Cross Cultural Interactions with Others

Social workers, psychologists and educators alike, have a responsibility to develop cultural competencies. This implies a commitment to creating an environment of mutual understanding. â€Å"Cultural competence refers to the process by which individuals and systems respond respectfully and effectively to people of all cultures, languages, classes, races, ethnic backgrounds, religions, and other diversity factors in a manner that recognizes, affirms, and values the worth of individuals, families, and communities and protects and preserves the dignity of each† (NASW, 2000b, p. 61). Therapists focus on interactions with diverse clients and new situations everyday. Developing cultural competencies is essential towards meaningful communication. Research on person perception has suggested that the information we glean from others can be affected by factors such as appearance, stereotypes, and culture (Wang, 2009). The competency statements for review focus upon communication style (verbal and nonverbal) and how communication can influence others perceptions. In addition, a competency statement regarding high-and low-context communication from different cultural socializations is discussed. Most models of counseling assume that the spoken word is understood. However, when working with cross cultural clients, a host of deficits linger, which may lead to distance, vulnerability and misinterpretations. Verbal communication is important but can be easily misinterpreted across cultures. Words are powerful, but often forgotten. How one perceives the words is most often remembered. Words and what they mean in a cross cultural setting have a major role in a therapeutic setting. To fully understand a culture, it is necessary to understand the se of the cultures metaphors. Metaphors have their own historical origins and are culture specific (Laungani, 2004). The understanding of intrapersonal process of communication is essential and fundamentally important when working with ethnic clients. The therapist needs a clear understanding of the client’s subjective experiences, personal goals, daily behaviors and other significant areas to ensure communication value (Laungani, 2004). When verbal messages are unclear, we tend to look at nonverbal cues (LeBaron, 2003). During a therapeutic encounter between therapist and clients of different cultural backgrounds, it is imperative for all concerned to be vigilant and sensitive enough to read correctly the different verbal, non-verbal, and other physical cues the client knowingly or unknowingly may display to the therapist (Laungani, 2004, p. 196). Nonverbal communication is especially important in intercultural counseling situations because of language barriers (metaphors), set mannerisms, and cultural unfamiliarity. Research has agreed that nonverbal messages convey more than half of the affective meaning of each message (Launganie, 2004, Edmonds, 2010, Wang, 2010). Many emotions are similar across cultures, how they are expressed and interpreted is culture-specific. For example, a person of Japanese decent may smile as she relates details of a death in her family. For a Westerner, who understands a smile to mean happiness, this expression may seem cold and unfeeling. Based upon cultural beliefs in Japan, it is not appropriate to inflict the pain of grief on others (LeBaron, 2003). The understanding of high-and low-context communications from different cultures is significant because it plays an integral part in understanding and developing a relationship. â€Å"Direct and indirect styles of communication correspond to the concept of high-and low-context cultures. The United States is considered a low-context culture because of the linear and direct style of communication. On the other hand, China, Mexico, and Egypt are termed â€Å"high-context cultures† because communication is more contextual, process-oriented, and less rushed† (Fouad, 2007, p. 3). In examining the cognitive style of communication, Brooks (2004) noted that Americans follow a predictable sequence in their thought process. They tend to organize their thoughts in a linear fashion before speaking. Speakers, who have a more relaxed view on time, tend to meander to the point, such as Asians. Arab, Russians, and Africans, tend to insert stories and go off on tangents (p. 143). Cultures tend to attribute different levels of importance to nonverbal and verbal communication. High context cultures rely more on the unspoken word. They are concerned and focused upon the context and the person’s knowledge of the rules for communicating. For other cultures, a clear understanding of the message is less important because nonverbal behavior and the context are understood. Middle East, Asia, and Latin America are examples of high context cultural groups. United States and Canada are considered a low context culture because they place less importance on nonverbal communication and rely heavily on the spoken word (Fouad, 2007). According to (LeBaron, 2003) high context settings such as Japan or Colombia, understanding of the nonverbal message is more important than the communication as a whole. Therapists need to be aware of these differences so they can model appropriate behaviors for others (Fouad, 2007). â€Å"Gudykunst (2001) conceptualized high context communication to include the following communication styles: being indirect, inferring meaning, interpersonal sensitivity, using feelings to guide behavior, and the using silence. In contrast, low context communication includes: being dramatic, dominant, animated, relaxed, attentive, open friendly, contentious, and impression-leaving† (Park& Kim, 2008, p. 47). An emerging body of research has documented that â€Å"Asian cultures tend to adhere to high context communication styles, while European cultures tend to adhere to low context communication styles† (p. 47). Communication styles can be rational or emotional. For example, Brooks (2004) stated that Americans are considered to be more rational. On the other hand, Southeast Asians prefer to keep their emotions stable. Russians are known to be highly emotional (p. 144). In chapter 3, Fouad (2007) addresses the cross-cultural interactions with others. According to Fouad (2007) â€Å"sensitivity and understanding about different cultural scripts for verbal and nonverbal behaviors are essential because of the different formal and informal norms across cultures† (p. 43). This is an important message because you cannot have rapport and empathy without understanding, sensitivity, and knowledge of multicultural behaviors and values. Effectiveness with a client from another culture is dependent upon making educated choices involving communication. LeBaron (2003) noted that â€Å"all communication is cultural; it draws on how we have learned to speak and give nonverbal messages† (p. 1). The way we communicate to others depends upon the situation, individual personalities, and our mood. This coupled with a variety of cultural influences we already have can influence our communication choices. Communication is interactive and plays an important influence on the effectiveness of our relationship with others (LeBaron, 2003). Although some emotions are universal (a smiley face inserted in emails), others are subtle and often misunderstood (a wink). Facial expressions may be the only form of nonverbal communication that may be considered universal. Cultures interpret body language, gestures, posture and carriage, vocal noises (shrieks and grunts), and degree of eye contact differently (Edmonds, 2010). Gestures can be easily misinterpreted. For example, nodding your head up and down within the Western culture, suggests you agree. However, in the Middle Eastern culture, it means the opposite. Nodding your head affirmatively in the Middle East is a sign of disagreement. Moreover, in Japan, a nod is just a signal that someone is listening (Wang, 2010). Edmonds (2010) shares that the â€Å"OK† signal made by forming a circle with the thumb and forefinger refers to money in some countries, while in others, it’s extremely offensive reference to a private body part. Eye contact is another variable that is extremely important. In some cultures direct eye contact is valued. However, in other cultures, averting eye contact is a sign of respect. A simple gesture of thumbs up, may readily offend someone from a different culture. In Iran, this gesture is considered to be vulgar. Shaking hands when greeting may seem innocent, but in some countries this is rude behavior. In the Middle East, you should not hand an object to another person with your left hand. The left hand in the Middle East is reserved for personal hygiene (Edmonds, 2010). Others may be shy and touching is considered an intimate behavior. There are specific rules for personal space across cultures. There are different ideas about space when having a conversation. Research shows that Americans tend to prefer a large amount of space. Europeans tend to stand closer together when talking. It is suggested that this may be due to the fact that Europeans are accustomed to smaller places. Americans on the other hand, are used to larger homes and countryside’s (LeBaron, 2003). Personal space is not a concern for some cultures. Italians and Latino’s allow for open kissing with strong and long embraces to greet one another, whereas in the United States, such contact may be considered too sexual. Further studies have shown that Asian children cannot be touched on the head or it will damage the child’s soul. Each of these variables influences communication efforts (Edmonds (2010). As clinicians, we must strive to learn all we can about the culture of our clients. Remer (2007) introduces the butterfly effect. This effect refers to â€Å"those small differences in initial conditions may have severe consequences for patterns in the long run† (p. 93). Miscommunications can lead to frustration and a lack of trust, thus destroying a relationship. Conflict can easily occur or escalate if miscommunications are already in place. As an agent of change, this writer values diversity as an opportunity to learn. Professional expectations should never be lowered, they need to be developed and maintained in order to improve the quality of culturally competent services. Sensitivity and knowledge should be heightened in order to be a successful agent of change. Striving to be cross-culturally competent is a life long journey. It begins with each day being viewed as an opportunity to learn more about another person. Competence implies that one has the confidence and the capacity to function effectively outside of their culture zone. Despite the madness surrounding social service agencies, this writer is committed to supporting members of underrepresented groups. It is paramount to be committed to incorporating a wide variety of verbal and nonverbal communication skills in response to direct and indirect communication styles. A simple glance can affect the message you are sending and how others perceive you. Moreover, it is important to have a strong sense of self awareness. One must be accepting, comfortable and open to new and unfamiliar ways of communicating in order to broaden personal perspectives. The main focus is to remain objective, know that there are cultural differences, be able to identify subtle behaviors, and to trust your intuition. Alternative ways in which a therapist can be actively involved in cross cultural communication may include checking with clients for the accuracy of your interpretation when unsure. Raising a question about interpretations demonstrates interest, validation and establishes trust. Therapists may choose to move outside of verbal exchanges and use acting, puppets (young children), drawing, music, story telling, collage making and journaling. By allowing clients to be your teacher, one can enhance the relationship and establish competence. As an agent of change, specific objectives are to be met. First, diversity training should be offered. Coworkers will be asked to band together and search for consultants or facilitators to assist in the planning. Second, embrace research and gain as much knowledge as you can about your client’s culture. Third, frequent consultations with supervisors and colleagues are important to obtain performance feedback. Collaboration with others is an excellent way to remain grounded. As a therapist working with cross cultural clients, it is important to remember that although your mouth is closed, your body is talking.

