Group Practice Manager on Administrative Applications

Group Practice Manager on Administrative Applications Group Practice Manager on Administrative Applications An Air Force (AF) military treatment facility (MTF) will normally have two or more group practice managers (GPM). The facility where this interview takes place has three; they are co-located at LakenheathHospital with duties equally divided between in and outpatient care areas. The duties of a GPM consist of assessing clinical business practices, forecasting demands on medical services, and determine how well the MTF is meeting the business plan. They are responsible for the evaluation of each provider regarding relative value unit (RVU) and relative weighted unit (RWU). Additionally, they are evolved in budgeting, marketing, strategic planning and lead facility initiatives addressing patient satisfaction of in and outpatient medical services (AFMS Kx, n. d. ). The GPMs interact with numerous administrative applications to achievesuccess at their job. This paper will discuss three key applications; Management Analysis and Reporting Tool (M2), United States Armed Forces Europe (USAFE) Decision Support System (DSS) and Air Force Surgeon General’s Executive Global Look (SG EGL) utilized by the GPM in assess data. M2 is a Business Objects query tool GPMs use to aid decision makers in overseeing military health system(MHS) operations. The benefits of M2, provides a detailed summary of population, clinical and financial data from all MHSworldwide. Data includes, purchased care, eligibility and enrollment data (Executive Information Decision Support, n. . ). GPMs use M2 to evaluate encounters, business practices, perform trend analyses, conduct patient, and provider profiling studies. This application also identifies areas of healthcare services paid to the private sector that are available at the MTF and transfers those services back to MTF. Disadvantages of this system identified by the GPM include, complicated excel spreadsheet s requiring extensive data cleanup and performing multiple pivots to present reportable data. Data lag time is forty to sixty days, so today the GPM can only assess data as recent as the end of February. This system is preferred to the Composite Health Care System (CHCS I), a Virtual Memory System (VMS) where ad-hoc reports are built, requiring clean up, then pasted in to Excel for more data clean-up and pivoting (Beyster & Economy, 2007). Another administrative application favored by GPMs is the Air Force Surgeon General’s Executive Global Look (SG EGL). SG EGL assesses MTF effectiveness of meeting measures in customer satisfaction, provider availability, appointment booking, business plan and the command’s overall performance. One innovation all three GPMs agree upon is SG EGL, this administrative application provides â€Å"Push Report,† which pre-builds graphics of the aforementioned data that they do not have to pivot down. The SG EGL website allows requested reports to be sent directly to e-mail inbox monthly (Air Force Surgeon General’s Executive Global Look, n. d. ). Reports received have the same information contained on the website, so the user receives information in a dashboard format that is easily copied into PowerPoint for presentation tothe hospital leadership. One limitations of SG EGL noted by the GPM is the same data lag time as M2. Another problem with this application is the website frequently is inoperative and if updates are implemented you may not be able to see data until the Pentagon figures out the issue. One of the strengths of the website regardless up or down the â€Å"Push Reports† are always sent and contain viable data. Another tool for analyzing data used by the GPM is DSS. DSS is located in Ramstein, Germany and supports USAFESG on data regarding medical services provided throughout USAFE. DSS is a team of informatics specialists that generate custom reports, create and manage web-based applications (USAFE DSS, n. d. ). GPMs find DSS a favorite place to request custom built reports not covered in other applications such as M2 or SG EGL. Additionally, the informatics experts have the ability to mined data and perform clean-up, the GPM would normally have to accomplish. The report is still received in excel format,but data is specific to the request. The negatives of DSS, if a requested report needs additional data fields added, the report has to be rebuilt to include the new fields. Furthermore, extensive directions must be given to guide the informatics section on building the report. Once the report is built to specifications the potential for assessment of data is tremendous. The administrative application discussed in this paper address just a few currently used by GPMs. There are additional unique databases at major commands (MAJCOM), developed to assess unique data requiring evaluation by the command. The development of unique databases occurs due tothe demand for quick acquisition of data â€Å"in real time. Unfortunately, development at the DoD level takes years for implementation and the user want current data, not data forty to sixty days out of date. GPMs at this facility greatly desire one administrative application to obtain tables, graphs and reports, but such an application is years in the making. References Air Force Medical Service (AFMS) Knowledge Exchange (Kx). (n. d). Group practice manager’s position description. Retrieved from https ://kx. afms. mil/kxweb/home. doAFAF (Air Force Surgeon General’s Executive Global Look n. d. SG EGL)Air Force Surgeon General’s Executive Global Look. (n. d. . SG EGL. Retrieved from https://egl. afms. mil/ (Beyster R J Economy P 2007 SAIC Solution: How We Built an $8 Billion Employee-Owned Technology Comapny)Beyster, R. J. , & Economy, P. (2007). The SAIC solution: How we built an $8 billion employee-owned technology company. John Wiley & Sons, 88. (Executive Information Decision Support n. d. EIDS)Executive Information Decision Support. (n. d. ). EIDS. Retrieved from http://www. ha. osd. mil/peo/59810_Axiom_Bro_EIDS. pdf United States Armed Forces Europe (USAFE) Decision Support System (DSS). (n. d. ). Retrieved from https://sg2. usafe. af. mil/DSS/

