrees †¢ Research suggests that the selectivity/prestige of the institution a teacher attended has a positive effect on student achievement, particularly at the secondary level. This may partially be a reflection of the cognitive ability of the teacher. †¢ Evidence suggests that teachers who have earned advanced degrees have a positive impact on high school mathematics and science achievement when the degrees earned were in these subjects. †¢ Evidence regarding the impact of advanced degrees at the elementary level is mixed. Teacher certification †¢ Research has demonstrated a positive effect of certified teachers on high school mathematics achievement when the certification is in mathematics. †¢ Studies show little clear impact of emergency or alternative-route certification on student performance in either mathematics or science, as compared to teachers who acquire standard certification. Teacher coursework †¢ Teacher coursework in both the subject area taught and pedagogy contributes to positive education outcomes. †¢ Pedagogical coursework seems to contribute to teacher effectiveness at all grade levels, particularly when coupled with content knowledge. †¢ The importance of content coursework is most pronounced at the high school level. †¢ While the studies on the field experience component of teacher education are not designed to reveal causal relationships, they suggest positive effects in terms of opportunity to learn the profession and reduced anxiety among new teachers. Teachers’ own test scores †¢ Tests that assess the literacy levels or verbal abilities of teachers have been shown to be associated with higher levels of student achievement. †¢ Studies show the National Teachers Examination and other state-mandated tests of basic skills and/or teaching abilities are less consistent predictors of teacher performance. Given that many dimensions of teacher characteristics matter—preparation in both pedagogic and subject content, credentials, experience, and test scores—the findings from the literature imply that there is no merit in large-scale elimination of all credentialing requirements. Nor are improvements in teacher quality likely to be realized through the status quo. Most of the research does not seek to capture interactions among the multiple dimensions of teacher quality, and as a result, there are major gaps in the research that still need to be explored. Nor does the research fully address evidence about teacher quality at the elementary and middle school levels, in subjects other than mathematics, or among different populations of students (such as high poverty, English language learners, or special education). In opposition to those who propose to eliminate all requirements for entering the teaching profession, this analysis supports a judicious use of the research evidence on teacher characteristics and teacher effectiveness. The evidence indicates that neither an extreme centralized bureaucratization nor a complete deregulation of teacher requirements is a wise approach for improving teacher quality. What holds a great deal more promise is refining the policies and practices employed to build a qualified body of teachers in elementary schools, middle schools, and high schools; for disadvantaged, special needs, and advantaged students; and for math, science, languages, English, social studies, and the arts. Education policy makers and administrators would be well served by recognizing the complexity of the issue and adopting multiple measures along many dimensions to support existing teachers and to attract and hire new, highly qualified teachers. The research suggests that investing in teachers can make a difference in student achievement. In order to implement needed  policies associated with staffing every classroom—even the most challenging ones—with high-quality teachers, substantial and targeted investments must first be made in both teacher quality and education research.

Corporate Strategy Essay Example for Free

Corporate Strategy Essay In Corporate Strategy, Collis and Montgomery explain there are two kinds of diversification—linked and constrained. Companies using linked diversification enter new businesses when it relates in some way to another business they are already in (it is linked to it), but does not necessarily have any connection to their other businesses. If they are using constrained diversification, however, they only enter a new business if it is based on their core resources or competencies. Companies based on linked diversification have little coherence to their overall corporate strategy, while companies using constrained diversification tend to be more focused. Constrained diversification allows companies to maximize the effect of their resources because they are shared (100). Apple uses constrained diversification. Apple is, inherently, a personal computer company (hardware and software), and their businesses utilize their competencies in developing hardware and software. The Macintosh, iPad, iPhone, iPod and AppleTV are all computers, which allows Apple to share resources between businesses. For example, the Macintosh, iPad, iPhone and AppleTV all run OS X, Apple’s operating system. This creates economies of scope, which, Collis and Montgomery point out, create cost savings for the company because their resources are shared across multiple businesses (72). Rather than just have related businesses, though, each business is a focused platform with no extraneous products or product types. The Macintosh, for example, consists of two kinds—desktop and notebook. These separate product lines each share resources and complement each other. The iMac and MacBook Pro are both primarily constructed from aluminum and glass, so not only do they share the same materials (which reduces costs), but they resemble each other, creating unity between product lines. Each platform, too, complements the other. Apple’s Macintosh computers sync their media and personal data (calendar, contacts, email) seamlessly with the other platforms. Because they work so well together, owning products from each platform benefits users by creating an experience where their devices â€Å"just work.† The platform advantage does not apply just to Apple’s devices. Through iTunes, users can purchase music, movies and television shows that syncs across all of their devices, or even do so from their iPhone or iPad. The App Store allows users to download applications for their iPhones and iPads wherever they are, and now the iBook Store, released in April, will allow them to do the same with books. Because Apple has chosen what businesses to enter carefully, these platforms reinforce the others and make them more powerful. The sum is greater than the parts. This creates a complete package for consumers to choose, and it is difficult for competitors to match. Their platform strategy makes each individual business more valuable than it would be as a separate entity. Their strategy can be improved, however. Currently, MobileMe—a service Apple offers that keeps contacts, calendar, and email in sync across multiple devices over the air—is a premium service that costs $99 per year. This is the wrong approach. Rather than a premium service, MobileMe should be free and integrated into Apple’s platforms. MobileMe should act like the â€Å"glue† that integrates the platforms and as a draw for users. Apple’s goal should be to get as many MobileMe users as possible. Once someone is happily using MobileMe across their various devices, they are less likely to switch to a competitor’s product.