Peking Opera

Modern observers in the West may not understand why, but they can certainly recognize when males are used to portray female roles in the Chinese theater. A quote from Act 2 Scene 7 of David Henry Hwang's opera, â€Å"Madam Butterfly,† provides a useful example of how and why males are used to play female roles. There, a male singer who plays female roles in Beijing Opera deceives a French diplomat into thinking he actually is a woman. He explains that males take the female roles â€Å"because only a man knows how a woman is supposed to act† This explanation resonates on multiple levels with varying degrees of irony, suggesting that gender is as performative in life as it is in theater. To this end, this paper examines how men playing the tan role in the Beijing Opera define and enforce the idea of femininity by performing the female role to determine how men perform femininity on stage in the Beijing Opera. A summary of the research is provided in the conclusion. Review and Discussion Background and Overview. The importance of actors and acting has long been celebrated in China; in fact, the first document concerning â€Å"actors† can be found in the Records of the Great Historian, written by Sima Qian (145-90 BCE), who was appointed to the court of Emperor Wu (reigned 141-87 BCE) of the Western Han dynasty (cited in Thorpe 269). Likewise, the use of male actors to portray female characters also has a long history in China, although many contemporary researchers consider its origins to be primarily in the last century and a half. According to Tian (2000), â€Å"The art of male dan –specialists in female roles — is one of the most important issues in traditional Chinese theatre, especially in jingju (Beijing or Peking opera)† (78). Beijing opera, or literally â€Å"opera of the capital,† emerged in the mid-19th century in China by incorporating components of huidiao from Anhui, dandiao from Hubei, and kunqu, the traditional opera that had predominated the country since the 14th century; performed in Mandarin, the dialect of Beijing and of the traditional elite, the jingxi musical verse plays came to be performed throughout China, although most provinces and many major cities developed their own operatic variants using local dialects (Brandon 2). As Beijing opera spread out from its original roots in Beijing to become an actual national theatre in China, there were some issues that arose concerning tradition and innovation. For instance, in his book, Diasporas and Interculturalism in Asian Performing Arts: Translating Traditions, Um (2004) reports that, â€Å"The art as performed in Beijing was considered the ‘pure' form, referred to as ‘jingpai' ([Bei]jing style). But somewhat paradoxically, innovation was only regarded as truly successful if it was recognized in Beijing. For instance, liupai, the schools or styles of acting representative of the creative work of individual actors, could only be established through the validation of Beijing audiences and critics† (161). Before the mid-20th century, Beijing opera was considered to be actor-centered, both in terms of performance as well as the creative process; this mindset meant that all major creative work was either accomplished by or supervised by the actors but even this creative work had be approved by Beijing (Um 161). In fact, â€Å"An actor's original composition, scripting, staging and performance achieved the power of long-term influence and continuity only when Beijing conferred liupai status† (Um 161). According to Brandon (2006), Beijing operas are highly conventionalized in terms of movements, costumes and makeup; the respective attitudes of the individual characters in Beijing opera products are communicated through traditional postures, steps, and arm movements. In addition, both actors and actresses wear carefully applied face paint to indicate which characters they portray and various acrobatic movements are often employed to suggest violence (Brandon 2-3). Other devices are also used in Beijing opera to communicate what may not be readily discernible to uninitiated Western observers, but which are immediately recognized by Chinese audiences. For example, musical accompaniment for Beijing opera is provided by a small orchestra of stringed and wind instruments, wooden clappers, and a small drum; brief interludes of spoken narration allow singers to rest periodically during the characteristically lengthy performances; these devices also carry with them understood conventions that convey important points to be made (Brandon 3). As noted above, the Beijing opera has traditionally employed an all-male cast, including males portraying the female parts; however, during the late 20th century, Beijing opera expanded its scope to admit female actors as well (Brandon, 2006). The most popular male performer in the Beijing Opera was Mei Lanfang, who played mostly female roles; he introduced the art form to an international audience by touring in Japan, the United States, and the Soviet Union (Brandon 3). In her chapter, â€Å"Traditional theater in contemporary China,† Elizabeth Wichmann (1988) reports that, â€Å"Beijing opera has been the nationally dominant form of theater in China for at least one hundred years. However, it is only one among more than 360 indigenous, or traditional, forms of Chinese theater currently being staged† (184). The salient features of Beijing opera today can be traced to the Yuan dynasty, when the particular styles of costume and makeup were indicative of the nature of the character wearing them (Wichmann 184). According to this author, â€Å"At least in terms of refinement and elaboration, the Beijing opera (jingju) and other allied styles of Qing dynasty regional theater probably represent the high point of Chinese stage costume, and their styles of ‘painted face’ makeup are more numerous and complex than the stage makeups of any other culture or period† (Wichmann 2). Likewise, the distinctive Beijing opera walking styles of the dan (female roles) and sheng are clearly recognizable in other traditional forms, just as are the stylized hand and eye movements of the huadan (Wichmann 2). Although some localized forms of theater have not include certain role types (the jing being the role type most frequently excluded), the walk, posture, and gestures techniques used for every other role type traditionally included in each form and can be recognized by modern Chinese audiences without fail as belonging to that role type throughout the various forms of traditional Chinese theater (Brandon 3). Vocal stylizations, though, in many cases are significantly different from one theater form to the next, being reflective of a specific role type and of the specific form of theater (Brandon 3). In Beijing opera, actors portraying female roles typically use distinctly different vocal ranges and tonal qualities, including extremely high natural register production, midrange chest-supported nasal production, and a type of vocal production that is similar to the yodel, in which the performer must have a very wide vocal range (Wichmann 187). According to Wichmann (1988), â€Å"Through their combined imagery, the vocal and physical stylizations of each role type convey the primarily Confucian values and resulting behavior patterns traditionally deemed appropriate by society for each type of role thus portrayed† (187). Historic Influences on the Use of Male Actors for Female Roles in Beijing Opera. Fortunately for contemporary historians, there is a good account of how male actors came to portray female roles in the Beijing opera in the historical records. According to Guy (2001), Beijing opera is just one of more than 360 different regional forms of Chinese opera that differ primarily according to the regional dialect used in song and speech as well as in their musical materials. â€Å"In comparison with many of the world's other great musical theater traditions such as Japanese Noh, Italian opera, or Javanese wayang, Peking opera is a relatively new form. Its birth is popularly traced to 1790† (Guy 377). In reality, though, the origins of the male dan role can be traced back much further in Chinese history. For example, in her essay, â€Å"Male Dan: The Paradox of Sex, Acting, and Perception of Female Impersonation in Traditional Chinese Theatre,† Tian (2000) reports that, â€Å"The tradition of the male dan can be traced back to ancient music and dance. It probably dates back as early as the Han dynasty (206 B. C. -A. D. 219)† (78). A highly regarded scholar of the Qing dynasty (1644-1911), Jiao Xun (1763-1820), cites a source suggesting that in the Han dynasty, there were also male actors that impersonated jinu (female singers and dancers), a tradition that served as the basis for the convention of female impersonation later called zhuang dan (Tian 78). By the end of the Wei dynasty (220-264), Emperor Cao Fang, who reigned from 240-254 CE, was reported to have enjoyed watching his young male jesters portray nubile young women whose excessive wantonness was an embarrassment to onlookers (Tian 78). Likewise, Emperor Xuan Di, who ruled from 578-579 CE of the North Zhou dynasty (557-581), issued a decree that required handsome young men of the city to dress as women and to sing and dance inside the imperial court for the emperor and his entourage (Historical records of the Beijing theatre cited in Tian at 78). During the reign of Emperor Yang Dig (605-616) of the Sui dynasty (589-617), from January 1 to January 15, a period in Chinese history when foreign princes and visitors were taxed by the Emperor in the form of tribute, thousands of singers and dancers gathered and performed in the country’s capital; the majority of these performers were dressed as females, and wore flowers and jewelry (Wang 190 cited in Tian at 78). By the mid-7th century, during the Tang dynasty (618-906), the Chinese empress requested that women be prohibited from taking part in any theatrical performance, a proclamation that resulted in the conventional segregation of male players and female singers and dancers employed at the court (Tian 78). Emperor Xuan Zong, who ruled from 712-756, was responsible for the development of the Liyuan (â€Å"Pear Garden†) and Yichunyuan (â€Å"Pleasure House†); the Liyuan used male performers exclusively while the Yichunyan used female singers and dancers (Tian 78). According to Tian (2000), â€Å"It is highly possible that the performances by the Liyuan actors might have involved female impersonation. It is clear that outside the court, jiafu xi (a performance featuring female impersonation) was part of various performances and entertainments in the Tang dynasty† (78). Historical accounts confirm that many male actors were proficient at playing female roles; furthermore, there is also historical evidence that confirms boys dressed as women performed for aristocratic families (Tian 78). During the Tang dynasty, a highly popular performance that involved female impersonation was the folk singing and dance performance known as â€Å"tayaoniang† (stamping and swaying wife). These performances were characterized by the wife being impersonated by a man, who complains about being beaten by her inebriated husband and sings to the rhythm of â€Å"her† dance while the audience responds in chorus (Cui 1959:18 cited in Tian at 78). Peking Opera Peking Opera Peking Opera is China’s national opera. Opera is so popular in China that they declared a â€Å"Peking Opera Month†. Peking Opera has been around for 200 years. â€Å"Its main melodies originated from Xipi and Erhuang in Anhui and Hubei respectively and, overtime, techniques from many other local operas were incorporated†. Peking Opera is said to have come to the front after 1790 when the famous four Anhui opera troupes came to Beijing. Peking Opera was developed quickly over the reign of Emperor Qianlong and the Empress Dowager Cixi under the imperial patron and became accessible to the common people.Peking Opera was originally performed on outside stages such as a teahouse or temple courtyards. The singers developed a piercing style of singing that could be heard over the loud orchestra. â€Å"The costumes were a garish collection of sharply contrasting colors to stand out on the dim stage illuminated by oil lamps†. Peking Opera incorporates parts from â€Å"The Grand Opera, ballet and acrobatics, consisting of dance, dialogue, monologues, martial arts and mime†. The â€Å"Nueva Cancion† Song Tradition Nueva Cancion† is Spanish for new song. Nueva Cancion â€Å"is a movement and genre within Latin American and Iberian music of folk music, folk-inspired music and socially committed music†. Nueva Cancion is seen as playing a powerful role in the social upheavals in Portugal, Spain, and Latin America during the 1970s and 1980s. Nueva Cancion started in Chile in the 1960s and was known as â€Å"The Chilean New Song†. Soon Nueva Cancion started to emerge in Spain and other areas of Latin America. Nueva Cancion renewed tradtitional Latin American folk music, and was soon associated with revolutionary movements, the Latin American New Left, Liberation Theology, hippie and human rights movements due to political lyrics†. Many Neuva Cancion musicians were often censored, exiled, forced to disappear and even tortured by â€Å"right-winged military dictatorships, as in Francoist Spain, Pinochet’s Chile and in Videla and Galtireri’s Argentina†. Neuva Cancion songs were so politically strong and because of this have been used in more recent â€Å"political campaigns, the Orange Revolution, which used Violeta Parra’s Gracias a la vida†.