Progression In The Learning Of Addition And Subtraction Education Essay

IntroductionThis assignment will look into the patterned advance in the instruction and acquisition of add-on and minus from baby's room to twelvemonth 4 sing the â€Å" understanding diagram † , theoretical accounts for add-on and minus, oral/mental and written methods, resources used, larning facts and the utilizing and applying/problem work outing method. One manner that kids learn about add-on is through practical experience. In mundane life people are adding by uniting two or more sets of objects. The same can be said for minus. Children learn that by taking a peculiar figure of objects from a group it ever leaves the same figure of objects eg. 4-1 is ever 3. This is the manner kids foremost learn about add-on and minus. For many kids, they begin to understand the construct of adding when learn figure vocals in their early instruction. It is really of import to supply kids with good practical experiences in order to assist them larn. It is besides critical to pattern the right linguistic communication so the kids themselves are able to get it. This gives them a good foundation as they move farther through the instruction system. Whilst kids are in a Nursery scene or a Reception category they will be following the Early Years Foundation Stage ( EYFS ) papers. Within this papers there are 6 countries of acquisition. The country of larning concentrating on the development of mathematical accomplishments is called Problem Solving, Reasoning and Numeracy. Within that country there are specific countries sing add-on and minus. Once kids enter Year 1 they will be following the National Curriculum. Although this is the statutory papers instructors frequently use the Primary National Strategies papers to be after and present lessons. This papers breaks down the aims of the National Curriculum to offer a more focused attack to learning and acquisition.Early Old agesThe instruction of add-on and minus in a baby's room scene is based on mundane state of affairss and practical activities. Counting vocals is a common manner of reenforcing Numberss and presenting simple add-on and minus. For illustration, five small ducks. This is a good illustration of a manner that simple add-on and minus is introduced and reinforced in a nursery scene. The kids shortly learn that 5 take off 1 is 4, that 4 take off 1 is 3 etc and that 0 add 5 is 5. The right linguistic communication can be modelled so the kids learn what linguistic communication to utilize when they do activities for themselves. Games are besides a good manner of presenting or reenforcing add-on and minus. Some games are non needfully made for add-on and minus but it can be encouraged. When inquiring the kids to compare the sum of Numberss each of them has, by inquiring the kids inquiries, ‘How many more do you hold? ‘ , ‘How many less do you hold? ‘ . The kids will be working with little Numberss and will shortly be able to state how many less they have merely by hearing the two Numberss alternatively of holding to number them. Simple boundaries within the schoolroom are another manner of promoting the usage of add-on and m inus. Where merely a certain sum of kids are allowed in each country at a clip and the kids have to maintain path of how many there should be, how many less or how many more? The foundation phase introductory battalion offers thoughts for activities for the different countries of larning set out in the EYFS. When looking at add-on and minus in a Nursery puting the papers offers activities for comparing two groups of objects, demoing that when you split a group of four the sum is the same and happening the entire figure of objects in two groups. Each of these activities uses physical objects in order to show the mathematical regulation. They use resources such as the figure line, plastic coins and serpents. For immature kids in peculiar good resources are indispensable in order to prosecute the kids and efficaciously learn them about add-on and minus. In the response papers activities for looking at presenting jobs such as ‘how many will at that place be when one more†¦ .. ? ‘ , promoting the kids to state the figure that is one more than a given figure and giving chances for kids to happen one more or less than a figure up to 10s are offered. Again, merely as in the baby's room, each of these activities involves physical experiences and the activities are games to learn and reenforce the mathematical regulations for these facets of add-on and minus. Although the chief papers for Nursery scenes and Reception is the EYFS the Primary Framework wants to promote the facet of utilizing and using mathematics. The utilizing and using mathematics strand has five subjects with patterned advance being built into each subject from the foundation phase right up to twelvemonth 6. The three subdivisions of ‘using and using ‘ in the National Curriculum programmes of survey are straight related. Within the foundation phase, within the work outing jobs subdivision it states that kids will be utilizing their developing mathematical thoughts and methods so they can to work out practical jobs. Therefore, any jobs they are given related to add-on and minus they will be able to work out given their anterior cognition.Year 1- Year 4From Year 1 to twelvemonth 4 it becomes more in deepness and references add-on and minus specifically. For Year 1 kids they will be looking at assorted jobs to make with adding and deducting and work outing jobs in the subject of money and measurings. This means that a batch of the concrete experiences they have will be based around stores in their function play country in order to give the kids a more existent experience of numbering money and holding to make add-on or minus within those scenarios. Year two is much the same merely with the add-on of holding to multiply and split utilizing the topic of money and measurings. Year three is a little measure up from this with the kids holding to take which computations to utilize and to transport them out themselves. Therefore they must make up one's mind whether it is right to add, deduct, split or multiply. Year 4 is non excessively different merely they will be larning how to utilize reckoner methods where appropriate. When kids have to work out jobs or they are asked to follow a ‘line of question ‘ , they will be demoing their thoughts, utilizing Numberss, symbols or diagrams. They will besides be involved in concluding and foretelling and pass oning those consequences, either orally or in authorship. The ‘understanding diagram ‘ put frontward by Haylock and Cockburn, shows the different facets of mathematical acquisition that are needed in order for a kid to be competent and confident in this country. One of the major parts of the diagram is concrete experiences. The instructor needs to finish undertakings themselves and utilize a scope of resources in their instruction. By making such activities it enables the kids to better retrieve what they have been taught as they are able to associate it to a physical memory. It besides allows the kids and the instructor to prosecute in duologue more easy. During these activities it is besides of import for the instructor to mode the linguistic communication they want the kids to take on and to utilize the right symbols themselves to promote the kids to make the same. Written and oral/mental methods for add-on and minus are another two of import facets of mathematical development. An indispensable portion of maths work is unwritten and mental. Early practical, unwritten and mental work, that is carried out in the foundation phases, is the footing for offering kids the chance to construct on their cognition of add-on and minus for numbering attacks and a good apprehension of topographic point value. Subsequently on their instruction kids must be able to recognize how these map s relate to each other and how the regulations can be used and applied. Oral and mental work is non merely something to be used in the beginning of instruction but must be continued to supply pattern and consolidation of these thoughts. Children must be given the chance to use the information they have learned and to do the correct determinations for themselves. To be able to cipher mentally needs an apprehension of figure forms and relationships that are developed through inquiring, by utilizing certain theoretical accounts and using the cognition of Numberss. Children must hold the abil ity to remember figure facts immediately in order to cipher mentally. In twelvemonth 2 this would be the add-on and minus regulations up to 10. For twelvemonth 3 it would be ‘sums and differences of multiples of 10 ‘ and for twelvemonth 4, ‘the generation facts up to 10Ãâ€"10 ‘ . There must besides be an ability to utilize taught schemes in order to work out the computation. For illustration, in twelvemonth 1, to be able to understand that you can get down add-on amounts with any figure and utilize the information to make mental computations of one or two-digit Numberss. To be able usage different methods for partitioning two-digit Numberss in twelvemonth 2 and in twelvemonth 5, to be able to ‘apply mental methods in particular instances ‘ . Finally the ability to utilize and use the regulations of mathematics. For illustration, to be able to execute mental computations of add-on and minus, of one and two-digit Numberss ( twelvemonth 3 ) . The written methods for add-on come in 4 phases and the purpose is that kids are able to utilize the mental methods where they can but when they ca n't make computations in their caput. They can utilize an efficient written method accurately and with assurance. Children need to cognize at least one efficient written method for add-on that they feel confident utilizing if they ca n't make the computation in their caput. The undermentioned phases show how the kids are able to construct up to utilize an appropriate written method for adding whole Numberss by the clip they finish twelvemonth 4. In order for the kids to add successfully they need to cognize some basic accomplishments which are ; ‘to recall all add-on braces to 9+9 and regards in 10 ‘ , ‘to add mentally a series of one-digit Numberss ‘ , ‘to add multiples of 10 or of 100 utilizing the related add-on fact and to be able to utilize different ways of partitioning two and three-digit Numberss every bit good as their cognition on topographic point value. Stage one of the written methods involve the usage of the empty figure line. Children need to be able to divide Numberss in different ways instead than ever into 10s and 1s to assist them add in stairss in order to do multiples of 10. The empty figure line is a manner of assisting them to enter their stairss when ciphering the sum. Phase 2 involves partitioning so that mental methods can be recorded. The 10s and 1s are added to organize partial amounts and those partial amounts are added together. The 3rd phase is the expanded method in columns where the kids move on to a layout that shows the add-on of the 10s and the 1s individually. As kids become more confident they can get down by adding the 1s instead than the 10s. This method leads kids to a more compact method. The 4th and concluding phase is the column method. In this method, there is even less entering to make. The carried figures are noted below the line, either in 10s or in 100s and non in 1s. This can be made more ambitious. The kids can travel on to add more complex Numberss of different Numberss of figures. The written methods for minus come in three phases. The purpose is the same as for the written methods of add-on and once more the phases show how the kids are able to construct up an efficient method for deducting two or three-digit whole Numberss by the clip they finish twelvemonth 4. In order to be able to deduct successfully the kids should cognize the figure facts for add-on and minus to twenty, ‘subtract multiples of 10 utilizing the related minus fact and their cognition of topographic point value ‘ and divider Numberss into multiples of one, 10 and one hundred in legion ways. Phase one, merely as in add-on involves the usage of the empty figure line, which helps the kids to record and subsequently explicate the stairss they haven taken in their mental minus. After the kids have practiced this method for a piece they wo n't necessitate to enter as much information. They will necessitate to make up one's mind whether to number back or up. It is utile to inquire the kids if numbering up or back is better for certain computations. When numbering up from little to big Numberss mentally it can be recorded by utilizing figure lines or in columns. The kids will necessitate to be able to, when covering with two-digit Numberss, to cipher the replies mentally. If the kids are able to work out the replies they do n't necessitate to execute as many stairss when they are working with three-digit Numberss. The numbering up method is a good option for those kids whose advancement is slow. Phase 2 involves partitioning. Partitioning can be used to compose tantamount minus amounts that can so be performed mentally. The 3rd and concluding phase is expanded layout. The column method is mirrored by partitioning the Numberss into 1s and 10s and so composing one under the other. This parallels the method for add-on instead so being straight linked to any mental methods. This besides relies on secure mental accomplishments.DecisionChildren construct on their anterior cognition to come on with their mathematical accomplishments. They all start with practical experiences and changeless exposure to add-on and minus. All kids need to develop sound mental accomplishments in order to develop their written accomplishments. They have to larn the basic regulations for add-on and minus to come on with the written methods.

College INC Essay

This film focuses on the ethics of for profit educational institutions. With most of the coverage revolving around what critics characterize as the unethical and disloyal failure to inform students of the huge debt burden they will incur. Also the low graduation and retention rates to which they may fall victim, and the struggle they will likely face to obtain employment after graduation. The Huffington Post reported, that students from for-profit schools are more likely to borrow and drop out than at nonprofit schools. The report also finds that the majority of enrolled students  leave without a degree, half of them within four months. Most of the schools’ money was spent on recruiting, marketing, profiting, and CEO salaries whereas less than 18 percent was spent on instruction. The schools’ chief executive officers made an average of $7. 3 million. Nonprofits, state governments, and the federal government have made various attempts to regulate these institutions more carefully. The Obama administration and the U. S. Department of Education are involved in an ongoing legal battle fighting to force more disclosure by for-profit colleges. Many state legislatures have proposed and passed  laws tightening the governments grip on these institutions. 1 Jordan Schulte 1btaining a higher education does not mean merely that one will be equipped with the skills necessary to compete in the global marketplace. Instead a student should also have the opportunity to learn for learning’s sake. College is a time when students have an opportunity to engross themselves in great texts, immerse themselves in topics that they may never encounter again in their professions, and to think critically about the world’s problems and what it means to be a good, ethical citizen in today’s global society. In fact, since the beginning of higher education in the United States, dating back to Harvard College in 1636, one of the stated purposes has been to prepare citizens for active involvement in community life. Benjamin Franklin and Thomas Jefferson both pointed out the importance of creating informed and responsible citizens. In the early part of the twentieth century, John Dewey revolutionized the way we think about teaching and learning, arguing that educating is not just about filling receptors with tons of information. Rather, education is a combination of learning information and melding it with life experience. In my view, for-profit institutions are designed to ensure that the objectives of Franklin, Jefferson, and Dewey are not attained; and sometimes actively reversed. In for-profit colleges are taught and trained to follow strict rules, ingest textbooks tailor-made for the specific for-profit institution, complete uniform quizzes and essay 2 Jordan Schulte 2assignments, and remain quiet about the course material and presentation. What is the effect of this approach on the students? For the majority of students, there is tacit consent that they endure the regime simply to reach the end point: receiving a diploma. Some  demonstrate tacit consent by briefly showing up for class, perhaps for five minutes if the instructor is lucky, to ensure being marked present, and then dashing for the door. The strong complete the assignments with minimal effort to receive a grade and pass, whereas others may just give up at when faced with the challenge. THESE FOR-PROFIT COLLEGES MISLEAD THE GULLIBLE, WHO OFTEN CANNOT GET IN TO MORE ESTABLISHED SCHOOLS, INTO THINKING THAT A GLAMOROUS CAREER IN FASHION DESIGN, CULINARY ARTS OR RECORDING ENGINEERING IS JUST A FEW CLASSES AWAY. THERE IS NO COST TO THE STUDENT, AS HE BORROWS FROM THE GOVERNMENT. AND, BEFORE HE EVER GETS THE FIRST STATEMENT ON HIS LOAN, HE WILL RECEIVE A SUBSTANTIAL (SEVERAL THOUSAND DOLLAR) REFUNDABLE TAX CREDIT FOR HIS â€Å"EXPENDITURES† ON HIGHER EDUCATION. EVERYONE DOES NOT NEED TO GO TO COLLEGE. PERHAPS THE EXISTENCE OF THESE SCHOOLS IS A REFLECTION OF THE LACK OF PUBLICLY FUNDED VOCATIONAL SCHOOLS OR THE CONSTANT MEDIA MANTRA THAT ONLY THOSE WITH COLLEGE DEGREES CAN ACHIEVE THE AMERICAN DREAM. I WOULD PROPOSE THAT THESE SCHOOLS SHOULD EITHER BE CUT 3 Jordan Schulte 3OFF FROM FEDERAL LOAN FUNDING, OR, BETTER YET, BE PUT OUT OF BUSINESS. 4 Jordan Schulte 4.