The Argument Of Contingency Theories

The Argument Of Contingency Theories Organizations operate in many different environments and it is vital to assess how they influence their structures. Effective and efficient organizing has become increasingly important in the modern world characterized by rapid changes. Contingency approaches emphasize that in order for organizations to succeed they must adopt a structure suitable for the environment in which they operate. Two types of theories are referred as contingency theories: theories of organizational structure and theories of leadership. In general, contingency theories are a class of behavioral theory that state that there is no best way to organize a corporation and the organizational structure of the company. An organizational or leadership style that is effective in some situations may not be successful in others. Therefore, the best way of organizing the company, is contingent upon the internal and external situation of the company. External environments influence organizations in a varied number of ways. Critical external factors include, but are not limited to, the size of the organization, labor markets, availability and cost of capital, competitors, governmental laws and policies, ecological concerns, managerial assumptions about employees, strategies, technologies used, etc. The main ideas of contingency theory are: There is no one best way of organizing or managing the company Organizations are open systems that need careful management to satisfy and balance internal needs and to adapt to environmental circumstances Different types of organizations are needed in different types of the environment Different approaches to management may be necessary to perform different tasks within the same organization Effective organizations not only have a proper fit with the environment but also between its subsystems Several contingency approaches were developed simultaneously in the late 1960s. The emergence of the theory was the result of criticisms of the classical theories such as Webers bureaucracy (Weber, 1946) and Taylors scientific management (Taylor, 1911) which had failed because they neglected that management style and organizational structure were influenced by various aspects of the environment: the contingency factors. The contingency approach originated with the work of Joan Woodward (1958), who declared that successful organizations in different industries with different technologies were characterized by different organizational structures. In this essay I will discuss three influential contingency theories, those of Burns and Stalker (1961), Lawrence and Lorsch (1967), Fiedler (1967) and I will try to assess the relevance of contingency approach in organizations today. Tom Burns and Graham Stalker in their book, The Management of Innovation (1961) studied about 20 Scottish and British electronics companies operating in increasingly competitive and innovative technological markets. Their findings demonstrated that organizations operating in stable environments are very different from those which have to face a changing and dynamic environment. The authors have discovered that differences in the way firms approached change and innovation related to the values and mission of the firms. Burns and Stalker classified the firms into 2 categories on the basis of their managerial structures and practices: mechanistic and organic. The authors found that mechanistic organizations are similar to bureaucracies and suited for relatively stable environmental conditions. Such organizations are clearly programmed, strictly controlled and hierarchically structured. Often they do not have mission and vision statements, and instead depend on established rules for guidance, measuring success by the degree to which staff conforms to process and procedure. Organizational tasks are typically broken down into specialized activities. Individuals are responsible for their specific functions in a relative isolation from the overall organizational goal. The organic organizations are appropriate in unstable, turbulent, unpredictable environments. Organic organizations are orientated towards results, have a flat organization structure instead of a hierarchy, and little structure in terms of process and rules. They focus on results and employees receive positive rewards for creative and pragmatic contributions. Given these conditions it becomes necessary to review and redefine the responsibilities, methods, inter-role relationships, and even goals on a continual basis. Burns and Stalker emphasized that each system is appropriate under its own specific conditions. Neither system was superior to the other under all situations. Since the 1960s much of writings in organization theories field is a constant debate between the machine/organ analogies, and attempts to develop growth models of how simple mechanistic forms can grow into the more complex organic forms. Another significant study to demonstrate the relationships between environmental characteristics and effective organizational structures was conducted by Paul Lawrence and Jay Lorsch (1967). They studied ten US firms in three industries (plastics, food, containers) that confronted varying degrees of uncertainty, complexity and change. The researchers found that successful firms in each industry had a different degree of differentiation. The firms operating in uncertain, complex, rapidly changing environments had more highly differentiated internal structures such as sales, production and RD departments. Such organizations require the greater need for suitable mechanisms for integrating and resolving conflicts between various segments. Successful firms in more homogeneous and stable environment were more formalized and hierarchical in their forms. Authors concluded that in order to succeed firms must have internal structures as complex as environments in which they operate. This seminal work of Lawrence and Lorsch refined the contingency theory by demonstrating that different markets and technological environments require different kinds of organizations, and that subunits or functional departments within an organization might be managed in different ways, due to variations resulting from their sub-environments. Managerial leadership has influenced organizational activities in many ways. These influences include motivating subordinates, budgeting scarce resources, and serving as a source of communication. Contingency theories of leadership argue that no single leadership style is effective in all circumstances, but the leadership styles are contingent on the organizational and situational context. Fred Fiedlers theory (1967) is the earliest and most extensively researched is also known as contingency model of leadership effectiveness. Fiedlers ideas, originated from trait and behavioral models, underline the importance of both the leaders personality known as leadership style and the situation in which that leader operates situational favorableness. Fiedler was the first theorist who said that leadership