Challenges of Incorporate Gen Y into the Workplace Essay

Challenges of Incorporate Gen Y into the Workplace - Essay Example Despite this, it is evident that the same generation counterbalances these negative traits by working well with specific managers aiming at meeting the corporate visions and values in addition to portraying their hard work to their employer in exchange for not only immediate reward, but also recognition (Alexander & Sysko, 2013). Alexander and Sysko claim that Millenials regard technology as their â€Å"sixth sense†. Thus, it is evident that this generation must incorporate technology into every aspect of their life. It is their extensive use of the technology that distinguishes them from other generations (Alexander & Sysko, 2013). Alexander and Sysko (2013) claim that the incorporation of the Millenial employees with other generations is often associated with confrontation from the Millenial employees. The Millenial employees often have ambiguous attitudes as well as conflicting behaviors (Alexander & Sysko, 2013). Millenials also carry their unique attitude and behavior to institutions. In tandem with this assertion, Alexander and Sysko (2013) argue that many Millenials portray not only a lack of drive and motivation, but also accountability in academia. They claim that the majority of the Millenials have the mindset of just showing up. Additionally, Alexander and Sysko (2013) claim that Millenials have an alarming attitude; being there to be entertained. The most disturbing element of the Millenials, however, is their lack of concern for the accuracy as well as the validity of the sources they use in carrying out their research. In other words, Millenials often portray unoriginality in everything they do (A lexander & Sysko, 2013). It is as a result of these qualities that it becomes very hard to mix Generation Y with other generations in a working environment. The attitude and behavior portrayed by the Millenials is as a result of their mindset. According to Alexander and

Independent Business Analysis Project Essay Example | Topics and Well Written Essays - 3500 words

Independent Business Analysis Project - Essay Example ................. 5. Personal development and action planning.................................................................. 6. Conclusions and reflections............................................................................................ 1. Introduction There is an inherent desire that is relatively universal, known as the similarity-attraction hypothesis, which states individuals tend to seek out others with similar characteristics. Such salient characteristics include personal interests, values, beliefs, skills and even age (Ward and Bochner 2001). Working professionally or even in the social environment, the similarity-attraction hypothesis dictates that it would be rather impractical that all individuals would have the adaptability and cognitive/psychological capacity to adjust within a team environment unless individuals shared the same salient characteristics. This demand for adaptability often creates culture shock, an inability to adjust to a differing culture wi thin an institution (Allison et al. 2012). Symptoms of culture shock vary from person to person, however it is a legitimate phenomenon addressing the psycho-social outcomes when attempting to amend inherent cultural characteristics to meet and address the cultural tendencies of a new cultural dynamic. One of the most fundamental skills gaps that I maintain is a lack of confidence in businesses that do not maintain what I consider to be appropriate expertise especially when I have discovered that my opinions and sentiments about various issues or potential business solutions are legitimate and supersede actual business practice. Culture shock becomes, then, a legitimate phenomenon that impacts team functioning and presentational prowess. To address this and other recognised skills gaps, I will be examining the phenomenon of culture shock and the characteristics required for proper and productive team-working that will provide the template by which to develop a personal plan of action of self-improvement within a future business dynamic. 2. Literature review – culture shock and acculturation The concept of culture shock is a very well-recognised phenomenon occurring with students and even business professionals. Individuals, inherently, tend to seek out other associates, friends or colleagues that maintain similar characteristics in order to find their own personal comfort zone within the social condition (Ward and Bochner 2001). Culture shock occurs when an individual is forced to work within a diverse cultural group or function within a differing social environment where cultural dimensions vary from home country culture. It is a feeling of personal disorientation and lack of personal comfort that occurs when attempting to acclimate oneself to a new culture (Knell 2007). At the psychological level, the inborn desire to socialise and work with individuals that share similar values, languages, and beliefs has significant impact on establishment of social belonging, a universal motivational need that is necessary to achieve self-esteem and the pinnacle of one’s full talents and ambitions (Weiten and Lloyd 2005). However, culture shock often becomes an outcome of being coerced to work with diverse individuals hailing from unique cultures, which can lead to a variety of symptoms ranging from depression and anxiety to even overt hostility (Nebreda 2012). Culture shock is a by-product of the inherent needs related to the similarity-attraction hypothesis where an

COPORATE FINANCE Essay Example | Topics and Well Written Essays - 3500 words

COPORATE FINANCE - Essay Example This capital need not be paid back to the investors as long as the company is in existence. Thus, equity source is the least risky source of fund from the view point of borrower. At the same time, when the company makes huge profit, the profit left after meeting all obligations might be distributed among the equity shareholders, and this is the most appealing factor of equity capital. That does not mean that company has to distribute capital whenever it makes residual profit (profit left after making all other payments). The decision to distribute or not to distribute divisible profit is ultimately taken by the Board of Directors. The return to ordinary shareholders (dividend/cost to the company) is paid after meeting all payments like dividend to preference share holders and interest payments to debenture holders and other long term suppliers of funds. Financial needs are continuous for any growing firm. As the needs for expansion and diversification enhances these days. This capital can come from debt or equity. When companies can finance themselves with either debt or equity, certain questions arise. Is one better than the other' If so, should firms be financed with all debt or all equity' If the best solution is some mix of debt and equity, what is the optimal mix' It is generally understood that the optimal capital structure of a firm is the composition of debt and equity which results in the minimum cost of capital. But the determination of an optimal capital structure is not an exact science. Firms have to first analyze a number of factors such as the firm's business risk, its need for financial flexibility, shareholder wealth maximization, survival against competition, assurance of a steady source of funds, acquisition and maintenance of a good rating in the market, profitability, and growth rate before deciding upon an app ropriate capital structure. All these factors are a pointer to one important fact, that, companies will have to search for the right capital structure which enhances firm value while minimizing costs. The capital required for investment, while often scarce, can be generated from a variety of sources. How firms choose among these various sources and why, have been the source of much debate in financial literature. Many theories have been developed to show the relationship between capital structure and firm value. There are different views on how capital structure influences firm value. Some authors argue that there is no relationship between capital structure and the value of the firm, whereas others hold that financial leverage has a positive effect on firm value. There are also some who take the intermediate approach that financial leverage has a positive effect on the value of the firm that is only up to a certain point and thereafter there will be negative effect, another contention that, other things being equal, the greater the leverage, the greater the firm value. According to the net income approach when leverage varies, the cost of debt and the cost of equity remain unchanged. Therefore, the weighted average cost of capital declines as leverage increases and the value of the firm will increase. Under the net operating income approach, the overall capitalization rate remains constant for all degrees of leverage and therefore, the value of the firm will remain unchanged.

Smartphone and the Lives of Americans Today Essay

Smartphone and the Lives of Americans Today - Essay Example Sarwar and Soomro identified the fields of business, education, healthcare, human psychology, and social life as some of the greatest beneficiaries of the Smartphone ‘craze†. However, the workplace, homes, schools, and healthcare providers are the chief users of mobile phones. This study takes a closer look at the phenomenon impact that Smartphones have had in the workplace, healthcare, socialization, and entertainment. Healthcare has greatly benefited from the introduction of Smartphones. Through the use of Smartphones, the face of healthcare has immensely changed not only in the actual provision but the participation as well (Sarasohn-Kahn 8). Information access has been the main hallmark of the internet. According to Sarwar and Soomro (220), 275 of Smartphone owners use it for online information search with 10 million of the Smartphone users in the U.S using the device to seek health facilities and information. The health information sought by the Smartphone users includes healthcare facilities, symptoms of diseases, and prescriptions. This proves that the Smartphones have significantly contributed to the emancipation of the American public of different aspects of their health. Smartphones have, therefore, helped work towards a healthier nation. With the ObamaCare going online, the Smartphone users who seek health services using their devices is yet to grow. According to Sarasohn-Kahn (7), in February 2010, the Apple Store had about 4000 applications that were intended for patient users. Application provider, Gartner, said that health applications were within the top ten applications in 2012. This trend is a testimony of the increasing acceptance of the Smartphones as an integrated healthcare platform.  