Google talks with groupon are ended without deal Essay

Google talks with groupon are ended without deal - Essay Example al Shareholder Services) reported that Google’s overall ranking on corporate governance was just 0.2% in comparison with Standard and Poor’s 500 firms – in other words it outranked just one of the other companies (rankforsales 2004). One of the major areas of concern was the way the founders and other insiders were given extra voting rights through the IPO. These share holders had the power of 10 votes per share as compared to the normal share holders who had 1 vote per share powers (rankforsales 2004). Another concern was that of low independent board membership ratio. This shows that founders of the company have not been too keen on losing control over the reins of the company. Groupon is still a closely held company. The company is expected to grow very fast and is today the number 1 player in its category. The company has been using innovative marketing concept called â€Å"reverse marketing†. Here the company does not force customers to buy through blatant advertising but through providing them with information regarding discounts and gives them the choice to decide which products to buy. The company uses the collective buying concept to offer huge discounts to customers and provide the businesses a huge database. The unique way of business which the company follows has provided the company a negative working capital situation. This means the business gets money upfront from their customers and pay their business partner later on as followed by Wal-Mart also. Mismanagement of the deal seems to be behind this break-off. The problem seems to be the break-up fee that Google has offered. As a part of compliance management, the company which has agreed to be sold is bound by the breakup fee agreement. However, many companies do not comply by the initial agreement and accept counter offers from other firms. In this case Google has publicized about the fee being the dampener. This can be a possible activity to put pressure on the management of Groupon to agree

Older People in Residential Care Essay Example | Topics and Well Written Essays - 3000 words - 1

Older People in Residential Care - Essay Example Though there remains a section of the inhabitants who live in hold up residential settings for reasons of great frailty or cognitive disability. Moreover, Dalley argues that there will carry on to be a require for residential care for the alternative. At this time these represent 4.8% of the 75-84 age collection and 20.9% of the inhabitants over 85. Approximately 350,000 people live in these settings, of whom about 35,000 are in local power residential homes, 163,000 are in separately run residential homes, and 150,400 are in nursing residence. Moreover, homes have to comply by new National Minimum Standards which came into force in 2002 (Evandrou, M. 2002, 6-7). If we analyzed then we come to know that the Care in The Community policy has resulted in a rise in the dependency level of older people living in residential homes. A contrast of long-stay hospitals, residential homes and older people living in the group of people found that dependence had risen considerably. Moreover, there is agreement that the plan of residential and nursing home buildings has an power on the excellence of life of the residents and excellence of care by the staff. Two issue of precise significance are the population bang in older people caused by greater than before life expectation, and a much altered example of care of older people, chiefly people with dementia that happened in the last years of the 20th century explain by Kitwood and others. The buildings that offer residential care vary extensively, depending on their attribution, though they carry out very alike functions. In theory the nursing homes offer housing for the frailest people, who need custom medical notice as well as personal care, and residential homes above all offer personal care. In put into practice residential homes ever more cater for the very frail, and normally people of either great physical frailty and/or cognitive impairment are placed in together nursing and residential

Primitivism and Non-Western Art Assignment Example | Topics and Well Written Essays - 250 words

Primitivism and Non-Western Art - Assignment Example The essay "Primitivism and Non-Western Art" focuses on the Primitivism style and Non-Western Art. Many people see this act as a reaction to Europe’s classicist way of interpreting the nude female body. Gauguin wanted to revise how the female figure was painted and appreciated, thus, painting the naked Tahitian women in a manner that was new to the Europeans that time. Some say it can be a subversive act on Gauguin’s part, as he was rebelling on the common trends of the European painters. He â€Å"revised† the female nude figure. Instead of focusing on the perfection or the anatomy of the model, or the sense of evil in looking at a naked female figure, Gauguin painted Tahitian women with their natural curves in their natural â€Å"habitat†, evoking feelings of eroticism and admiration, but without the association of sin or evil as dictated by the closed European society. This is one of the merits of the style, as it is sensual but not dismissive of human na ture’s preoccupation to sex. Primitivism does not romanticize sex, but rather romanticizes the idyllic lifestyle in the tropical islands. It celebrates the life in remote islands against colonialism at the same time the simplicity of humanity. It shows that non-Western art is as important as the ones in Europe and as significant too. This is quite influential to artists now, especially those who advocate anti-colonialism as it shows that Western Art may not be always superior. Primitivism is an art movement that does not adhere to Western standards.

Single-sex schools Essay Example | Topics and Well Written Essays - 500 words

Single-sex schools - Essay Example A generation of coed schools and dorms and workplaces has produced more equality between men and women, not less. We are less likely to see each other as "other," less likely to separate our work and personal lives†¦to rewire the small society called school. This school world is, after all, a mirror image of the larger world. (Goodman) Single sex schools do have educational benefits. Without the constant distraction of the opposite sex, tests scores do improve (Cooper). Single sex schools have the advantage of teaching to a gender’s strengths. Boys and girls do learn differently. Some scholars suggest that higher test scores are the result, but others refute these findings (Goodman). The education benefits still do not address the social issues. Single sex schools can lead to gender and sexual confusion. Gender confusion can be caused by males and females having to pick up roles reserved for the opposite sex, like a boy having to sweep the floor or a girl having to move a heavy object in the class. Sexual confusion would occur in puberty. Teenagers become very sexual at that age. Without the opposite sex to experiment with, many teens will experiment with the same sex. Then the confusion of being hetro, homo, or bi- sexual becomes a problem. Gender and sexual confusion can happen in a coed school, but are more likely in a single sex school. The final social reason that single sex schools could be harmful is segregation usually means unequal. The Civil Rights Era proved the segregation is never equal. As a result, schools not only integrated different races, but the genders as well. One article explains â€Å"Fearing that separate meant unequal, and seeking to break down sexual stereotypes, they decided to mix the sexes together at the earliest possible age† (Gilbert). This is a norm in American society. Segregation is wrong, no matter if for race or gender. Single sex schools are not a beneficial alternative

Transportation and Facilities Management role in Military Essay

Transportation and Facilities Management role in Military - Essay Example In the proving this commitment, the US Army Force has a well instituted program scale named Optimal Stationing Army Force (OSAF) that has helped in setting and making of viable organizational strategies (Dell 421). OSAF has fundamentally helped the US Army in organizing various installation programs and setting up of operational platform for the US Army Force. The Optimal Stationing Army Force has been significantly applied in the 2005 Base Realignment and Closure (BRAC). The OSAF provides a significant tool for planning and scheduling the installation and reinforcement of the military forces in manner destined at cutting expenditure and resources spent in maintaining and sustaining the US Army (Dell 421). Every military plan conducted on the basis of the OSAF is done in such way that it will be implemented under the lowest possible cost. OSAF program dictates that every stationing plan for any army unit has to meet particular standards without which the particular unit may be disreg arded. The standards include the availability of field for maneuver training, buildings and various requirements for training a unit. The OSAF also provides strict and explicit mechanism for determining and evaluating every station plan. With the provisions in the OSAF, Army leaders have been able to guide stationing analysts on the appropriate channels and systems to rely upon, those to change and those to ignore in making decisions that meet qualitative and qualitative metrics of Army Stationing. Furthermore, Army has substantially used the OSAF program as a tool for determining appropriate conditioning of various facilities as well as upgrading the underdeveloped and outdated facilities (Dell 423). The Optimal Stationing Army Force (OSAF) is said to cover and perhaps judgmental of only five types of Army installations out of the total thirteen types of the Army installation. The five types of installation stations run by OSAF include the maneuver centers, professional schools con trol and command, major training bases and training schools. As observed by Dell the installation centers operated by OSAF are somewhat different from the other centers not operated by OSAF as determined by the high population of soldiers in the OSAF operated stations (424). In dictating the installation costs, OSAF uses the principles of the Cost of Base Realignment Action (COBRA) Army to arrive at the per-person cost of running particular installation station. The cost of running an individual installation station is calculated in terms of the location, medical costs, repair costs housing operations, modernization costs and the amount of allowances offered. According to Dell the installation programs of various stations face numerous problems and challenges that are however solved and settled by the OSAF (424). One of the noted problems that faces and affects the smooth achievement of the installation programs in various stations is the unpredictability of the actual costs and exp enditures. This results from the variability in the installation costs of different units in particular stations. Another problem faced in the installation program of stations relies upon the high transport costs of the soldiers and their families during their

Teamwork Experience Essay Example | Topics and Well Written Essays - 750 words

Teamwork Experience - Essay Example It is also in partnership with Tacobell and Tapatio hot Sauce. I guess we decided on this since it is a favorite among college students. We later made a schedule on when we shall be meeting and how to handle our chosen topic. We concluded to break it down into its constituent subtopics such as the life cycle and maturity of Doritos, its competition, digital media and Doritos, improvements that could be made on the Doritos. I thought this was handled very nicely and almost professionally. During our meetings to come up with the report of our selected topics, members arrived o time. This was good since it meant that time would be effectively managed and that we would cover more base during our scheduled time. As members started making their contributions, I realized that everybody had done some research on our topics and sub topics. This was awesome. The team leader had an easy time since we just considered the points brought forward, deeply researched and made draft copies of our presentation. Someone on the team was chosen to compile the drafts into a final copy that we would use and hand in for grading. There was a hiccup in our teamwork. This was caused by the fact that everyone wanted or rather seemed to be a team leader. To some extent, this is good, but to some other extent, it is completely wrong. We had chosen one team leader, but everyone else who thought they would make better team leaders overpowered him. One major effect of this that really dragged us behind in the teamwork was that it made our meetings very disorganized. The organization of meetings is of paramount importance (Gueldenzoph, 2008). This is because of the limited time of the school semester and because of the workload, we had to cover. There being no clear set boundaries on the roles of each group member was a weakness on the part of the group and I wish we looked into this issue critically when forming the group. We could have allocated each

Performance Measures Assignment Example | Topics and Well Written Essays - 500 words

Performance Measures - Assignment Example of this document is to outline the measurement of the performance as post-implementation metrics of the recommendation, namely: â€Å"Change Organizational Approach to Event Monitoring and Log Analysis† (‘Verizon Report’, 2010). The scope of this document includes role and responsibility of key people in an organization, background of the measure, legislative and strategic drivers, measure development process and its implementation. According to Verizon Report 2010, maximum information security breaches in 2009 showed that in most of the breaches the data is compromised after lapse of several days of the breach. It takes effort and time until these breaches are found. Significantly, people other than the victim makes such discovery. The victim upon information reacts immediately and uses the most important defense that is ID/IPS. However, this measure in most cases intensifies the situation rather controlling it. Furthermore, it is not the only defense that organizations have to curb this problem and relying upon it as a last resort does not solve the problem and eliminate it completely (Solms, 2000). The CIO is responsible to change the approach to tackle breach instance at the organization. CIO should ensure that as a post-attack instance, ID/IPS should not be used instantly and as the only measure to control the situation. Instead, batch processing and log analysis should be undertaken with keen interest to identify any stack of viruses or breaches. The focus should be on ‘mass’ breaches rather ‘individual’. Therefore, proper policy and implementation guidelines have to be circulated to all users in the organization regarding the measures to be taken in case breach takes place and is discovered. Additionally, the CIO has to prioritize and select performance measures and develop the targets for their achievement (‘NIST’, 2008). The role of Senior Information Security Officer is to ensure that the program manager uses the changed approach to