effectiveness depends on the situation. The leadership style is the consistent system of interaction that takes place between a leader and work group. In order to classify leadership styles, Fiedler has developed an index called the Least-Preferred Coworker (LPC) scale. To get an LPC score a leader is asked to think of co-workers with whom he/she has ever worked and choose the one with whom the work was the most difficult. Then this person is rated on a number of eight-point bipolar scales (friendly/unfriendly, hostile/supportive, etc.). The responses are then summed and averaged: high LPC scores are interpreted as an indication of human relations orientation of a leader, while low LPC scores show a task orientation. The situational favorableness is a measure of the degree to which the situation of the work group affects the leaders ability to influence group members. Fiedler then extends his analysis by focusing on three key situational factors, which are leader-member, task structure and position power. In leader-member relations Fiedler states that leaders will have more influence if they maintain good relationships with group members who like, respect, and trust them, than if they do not. Fiedler determines the task structure as the second most important factor in structural favorableness. He argues that highly structured tasks, which specify how a job is to be done in detail, provide a leader with more influences over group actions than do unstructured tasks. Leaders, who are authorized to hire and fire, to discipline and reward, have more power than those who do not. For example, front office manager has more power than a room clerk. By classifying a group according to three variables, it is possible to identify eight different group situations or leadership style. According to Fiedler, there is no ideal leader. Both low-LPC (task-oriented) and high-LPC (relationship-oriented) leaders can be effective if their leadership orientation fits the situation. Fiedler stated that it would be easier to change the situation (i.e. the work environment) to fit the leaders style. As such, the organization should not choose the leader who fits the situation but should change the situation to agree with the style of its leader since the leaders personality is not likely to change. The following aspects can be considered as strengths of Fiedlers theory: it is predictive and supported by a lot of empirical research; it does not require that people be effective in all situations and provides a way to assess leader style that could be useful to an organization. However, among the theorys weaknesses are the fact that it is cumbersome to use, it doesnt explain what to do when there is a mismatch between style and situation; it doesnt take into account situational variables, like training and experience, which also have an impact in a leaders effectiveness. Finally, the LPC measure has a low reliability and its meaning is unclear, which put in doubt whether it is a true measure of leadership style. Todays organizations are quite complex and there cannot be one correct strategy that works in all situations. The contingency approach stresses the absence of a single best way to manage and emphasizes the need for managerial strategies based in all relevant facts. In other words, each managers situation must be viewed separately, a wide range of external and internal factors must be considered and then the focus should be on action that best fits the given situation. Contingency theory is often called the it all depends theory, because when a contingency theorist is being asked for an answer, the typical response will be that it all depends. While this may sound simplistic, assessing the contingencies on which decisions depend can be a very complex. The appropriate management style and organizational structure depend on the environmental context of the organization concerned. The ability to manage change is now recognized as a core organizational competence. In order to prove the relevance of contingency theory to the modern enterprises I would like to analyze what has happened to the offshore banking industry from 2001 up today and how these changes has influenced to redesign completely the organizational structures of offshore banks and how this change was managed and implemented. Increasing pressure from FATF and OECD on tax evasion issues, anti-money laundering concerns as well as prevention of the terrorism financing from the end of 2001 started to change the environment in which offshore banking was operating. Therefore offshore banks had to adjust their organizational structures and the way these banks have been managed. Increasing importance of the role of compliance processes at offshore banks has changed the organization structures of banks as well as operations processes in the way, where the importance of the compliance departments have become a necessity to survive. Compliance officers have become managers of one of the most important internal processes compliance with the laws and regulations. Therefore now offshore banks operations are centered on the compliance department, rather that business/client management department. This issue in fact is going beyond just offshore banking sector; it has influenced drastic changes of many countries legislation, supervisory and regulation processes as well. So a massive task of reorganizing not just internal organizational structures of banks, but regulating agencies was undertaken in a very short period of time. Those countries and their financial institutions which were able to adapt to the changes rapidly, survived, but entire industries and dozens of banks went out of business because of their failure to act as open systems and balance internal needs and external environmental forces. The change was massive and organizations had to deal with many important issues, interrelated and so interdependent, that in many cases organization have failed to manage the change in order to deal with the following problems: Lack of suitable qualified compliance personnel no professionals available; Lack of appropriate training and educational programs no educational institutions; Increased expenses for appropriate compliance practices lower profitability, dilemma of choice for the CEOs continue as usual to satisfy shareholders needs and create financial benefits for themselves in a short term rather than comply with the demanded change but reduce the performance of the company; Resistance of business departments to accept the necessity of increased compliance interference struggle for power within companies; Insufficient laws and regulations government agencies lagging behind with legislative change, banks had to establish their new internal rules and procedures for compliance; Those offshore banks which where managing their organizations consciously or unconsciously employing contingency theories of organizations, have managed to adopt to the new environment, therefore the relevance of these theories is undisputed to the modern companies, at least in the offshore banking sector.