Creating a new business venture Essay Example | Topics and Well Written Essays - 2500 words

Creating a new business venture - Essay Example This mission is ideal since it seeks to consolidate the company’s commitment to provide quality transport services to different targeted customers in the healthcare sector. Vision To be the market leader in the transport sector where the company seeks to cater for the interests of different customers in need of healthcare related transport services. Brief description of your organization Accarpio Transport’s business model is based on the notion of establishing a company that will specifically offer transportation services for those in need. The company will target different categories of people in its operations as shown below. Transportation of those in wheelchairs, those who use walkers, and those who can walk. Priced reasonable so anyone that needs our services can have them. The strategy of offering reasonable prices is specifically designed to attract as many customers as possible since there are also other actors in this particular sector of business. This strate gy will help the company to gain a competitive advantage in its operations which is the essence of any business venture (Strydom, 84). Brief historical review Accarpio Transport The business model of the company is unique in that it seeks to offer transportation services that are not provided by most ambulance companies. Most ambulance services are primarily concerned with offering services to patients who want to be taken to the hospital from their respective homes. Some of the service providers only provide transportation to doctors who have appointments. However, Accarpio Transport will provide transport to people who want to perform different errands such as going to the grocery stores or shopping malls, visiting friends or any other errands such as going to the park for refreshment. Current Marketing Situation Market overview The company intends to prioritize various trends that will give it a competitive advantage over other actors in the transport industry. For instance, the company seeks to offer consistent transport services to all clients. It intends to fulfill all their interests and needs so as to create loyalty among them. The company also seeks to harness the philosophy that no transportation job is too small in its operations since it is designed to cater for different types of customers. Market segmentation In theory, market segmentation is described as the process of dividing a heterogeneous market into smaller segments of people who have similar interests (Kotler, 87). In this particular case, geo-demographic segmentation will be used by the company. Geo-demographic segmentation is loosely defined as the process of identifying groups of people in a certain area who have similar demographic characteristics such as age, gender as well as lifestyle (Kotler,88). For instance, people living in the same geographical location may share similar interests such as the use of the same transport services as well as their interests towards different marke t offerings. In this case, Accarpio transport will target individuals interested in carrying out their personal errands such as visiting the hospitals. The company will also target patients intending to use transport to different places such as shops for their personal business. Target market The company will mainly target hospitals and it will offer transport to people visiting patients or carrying out any other business. The company wil

Implementing international accounting standards Essay

Implementing international accounting standards - Essay Example "As markets converge and geographical borders no longer present the same trade barriers increasingly there is a need for globally accepted accounting standards. Business needs them, investors are demanding them and accountants are under an obligation to ensure delivery." Here the need for their implementation in the view of the largest professional body of accountants in the UK is expressed as being primarily for the progression of trade, as recent technological advancements in technology has resulted in a break down of previous trade barriers and we are now expected to compete in a world market. Groom (2001), saw the importance of international standards as being a key part of his 5 legged stool of trust, ensuring that investors in capital markets retain confidence and invest. This confidence has become core to the survival of these markets, especially in the light of recent high profile collapses such as Enron in the US and One.Tel in Australia. Since the 2002 decision of the EU the interest in the implications of IAS's and their implementation, along with their costs and benefits, has risen. The core of this debate and the ultimate benefit of International standards to the UK as a whole will be discussed in the remainder of this text with specific focus upon the benefits and costs to both quoted and non-quoted companies. Currently there is significant concern in the UK that there... It is this lack of awareness which is likely to cause considerable increases to costs required to implement the standards when the ASB does converge, as this is no small task and requires a planned strategy.It is hard to actually assess the cost which has already been incurred by listed companies since the 1st of January implementation date, as a full year of trading has not quite been completed and therefore there has been limited analysis as yet, therefore the bulk of this analysis has to be based upon theories and analyses undertaken before implementation in the EU and is therefore, to some extent theoretical. The costs of implementing these standards have been widely discussed and most of these will affect both quoted and non-quoted companies, however they will differ in their extent. The bulk of these costs will be incurred in the education of the users of these financial statements; any stakeholder of the business for which the financial statements are being prepared, will be effected to some extent, and will need to be educated in order for the company to survive the change. Stakeholders are extremely influential and include banks and lenders, auditors and shareholders, a business needs to educate these people on the change and its impact upon their financial statements, and in this education other costs will be incurred. Gerhardy points out that banks and lenders will require reclassification of debt and equity, leading to dividend payout issues, and the reclassification of debts will lead to renegotiation costs with lenders, this will lead to strategy issues and a need for good communication of the effects IFRS will have on business with the shareholders, all of which will result in significant cost to all

My Favourite Book Essay Example for Free

My Favourite Book Essay My favourite book is The Old Man and the Sea by Ernest Hemingway. This story is one of the well-known works of the writer. The author depicts the characters of the old man and the boy and their relations very vividly and skillfully. Santiago, the old man, was one of the writers beloved characters. The old man was a born fisherman, but he was not a butcher and fished only for a living. He was very lonely. He had a devoted friend the boy, Manolin. The boy loved the old man for his kind heart, his devotion to the sea. Manolin was like a son to Santiago. He took care of the old mans food and his belongings. The old man was glad to pass his experience to the boy. He looked forward to going to the sea together with the boy. All Santiagos life had been in preparation for the battle with big fish. He knew that he had been born for this and it was time to prove it. A strong man at last had met a strong fish. The battle was a difficult one and full of danger. Though the sharks had eaten the fish and nothing had left but the backbone, the old man had morally won the battle. Santiagos words man can be destroyed but not defeated are the main idea of this story. The Old Man and the Sea is a masterpiece for its imaginative language and the description of nature.

The Different Types of Clouds Essay Example for Free

The Different Types of Clouds Essay Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept: c. Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow. Objective: Students will create a picture that shows three different cloud types (Cirrus, stratus, and cumulus). Student Materials: 1 piece of blue construction paper per student 3-4 cotton balls per student bottle of glue per 4 students crayons Management Strategies: This lesson is intended to be an introduction to cloud types and is appropriate for large group (whole class) instruction. The complete lesson will take about 50 minutes. Cooperative group work is not required, but could be implemented at the teachers discretion. Procedure: 1. Begin the lesson by discussing the weather at the time. Ask probing questions like, What is the difference between the weather today and the weather yesterday? , What kind of an effect do you think clouds have on weather? or What makes one loud different from another? . 2. Show the students selected pictures from the book Spacious Skies and a series of pictures from the laser disc. Talk about what they are seeing by discussing the different characteristics of the clouds. Be sure to point out height (elevation), texture and color. 3. Introduce the four types of clouds with which the class will be working. These clouds are cirrus, stratus, cumulus, and cumulonimbus. Write the four names on the chalkboard and ask the class to describe each type (where it would be found, what it looks like, its color). While working on ach name, use the corresponding picture from the laser disc. When the class is done listing characteristics, ask them to place the four different types of clouds in the appropriate spot on the cloudscape that youve created. 4. Explain to the students that they will be responsible for making a cloudscape. They will be using construction paper, cotton balls, glue and crayons to create a scene that incorporates all four of the cloud types discussed. Their cloudscape must show the clouds in relation to ground level and the clouds should depict the attributes discussed by the class. Their scene should include buildings as well as the ground. They will have 15-20 minutes to complete this activity. 5. Bring the class back together as a whole by having the children present their cloudscapes to the class. Make sure that they explain what each cloud is and its relation to the horizon. Concept: Cloud formation results when warm, humid air rises and cools, causing the water vapor in the air to condense and form clouds. Teacher Materials: a large Jar a plastic bag of ice that will fit over the Jar opening a pitcher of warm water 1 sheet of black paper flashlight -matches Student Materials: pen and paper to record observations Optional Extension Student Materials: more Jars, bags of ice, black paper, flashlights, and warm water flour sand cedar shavings any other particulate materials white construction paper newspaper crayons Teacher Background Information: -collected dust Sunlight causes water to evaporate into the atmosphere. This air containing the water vapor is heated at the surface of the earth and rises. As it rises, it cools and the water vapor condenses on some form of particulate matter such as dust, ash, or moke to form clouds. Management Strategies: This activity would be most appropriately done with small groups so that all students can view the cloud formation in the Jar. Other class members could be working on researching the different types of clouds, drawing and labeling these clouds, researching and drawing the water cycle, working on a forecast for the rest of the day based on the clouds in the sky, etc. The activity itself should not take more than 10 to 15 minutes. For safety reasons, students should not be allowed to handle the matches. Also, students need to be careful around the glass Jars. Much of the following procedure will vary, depending on students reactions, comments, and levels of understanding. Procedure: 1 . Ask students what some of the different types of clouds are, what they are made of, and ask the focus question, how do you think clouds form?