Original topic Essay Example | Topics and Well Written Essays - 750 words - 1

Original topic - Essay Example He uses extensive research and presents the works of eminent psychologists like Robert Krant and Vicki Lundmark and data from Universities to prove that the internet isolates a person gradually, breaking the person away from all social interactions and human bonds and capturing him in an online world, where everything may seem present but nothing is close to real. Anyone, who today depends on the internet for all forms of communication, interaction and work, may reject the claims made by the article even after statistical backups, but when you spare some thought to it, the fact gradually surfaces that, though the internet may have been a boon to humankind in ways uncountable, it carries a hidden curse with it- it cannot successfully replace human vocal communication or other forms of interactions and may be truly isolating a person from the real physical world. Stoll says that the use of internet communication retards the growth of our inter-personal communication skills.   Ã¢â‚¬Å" These electronic intermediaries dull our abilities to read each other’s gestures and facial expressions, to express our feelings, to strike up conversations with strangers, to craft stories, to tell jokes†, thus the very essence of vocal and physical communication loses in the war of â€Å"type-and-send† emotions. I feel that most of his points are valid. Internet communication can only convey words and never the feelings attached. When compared to face-to-face interactions or telephonic communication, internet surely fails as a tool to show emotions. The only forms of emotion that we may comprehend from such digital exchange of words are when â€Å"emoticons† are used, but that too, is not close to the reality. This slowly diminishes our ability to understand true emotions of people. For example there is difference between the feelings of being satisfied, happy, really happy and on-top of the world happiness, but the only emoticon that internet communicat ion uses is a smiley, which fails to shows the degree of emotion. I also agree that our ability to kick-start a conversation with a stranger is also reduced; we may think that just because we are able to speak to completely unknown people over the net, I am completely sure that, it would have been impossible to do so in-person. For example, on Facebook I have been friends with a Japanese girl and an Indian girl who were completely strangers but if I were to meet them in person, I would not have that courage to start and continue long friendly conversations. Stoll argues that â€Å"lack of close social contact† depresses a person and changes their personality. He presents the work of psychologists from Carnegie Mellon University to show that â€Å"online activity resulted in increased loneliness.† He refers to the work of another psychologist, Kimberly Young where it is seen that people who are active online for increases number of hours feel odd, shy and out-of-place w hen having a face-to-face interaction with others. I believe that this point is completely valid. People who are shy and have no communication skills may feel that the internet helps them communicate and reveal the true them but this is completely wrong to me because I think that the internet helps them create a virtual world in their mind and makes them adapt to it. These internet communicators become good at making friends and interacting online, knowing that others cannot see or feel them but in reality when these same

Mirrors Essay Example for Free

Mirrors Essay As long as I can remember, I’ve always perceived mirrors as something inimical. To be honest, I hate mirrors most of the time. But, today I’m sitting in front of one, and a beautiful woman is looking back at me. It’s time to fight my fear and hatred, time to look closely at who I am, and to decide who I want to become. It’s time to accept that mirrors exist. I look at my hands at first. Small and white, they are, the hands of the person who never did any hard labor, the musician’s hands. They remind me of all the people I hugged and touched with my smile, of my friends, who are like family members to me. There are quite a lot of people I can recall, as I’ve always been sociable, not afraid to talk to an unfamiliar person. A chatterbox, my Mom calls me. It’s not that I like to talk so much; it is rather that I believe that people should communicate and become closer to make this world better. People are always trying to find and create differences, like races, different religions or sexual preferences. My upbringing has caused me to have a very open minded about life and the world around me. As I brush back my dark brown hair and expose my ears, I am reminded of the music that lives in my soul. Form the early childhood the elegant splendor of the violin hypnotized me, made me forget about everything I knew and felt. Now I’m 22, and I am pursuing my passion to the fullest being enrolled in the conservatory. When I hear music inside me, I feel free, I see myself dancing through the shiny big hall in the candlelight. I have dreamed of being able to dance since I was a child, and, maybe the greatest my dream is to be able to dance. I want to experience the ability to feel the ground move below my feet and the wind upon my face as I elegantly float across the dance floor. When I close my eyes and play my wish becomes reality within my imagination. And than I look into my reflections eyes, the most feared moment in the whole procedure. I still can’t see vivid blue there rather the darkness of my past that became part of my present. When I look into my eyes I always think of thee one, who created me, and who made me who I am. I think of my father, and, like every time I do it, it hurts almost physically. His abusive ways made my life much more complicated and less carefree than it could be. When I think about it I always begin to put useless questions to myself, like: â€Å"What if he hit her differently? What if my mother never talked back that night? † I still can not understand how a person could physically harm someone carrying his unborn child. Nevertheless, what happened remains a fact. It’s unlikely that I will be able to walk at all. In the same time, it is my past that makes me stronger, and is the motivating force behind my thirst for success. The woman in the mirror looks at me smiling, but her eyes are wet. I look at her full lips and recall all of the unspoken words I keep inside myself. In fact, my fear of commitment and falling in love is my biggest challenge in life. I still cannot forgive my father, who left Mom, right after my birth, and I’m just afraid to trust so much, like loving people should trust each other. Nevertheless, I hope that some day I will be ready to accept what the world will give me. I hope I will meet a person whom I will be able to trust, and who will appreciate me for who I am. I strongly believe in love yet seem to know how to give it rather than receive. The clock counts seconds and minutes, and I still look at the women in front of me. She is living, breathing, and often smiling. She is just like everyone else; except for the metal chair that surrounds her. Usually, it is the first element people note when they see me, and the hardest task is not to let their perception of me affect my mentality, and limit my possibilities. I hate the word â€Å"disabled†. Dis-abled means â€Å"not able†, and it’s not about me. I am able to see the world around me, to sing and to smile, to set the goals and reach them, and to inspire people around me. My chair will not be a limitation as I continue to strive for excellence and live a life of great fulfillment.