Time Cat by Lloyd Alexander Essay -- Time Cat Lloyd Alexander Outline

Time Cat by Lloyd Alexander Type of story: Fictional Setting: 1.Time: Historical period: the story jumps from different times. While traveling though they go from 2700b.c. to 55b.c. to 998b.c. to 411b.c. to 998a.d. to 1468 to 1555 to 1588 to 1600 to 1775. 2. Place: Geographical location: This story as well as switching from time to time it also switches from place to place. While traveling they go the places of Egypt, Rome and Britain, Ireland, Japan, Italy, Peru, The Isle of Man, and finally to America. Scenes: The story starts out in Jason’s room and from there it goes to Egypt where Gareth and Jason go down the Nile river and to a the pharaoh’s palace. From there they Rome and Britain where the spend there time out in forest along seas, in king’s castles, in tribal areas. Main Characters: 1.Name: Jason Physical Features: Jason is tall and skinny; he has short brown hair and deep blue eyes. 2. Personality description: In the beginning of the story Jason is laying in bed and crying because of what a bad day he has been having so that probably shows that he is a sensitive boy. He has a large imagination, this he shows because he does believe his cat (Gareth would talk to him if he wanted to. He is rough and is easily bugged but other than that Jason is sweet and cares dearly for the ones he loves. How does this character change through out the story?: Jason has no change to him, he stills believes in what he believed in before, his attitude is the same; he doesn’t grow kinder but also not meaner. Jason is the same boy he was in the beginning. Character #2 Name: Gareth Physical Description: Gareth is a black cat with orange eyes, Sometimes, when he hunched his shoulders and put down his ears, he looked like an owl. When he stretched, he looked like a trickle of oil or a pair of black silk pajamas. When he sat on a window ledge, his eyes half-shut and his tail curled around him, he looked like a secret. Personality Description: Gareth is a smart, loving cat. He seems to be a problem solver or conflict solver. He has a sly personality to him or like, if you were to just meet him then you’d be very cautious around him because of the way he seems to be. The Problem of the Story: There are a few conflicts to this story, every time Jason and Gareth go to a new place ... ...lly the conflict of this story is the people believe Gareth is a witches slave. Mistress Ursulina’s problem: Miss Ursulina’s problem was that the people of the village believed that she was a witch and right when she was caught she should burned to death. 9.America in the year of 1775: NO CONFLICT. The Plot: 1. Jason is sitting in his bed frustrated because of the horrible day he has and then out of nowhere his cat, Gareth, begins to talk to him. 2. Jason and Gareth travel to Egypt where the meet the pharaoh, Neter-Khet, who they give a valuable lesson to. 3. Jason and Gareth travel to Ireland where they meet the beautiful Diahan who introduces them to Sucat (the herdsman), the magician, and her father, the king. 4. Jason tries proving to the king that his cat is much more useful than the magician in keeping the mice away and does not have to use magic and will not have to be paid. 5. Jason and Gareth have to go home and they have to say good-bye because Gareth tells Jason that he will never be able to speak to him again. 6. Jason wakes to realize that all had happened with Gareth and traveling was a dream. THE END!!!

The Greatest Motivational Factor in My Life Essay example -- Motivatio

Motivation is the process by which one is moved, whether the process is external or internal. It encourages one to do something or not to do something. It can bring about positive change or a negative reaction depending on the situation. Many things affect motivation such as, the environment, your family background, schools, the government, and many other stimuli. Probably the greatest motivational factor in my life is my mother. She has always encouraged me to complete my education, many times when I did not want to. I remember once when I was going to drop out of college, she nearly threatened me with bodily harm if I didn’t finish. Of course, I can’t say that I blame her, I only had one year left. I am extremely glad that she did. I have always had the notion that I had to please everyone else when I was growing up. In elementary school, I had to always do good because my older brothers and sisters were good. Naturally I had to behave as well. I come from a large family. My parents had 15 children! Everyone one of us graduated from high school as well as worked on a farm. When I attended school, all I ever heard was that your brother or sister did well with this subject so you will naturally do as well. Sometimes this was good motivation and sometimes it was not a good tactic to use. There was always one good thing going for the Jacobs family, which was the fact that all of us liked math in school and it was real easy. It is no wonder we had straight A’s i...

Tritt’s View of Young Goodman Brown :: Young Goodman Brown YGB

Tritt’s View of â€Å"Young Goodman Brown† In the article, â€Å"‘Young Goodman Brown’ and the Psychology of Projection†, Michael Tritt critically analyzes Nathaniel Hawthorne’s â€Å"Young Goodman Brown† to construct the process of how Hawthorne regards Goodman Brown’s behavior. Tritt examines the phenomenon of projection in psychology and believes that â€Å"Brown’s compulsive condemnation of others, along with his consistent denial of his own culpability, illustrates a classically defined case of projection† (116). He defines projection as an unconscious process when a person projects their own traits or desires onto other people, thus representing a false perception on whom the projection is made. Tritt perceives Goodman Brown’s withdrawal is from the persuasion that he has not fallen in with his devilish community, thus Goodman Brown projects his guilt to them in an attempt to escape a guilty subconscious. While Goodman Brown is in the forest, he locates his anxieties upon the community that he lives in. The experience in the forest actually depicts Goodman Brown’s own evils. Tritt refers to Goodman Brown snatching away a child being catechized by Goody Cloyse: If Brown truly conceives of himself as fallen, why would he snatch the child from one fiend to yield yet another, namely himself? Brown must believe himself untainted, or at least less tainted than various members of his community. (115) Michael Tritt believes that Brown’s anxieties inevitably stick within his subconscious forever. The anxieties suggest a psychological design with aspects of misperception and false perception to reveal a projection process. Tritt asserts that Goodman Brown’s evil is located in others, and Brown believes himself to be without guilt although his desires are still in his subconscious. It is a â€Å"vice-like grip with which such process is paralyzing, indeed terrifying† (Tritt 116). Undoubtedly, Michael Tritt uses a psychological strategy to critically analyze â€Å"Young Goodman Brown†. He carefully constructs his criticism through quotes from other critics and the short story. Sigmund Freud is also quoted because he theorized the projection process.