My Teaching and Learning Paradigm in the Classroom

My Teaching and Learning Paradigm in the Classroom Introduction Every educator should possess his or her own unique set of teaching philosophy which suits the ever-changing needs and demands of education in todays society. Exploring and developing the beliefs of teaching plays an important role in contributing to the success of an educator in the teaching profession because our beliefs can generate our own confirmation. This teaching philosophy has been shaped by my personal experience when serving my alma mater as a relief teacher, as well as my prior experiences in teaching experience and teaching assistantship as a trainee teacher. It will serve as a basis for my embarkation to the profession of education with the aim of success in teaching. My Belief of Teaching and Learning Paradigm My core belief of teaching has been carved out based on the saying of a Greek philosopher, Socrates Education is the kindling of a flame, not the filling of a vessel. Personally, I would like to further build this belief upon the old saying If I give a man a fish, I feed him for a day; if I teach him to fish, I feed him for a lifetime. So, which came first, the chicken or the egg? If my student were to ask me this question, I would probably smile at him and reply, Why dont you find out and tell me? Many times during my interaction with young children through my teaching experiences, I was often stumbled upon the questions posed by the inquisitive minds of theirs. While there may be not definite answers to their questions, I often did not give them the answers directly. This is what shaped my core belief about teaching learning is that it is not just only a process of acquiring knowledge or skills (dictionary.com, 2012) but also a journey of discovery where sometimes the process of discovery is more important than the discovery itself. It is important not to spoonfeed the children with answers. My Teaching Belief: Now and Then Role of the teacher: To cater to Differentiation and Adaptations In this 21st century, it is a generation armed with myriad of technologies. The power of IT allows an individual to google for the answers just by a few clicks in a space without boundaries. So, one may question the role of the teacher since most answers to questions can be found on the internet. A teacher takes up many roles, one of which is to teach. And so, what if the information found on the internet does not suit the appropriate level or the learning style of the child? In my view, this is where the important role of the teacher comes in. In the past, I used to think that having a single-way approach of tackling the concept is sufficient, and assume that all children would be able to understand what is being taught. However, after taking this course, I come to realise that every child is a unique individual with different learning styles: visual learners, auditory learners, tactile learners as well as Kinesthetic learners. This is even more crucial when it comes to dealing with children with special needs. It is important not to assume, as it often does not reflect the reality. It is also essential for the teacher to adapt to the differentiation of the child. However time-consuming and taxing to modify the curriculum and the 8worksheets it may seems, I believe it is all worth it as the child would be able to learn something new that would benefit him. In my opinion, the teacher has to package her lessons in a creative and dynamic way, at the same time, tailoring to suit the individual students with a myriad of different learning styles. There is never a one size fits all approach in anywhere, including the classroom, as well as the internet. To me, what the teacher does is to try her best and tailor the content to the ability of the class. Hence, it is essential that the teacher examine the profile of each individual student before the semester. Perhaps, it is also ideal to find out the learning styles of each child prior to the lesson from their parents or from the former teachers. However, if time does not permit, this could be done over the semester, when one has taught the class for a period of time and knows the different learning styles of each individual child. According to Gardners theory of multiple intelligences, there are a total of 8 intelligences: linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, naturalist, intrapersonal, interpersonal. It is important for the teacher to approach a concept in a variety of ways. Hence, for my upcoming Practicum 1 and 2, I would be more tactful in including different approaches, such as including Youtube videos, songs, poems, story-telling, hands-on experiments into my lesson plan to cater to the different learning styles of my students. Of course, there are many other roles of the teacher which include: counsellor, mentor, friend, disciplinarian, group dynamics facilitator, motivational speaker etc. This would also mean that the many roles of a teacher entail the never-ending list of workload. This is when the problem seeps in, when one has to struggle with the issue of work-life balance. To me, work is never-ending and time waits for no one. It is crucial that the teacher adjusts his or her working style, to deal with each matter one at a time. This would avoid creating unnecessary stress which is unhealthy to oneself. Parents, too, have special needs In the past, I used to think that the main challenge I would face is the children, especially those with special needs. However, after taking this course, I was taught to rethink and view things from the perception of the parent. It is not only some children who have special needs some parents, too, have special needs. In this generation where parents are generally more educated than in the past, they do have a high demand from the teachers of their children. Sometimes, these demands are something that supersedes expectations which can be way beyond our limits. Encounters with parents of children with challenging behaviour can come in a variety of forms and for a variety of reasons. It is worth remembering that sometimes they are flooded with a range of strong emotions triggered by nothing to do with school. Hence, it is essential not to take their comments personally and put you down. Ultimately, it is the children that we have in heart. In fact, I used to have this mentality to why I should take up the role of a parent when I am just a teacher. Besides, I am only in my early twenties and I cannot see myself behaving like a mother who possesses all the motherly traits. I would tend to draw the clear line between the responsibilities of a teacher and a parent. Also, I would think that it is the responsibility of the parent to build a positive upbringing in the child. However, I realised that every family has their own problems. Sometimes the parents are in denial that the behaviour is unacceptable and feel the schools expectations are unreasonable. It can be difficult to deal with such parents (Rogers, 2004). However, it is important to remain professional and not to give in to the temptation of throwing in the towel. Even though, I still do not think that a teacher should take up a role as a surrogate parent, however, I am able to emphasise with their situation more compared to the past. I believe it is important not only to cultivate collegial and pupil relationship, but also parental relationships. Creating a Positive Primary Classroom Environment A classroom is the place where a teacher will be most involved during his or her professional career as a teacher (Louradusamy, Myint, Quek Wong, 2003). Hence, creating a positive primary classroom environment for the pupils is an integral part of good classroom management (Weinstein, Miganana Romana, 2011). I strongly believe in this and have integrated it as part of my teaching philosophy after taking up this course. In additional, a classroom management reflects about my philosophy of teaching and learning, which tells a lot about me who visits my class (Louradusamy et al., 2003). According to Doyle (1986), the classroom may be considered as an ecological system and viewed the classroom as a unique unit in which the teacher and the pupils interact for a purpose of teaching and learning to take place. Given the already overload work that teachers have to juggle with, I used to think that going to the extent of having an attractive classroom may be over demanding and impractical. However, after going through the teaching experience at Lian Hua Primary School, one of the things that captured my attention is the class pets a tank of guppies with iridescent colours and a furry Winter White hamster at the back of the classroom. Having to observe the class from the back of the classroom, surprisingly, it does not feel like an ordinary classroom to me. The entire feeling felt at the point of time was a brand new feeling that I have never felt before in a classroom. It felt more like a study room to me, rather than a typical classroom. After careful observation, I realised there was even a mini reading corner, with carpeted floor, and bean bags. By the side of the windows, there were pots of green bean plants with the students name labelled on each pot. Apparently, that was a science exp eriment and the pots of plants were the works of students. The greenery brought the classroom closer to nature, and together with the pets corner and reading corner, they add vibrancy to the dismal classroom setting. At the end of the lesson, the student surrounded the cage and fed the hamster and guppies. One of them even picked up the hamster and gave it a few strokes at its back. Of course, I had burning questions flashed in the mind who is going to take care of the hamster? Who is going to change the water in the tank? Who is going to dust the bean bags? As such, I spoke to the form teacher of that Primary 5 class. He said that the class pets are there to instil the sense of responsibility and to build a caring classroom culture. The students have a class duty roster where students will take turn to feed and clean the cage of the hamster and the guppies. He also emphasized that this takes time to build but the end result is often worth every efforts put in to create a positive classroom environment. True enough, the students I mingled with said that they do not find it a hassle to take up the duties of cleaning the cage and feeding the pets, Theyre part of our 5G family. The conversations exchanged with the students gave me further affirmation that it is all worth it to consider the aesthetic part of the classroom. In the future, I would definitely make the classroom attractive and pleasure-looking. Conclusion In the midst of the 4 years training as a student-teacher, I have been told of the endless stories by in-service teachers as well as ex-teachers, about how taxing and demanding teaching can be. Undoubtedly, it is hard not to feel disheartened, sceptical and even fearful about what is lying ahead of me. However, I believe that one should not let the self-fulfilling prophecy take effect (Myers, 2004). One should be positive and should embrace the future. While it does not pay a lot in dollars to be a teacher in Singapore, the psychological and emotional rewards are more than suffice the light up look on a face when a seemingly unfathomable concept is finally grasped and understood; the thank you cards from the students; and the internet satisfaction of knowing that you have made a difference that left an undeniable mark on the future. This is my teaching philosophy that I have developed thus far, and it will continue to evolve when I embark on my 4 year of teaching career. (2031 words)

Cinema in Toni Morrisons The Bluest Eye Essay -- Toni Morrison Bluest

Cinema in Toni Morrison's The Bluest Eye In Toni Morrison’s novel, The Bluest Eye, characters learn how to perform social roles though film. Pauline goes to the movies in search of a more glamorous identity. Instead, the unattainable beauty she sees onscreen reaffirms her low place in society. Laura Mulvey’s article, Visual and Other Pleasures, explains film’s ability to indoctrinate patriarchal social order. This ability is certainly applicable to Morrison’s novel. Film reinforces the Breedloves’ place in society, teaches Claudia to love Shirley Temple and constructs women as sexual objects for pleasure. Mulvey’s article also examines the powerful, active male gaze. In The Bluest Eye the female gaze is constructed as dirty, unnatural and wrong. Women and children in this novel are relegated to the role of passive sexual objects. Little girls are subjected to the gaze of Cholly and Soaphead Church. Mulvey defines this type of gaze as fetishistic scopophilia. In both Mulve y’s article and Morrison’s novel film is used as an instructional tool to create identity and reinforce social and gender roles. Film’s power to enforce social order is revealed in Pauline’s trips to the movies. She is drawn to the physical beauty and therefore taught to value beauty above anything else in society. Pauline receives an â€Å"education† from the movies. â€Å"It was really a simple pleasure, but she learned all there was to love and all there was to hate† (Morrison 122). Pauline learns how to order her world though film. She is taught to love beauty and hate ugliness. Film, however, also teaches her to hate herself because of her ugliness. At first Pauline identifies with the beautiful white women she sees in the movies. ... ...so presents the idea of scopophilia and active male gaze. Morrison further examines these ideas by constructing an active female gaze. When Pecola and Claudia experience this type of gaze they do not feel powerful, but sinful. Morrison also depicts women in the role of passive sexual objects. These women are forced to submit to the male gaze and are powerless to control it. In The Bluest Eye Morrison examines Mulvey’s assertions about the role of cinema, the active male gaze and the passive female. She proves cinema’s ability to assign social scripts and the total domination of the active male gaze over little girls. Works Cited Morrison, Toni. The Bluest Eye. New York, New York: Penguin Group, 1994. Mulvey, Laura. â€Å"Visual Pleasure & Narrative Cinema.† Visual and Other Pleasures. Bloomington, IN: Indiana University Press, 1989. 14-26.