Asda: Strategic Management And Leadership

Asda: Strategic Management And Leadership INTRODUCTION This case will critically examine links between strategic management and leadership, impact of management and leadership styles on strategic decisions and how leadership styles adapted to different situations. Here I am going to use a case study from the choosing an organisation (ASDA) to view the relation between strategic management and leadership, and analyse how a new Strategic decision effect on the management and leadership. 1.1 ASDA ASDA is the second biggest supermarket chain in the UK. Since 1999 ASDA has been wholly owned by Wal-Mart which is the largest company in the world. ASDA was formed in 1965 by a group of farmers from Yorkshire, and its activities are still mainly based in north of Britain. [Corporate watch: ASDA Wal-Mart: overview]. 1.2 ASDA Mission, purpose and values ASDAs mission is: to be Britains best-value retailer exceeding customer needs always. ASDAs purpose is To make goods and services more affordable for everyone. ASDA also has a series of values. ASDAs values are: à ¢Ã¢â€š ¬Ã‚ ¢ Respect for the individual à ¢Ã¢â€š ¬Ã‚ ¢ Strive for excellence à ¢Ã¢â€š ¬Ã‚ ¢ Service to our customers. 2. Strategic management and Leadership 2.1- Strategic management- strategic management is the process of organisational objectives, developing policies and plans to achieve their objectives, and allocating resources to implement the plans. It is usually performed by the companys top management level such as CEO, Stakeholders and executive team. It provides all direction to the whole organisation. It can be described as a way of achieving overall organisational objectives. It is the process that involves analysis of external and internal environment, resources and competencies of the company. Basically it is a set of managerial decision and action that determines the long-run performance of an organisation. Peter Ducker, 1954. 1.2- Leadership- For every problem there is a solution. It often happens that the person best fitted to solve the problem is someone not directly connected with or influenced by it. Michael J. Dreikorn, 2003. Leadership is the position in an organisation that leads and motivates people to achieve the organisational goal. Leadership inspires others to take the appropriate action. In an organisation there should be a leader to lead the people or group. They take responsible of their people and support them through training and development in order to encourage effective contribution toward meeting organisational objectives. 2- Link between strategic management and Leadership The management and Leadership are basically the words referred to as equivalent and in most cases are comparable from the same position. Management and leadership are the two vital discipline of the organisation. These are most important for the people who are involved in managing a team, business, and organisation. Leadership and management are the skills that an organisation should possess through its chosen leader with the support of its management. Leadership is driven by the person in an organisation who guides the group to achieve the company goal. There is good understanding between the leader and group people to determine the ability and articulate visions and goals. Management is the process of planning, organising, maintaining, controlling the efforts of the organisation member and using all the organisational resources to achieve the stated organisational goal. James A.F stoner and Chales Wankel, 1986. Leaders stand out by being different. They question assumption and are suspicious of tradition. They seek out the truth and make decisions based on fact, not prejudice. They have a preference for innovation. John Fenton, 1990. 2.1- Strategic Management and Leadership (ASDA) As one of the UKs fastest growing retailers, the aim of ASDA to committed to building and operating stores in a sustainable for the benefit of the environment and the communities they serve. Its strategy is centred on its mission, purpose values, which guide to make business even better. Wal-Mart has carried out a plan, to grow ASDA over the next five years to become number two in grocery and British biggest non-food leader. ASDA Corporate website. ASDA people are the companys most important asset and source of competitive advantage. Its success depends on the strength their management, which build from manage with a disciplined process led by the CEO and the senior leadership team. Employees are working seriously going above and beyond the call of duty to get the job done under leadership. Every department has a good team leader to lead the employee in a proper manner towards the organisational goal. Wal-Mart management which owns ASDA appointed Andy Clarke as the new CEO. Andy Clarke joined ASDA in 1992, during his tenure Andy Clarke has been groomed by the dynamics of ASDA by working in variety of leadership roles. He used to work as a business unit director such as frozen, bakery and grocery. He has good leadership skills in which he can lead his people in store in effective manner. In a statement of Doug McMillan, the president and chief executive of Wal-Mart international, said: At Wal-Mart and ASDA, we have a robust succession planning and talent development process and Andy Clarke has long been identified as a leader. He joined at a difficult time when the company has slowdown in sales because of the food price inflation effect the sales across the sector. But Clarke has done a fantastic job within a couple of week and that leads him to high designation. He has announced a great deal with the deep discounter in UK called Netto. ASDA bought 193 Netto stores worth  £778m. The new CEO will lead the retailers efforts to become an even better food retailer, a broader non-food retailer and a leader out its plans to open a new chapter in its story and that over the five years. It had to be market leader in general merchandise and food. (www.your.asda.com, posted by Asda press team on 11May 2010). 3- Impact of Management and Leadership in ASDA The acquisition with Netto could get strength like small Tesco stores that will help to achieve its goal and becoming Britains biggest retailer of general merchandise. It is a great idea that ASDA can be a part of the market with the small stores in high streets. It is also targeting Home Retail Group, the owner of Argos and Home base. During its past five year strategy ASDA has increased its sales from  £15bn a year to  £20bn. It has created more than 30000 jobs in the process with opening new 70 stores in UK. CEO Andy Clarke has believed to have again creating thousands of new jobs at every level of growing business. Andy Clarke, CEO and president of ASDA said Through a combination of opening new stores, extending existing ones, converting Netto stores, and continuing to expand our grocery home shopping service we will create 7500 new roles throughout the country. We also currently have nearly 3000 vacancies on our jobs website. www.asda.com/press-centre. Conclusion As one of the largest retailer in the UK, in order to be successful, An organisation should think about customer satisfaction. It helps to the business to achieve their mission, purpose and values. The study reviewed, argues that the companies that demonstrate perform to a highly invest a lot of time placing customer at the centre of their strategy. However it also recognises that the challenging of managing people is one of the most difficult jobs for a manager. Introduction A leading in an environment which is characterised by useful resources, an uncertain and unpredictable economic environment where the competition is constantly increasing and extremely challenging as no clear direction of an organisation. In an organisation change is tough and always has been. When change has become the order of the day, it is most important is having the right leadership team. This is why having a leadership strategy is the key. Change is tough and always has been. Many executives arent good at leading change because they dont understand the importance of making critical changes in how their companies are led, not just in how they operate. William Pasmore, 2008. When we planning to adopt a new strategy, we do have always some questions, which are- à ¢Ã¢â€š ¬Ã‚ ¢ What style of leadership will be required? à ¢Ã¢â€š ¬Ã‚ ¢ How would we need to lead differently? à ¢Ã¢â€š ¬Ã‚ ¢ Do we have the right leaders to lead? à ¢Ã¢â€š ¬Ã‚ ¢ If not what are we going to do about it? Leadership Theory Many leadership theories have been suggested for a leader to support an organisation. An earlier most of the leadership theories are based on the behaviour and qualities of successful leaders but later on it focused on the role of associates and follower. The following review and discussion of leadership theories may argue that demanding new approaches that encourage a more collective and unpredictable rearrangement view of leadership and leadership development and sharing the role of leader more widely within organisation. Situational Leadership Theory The theory is more likely tied to using the style needed to be a successful leader in work environment. The leader is able to create much leadership style as changing situation. The Hersey-Blanchard Model of leadership also takes a situational perspective of leadership. In this theory the developmental situation of a leaders subordinates play the biggest role in determining. It is based on the amount of task behaviour and relationship behaviour. In task behaviour the leader engages in duties and responsibility to an individual or a group. The task behaviour is like, what to do, how to do, when to do, where to do and whos to do it. In this behaviour the leaders are used one-way communication. In other way the relationship behaviour is the extent to which leaders are communicating in two-way by creating socio-emotional support. When determining the appropriate leadership style, according to Blanchard the key situational variable is the developmental level of subordinates. à ¢Ã¢â€š ¬Ã‚ ¢ Directing: The leader produce specific directions and clear instructions. For the low follower this is the best matched. à ¢Ã¢â€š ¬Ã‚ ¢ Coaching: The leaders two- way communication helps to build confidence and motivation of the follower. The leader has responsibility and controls decision making. à ¢Ã¢â€š ¬Ã‚ ¢ Supporting: In this style the share decisions making between the leader and followers expect the relationship to be directive. Participating style is the best preferred to a moderate follower readiness level. à ¢Ã¢â€š ¬Ã‚ ¢ Delegating: In this style the leader is still involved in decision making with the group. It helps to make solution of the problem but the control is with the followers. In this style the followers are decide when to take the leader involved. Transformational leadership Theory The transformational leadership theory is occurring when one or more people engage, in which the leader and followers raise one another to higher levels of motivation. For an example Mahatma Gandhi is a transformational leader. He satisfied the required of the followers. But instead of riding those require he remained seek to high purpose. The transformational leadership theory is focused on the hypothesis that the leaders can satisfy a need of the follower. The needs are always high order needs and are closely aligned with the internal motivation of the follower. Bernard Bass developed the transforming leadership where the leaders transform the followers. It is very closer to the prototype leadership in which the follower have in mind they describe their leader and provide a role model in which subordinates want to identify. He purposed that there is a special power in transforming leadership with leaders may transform both leaders and followers. Transformational leadership- à ¢Ã¢â€š ¬Ã‚ ¢ Is preoccupied with purposes and values, morals and ethics. à ¢Ã¢â€š ¬Ã‚ ¢ Builds on a mans need for meaning à ¢Ã¢â€š ¬Ã‚ ¢ Is orientated along long-term goal and focuses more on missions and strategies à ¢Ã¢â€š ¬Ã‚ ¢ Identifying and developing new idea à ¢Ã¢â€š ¬Ã‚ ¢ Designs and restructure jobs to make them meaningful and challenging Leadership Strategy of Shell Shell is a global group of energy and petrochemical companies. The parent company of the Shell group is Royal Dutch Shell plc. This is incorporated in England and Wales. The strategy of this group is seeks to reinforce the position as a leader in the oil and gas industry in order to provide a competitive shareholder. The leadership strategy used by Shell includes these elements as bellow; à ¢Ã¢â€š ¬Ã‚ ¢ Builds shared vision à ¢Ã¢â€š ¬Ã‚ ¢ Maximises business opportunities à ¢Ã¢â€š ¬Ã‚ ¢ Champions customer focus à ¢Ã¢â€š ¬Ã‚ ¢ Demonstrates professional mastery à ¢Ã¢â€š ¬Ã‚ ¢ Displays personal effectiveness à ¢Ã¢â€š ¬Ã‚ ¢ Motivates, coaches and develops à ¢Ã¢â€š ¬Ã‚ ¢ Values differences à ¢Ã¢â€š ¬Ã‚ ¢ Delivers results With a current market capitalisation of 292 billion dollars (2009), 278 billion dollars in annual review, operation in more than 150 countries, Shell is one of the largest businesses, but never as one of the fastest. With its 100 year history, its deep sense of tradition, and its carefully and longevity, but never as one of creativity or innovation. They use old traditional theory like authoritative style of leadership which based on upward directions. Leaders are creating strategy for the team and work with the subordinates on these policies. The rules and regulation made by the leaders are followed by the team members. Steve Miller, group managing director of the Shell group of companies, who guide the day to day activities, but two year after the company had lunched transformational leadership style. The upper level managers had shown their efforts, but employee morale continued to slip. Suggestion A successful organisation depends on leadership and a new approach to providing it. The leader has to find the proper vision to empower these frontline people, to challenge them, to provide them with their required resources and hold them accountable. As the followers are struggling with challenge, the leader becomes their coach, teacher and as well as facilitator. As employee move upwards in an organisation, they get caught up in board strategic issues, legal issues, stakeholder issues. They need a common understanding of the business which drives execution. Conclusion The review of leadership theory and example in use to the Shell group of company it would conclude that a limited version of transformational leadership is being promoted. The qualities and behaviour exhibited by the leader that encourages the followers participation, development and commitment. Leader is seen to act as a visionary equipped with a set of goal though communication, problem solving, people management, decision making, etc. that can be applied a diverse range of situations. TASK-3 Planning For Leadership Introduction Today the business environment is quite fast paces with the changing economy rapidly. There is a need for an organisation to implement competitive advantage, such as identify the sources of competitive advantage, implementing them and how to defend them. Organisations are using financial resources to get an edge over their competitors. They could also reliable their human resources or another is through implementation of technological changes. With all these, it can be tricky for an organisation to balance the three aspects. Porter, 1985. Virtual Organisation The word virtual organization is to be called as a network of independent organisation. The firms are temporarily join together to produce a service or product. It is consult with such term as virtual teams, virtual office, and virtual leadership. Advance information technology becomes an important element. That is why the success of a virtual organisation. Computerised information systems allow employees from geographically dispersed location to link up with one another. Virtual team members need to learn new skills like they are total lack or face to face contact. So they need the skill is the ability to interact with everyone in an effective manner. Another one is the ability to assimilate quickly and effectively into new teams. They may need computer based technologies as well as intercultural skills to work effectively in multinational organisations. Virtual leaders required new skills to lead in the different environment to virtual operations and sustain virtual relationship with internal as well as external constituents to support their team. For an example; like Apple computer and Sun Microsystems. When Apple computer linked its easy- to-use software with Sonys manufacturing skills in miniaturization, Apple was able to get product to market quickly and gain a market share in the notebook of the PC industry. Mergers and Take Overs Mergers and takeovers are an action of an organisation. They turn two companies in a single legal entity. Two organisation combine together to improve the organisational performance and shareholders value over the long time period. Historically mergers are occur in periodic burst, typically included by economic shocks such as, changing environment, cost of goods, deregulation, technology, political uncertainty and demand reduction. During the period of corporate change leadership has a profound effect on stakeholders. ASDA has announced in May 2010 that it is to take over Netto store. This is the great example of horizontal integration. This will increase their market share and to compete with Tesco. e- Leadership E-Leadership means a balancing many roles and carrying them out via communications technologies. Leadership is not only a job or a position; it is a way of being the world. As an e-leadership in the world today, it need to bring people together around the world, through national, geographic and cultural, using communications technologies tools to achieve the strategic goal. E-Leadership takes place in the context of e-environment in which the work is mediated by information technology particularly the internet (Hani, 2001). Development of leadership skills Everyone can develop their capacity to lead a party or a committee, or a group. When someone already committed, and practised using their capabilities in their life, they can develop their own skills as a leader. Mainly leadership skills are the skills that can use in various situations. This type of skills called as situational theory. It does not mean that assessing the leadership styles will identify the strength and weakness, but it can be develop the leadership skills. Golden Rule at Work- The skills which we used at work every day like the way treating others is wish to be treated. It is not always easy as it sounds. In an organisation leaders need to keep balance of short term results and long term job satisfaction. Coaching and Teaching- some leadership skills has to develop with the help of coaching and teaching as well. This is especially effective, where leaders may be lead as expert and should be interested in the development of the group or people. In this situation leader can develop coaching skills by face to face with others. Delegating Task- Delegating task is not only giving the work to someone and runaway. It is not only extra knowledge or experience for the co-worker, but it works in trust. This type of skill can be develop by giving less task, which could be complete by the certain time with a good result. As the task become easy to do and comfortable leader can start delegating more and more difficult tasks. Democracy at Work- This type of skill we said simply encouraging independent at work. It allows the co-workers to believe they have right direction the team is going. It can be say democratic leadership styles. Among them they discussing with others that often comes with freedom to take any decisions, while it takes a long time. Emotional Intelligence Leadership Skills- Emotional intelligence skills are in natural and leading other with successfully interacting through people. The skill helps the leader to understand the dynamic of those interactions. Self-Awareness is our ability to determined that the position of the leader by self. It is the ability to understand the emotions, moods, and motivations. Self-Regulation is the skills that more responsibility with control the emotions. It controls the emotions which will be counter productivity to desire the goal. Motivational Skills- Motivation skills come from external source, like managers recognition for a job well done, and internal sources like self-motivation or internal motivation. As a leader it is very important to identify the key which motivates more at work. Empathy Skills- It is the skills that involves in the relationship with the co-worker. It is ability to understand someones point view. The skill has the ability to understand the impact change on someone else. Social Skills- To develop these skills you need to be socialise others. It works in networking style in a work setting. The followers need to listen their leader and take interest on listening. Need to be able to develop and guide followers using social skills. Conclusion Without any leadership, most strategic plans of an organisation will end up as dead piece of paper.