Humorists in Society Essay

Humorists have played a substantial part in any society for as long as everyone can remember. Whether it’s your common, light-hearted comic or the one who’s trying to rebel and prove a certain point with humor, there will always be someone idolizing them. For instance, in his book Status Anxiety, Alain De Botton declared that humorists play an absolute vital role in our society because they are able to avoid otherwise dour consequences. While I believe that Botton’s logic is correct in many examples such as television comics and editorial cartoonists, there are also just as many other examples to prove how humorists are not completely vital. Television comedians do indeed avoid consequences by masking their underlying message with humor. A perfect example is the crew and hosts of Saturday Night Live. They are able to successfully take real life scenarios and manipulate them into their carefully planned skits, whether it’s about Barack Obama, other political figures, or any number of controversial current events; the cast and crew are able to dodge any repercussions because of their humorous effect. Not only do people use shows like Saturday Night Live as meaningless entertainment, but, if I have to guess, a lot of people also end up gaining valuable knowledge about what may be happening around the world. This assumption could be used to support Botton’s vitality point, considering many people don’t watch the news or make an effort to learn about current events, so one could conclude that these comical television shows are vital to society in order to act as a news casting show. While this might make sense initially, it also helps disprove Botton’s opinion. Because these shows use humor to get their point across, it is also skewing what actually may be happening for comical purposes, so while people may be gaining knowledge, they’re actually gaining a biased, misrepresented view to the situation. Among the many types of humorists included with the television comics, editorial cartoonists are yet another prominent group who use humor to represent current events, without being penalized for their controversial views. These cartoonists use visual stimuli to provoke a laugh from their viewers; they distort the appearance of people, recount sensitive issues in a entertaining way, and use subliminal messages to get their opinion out to  the public. Many of these editorial cartoonists aren’t penalized because they submit their work to an online board anonymously or they already have a â€Å"superior† reputation where nobody wants to create a dispute with them, but furthermore, these cartoonists aren’t penalized because the way they depict these events are within a common agreement of their viewers. Now there may be a plethora of types of humorists who don’t receive repercussions, but contrary to Alain de Botton’s reasoning, humorists are not absolutely necessary to our society. They may be able to successfully reach the public in an entertaining way to promote topical situations, however, humorists are not the only type of people who act to spread their opinions. Granted, humorists may be the only ones who don’t receive consequence, but activists, editorial columnists, and certain types of criminals all act in the same way many humorists do: advocating their opinions to the public. Activists create campaigns, go on strikes, and create public awareness to a certain incident; editorial columnists skillfully write a column and post it for anyone on the internet to access; certain criminals even commit their crimes in order to rebel against an unjust law. These examples all disprove Botton’s reasoning, humorists aren’t vital because there will alw ays be other people creating a public awareness to whatever may be inequitable. According to author Alain de Botton, humorists play a vital function in our society because they are able to say things that otherwise may be dangerous or impossible to say directly, as stated in his 2004 book, Status Anxiety. I personally believe his logic has its faults and strengths; while television comics and cartoonists may avoid these dangerous consequences, they are not the only ones to promote current events to the public, such as activists and editorial columnists. But regardless, it is well known by everyone how humorists have made a huge contribution to society for ages.

Fighting Bacterial Growth

Fighting Bacterial Growth The purpose of this lab was to determine the effectiveness of antiseptics, disinfectants, and antibiotics on bacteria. The hypothesis was that if bleach was used, it would be the most effective because bleach is commonly used to clean and disinfect various things. The variables that were tested were antibacterial soap and Scope mouthwash for the antiseptics; bleach and ammonia for the disinfectant; and Cipro, erythromycin, and tetracycline for the antibiotics.All of these chemicals were used on the bacteria M. luteus. Two Petri dishes were covered in the bacteria and split into four quadrants, in which each had a disc containing one of the chemicals stated above. One quadrant was left alone with no chemicals for the control group. The dishes were then left for the bacteria to grow, and once obtained again it was obvious that some of the bacteria was killed by the chemicals.In individual data, there was a zone of inhibition of 3mm in the antibacterial soap; 1 0mm in the Scope mouthwash; 2mm in the bleach; no zone of inhibition around the ammonia; 10mm in both the erythromycin and the tetracycline, and 15mm for the Cipro. The average length of the halo of inhibition in antiseptics was 8 mm in the E. coli, and 6 mm in the M. luteus. The average length of the halo of inhibition in the disinfectants was 12mm and 11mm respectively. For the antibiotics, it was 7mm and 9mm respectively.The data represented the hypothesis because for both the E. coli and the M. luteus, the largest zone of inhibition was in the disinfectant; and more specifically, the averages were 28mm in the E. coli and 18mm in the M. luteus in the bleach. In some Petri dishes, the bleach also killed bacteria in the other quadrants, indicating that it killed a lot of bacteria. This also affected some measurements for the other chemicals, because the zone of inhibition for the other chemicals around the bleach could have been caused by the bleach instead of the other chemical.An other error was that since these Petri dishes were left out for 2 days, there was re-growth in the bacteria in and around the zones of inhibition, like the ammonia in the individual data. In the lab, the chemicals were tested on bacteria to see how much of the bacteria will get killed. What kind of items then would create the most bacterial growth? If bleach was used on different kinds of bacteria, which kinds of bacteria would be most affected by the bleach, and which bacteria will be the least affected by the bleach?