The main differences I am going to look at are the management styles :: Business and Management Studies

The main differences I am going to look at are the management styles related to each of the companies. Introduction This report is looking at the key differences between the two companies that I have been independently researching. The main differences I am going to look at are the management styles related to each of the companies. It also looks at the different structures within the company such as the hierarchy of the company and the range of managers. Ethics is also going to be a key difference between the following companies as they have very separate ideas of what are good/bad behaviors for a business. Both companies are worldwide and well-recognized businesses with thousands of employees and multimillion-dollar profits. Company X In 1975, two teenage friends formed a company. It sold a form of computer language for a self-assembly kit computer based upon Intel processors. The friends were Bill Gates and Paul Allen, they named the company Microsoft. Revenues and profits rose dramatically in the early years. Windows 95 was what really put Microsoft on the map as they started to make billions of dollars in profit each year. Now Microsoft is one of the most profitable companies in the world and Bill Gates is the wealthiest man in the world! Microsoft is now installed in nearly all computers around the world; personally I have never been on a computer that isn’t being run by Windows. That gives you an idea about how big Microsoft really is. Another big issue that concerns Microsoft is the fact that on your average high street there will not be a Microsoft shop. There are not many Microsoft shops in the whole of the U.K. but it is used in nearly every large companies and shops in the world. The Microsoft headquarters are found in the USA but also have separate smaller headquarters around the world. Company Y McDonalds is the world leading food services in the world today; it has 30,000 restaurants in 119 countries and serves 47 million customers each day of the week. It is also one of the most well recognized companies such as Microsoft. It all started in 1955 a good 20 years before the likes of Microsoft. McDonalds is a franchised company meaning a different person owns each restaurant but all have to pay McDonalds main company at one time or another. They’re about 2,800 employees under the McDonalds name. The headquarters for this company is just outside Chicago, in Oak Brook. Each country has its own individual headquarters but all report back to the one in Oak Brook. Even though these two companies seem the same they are very

Explanation of the research proposal Essay

# central research question: Research questions steer the student’s research, and the central research question should reflect the subject of research in a concise way. # theoretical (desk) research questions: Questions should reflect relevant theoretical concepts that apply to the topic under research by the student, i.e. from marketing, finance, business environment. The theoretical framework should be taken into account when formulating theoretical research questions. New theories will receive extra points! Students can improve the structure and categorize the questions under themes (categories), such as: * Strategic management (Competitive Grid, BCG, Ansoff, Abel, 5-forces, competitive strategy, PLC, PEST, SWOT, etc), * Marketing (4Ps, positioning, targeting, branding, CRM, branding, etc). * Operations & SCM (process strategy, SCM, inventory management, lean systems, forecast & demand driven systems, resource planning , and others). * International business (FDI, strategy & organization of int’l business, entry models, barriers to trade, etc). * Finance & accounting. The choice of topics also depends on how broad or narrow the student wants the research topic to be. # empirical (field) research questions: Students should think about what they want to find out by doing field research, and formulate research questions about these issues. They will need to identify the populations that they want to research and formulate research questions for each of these populations. One way to structure empirical research questions is using the research populations at categories. What is it you want to learn from these populations? But, formulate research questions, not questionnaire or interview questions! Research objectives: Objectives should reflect briefly what the student wants to achieve by the research project. Philosophy: Interpretivism – the view that all knowledge is a matter of interpretation. From the book: â€Å"A People’s History of the United States†, Howard Zinn: â€Å"But there is no such thing as a pure fact, innocent of interpretation. Behind every fact presented to the world – by a teacher, a writer, anyone – is a judgment. The judgment that has been made is that this fact is important, and that other facts, omitted, are not important.† * Positivism: 1 + 1 = 2 * Interpretivism: 1 + 1 = 3 # research approach: deductive/inductive: * Deductive is applying theories in desk research; * Inductive is developing theories, or new insights, by doing field research. # cross-sectional/longitudinal/exploratory/ descriptive/explanatory studies. * Cross-sectional means studying the here and now. * Longitudinal means studying developments over time by doing * exploratory, descriptive, and explanatory studies. Research strategy # Desk research: * Theoretical research questions drive desk-research. * IP-8 is an academic assignment and presenting issues in a theoretical context is a requirement. * IP-8 requires students to apply theories and models to a ‘real life’ business problem and to organize proprietary original field research. * Desk-research Desk research is done to answer the theoretical research questions and includes selecting and studying the theories and information relevant to the research topic. Students should explain how they will collect quantitative and qualitative data by doing internet, database and literature research. # quantitative secondary data: examples of texts, authors should be given. * # qualitative secondary data: Specific sources should be presented. * # internet research: Specific sources should be presented. Use of school databases is expected. * # literature research: Use of school library sources is expected. * Theoretical framework * Area – field – topic: when selecting the theories that apply to the research topic, students will describe the theoretical framework of their research topic. In the theoretical framework allows students to broaden or narrow down their subject of research. * # The area is the broader context, such as strategic management, marketing, finance, or logistics; * # The field is more narrow, such as for example competitive strategy, customer service, flow strategies of production and distribution, financial performance measurement, etc, depending on the topic of research. * # The topic is usually the central research question. * # primary – secondary – tertiary sources of secondary data: Specific sources should be presented. * # secondary data: document/survey based (CBS): Specific sources should be presented. * # referencing method: IBMS referencing method should be used. Field-research Empirical research questions drive field-research. # case-study: When students work with a sponsor, the research is often called a case study, because they do research that applies to a particular case, the sponsor. The sponsor company provides access to empirical data. # research populations: sampling frames: Students should do the following when they organize their field research: # formulate empirical research questions that will be answered by doing field research, # choose the research populations that can answer these questions, and possibly get a sampling frame (a list with names or items in the population), # select the research methods (interviews, surveys, observations) for each of the research populations that will be used to extract the information, # then select the sampling method (probability, or non-probability sampling) for each of the research populations. # observations/interviews/survey with questionnaires: Student should explain briefly why methods are chosen for each of the research populations. Sampling method for each of the research populations: # probability sampling (simple-random/ systematic/stratified-random/cluster sampling): Student should explain briefly which sampling methods have been chosen for each of the research populations and why. # non-probability sampling (quota/purposive/ snowball/self-selecting/convenience sampling): Student should explain briefly which sampling methods have been chosen for each of the research populations and why. # sample size: Student should explain why sample sizes haven been set, and how. # reliability/validity: Student should reflect on the consistency and representativeness of potential findings from the research populations that have been identified, and the truthfulness of potential findings. Empirical framework # environment of field research: Sponsor company provides access to empirical data. Student should briefly describe the environment of their field research, the sponsor company, and the research populations. # research populations (sources of primary data): Students describe the research populations of their field research which may consist of the sponsor company, representatives of departments, experts, customers, suppliers, competitors, etc. In the empirical framework more detailed information is provided about the research methods, observations, the type of the interviews and the questionnaires used in the survey (if applicable), and the type of data that is expected to be collected. Note: There is redundancy in some of the issues presented in the checklist under field research, research populations, sampling, and empirical environment. Students may refer to earlier parts. # observations: Observation is systematically observing people and/or processes. Observation might be an option for students doing a case study, but is often difficult to organize. # interviews: fully structured/semi-structured/ unstructured: Student should provide details about the type of interviews for each of the research populations. # surveys: self-administered/ interviewer administered questionnaires: Student should provide details about the type of surveys for each of the research populations. # opinion/behavior/attribute data: Student should provide details about the types of data will be collected from each of the research populations. Time table: Is time-table realistic and meeting deadlines?