The Lord of The Flies | Analysis

The Lord of The Flies | Analysis Lord of the Flies by William Golding is one of the most popular and endearing books of the twentieth century.   In part a morality tale, in part an analysis of the human psyche, it is also a supremely interesting and exciting adventure story.   All of these combined elements make the book a true classic and a perennial audience favourite.   The book also demonstrates its significance to today’s audiences via the many references made of it in popular culture.   Artists as divergent as U2, who named a song after one of the book’s chapters, through to the creators of cult TV drama ‘Lost’ pay testament to the value and resonance of William Golding’s ‘Lord of the Flies’. Within its pages we see drama, tension, horror, cruelty and the extraordinary complexities that can occur when people are forced into unique situations.   This encourages the audience to philosophically engage with the book and look more deeply into it to find answers to the questions it poses â€Å"That work was Lord of the Flies, by William Golding. The book was the first novel that caused me to reflect for longer than I read† (Dalrymple, T, 2005) A plane crash strands a group of British schoolboys on an unknown island. In a society now shorn of traditional authority figures, it is up to the abandoned boys to establish some kind of working system to guide them through the dangers, inevitably inherent, in their new, unchartered existence.   The difficulties they encounter lead to violence and separatism and death.   At the beginning of the novel we are introduced to the key characters Ralph, Piggy and Jack.   Ã‚  Ralph and Jack are almost immediately engaged in a struggle for power thus emphasising one of Lord of the Flies’ key features, which is its ability to effectively mirror adult situations.   In this case it can be seen as indicative of a wider human inclination to become ‘top-dog’. Lord of the Flies is a novel that is filled with tension and drama. Defeated by Ralph in the election battle, Jack instead turns his attention to other, more dynamically fierce pursuits and becomes in charge of an almost-crazed hunting division of boys, thus finding a way to both proclaim his importance and issue a challenge to the incumbent as he satisfies his thirst for power in gradually more ominous and violent ways. The mandate for the group is created and the boys immediately decide to get on with the business of having fun and keeping the signal fire burning.   Therefore, this child-like perspective of leadership values and what is important in society is a fascination component of Golding’s work and accounts for much of its popularity and subsequent critical analysis due to its deft mirroring of many of today’s mores and traditions. A seemingly simple tale of schoolboys marooned on an island, Lord of the Flies has proven to be one of the most enigmatic and provocative pieces of literature ever published Olsen, K (2000). The other early principal character Piggy is almost immediately discounted by the boys due to his demeanour and appearance.   This further emphasises the plot’s reflection of ‘real-life’ patterns of behaviour and attitude where the ethos is often seen to be ‘survival of the fittest’ as Piggy, less physically impressive and worldly-wise than the power brokers now operating on the island,   is rejected â€Å"He is lacking in aggression, unwilling to adventure, cries easily, is not interested in competing .. As a result of his shortcomings, he is more than at the bottom of the hierarchy of the boys stranded on the island† (Berseka, T, 2003).   Once more, this facet of Golding’s work will engage with those who perceive contemporary society has an increasing penchant for populism and the triumph of aggression over civility. Already made to feel anxious by the inherent aggression in Jack’s leadership style and his bloodthirsty   proclivity for hunting pigs, the   younger members of the fledgling society are also made to feel insecure by the rumours of a ‘beast’ stalking the island.   This feral clamour for blood ultimately culminates in Piggy’s demise. Violence is shown to be a significant strategy in gaining power and influence, again echoing many such instances in the ‘real’ adult world. Although based on the dynamics of a group of schoolboys, the novel confronts profound questions of innocence, evil and the fall of man, casting doubt on the possibility of any lasting social progress Carter, R MacRae, J, 2001 This bloodlust reaches its nadir when one of the few left serving under Jack’s more traditional leadership, Simon, is savagely murdered by Ralph’s off-shoot ‘tribe’ in an almost ritualistic fervour.   This group are now distinctly separate and wilder than the others and are intoxicated by their own power.   As Ralph himself is about to become the third victim, the boys’ fire is spotted by a patrolling British Navy ship which effects a rescue. The somewhat ambivalent ending of Lord of the Flies further engages the audience by leaving them with unanswered questions and moral dilemmas. The leadership contest, the struggle for survival, the corrupting rush of power, the use of violence as a means to an end and the descent of the human species into an almost animalistic state raises questions relating to the very basic foundations of the human condition.   What do their actions tell us about notions of respect for one another?   How delicate is the balance between civilisation and savagery?   How damaging is their loss of innocence?   All of these questions serve to engage the reader in Golding’s classic text. BIBLIOGRAPHY Berseka, T, T. (2003), The Changing Boys World in the 20th Century: Reality and Fiction, The Journal of Mens Studies, vol. 11, no. 2, pp. 157 Carter, R. Macrae, J.(2001), The Routledge History of Literature in English: Britain and Ireland, Routledge, London Dalrymple, T. (2005), Desert-Island Reading, New Criterion, vol. 23, no. 6, pp. 1. Olsen, K. (2000), Understanding Lord of the Flies: A Student Casebook to Issues, Sources, and Historical Documents, Greenwood Press, Westport, CT.

Thomas Edison Essay -- essays research papers

Thomas Alva Edison is considered one of the greatest inventors in history. He was born in Milan, Ohio on February 11, 1847 and died in 1931. During his life he patented 1,093 inventions. Many of these inventions are in use today and changed the world forever. Some of his inventions include telegraphy, phonography, electric lighting and photography. His most famous inventions were the phonograph and the incandescent light bulb. Edison did some of his greatest work at Menlo Park. While experimenting on an underwater cable for the automatic telegraph, he found that the electrical resistance and conductivity of carbon varied accordingly to the pressure it was under. This was a major theoretical discovery, which enabled Edison to invent a "pressure relay" using carbon rather than magnets, which was the usual way to vary and balance electrical currents. In February of 1877 Edison began experiments designed to produce a pressure relay that would amplify and improve the audibility of the telephone, a device that Edison and others had studied but which Alexander Graham Bell was the first to patent, in 1876. By the end of 1877 Edison had developed the carbon-button transmitter that is still used today in telephone speakers and microphones. Many of Thomas Edison’s inventions including the carbon transmitter were in response to demands for new products and improvements. In 1877, he achieved his most unique discovery, the phonograph. During the summer of 1877 Edison was attempting to devise for the automatic telegraph a machine that would transcribe a signals as they were received into a form of the human voice so that they could then be delivered as telegraph messages. Some researchers had theorized that each sound, if it could be graphically recorded, would produce a distinct shape resembling short hand, or phonography, as it was known then. Edison hoped to make this concept real by employing a stylus-tipped carbon transmitter to make impressions on a strip of paraffined paper. To his amazement, the barley visible indentations generated a vague sound when the paper was pulled back beneath the stylus. In December 1877 Edison unveiled the tinfoil phonograph, which replaced the strip of paper wrapped in tinfoil. Many people would not believe what they were hearing including a leading French scientist who declared it to be a trick device of a ventri... ...ed whether something might be done, only how. Edison’s career, the fulfillment of the American dream of rags-to-riches through hard work and intelligence, made him a folk hero to his countrymen. In temperament he was an uninhibited egotist, at once a tyrant to his employees and their most entertaining companion, so that there was never a dull moment with him. He was charismatic and courted publicity, but he had difficulty socializing and neglected his family. His shafts at the expense of the "long-haired" fraternity of theorists sometimes led formally trained scientists to depreciate him as anti-intellectual; yet he employed as his aides, at various times a number of eminent mathematical physicists, such as Nicole Tesla and A.E. Kennelly. The contradictory nature of his forceful personality, as well as such eccentricities as his ability to catnap anywhere, contributed to his legendary status. By the time he was in his middle 30s Edison was said to be the best-known American in the world. When he died he was the venerated and mourned as the man who, more than any other, had laid the basis for the technological and social revolution of the modern electrical world.