Edgar Allan Poe Essay

The diction of Edgar Allan Poe’s works have surely enhanced their literary value . Firstly, Poe was a believer in the law of liberty of diction, in the aesthetic tradition in art, in storytelling. Hence, the diction in almost all his literary works, be they poems, short stories or whatever carry a smell of freshness, of originality, of innate beauty. Again, as he was an iconoclast he could free the diction of the â€Å"short stories† from the heresy of the didactic. He keeps an eye on details and hence a flexibility of diction was the need of the hour which he mastered. He has dovetailed poetry in prose as and when required in order to enhance the readability and appeal of the prose, in particular. For example, â€Å"Conqueror Worm†, as an individual poem has immense appeal as it can create a typical supernatural ambience. The lines have a dramatic ring, the diction is effective in weaving a credible picture of life, though, an angel comes and sits amidst the audience ‘to see/A play of hopes and fears’ where he found ‘much of Madness and more of sin/And Horror the soul of the plot! ’ But, in the middle of the poem, the tone alters and the brilliant effect is brought forth through befitting diction. ‘But see, amid the mimic rout/A crawling shape intrude! /A blood-red thing that writhes from out/The scenic solitude! /It writhes ! -it writhes! -with mortal pangs/The mimes become its food,/And the seraphs sob at vermin fangs/In human gore imbued. † The very lines from this poem, when incorporated into the famous short story â€Å"Ligeia†, it enhances the appeal of the latter. This story is primarily based on the theory of metempsychosis [transmigration of souls], as Ligeia makes a return to her husband through the takeover of the corpse of the second wife of her husband. Poe gets torn between the two disintegrated parts of the story—one, the life and death of Ligeia and the other, the return of heroine Ligeia ,years after, to life. It was not a cakewalk to harness the two threads to give rise to a unity of narrative. For this end in view, Poe has made use of a succession of highly suggestive images and words that mentally prepares the readers for the heroine’s strange return to life from the land of the dead. Weaving of the weird atmosphere adroitly with chosen, appropriate, vibrant diction reminds us of the romantic poet, S. T. Coleridge ,who with similar adept and facile pen used to make us ‘willingly suspend our disbelief’. For example, in the story ‘Ligeia’, the way in which the revelation occurs to Ligeia’s husband is really remarkable, â€Å"The greater part of the fearful night had worn away ,and she who had been dead once again stirred and now more vigorously than hitherto, although arousing from a dissolution more appalling in its utter hopelessness than any†¦Ã¢â‚¬ ¦.. The corpse, I repeat, stirred, and now more vigorously than before. The hues of life flushed up with unwonted energy into the countenance—the limbs relaxed—and, save that the eyelids were yet pressed heavily together, and that the bandages and draperies of the grave still imparted their charnel character to the figure, I might have dreamed that Rowena had indeed shaken off, utterly, the fetters of Death. † Through the turns of phrases, suggestive images, gothic expressions, meaningful caesura, hair-raising descriptions the writer dawns the ghastly truth upon Ligeia’s husband , at long last, â€Å" ‘Here then, at least, I shrieked aloud, ‘can I never be mistaken—these are the full, and the black ,and the wild eyes—of my lost love—of the lady—of the Lady Ligeia. † â€Å"The Tell-Tale Heart† is a significant story certifying Poe’s oeuvre. Use of maximum expletives is a characteristic feature of diction here. The very opening is striking from the point of diction, â€Å"True! -nervous-very, very dreadfully nervous I had been and am; but why will you say that I am mad? The disease had sharpened my senses –not destroyed—not dulled them. †¦. How then am I mad? Hearken! And observe how healthily—how calmly I can tell you the whole story. † The colloquial intimacy of the narrative, the protagonist’s fear of the old man’s ‘vulture-like, pale blue eye’, the Evil Eye , as he names it. After continuously assiduous attempts, he succeeds in killing the old man with the Evil Eye. But, he becomes victim of divine retribution and the ticking of the old man’s heart begins to throb in himself, abruptly, rather mysteriously and he admits the heinous deed. Poe’s diction is really apt in bringing forth the heart-rending finale of the story, â€Å" ‘Villains! ’I shrieked, ‘dissemble no more! I admit the deed! -tear up the planks! -here, here! -it is the beating of his hideous heart! † It has already been said that ,Poe believed that the tale should have unity of effect and that everything must be subservient to this unity. The Fall of the House of Usher is a brilliant example of Poe’s craftsmanship as it is tightly structured, concentrated and possessing unity of effect, diction, design and atmosphere. At the very outset, an atmosphere of desolation and disintegration is woven deliberately by Poe . The use of his another poetical piece The Haunted Palace is also timely and appropriate and in unison with the demand of the narration. Especially, in the concluding stanza of the poem ,we find the real appeal of the story packed meticulously, â€Å"And travelers now within that valley,/Through the red-litten windows see/Vast forms that move fantastically/To a discordant melody;/While, like a rapid ghastly river,/Through the pale door,/A hideous throng rush out forever,/And laugh—but smile no more. † In the following lines, Poe is keen on justifying the germaneness of the poetical lines, as included. The tempestuous elements of nature ,the solemn movement of the prose, rising to a crescendo at the end and all the strands of the story converging to the ‘single effect’ produce the grim phantasm, fear, which dominates the story. The strange appearance of the house, the weird actions of the mad inhabitant of the house, Usher, the strange burial and return to life of Madeline ,the death of Usher and the destruction of the house are incidents that contribute to the effect of horror. But there are other subtle factors too. One such factor is a series of ‘weird identifications’, for example, identification between the house and its inmates, between Usher and his sister and finally between the madness of Usher and the momentary madness of the narrator. Even, in the poems too Poe is at his innovative best ,so far as the use of diction is concerned. In the most popular poem,â€Å"The Raven†, the poet with his capturing diction runs to relate to the readers the grief of a bereaved lover for his lost love. The refrain ‘nevermore’ expresses the intensity of sorrow of the lover for his never-to-return beloved! In another poem â€Å"To Helen†, Poe mingles theme and form adeptly. Poe’s complete mastery over the diction is seen in the poem The Bells, where the four different stanzas recapture with striking effect the sound of four different bells—silver bells,golden bells, brass bells and iron bells. It has been rightly praised as one of the finest examples of onomatopoeia. In conclusion, it can , of course, be said in the words of Kirszner and Mandell , â€Å"Using vivid imagery and evocative comparisons, writers of imaginative literature often stretch language to its limits. By relying on the multiple connotations of words and images, a work of imagination †¦encourages readers to see the possibilities of language and to move beyond the factual details of an event. †[p-1] Sources Books: 1. Kirszner, Laurie G. & Mandell, Stephen R. : Literature: Reading, Reacting, Writing, Heinle&Heinle,1999. 2. Davidson, Edward H. : Poe—A Critical Study ,Harvard University Press, USA. 3. Krutch, Joseph Wood: Edgar Allan Poe—A Study in Genius, N. Y. Knopf, USA Web Sources 1. www. poestories. com 2. www. poemuseum. org