Jehovah’s Witnesses

There are various Christian sects that deviated from the Roman Catholic religion. One of them is the organization of Jehovah's Witnesses. The organization was formally established around 1870's in Allegheny, Pennsylvania (Watchtower, 1984, p. 203). â€Å"At first they were known only as Bible Students, but in 1931 they adopted the Scriptural name Jehovah's Witnesses†¦ Their beliefs are†¦ a restoration of first-century Christianity† (Watchtower, 1984, p. 203). Jehovah's Witnesses base their beliefs in accordance to the New World Translation bible. Thus, they refrain from celebrating popular, pagan practices such birthday celebrations and holidays. They also remain neutral in government affairs and abstain from blood transfusion. Witnesses do not partake in pagan festivities and activities that humans have decided for themselves. This is because they firmly believe that it contradicts bible principles and teachings. They also desire to have an everlasting life and live under God's kingdom. In order to do this they have to disassociate from anything that is not in relation to the bible. In addition, Witnesses' concept of soul, hell and baptism are also derived from the bible. Witnesses immerse themselves in religious activities such as regular bible study, publication study, and attendance meetings to gain more knowledge about Jehovah. This enables them to effectively vindicate his name, which they do by actively participating in service-also known as door to door preaching. Witnesses have thoroughly researched the origin of birthdays. In their publication, Reasoning from the Scriptures, it states that [t]he various customs with which people today celebrate their birthdays have a long history. Their origins lie in the realm of magic and religion. The customs of offering congratulations, presenting gifts and celebrating- complete with lighted candles- in ancient times were meant to protect the birthday celebrant from the demons and to ensure his security for the coming year†¦ (Schwabische Zeitung [German magazine] cited in Watchtower, 1989, p. 69). Also, [t]he custom of lighted candles on the cakes started with the Greeks†¦ Birthday candles, in folk belief, are endowned with special magic for granting wishes†¦. Birthday greetings have the power for good or ill because one is closer to the spirit world on this day (The Lore of Birthdays cited in Watchtower, 1989, p. 69-70). In addition, holidays such as Christmas, New Year and Easter also come from pagan traditions. Christmas was set on December 25 because it correspond[s] to pagan festivals that took place around the time of the winter solstice, †¦ to celebrate the rebirth of the sun†¦ The Roman Saturnalia (a festival dedicated to Saturn, the god of agriculture, and to the renewed power of the sun), also took place at this time†¦ Encyclopedia Americana cited in Watchtower, 1989, p. 176). Also, â€Å" ‘[d]uring the Saturnalia†¦ feasting prevailed, and gifts were exchanged. ‘† (Encyclopedia Americana cited in Watchtower, 1989, p. 178). Moreover, the early Christians considered the celebration of anyone's birth to be a pagan custom†¦. [This is because] [b]irthday celebrations were held in honor of pa gan deities. For example, on May 24 Romans celebrated the birthday of the goddess Diana. On the following day, they observed the birthday of their sun-god, Apollo. Hence, birthday celebrations were associated with paganism, not with Christianity (The World Book Encyclopedia cited in Watchtower, 2005, p. 157). This does not mean that Witnesses do not engage in gift-giving. Witnesses give gifts to other people but they just practice this throughout the year, when it is not expected, instead of just a couple of occasions in a year such as Christmas and birthdays. To put it in line with the scriptures, 2 Corinthians 9:7 states â€Å"Let each one do just as he has resolved in his heart, not grudgingly or under compulsion, for God loves a cheerful giver† (New World Bible, 1984, p. 447). Thus, occasions such as Christmas and birthdays forces a person to get something for another individual even though they may not want to. Generally, people are expected to do this because the occasion expects them to do so. Likewise, New Year was established by Julius Caesar on January 1 in 46 B. C. to dedicate a day to the Roman god Janus- deity of gates, door s, and beginnings (The World Book Encyclopedia cited in Watchtower, 1989, p. 180). Besides, the eggs associated with Easter â€Å"is the emblem of the germinating life of early spring†¦ The rabbit is a pagan symbol and has always been an emblem of fertility† (Watchtower, 1989, p. 179). Easter in fact â€Å"bears its Chaldean origin on its very forehead. Easter is nothing else than Astarte†¦ the queen of heaven†¦ [also] the dyed eggs of†¦ Easter Sunday, figured in the Chaldean rites just as they do now† (The Catholic Encyclopedia cited in Watchtower, 1989, p. 180). In short, Witnesses do not condone merry-making, gathering of family members and close friends and even gift-giving. The only thing that they have a problem with is in regards to the origin of birthdays and holidays. To stress the importance of the fact that origins do matter, [s]uppose you saw a piece of candy lying in the gutter. Would you pick up that candy and eat it? Of course not! That candy is unclean. Like that candy, holidays may seem sweet, but they have been picked up from unclean places (Watchtower, 2005, p. 159). Another matter that Witnesses do not engage in is political affairs and anything that is related to it such as saluting the flag, singing the national anthem and being enlisted in military service. Witnesses emphasize the scripture in John 18:36 to support this belief. John 18:36 states what Jesus said when he was on trial before the Roman ruler Pilate, â€Å" ‘My kingdom is no part of this world, [because if it is] my attendants would have fought that I should not be delivered up to the Jews. But†¦ my kingdom is not from this source† (New World Bible, 1984, p. 1356). This clearly shows that earthly kingdoms of any government entity do not deserve utmost devotion because they will not be able to provide eternal salvation (N. Sarmiento, 2008). In addition, Witnesses avoid blood transfusion at any cost. Abstaining from blood is stated in Acts 15:28, 29 The holy spirit and we ourselves [the governing body of the Christian congregation] have favored adding no further burden to you, except these necessary things, to keep from abstaining from things sacrificed to idols and from blood and from things strangled and from fornication. If you carefully keep yourselves from these things, you will prosper†¦ (New World Bible, 1984, p. 1383). Notice that blood is in the same category as idolatry and fornication. Therefore, [i]n God's eyes, our doing that [abstaining from blood] is as important as our avoiding idolatry and sexual immorality†¦ w]e are wise, then, to put our trust in the rightness of God's law†¦ [Witnesses] are sure that the Creator of blood knows what is best for them† (Watchtower, 2005, p. 130-131). Thus, the gravity of the matter is considered a very serious offense once it is committed. In addition, the only proper use of blood is to atone for one's sins. Leviticus 17:11 states, â€Å"For the soul of the flesh is in the blood, and I myself have put it upon the altar for you to make atonement for your souls, because it is the blood that makes atonement†¦ † (New World Bible, 1984, p. 159). Hence, Israelites used to sacrifice animal blood to atone for their sins. In earlier times, people have refrained from eating animal's blood. Considering this is the case, how much more so should people avoid human blood? â€Å"Minicius Felix (third century C. E. ) [says that]: ‘So much do we shrink from human blood, that we do not use the blood even of eatable animals in our food. ‘† (Watchtower, 1989, p. 72). Thus, Witnesses reason that In a hospital, when a patient cannot eat through his mouth, he is fed intravenously. Now, would a person who never put blood into his mouth but who accepted blood by transfusion really be obeying the command to ‘keep abstaining from†¦ blood'? Acts 15:29) To use a comparison, consider a man who is told by the doctor that he must abstain from alcohol. Would he be obedient if he quit drinking alcohol but had it put directly into his vein? (Watchtower, 1989, p. 73). Witnesses stick to their convictions because they follow what the bible says. Thus, they deem that â€Å"beliefs and practices of t rue religion are not based on human views and tradition. They originate in God's inspired Word, the Bible† (Watchtower, 2005, p. 146). Also, by observing God’s word they know that they will gain everlasting life and will be there to be apart of God’s Kingdom. This is an appealing concept to them because in God’s Kingdom â€Å"humans will no longer get sick and die†¦ under Kingdom rule they will be able to live forever. The earth will be made into paradise† (Watchtower, 2005, p. 84). Equally important is that Witnesses do not abide by popular notions about the soul. Based on research, Witnesses found out that the soul’s â€Å"immortality† started with the â€Å"Babylonians [who] believed that humans have an immortal soul that survives the body after death and can suffer in a place of torment† (Watchtower, 2005, p. 52). As for the concept of hell, scriptures such as the one in Ezekiel 18:4 mentions that â€Å"†¦The soul that is sinning-it itself will die† (New World Bible, 1984, p. 1079). Romans 6: 23 also states â€Å"The wages sin pays is death†¦ † (New World Bible, 1984, p. 1411). And 1 Thessalonian 1:8-9 says â€Å"those who do not obey the good news about our Lord Jesus. These very ones will undergo the judicial punishment of everlasting destruction from before the Lord and from the glory of his strength† (New World Bible, 1984, p. 1476-77). These scriptures just illustrate the fact that the concept of hell, which most people perceive as a fiery place of torment, is not really stated anywhere in the bible as the punishment of people who constantly go against bible principles. The only outcome of their disobedient act is that they will perish. Hence, they will not be able to live in paradise earth for eternity and enjoy the wonderful blessings that will be bestowed upon the people who make it to this place. In addition, hell does not reflect God’s true personality. Witnesses further explain this by saying, What would you think of a parent who held his child's hand over a fire to punish the child for wrongdoing? ‘God is love' [according to 1 John 4:8] Would he do what no right-minded parent would do? Certainly not! † (Watchtower, 1984, p. 174). Another argument that is used to support this can be found in Jeremiah 7:31 which states, They [apostate Judeans] have built the high places of Topheth, which is in the valley of the son of Hinnom, in order to burn their sons and their daughters in the fire, a thing that I had not commanded and that had not come up into my heart (New World Bible, 1984, p. 75). Also, the other plausible reason is that In ancient Babylo[n] and Assyri[a,] beliefs [about] the ‘nether world†¦ is pictured as a place full of horrors, and is presided over by gods and demons of great strength and fierceness'†¦ Early evidence of the fiery aspect of Christendom's hell is found in the religion of ancient Egypt (Religion of Babylonia and Assyria ci ted in Watchtower, 1984, p. 175). While Witnesses take the idea of baptism very seriously. The Reasoning from the Scriptures publication of the Watchtower defines baptism as â€Å"an outward symbol that the one being baptized has made a complete, unreserved, and unconditional dedication through Jesus Christ to do the will of Jehovah God† (Watchtower, 1984, p. 54). Hence, the decision to dedicate one's life to Jehovah requires mature thinking even by children. Witnesses have certain requirements before a child can be baptized. First of all, the child has to study the bible and Witness publications. This is because the child has to understand and accept Christian teachings and beliefs so he or she will know how to serve Jehovah properly. The child also has to talk to an elder-an adult Witness who carries numerous religious responsibilities- to discuss his or her desire to be baptized. The elder will then ask the child, when the child is ready, questions regarding Christian teachings and beliefs to see if the child can take on the responsibility of serving Jehovah. After baptism, the child is formally apart of the congregation. Witnesses go through this process because they have strict and demanding spiritual activities. Witnesses do not take spiritual activities lightly. People who have been baptized as a Witness know all too well that being a Christian becomes their main priority. They are responsible to do the will of â€Å"Jehovah God [and] it must be [their] main purpose in life† (Watchtower, 2005, p. 179). Thus, people make sure that they are living their life in accordance to bible principles. In addition, baptism â€Å"publicly indicates your desire to serve God. It shows that you are delighted to do Jehovah's Will† (Watchtower, 2005, p. 175). Being a true Christian is not easy because the world is full of temptations. To maintain strict adherence to bible principles, studying the bible and Witness publications reinforces what they know so that they can keep themselves grounded. This enables them to self-police themselves† (N. Sarmiento, 2008). While meetings-scheduled during a weekday and one every Sunday- allow Christians to know more about God through the bible (N. Sarmiento, 2008). Thus, attending meetings helps a perso n spiritually because it â€Å"increase[s] your knowledge of God† (Watchtower, 2005, p. 176). Finally, the extensive knowledge that they have accumulated is used to preach the word of God. Witnesses stress the importance of service because as â€Å"true followers of Jesus Christ [Witnesses] proclaim God's heavenly Kingdom as the only hope for mankind† (Watchtower, 2005, p. 151). Also, â€Å"most Witnesses are excited to share what they have learned and can’t wait to share it to everyone they know† (N. Sarmiento, 2008). Thus, Witnesses naturally â€Å"find it hard to keep what [they] have learned to [themselves]†¦ † (Watchtower, 2005, p. 177). Therefore, service is a way to impart what one has learned to others. Engaging in service also shows that a person is following God's teaching. Acts 10:42 states, â€Å"he ordered us to preach and to give a thorough witness† (New World Bible, 1984, p. 1376). In addition, people will not hear the good news of the kingdom if they do not go out there and preach it to people everywhere (N. Sarmiento, 2008). Jehovah’s Witnesses is an organization that has been misunderstood by most people. Indeed, most people will act indifferent-even discriminate-towards Jehovah’s Witnesses because they do not partake in birthdays, holidays, political affairs and even accept blood transfusion for their own health. Many people also think that their door to door preaching is their way of imposing their belief upon others. However, even though these people are targets of ridicule; they remain strong in their beliefs and active in their religious activities because they know that it is in accordance with bible principles. They also know that obeying God’s teachings will enable them to have everlasting life and be apart of God’s Kingdom that will come.