The Process of Opening a Halfway House :: management, planning

There are elements that should be considered in having a winning business proposal. These elements include Solutions, Benefits, Credibility & Samples and Targeted. Solution includes stating the needs and problems that could or would occur then one would give solutions that one could be implemented. Benefits would include an outlined plan as to what benefits to be gained in doing business with this particular halfway house. Credibility and Sample is having a familiarity with clients in the area or having had a previous experience that can give a third-party endorsement that will give one the credibility. Targeted entails communication, which knows the correct language that is spoken by the intended clients that the business is trying to win. If the proposed clients are from an engineering background or financial department then use the appropriate jargon. Let’s say John from the time he was 14 years of age was on drugs in and out of juvenile homes. When John turned 18 years of age he commits a crime the sends him to prison where he spend the next 20 plus years of his life. Confined by concrete walls bob wired fences and being told when he could go to bed when to get out of bed. John is told when to eat and when not eat not even having a choice to what he can he eat his only choice is to eat what before him or not at all. The purpose of a halfway house or also called a recovery house is generally to allow people to begin the process of reintegration with society, where monitoring and support will be provided. This is to reduce the risk of recidivism or relapse where in most cases ex-convicts would be released directly back into society. The halfway houses that is being purposed is meant solely for the reintegration of persons who have been recently released from prison or jail, others are meant for people with chronic mental health disorders, and others are for ex-convicts with substance abuse issues. Unlike a Sober halfway houses are many times a voluntary places for residence where most residents may have no criminal records whatsoever. There is more often opposition from neighborhoods where families are fearful of halfway houses attempted to locate in there neighborhoods. Typically work-release program we utilize a halfway house instead of a high secure institution or facility for nighttime confinement and weekend supervision.

She’s a Dreamer – Creative Writing

I glanced over my shoulder and felt a presence lurking, looming behind me. I sniffed and for that one moment my worries flew away. Candy floss. It smelt of a sweet, soft, sugary treat that my sisters and I only received on special occasions. I heard a swear word and turned around to find a group of ‘tough' boys behind me, they were speaking in low, deep, gruff voices. I listened in, making sure I wasn't being too obvious. They were chatting about the new roller coaster here at the theme park. The terrifying ride was called The Evaporator; it lasted only seconds but it went up, down, upside down and all around. I glanced up noticing the bloody red sign hovering above a crowd of innocent children and teenagers with a few adults among them. Should I risk going on a roller coaster for the first time in my life, without my mother by my side or should the public around me, mostly consisting of my high school peers, witness me going on the babyish rides with my sisters? I shook my head at the thoughts trekking through my mind and through the corner of my right eye saw my little sister, Lucy almost reading my mind and shaking her head and telling me â€Å"No, No. † But something was telling me the opposite â€Å"Yes, Yes. I nodded my head without any hesitation and I saw the upset on her face. She stomped her feet in protest and I dropped her clutching hand from mine. She glanced at me, her older sister not doing as the little one says, and teardrops dribbled down her cheeks falling of the end of her chin. I had to make this accomplishment, for me. If I had got to the age of 50 and still not boarded a roller coaster carriage then I would be so disappointed and angry with myself. My older sister smiled, a smile aimed in my direction and wiped little Lucy's eye with a rough, green paper towel she had in her rucksack. I smiled back but it soon disappeared. I stepped under the sign and took a deep breath as I joined the queue. As we were herded forward like cattle I thought about my life and what point in life I was at. I glanced over my shoulder again and it seemed my life was passing by. I was the rollercoaster. I was going up, down and all around. I saw the birth of my sister, Lucy, then the birth of my youngest sibling, Emily, the divorce of my parents and finally, most recently my father starting his sentence in prison. I blinked my delicate, beautiful blue eyes and I came out of my†¦ daydream. A bloke directly behind me croaked â€Å"What are you staring at? † I turned back around, ignoring the man's remark. As we were travelling toward the track, I clenched my fist and squeezed my eyes shut, for reasons unknown. I took a deep breath and was spinning, spinning, spinning in circles. I heard crashes, which startled me enough for me to come out of my trance. The crashes had happened both in my spell and in reality. The ‘tough' boys I was eavesdropping on earlier were denting the sign advertising the rollercoaster. My focus was drawn to the word evaporator, the word that had remained undented. It was to do with the word evaporate, I knew that, but I was puzzled at the unusualness of the name. There was just a large group of seven in front of me, and then it was my turn I pondered, as I shuffled forward, nearly suffocating the male in front. They were all being loaded on, three per aisle, as I noticed one girl, roughly three years younger than me, gesture for me to come and sit on a spare seat on her aisle. I shook my head, delaying my turn on The Evaporator. But as I did so, I instantly changed my mind, thinking it was better to get it over and done with. But my reaction was too late. A member of staff was already ushering for any two's. I had staggered my turn for just a few more minutes. The carriage noisily started, sped up and disappeared round the corner. I heard screams of happiness and then they were gone. It was finally my turn as a carriage juttered to a halt and a mixed crowd departed, smiled and laughed to each other as they were shown to the photo pick up point. I was piled on with everybody else but when we all had boarded there were still two empty seats in my aisle. â€Å"Any two's, any two's† was starting to get annoying. A large man and his girlfriend I assume squeezed past the threes, fours, fives and sixes. They were looking very smug and ecstatic about skipping part of the queue. The large man who I christened ‘the elephant' instantly plumped himself down next to me, nudging me as he struggled to fit. â€Å"Are you excited girl, are you, girl, girl, are you, are you? † It took a lot of effort but I managed to pull a fake smile and blocked out the distant memory of dad shouting â€Å"Girls! † at my sisters and I. The elephant gave a huge grin and I wasn't too happy at the smell of his breath hitting my face every time the wind blowed. We jerked slowly forward and I grabbed the harness in fear, he noticed my anxiety and squeezed my leg in a flirty way. I screamed inside at the thought of this maybe 30-year old man squeezing a 13-year-olds leg. His girlfriend was even there. He apologised though I knew he didn't mean it. After we had sped up and were experiencing the ups, downs, upside downs and all arounds I turned to my right to look at him hoping the wind wasn't in my direction or his mouth was near me. But he had miraculously disappeared. I blinked thinking my mind was playing tricks on me. But †¦ no. He must have†¦ Thoughts rushed through my head and the only logical one was he'd FALLEN out. But thinking hard enough about it even that wasn't logical. How would he have fallen out? And wouldn't I have heard something? Was he dead? Or was I dead? Spooky thoughts were taking over my mind. I turned to my right, past the empty seat and the elephant's girlfriend looked at me. She didn't see the emptiness of our aisle to start with but then the empty seat caught her eye. I will never forget the look on that lady's face. It was horrific. Horror and fear must have been rushing through her at 1000 miles per hour at least. The things in the background were completely blanked out as I felt one hundred different emotions for this lady. I'd never felt that way, not even when my father had left me. I tried focusing on a different thought, a happy thought, so I turned round trying to see the three behind us. I strained my neck and was in agony when I finally saw the one, not three bodies in the aisle behind. I blinked. My eyes needed a check up; they were seeing weird, freaky, abnormal things. But however many times I blinked there was still the sight of a young innocent girl crying. Tears pouring, rushing down her face. I knew that there was someone at least one more person on that aisle. It was a man, maybe her dad, I thought as the ride progressed. I shut my eyes and wished that that ride would end immediately. The roller coaster drew to an end and I had done it, without my mother by my side. This was a wonderful accomplishment and how my sister would be proud. Little Lucy would be so joyful and pleased her favourite sister was back. Mel, oh how Mel would be so proud for many reasons. She would be tearful and amazed. Emily, Emily would see no difference in the world, just that everyone was happy. When a toddler's family is happy they are happy. Is that right? I think I read it in a book once. As the carriage was getting slower and slower a couple of questions came to my attention. I'd never missed dad, why hadn't I? Mel and little Lucy had, but why not me? I suppose there was an answer to one of the questions. Melanie, being the oldest at 15 would have the clearest and most happy memories of dad. She'd never thought bad thoughts or if she had then she'd never shown them. She was good at covering her emotions and at the right time and the right place; she was good at showing her emotions. But little Lucy she had only been 4 at the time, but I suppose at four you do remember. Those four years of little Lucy's life had probably been the worst. Full of negative memories of dad, times without a good father figure and long distances between them. It's not good that what Lucy remembers is mostly bad or little about dad – she will immediately hate dad or not recognise him if she ever sees him again. That would be awful. I am pleased I have at least some positive memories. I stepped out the carriage and grabbed my bag not noticing how freakily quiet the area was. I ran to the burger bar where Mel had told me they'd be. I looked around squinting and scanning the area. The vision of them not being there will be forever with me. No one was about. I walked up to the kiosk planning to ask a member of staff if they'd seen my sisters. But there was no member of staff. I was scared; where was everyone, there was no one about and I was upset; why would my sisters leave me with no explanation? I looked and looked for maybe three hours not seeing one person anywhere. I hadn't been brave enough to go and look outside the park so I'd completely and purposely not walked past the gates. As I was walking I felt a sharp, ear piercing screaming coming from not a person but from inside me. I'd never felt a similar sensation before. The screaming was of fear and there was a voice; a high toned voice that was saying â€Å"There's something freaky, something real freaky going on here. † As I tried to block out the piercing sound I had a terrifying, terrific, torturing thought that stunned me. Why would I think of such a thing? But that thought went away – thank goodness! – And I thought happier and more realistic thoughts from that point on. Maybe, I'd just been queuing for hours and the park had shut, my sisters would be waiting just outside the gates for me. I wandered the short distance towards the park gates and was surprised to see the gates wide open. I shrugged to myself and nervously walked through the gates not taking into account the sign that said ‘Saturdays Open 24 hours'. The screaming of fear inside me had started yet again. As I turned my head, on the look out, my eyes swivelled trying to see through the darkness of that winter Saturday afternoon and the darkness and gloominess of the situation. I spotted an empty bench, which I persuaded myself to sit on. After I had sat down I had a sudden rush of tiredness and as it got the better of me my head hit the cold, hard, wet, brown surface. I had one clear and one more vivid dream. One I understood yet the other was very irregular. Firstly it was my dad; he was in his favourite outfit holding hands with Lucy and Melanie. Emily was tiredly bumping on his back as he walked towards me. Every one of them had a finger or hand outstretched, stretched in my direction. Each and every one of them was saying my name, over and over. The girls were wearing pyjamas and they were all the age they were when dad went. I was walking towards them but they were getting further away. It wasn't right. It was upsetting, distressing and brought back memories. Bad memories. No one was smiling anymore. As I came out of that horrible dream, another started almost immediately. I was on the same bench but I was sitting bolt upright and I was kind of like a robot. A bus came and it was full. Some of the people on the bus I recognised from the theme park like the â€Å"elephant† from earlier and the young girls dad who was on the carriage behind me. Finally I saw my sisters, Emily, little Lucy and Mel. I suddenly opened my eyes, bringing the dream to an end. But it hadn't. The bus was still there, in front of my very eyes looking beautiful and shiny and not bus-like at all. I could still see some of the people I recognised from the theme park, the â€Å"elephant† from earlier was the young girls dad was Mel, little Lucy and Emily all smiling and gesturing for me to board the bus. I felt a sensation, almost an urge to get on that bus and I started moving quite quickly towards the bus. Just before I was ushered up the steps of the bus I caught a glimpse at where the bus was going and I was shocked to see it was going to â€Å"Heaven! † I'm now an angel in heaven along with my sisters. I still don't really know what happened that day, I came to the conclusion that we must have just collapsed and the entire roller coaster journey was my imagination. It's just a guess though. My mother is still alive and she's starting another family, but I know she misses us. She goes to our graves every other day and puts fresh flowers each time. My father is still in prison. He has another two years to go. My mother visited him for the first time with the bad news that we have passed away, three sisters died in one day. I couldn't bear look at his reactions, I could have easily. Angel's can float, can fly, can go anywhere they want and can see anyone they want, it's an easy life for an angel. My dad's reaction could have even been a happy one, who knows. Only mum. If I could have done two things differently before I died I would have said my goodbyes, even though I'm here in heaven with my sisters it's my other relatives and friends that I wish that I could have said goodbye too. I would have also died more peacefully and I a way that I knew what was happening. Like dying in your sleep. Like Nana did. Emily is 3 now, little Lucy whose not so little anymore, is 9 and finally Mel is 21. I'm 16 and boy, times flied! I'm having a wonderful time with my sisters. I've really got to know them again. Emily and little Lucy always tell me their dreams. That's the funny thing about heaven, you never forget, anything. Not even your dreams.