Apollo 13

On April 11th 1970 the Apollo 13 Lunar Mission launched from the Kennedy Space Center in Florida. Aboard Apollo 13, 3 astronauts—Jim Lovell, Jack Swigert and Fred Haise—were seeking to be the third mission to land on the moon. 56 hours into the flight the members of the ground crew of Mission Control in Houston, Texas listened as the 5 words NASA never wants to hear resonated through the speakers: â€Å"Houston we have a problem. † These words were immortalized during the apprehensive days of the Apollo 13 lunar mission crisis. Additionally, it can be said that Apollo 13 was one of the greatest success stories of human achievement and triumph.Director Ron Howard recreated these epic and historical events in the 1995 movie Apollo 13. The Apollo 13 theatrical movie trailer provides insight condensing the events of Apollo 13. Furthermore, it illustrates the true, real life narrative that depicts the prevailing nature of human will and the spirit to overcome such adv ersity. Furthermore the comradely of the flight crew and the ground crew in Houston, along with the support, thought and prayer from the entire world as they watched the subsequent events of the disaster unfold, illuminates the miracle that was Apollo 13, and proves one thing. Failure in not an option.The binary scenes between the flights crew in space and the ground crew in Houston depict the collective action of both parties and the importance of teamwork in accomplishing a goal. Apollo 13 was not seen merely as one disaster but a series of â€Å"cause and effect† disasters, each one building on the previous. In the face of this action the flight crew remained remarkably calm, analyzed the situation, communicated with the ground crew and took action. Similarly in Houston the ground team worked together as a team, analyzing the series of problems and working together to arrive at a assuredness of purpose and plan.The switching between the scenes in space and those on the gro und were fast, sporadic and at times overlapping, especially during the climax of the disaster. This exemplified the coinciding responsibilities and symbiotic relationship of both teams. As well, a major difficulty with the entire Apollo 13 disaster was that at that time nobody—flight or ground crew—knew exactly what happened and how to fix it. This is illustrated by the disjointing of each team through separation of the scenes (and scenery). The flight team was shown in outer space, floating in air (due to the absence of gravity), clad in full-fledged space suits.While the ground team was on earth working in a mission control room, and clothed in typical work-attire. The flight crew, being at the event, could not see the results of the initial explosion; while in Houston the ground crew was not in a much better position, however having some vital information from instruments in the spacecraft. All the while not understanding of the cause of the problem, as well as how dire the situation was, and only knowing it was deteriorating quickly. These binaries construct an understanding that one could not survive without the other; working together, teamwork, was their only option.Human will, and the spirit to overcome such adversity can be seen in the hard-work, dedication, sacrifice and trust demonstrated by the astronauts and the members of the ground team alike, especially with so much at stake—human life. In the end, â€Å"what† broke on the Apollo 13 service module was never fixed. Instead, the ground crew came together and developed a plan of action with only one purpose: To safely return Apollo 13 to earth, and the flight crew only considered one ultimate outcome: returning to earth safely.Furthermore while focused on one united cause there was only one outcome, and it proved to be a miracle. As well, the true leadership and true vision of those involved in Apollo 13 serves as a reminder anything is possible. Gene Krantz, Apollo 13 ’s flight director exhibited true leadership. Gene is known for two quotes, both of which can be seen in the trailer: â€Å"Failure is not an option. † and â€Å"We’ve never lost an American in space; we sure as hell aren’t going to lose one on my watch. His refusal to even consider failure as a possibility was a significant factor resulting in the return of Apollo 13 to earth.Although addressing the multitude of complex, compounding issues and problems facing the safe rescue of the flight crew, his perfect vision—seeing things not as they were, but as they will be—was important because it refused members of the team to engage in negative thinking. As well Lovell’s wife when asked by news reported about the events voiced her positive thinking and determined attitude, â€Å"Take it up with my husband, he will be here on Friday. † The background music of the trailer crescendos along with the heightened intensity of the events.Th e statement by Lovell at the beginning of the trailer, â€Å"There is nothing routing about flying to the moon,† through irony foreshadows such an epic, out-of-the ordinary event. Ultimately, the Apollo 13 crew under these facts and circumstances and knowing that these astronauts barely survived the closest encounter with death in space; was nothing short of a real, true life miracle. The story is nonetheless true, and incredibly inspiring. The final scene of the trailer is a picture of earth in space with Apollo 13 across the screen.The simplicity of this final scene in contrast to the epic and immense event is somewhat overpowering and truly exemplifies Apollo 13 as one of the greatest success stories. The world stood still, watched and prayed for the safe return of the astronauts, and by overcoming all odds, they did return and in the most remarkable fashion. The success story of Apollo 13 should serve as a reminder that anything is possible. One thing that is stressed in the trailer is the greatness and epic circumstances that encompass the Apollo 13 mission.There is significant focus on intensity and disaster showcased in the trailer, including climatic and expressive music, musical crescendos, extreme emotion, intense explosions, and fire blazed action. The content producers, however, chose to stress the scene in which the shuttle takes-off and when the tank of the command module explodes in space. The viewer can then relate and infer the relationship between the two events, and assume that the unthinkable happens, disasters strikes thus leaving the astronauts paramount mission—survival. Apollo 