Mahabharata

Ethics and Values Introduction Values are the rules by which we make decisions about right and wrong, should and shouldn't, good and bad. They also tell us which are more or less important, which is useful when we have to trade off meeting one value over another. Ethics tend to be codified into a formal system or set of rules which are explicitly adopted by a group of people. Ethics, are how we actually do behave in the face of difficult situations that test our moral fiber. It has been said that values, morals and ethics are inextricably tied together.Ethics and values deeply integrated in Mahabharata/Vidur Niti Mahabharata is considered as an encyclopedia of reference for human life. It is said to contain all that a man should know towards achieving the four human goals, Dharma (righteousness), Artha (human Endeavour towards material pursuits), Kama (desire) and Moksha (salvation). The Mahabharata is called the fifth Veda as it contains the essence of the four Vedas. This encompass es a whole lot of knowledge in it, like Vidura Neeti, Srimad Bhagwadgita etc. re a part of this scripture only. Vidur Niti by Mahatama Vidur is one of the prominent Niti Sastras containing ethical values, having relevance even for today. Once Dritarastra,who was having a sleepless night, called Vidur to seek the way for solace.The preaching which Vidur delivered during that time and subsequently, in continuation, is even today known as Vidur Niti. It contains not only the fundamental principles and deep knowledge of politics, but also deals greatly about ethics and values, i. e. ow should an administrator run his government efficiently by following the DHARMA and not resorting to unfair means which are not in the benefit of the stakeholders. In today’s modern management when ethical judgment and importance of recognizing the ethical dimensions is talked about, Mahabharat gives excellent analogies to identify the ethical boundaries. â€Å"Rules of ethical conduct†, dhar mayuddha, for the war were framed by the supreme commanders of each side. Vidura explains codes of conduct and how one should act in different situations. His teachings are aimed at kings, ordinary citizens as well as at ascetics.Brief summary/story of Mahabharata enlightened with Ethics and Values Vidura respected his elder brother Dhrtrastra , and all along he tried to guide him on the right path. During the fratricidal war of Kuruksetra, Vidura repeatedly implored his elder brother Dhrtrastra to do justice to the sons of Pandu, but his son Duryodhana did not like such interference by his uncle Vidur, and rather practically insulted Vidura. Vidura was very prudent, wise, polite, religious, well- mannered and devoted to the Lord Krishna. As a minister to Dhrtarastra, he used to give him good advice.When Duryodhana was born, Vidur had cautioned him that his child would be the cause of the Kauravas’ destruction, but due to the attachment for his child, Dhritarashtra did not pa y heed to his advice and as a result suffered a lot all along his life just because of Duryodhana. Because of Duryodhana's atrocities, Mahatma Vidur developed sympathy for the Pandavas and he helped them and protected them directly or indirectly. He knew that despite any crisis, the Pandavas would win the battle eventually. They were blessed with a long life and hence no one could kill them.Kunti was convinced of Vidur's words as she knew that he was a man of truth. Vidur had also cautioned Yudhishtir of the imminent danger that was lurking in Barnavata and also told him the way to escape the danger. It was Vidur who had planned the digging of a tunnel from Lakshagriha to the bank of the Ganges and had arranged for the boat to emerge on the river and finally cross it. Thus, acting prudently, Vidur saved the lives of the Pandavas. Vidur did not discriminate in his affection for the Pandavas and the Kauravas and he used to give them good advice as well.But Duryodhana never liked his a dvice. Even then, Vidur tried his level best to put Dritarastra on the right track. But under the influence of his sons, Dritarastra never followed Vidur's advice, although assuming him to be his well -wisher, he always sought his advice. Following Shakuni's advice, Duryodhana informed the proposal of inviting the Pandavas over a game of dice. Vidur cautioned Dritarastra that such a game would only increase the enmity between the two sides, as the game of dice was inauspicious for both the sides.Praising Vidur, Dritarastra then persuaded Duryodhana to give up the plan. But Duryodhana was determined to humiliate the Pandavas, hence he made Dritarastra accept his plan. Ultimately, it was Vidur who went to Indraprastha with the proposal of the game. Yudhishtir too did not like the game of dice but to honour his uncle's desire, he accepted the proposal. Even when the game was being played, Vidur tried to convince Dritarastra that he still had enough of time to come around and drop his s ubmissive stance for Duryodhana and save his clan and not to make the Pandavas their enemy.Again after the Pandavas had left for exile, Dritarastra was worried as to how to convince the subjects and how to please the Pandavas to return. Vidur then said: â€Å"O King, Artha, Dharma and Kama (wealth, religion and pleasure) are received through Dharma only. Dharma is the pedestal of the state. Hence, you should protect yourself and the Pandavas. Your sons have snatched everything from the Pandavas. It is against the Dharma. Hence, you should first get Duryodhana arrested and hand over the kingdom to Yudhishtir. Yudhishtir has no envy or jealousy, hence he will rule the kingdom religiously.Ask Dushasana to beg for pardon from Draupadi and Bheema in the court. Doing these things, you will be free from your worries. † But Dritarastra did not like this advice and he told Vidur as to how he could give up his sons just for the Pandavas sake†,and ordered Vidur to leave. Anticipat ing the imminent fall of the Kauravas, Vidur visited Kamyaka Vana to meet the Pandavas and told them a few things for their benefit. Dritarastra having come to know of Vidur's visit to the Pandavas began to suspect that with the help of Vidur, the Pandavas would become stronger.So, he called Vidur back and begged him for pardon. At that Vidur told Dritarastra that he did not differentiate between the Kauravas and the Pandavas but seeing the Pandavas in such a hapless condition, it was but natural to help them, in any case, he did not have any partiality for the Kauravas. Vidura was also very loyal to Lord Krishna. When Krishna came to Hastinapur with the peace proposal, he preferred to stay with Vidur relishing the plain food offered by him in contrast to the royal meal, which was being served at the palace.It is thus easy to guess the intense love of Lord Krishna for Vidur. Next day when Duryodhana tried to tie Krishna in the palace, Vidur cautioned him and told him that Shri Krish na is the Lord Himself and any kind of disrespect for him would destroy him like a flame destroys a moth. Thereafter the Lord appeared in his cosmic form and seeing which all except Vidur, Bheeshma, Sanjay and Drona closed their eyes. After the battle was over, Vidur consoled Dritarastra that whoever died in the battle had attained salvation, hence one should not mourn for them.Every time a human is born, he makes new relations but after his death these relations crumble like a castle made out of sand Hence, it is useless to mourn for the dead relatives. Events like comforts and miseries, crisis and fortune and misfortune etc. is due to the result of one's own good or bad deeds. Every living being has to bear the fruits of his deeds. Thereafter Vidur preached the ways of observing the right conduct and how to be rid of the miseries. After the coronation of Yudhishtir, Dritarastra came to stay with him.Vidur also stayed with him and used to be engaged in religious discussions. Eventu ally, he accompanied Dritarastra, Gandhari and Kunti in their penance. Conclusion From above epic/story/discussion, it will be observed that many gems of ethical values are contained in the Vidura Niti and in the Mahabharata as whole, which is still relevant in the modern times, when the degradation of ethical values has become rampant all around the world. Let us ponder over some of them to be more wise, prudent, and successful in the ultimate reckoning.

Genting

1. 0 Introduction I choose Genting Berhad as the organization for the Strategic Management report. I worked in Awana Genting Highlands almost one year before I worked in government sector. Awana Genting Highlands is one of the six hotels under the Genting Berhad. Genting Berhad is a management company and investment holding of Genting Group. It was founded by the late Tan Sri Lim Goh Tong in 1965 when he want to make a 20 km access road across mountainous which was located about 2000-metres above level sea. Tan Sri Lim Kok Thay is now the Chairman and Chief Executive of Genting Berhad.Genting Berhad is a Malaysian company with interests in a variety of fields. The group comprises of more than 15,000 employees, 11,000 acres of resort land and 156,000 acres of choice plantation land throughout Malaysia. The company is principally an investment holding and management company with seven major business divisions, such as leisure & hospitality, plantations, property, power, paper, and oil & gas. The leisure & hospitality division is represented by numerous holiday brand names. This division operates in a variety of areas, and includes the operation of over 30 food and beverage outlets.They are variety of accommodation where there have six hotels, theme park and attraction, international shows, gaming experience, leisure cruising and meetings and conventions. Their vision is ‘to be leading leisure, hospitality and entertainment corporation in the world', (Annual Report 2008). Oil palm cultivation is the main activity of the Plantation Division. The division is made up of 41,000 hectares of plantation land. The Genting Groups involvement in the property development sector enables it to realize its strategy of holding land-based assets for long-term capital appreciation and development potential.In 1971, the shares of Genting Berhad were listed on the main board of Kuala Lumpur Stock Exchange (KLSE). In November 2007, Genting Berhad became one of the biggest liste d companies in Malaysia with a market capitalization of RM29. 2 billion (US$8. 74 billion). 2. 0 Group Corporate Structure The Board has their own responsibilities for the proper conduct in the business. The Board meeting is usually on a quarterly basis. They have formal schedule specifically reserved for its decisions like annual operating plan, major capital projects, overall strategic direction, inancial performance and monitoring of the Group's operating. Formal Board Committees established by the Board with the Code namely the Audit Committee, Nomination Committee, Remuneration Committee that assist the Board in the discharge of its duties. In addition, The Board is responsible for the Group's system of internal control and risk management. This is important to review their integrity and adequacy. Moreover, it is for the purposes of safeguarding the Group's assets and shareholder's investment.According to Nonaka and Takeuchi (1995), ‘leadership is distributed in the organ ization that supports the flow of knowledge from the middle to the top and down to the rest of the organization'. The Group also put in place a risk management process in order to help the Board recognizing and evaluating the managing risks. The Audit Committee has appropriate relationships with the external auditor. External auditors attended all Audit Committee meetings in order to audit their plan or report and comments on the audited financial statements. The Committee were responsible approved the internal audit for the Group and the company.They also need to authorize resources to identify any risks areas. They also need reviewed the internal and external plan for the Group and the company with the external editors. The Board reviewed the performance of the Committee every three years to determine whether they have carried out their duties. In terms of meeting, the Committees meet at least four times a year. The Secretary of the Committee prepared and sent all minutes of each meeting to the Committee members. Read more: http://www. ukessays. com/essays/business-strategy/strategic-management-report. php#ixzz2R4aHL6sb