A Critical Examination of Cultural Influences in the Film Bend It Like Beckham Essay

The film ‘Bend it like Beckham’ resonates with me strongly, as the conflict between Western and Indian culture is all too familiar. The main character ‘Jess Bhamra’ personifies this conflict in the most perfect and relatable way. Being a first generation Australian-born girl with Indian heritage, I can personally attest to having to simultaneously maintain two very different cultures that so often clash. ‘Bend it like Beckham’, is a film telling the story of an Indian girl whose only real goal in life, much to her parents’ dismay, is to play professional football. As Jess embarks on her trying journey of self-development in a cross-cultural space, she befriends fellow football enthusiast and player Jules who convinces Jess to join the local women’s football team. This friendship provides an interesting perspective on the Western culture, by offering the responder an insight into the struggles of Jules’ life, some of which are very same struggles present for Jess. The diasporic identities that are Jess’ parents are not ill intentioned, however slightly overbearing in their persistence of Jess’ obligations to her traditionally Sikh family. Thematic aspects of etic-emic distinction are raised in this film and include the role of women, homosexuality, stereotypes, cross-generational behaviours and integration by relational theory. All such themes are highlighted by the culture clash at play, as Jess attempts to grasp some sense of identity in an over-protected Indian space. Women’s roles in both Western and Indian cultures are thoroughly scrutinized in the film. Jess expresses some discomfort in assuming the traditional role of a Sikh woman as stipulated by her parents. This is the main source of discontent throughout the film, as her ethnocentric parents truly, and somewhat naively, hold the belief that becoming a lawyer and marrying a man within their community is the key to happiness. As was noted in Article one of Part A, the Asian culture holds loyalty to family-kin relationships and obedience to elders in very high esteem. In this regard, Jess’ Western values of freedom of choice and personal fulfilment take a backseat. This is highlighted in a conversation that occurs with her Western teammates, where hey ask her how she is able to ‘stand’ getting an ‘arranged marriage’ to which she replies, â€Å"It’s just culture† with a certain nonchalance. In doing so Jess is demonstrating that she is culture-bound, conditioned to the Indian cultural practiced of ‘arranged marriages’. The ultimate attribution error committed by Jess’ parents is not a result of ill-intentions, rather a prot ection mechanism against unknown western influences. The role of women in the Western culture is not spared of social commentary in this film. It is interesting that Chadha, the Indian-born writer, director and producer of the film, chooses to examine the social constructs surrounding the implications of a women’s football team in England. As there is no professional English women’s football league, one can safely assume that football is not an appropriate past time for women. This idea is reaffirmed by Jules’ mother who, throughout the film, holds a very traditional English view on the role of women in society. She often expresses her disapproval with sentiments such as, â€Å"Nobody’s going to go out with a girl who’s bigger muscles than him! † Jess’ mother subscribes to the Indian tradition of a woman as a homemaker by saying, â€Å"What sort of family would want a daughter-in-law who could play football but not cook? † expressing much the same outlook as Jules’ mother, varied only by the respective women’s contexts. Such generalisations about women’s social placement is also seen in Article four of Part A. Adams et al. (2010) acknowledges the place of women in Spanish society as home-maker figures by hypothesising women to be more able in polychronic environments. It is also seen that the Western culture as a whole participates in the alienation of the team as a result of unfeminine associations. This is seen when Jess makes the point that ‘Indian’ girls do not play football. Jules pointedly remarks, â€Å"It’s not just an ‘Indian’ thing. How many people come out to support us? The girls clearly seek an equality matching relationship with the men’s team. The concept of homosexuality is broached in this film. While the notion is still taboo in Indian culture, Chadha makes a statement by depicting the West to be more informed but equally disapproving. This is illustrated by the undue paranoia felt by Jules’ mother when she mistakes the friendship between Jules and Jess as something more. When confronted, Jules exclaims, â€Å"Mum, just because I wear trackies and play sport does not make me a lesbian! The matter-of-fact feel of this conversation and level of homosexual awareness in the Western culture is contrasted by Jess’ grandmother’s remark, â€Å"Why did she call Jess a lesbian? I thought she was a Pisces† Her obvious lack of knowledge in confusing homosexuality and astrological star signs indicate her culture blind nature. As if to reiterate the secretive taboo that is homosexuality in the Indian culture, Chadha scripts Tony, Jess’ childhood male friend, as a homosexual. Jess’ reaction to the news is indicative of a typical first-generation non-resident-Indian, a result of cultural conditioning. Her shock is portrayed through her exclamation, â€Å"But you’re Indian! † as if to say homosexuality is simply non-existent in the Indian culture. Jess soon recovers and displays an acceptance far greater than that of her own grandmother or Jules’ mother and tells Tony that she is â€Å"okay† with him â€Å"liking David Beckham†. While Chadha aims to resist and counter some stereotyping, the stereotyping of Indian communities as ‘backward’ and ‘conservative’ is still very prevalent throughout the film. Jules’ mother innocently typifies the Indian culture in her first encounter with Jess by making statements such as, â€Å"I bet your parents are fixing you up with a handsome young doctor soon† and â€Å"Jess, I hope you can teach my daughter a bit about your culture, including respect for elders and the like. † She soon learns of Jess’ involvement in Jules’ football club and meekly states, â€Å"I’ve never seen an Indian girl play football before†. Jules’ mother exhibits culture-blind behaviour and has very fixed notions about Indian culture; she exudes disbelief as Jess dispels these essentialising notions. Chadha further breaks free from the stereotyping of arranged marriages by scripting Jess’ sister, Pinky, as having a ‘love’ marriage. When Jess tells her teammates that her sisters’ marriage was a ‘love match’, the display of acculturation allows for her teammates to learn that the Indian culture is not as backward and conservative as is perceived. It seems that for an Indian family living abroad, the generational gap between parent and child is magnified by the overlay of cross-cultural aspects. Jess and her father share the same penchant for sport and both qualified to participate in quasi-professional teams in England. When both characters are on the receiving end of racial slurs on the field, they both react true to their cultural upbringing. Jess’ father demonstrates an ‘Eastern’ submission and interdependent self-concept by walking away from the sport and quashing any hopes of returning to the field. Jess, however, displayed a more ‘Western’ dominance and independent self-concept by physically retaliating, costing her a ‘red card’ and a temporary suspension from playing. The Eastern mentality of obedience is also noted by Chang et al (2007) in stating â€Å"anti-hierarchical behaviour is not allowed in Taiwanese workplaces†. The movie culminates in Pinky’s extravagant wedding, very true to Indian culture. As an unfortunate coincidence, the football Grand Finals are held on the same day, rendering Jess unable to attend her football match and compelling her to her sister-of-the-bride duties. Throughout the movie, Chadha depicts Jess’ parents in a harsh, dictatorial light however, her fathers’ wish for her happiness compassionately exceeds his own expectations, â€Å"If it’s the only thing that will put a smile on your face one the day of your sister’s wedding, go and play. Jess reluctance to leave suggests that she strongly identifies with family ties and cultural commitments. Urged by Tony, she ultimately leaves the wedding to play the last half of the football match, winning the game and landing an opportunity to play professional football in America. Through Relational Theory her parents understand that to have a meaningful social relationship with their daughter they must actively seek to understand her cultural viewpoint and schema. This feel-good film is a perfect illustration of Contact Hypothesis whereby Chadha has brought to life some contentious issues of Eastern and Western culture and allowed for a gradual process of cultural integration throughout the film. Concepts such as the gender roles, homosexuality, stereotyping and generation gaps are highlighted so as to demonstrate that multicultural societies should not invoke permanent differences, rather form fluid identities which enable people to accept and internalize all components of culture beneficial to their lives.