13 On April 11th 1970 the Apollo 13 Lunar Mission launched from the Kennedy Space Center in Florida. Aboard Apollo 13, 3 astronauts—Jim Lovell, Jack Swigert and Fred Haise—were seeking to be the third mission to land on the moon. 56 hours into the flight the members of the ground crew of Mission Control in Houston, Texas listened as the 5 words NASA never wants to hear resonated through the speakers: â€Å"Houston we have a problem. † These words were immortalized during the apprehensive days of the Apollo 13 lunar mission crisis. Additionally, it can be said that Apollo 13 was one of the greatest success stories of human achievement and triumph.Director Ron Howard recreated these epic and historical events in the 1995 movie Apollo 13. The Apollo 13 theatrical movie trailer provides insight condensing the events of Apollo 13. Furthermore, it illustrates the true, real life narrative that depicts the prevailing nature of human will and the spirit to overcome such adv ersity. Furthermore the comradely of the flight crew and the ground crew in Houston, along with the support, thought and prayer from the entire world as they watched the subsequent events of the disaster unfold, illuminates the miracle that was Apollo 13, and proves one thing. Failure in not an option.The binary scenes between the flights crew in space and the ground crew in Houston depict the collective action of both parties and the importance of teamwork in accomplishing a goal. Apollo 13 was not seen merely as one disaster but a series of â€Å"cause and effect† disasters, each one building on the previous. In the face of this action the flight crew remained remarkably calm, analyzed the situation, communicated with the ground crew and took action. Similarly in Houston the ground team worked together as a team, analyzing the series of problems and working together to arrive at a assuredness of purpose and plan.The switching between the scenes in space and those on the gro und were fast, sporadic and at times overlapping, especially during the climax of the disaster. This exemplified the coinciding responsibilities and symbiotic relationship of both teams. As well, a major difficulty with the entire Apollo 13 disaster was that at that time nobody—flight or ground crew—knew exactly what happened and how to fix it. This is illustrated by the disjointing of each team through separation of the scenes (and scenery). The flight team was shown in outer space, floating in air (due to the absence of gravity), clad in full-fledged space suits.While the ground team was on earth working in a mission control room, and clothed in typical work-attire. The flight crew, being at the event, could not see the results of the initial explosion; while in Houston the ground crew was not in a much better position, however having some vital information from instruments in the spacecraft. All the while not understanding of the cause of the problem, as well as how dire the situation was, and only knowing it was deteriorating quickly. These binaries construct an understanding that one could not survive without the other; working together, teamwork, was their only option.Human will, and the spirit to overcome such adversity can be seen in the hard-work, dedication, sacrifice and trust demonstrated by the astronauts and the members of the ground team alike, especially with so much at stake—human life. In the end, â€Å"what† broke on the Apollo 13 service module was never fixed. Instead, the ground crew came together and developed a plan of action with only one purpose: To safely return Apollo 13 to earth, and the flight crew only considered one ultimate outcome: returning to earth safely.Furthermore while focused on one united cause there was only one outcome, and it proved to be a miracle. As well, the true leadership and true vision of those involved in Apollo 13 serves as a reminder anything is possible. Gene Krantz, Apollo 13 ’s flight director exhibited true leadership. Gene is known for two quotes, both of which can be seen in the trailer: â€Å"Failure is not an option. † and â€Å"We’ve never lost an American in space; we sure as hell aren’t going to lose one on my watch. His refusal to even consider failure as a possibility was a significant factor resulting in the return of Apollo 13 to earth.Although addressing the multitude of complex, compounding issues and problems facing the safe rescue of the flight crew, his perfect vision—seeing things not as they were, but as they will be—was important because it refused members of the team to engage in negative thinking. As well Lovell’s wife when asked by news reported about the events voiced her positive thinking and determined attitude, â€Å"Take it up with my husband, he will be here on Friday. † The background music of the trailer crescendos along with the heightened intensity of the events.Th e statement by Lovell at the beginning of the trailer, â€Å"There is nothing routing about flying to the moon,† through irony foreshadows such an epic, out-of-the ordinary event. Ultimately, the Apollo 13 crew under these facts and circumstances and knowing that these astronauts barely survived the closest encounter with death in space; was nothing short of a real, true life miracle. The story is nonetheless true, and incredibly inspiring. The final scene of the trailer is a picture of earth in space with Apollo 13 across the screen.The simplicity of this final scene in contrast to the epic and immense event is somewhat overpowering and truly exemplifies Apollo 13 as one of the greatest success stories. The world stood still, watched and prayed for the safe return of the astronauts, and by overcoming all odds, they did return and in the most remarkable fashion. The success story of Apollo 13 should serve as a reminder that anything is possible. One thing that is stressed in the trailer is the greatness and epic circumstances that encompass the Apollo 13 mission.There is significant focus on intensity and disaster showcased in the trailer, including climatic and expressive music, musical crescendos, extreme emotion, intense explosions, and fire blazed action. The content producers, however, chose to stress the scene in which the shuttle takes-off and when the tank of the command module explodes in space. The viewer can then relate and infer the relationship between the two events, and assume that the unthinkable happens, disasters strikes thus leaving the astronauts paramount mission—survival.