Love And Need In free essay sample

# 8216 ; Beloved # 8217 ; Essay, Research Paper Sethe # 8217 ; s province when flying the bondage of Sweet Home was one of desolation. # 8220 ; Nothing of Sethe # 8217 ; s was integral by the clip they reached it except for the fabric that covered her hair. Below her bloody articulatio genuss, there was no feeling at all ; her thorax was two shock absorbers of hurting # 8221 ; ( 34 ) . This was a major clip of demand in Sethe # 8217 ; s life, for if she were without assistance she certainly would hold died. Luckily for Sethe, Amy showed up at the right clip. Amy, a white adult female who was flying bondage herself, aided Sethe in her clip of demand. She comforted her and gave her support both physically and mentally by pressing Sethe non to halt running, to travel on by thought of her kid, and by rub downing Sethe # 8217 ; s swollen and hurting pess. When Sethe needed to traverse the river which was barricading her flight an chance arose ; Stamp Paid was at that place to assist her onto his boat and ferry her across the rive r. We will write a custom essay sample on Love And Need In or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Stamp Paid was a assisting figure in the novel. He was known for assisting any black individual in demand no affair what the fortunes were. # 8220 ; Since when a black adult male come to town hold to kip in a basement like a Canis familiaris # 8221 ; ( 186 ) ? Stamp Paid says, when Ella reveals to him that Paul D is kiping in the cellar of the church. Stamp Paid would non stand for it he could non believe cipher offered Paul D a topographic point to remain. When Paul D walked into Sethe # 8217 ; s life both Sethe and Paul D did non anticipate the adversities the other had to get the better of. Sethe experienced a painful life filled with disturbances and mayhem and Paul D braved a life of difficult work. Regardless, when Sethe needed person to fall back on and to speak to when times were excessively out of manus Paul D was at that place for her with his weaponries extended. # 8220 ; Stop! Stop! # 8221 ; She [ Sethe ] said. # 8220 ; I don # 8217 ; T hold the legs for this† . â€Å"Then give mutton quad to me, † he said and before she knew it he had backed into her, hoisted her on his dorsum and was running down the route past brown Fieldss turning white† ( 130 ) . Sethe besides had an emotional nothingness that needed to be filled. Sethe needed to love and hold a spouse in life once more. Therefore, when Paul D entered her life she accepted him without inquiry. # 8220 ; She [ Sethe ] knew Paul D added something to her life-something she wanted to number on but was scared to # 8221 ; ( 95 ) . On the other manus Paul D couldn # 8217 ; t trust on Sethe when he was in demand. Paul D was incarcerated and ordered to function out his sentence on a concatenation pack. Alternatively of holding Sethe to assist him Paul D relied on the other members of the concatenation pack. They helped each other mentally, every bit good as physically, through every trail and trial they encountered. These captives had limitless trust for another: # 8221 ; they trusted the rain and the dark, yes, but largely Hi Man and each other # 8221 ; ( 110 ) . The infinitesimal things like singing together to go through the clip that was eating at them meant a batch and helped them get by with the place they were in. Furthermore, The captives on the concatenation pack helped each other flight the holes in the land, which they were imprisoned in, and most of all flight decease. Again when the concatenation pack were get awaying the gaol and were in despairing demand of aid the Cherokees were at that place to impart a manus, interrupt the concatenation that bound the inmates together and house the runawaies. Need and support is the footing and primary subject in the Beloved. Whether it was Sethe being helped by Paul D or Paul D # 8217 ; s flight from prison with the concatenation pack, the relationship of demand and support or aid is evident in throughout Beloved.

Fairness Minimum Wage and Fairness

Fairness Minimum Wage and Fairness Fairness: Minimum Wage and Fairness- Thomas Sowell Essay Fairness- Thomas Sowell From what I understood from Thomas Sowell article is that fairness is a word that "has done the most damage to people's thinking, and to actions to carry out that thinking". That fairness is a restriction for people and a massive advantage for politicians. Sowell expresses that to believe that theirs fairness in "odds for achieving success", that our life is nowhere near of being fair. Not only did he give examples of things we think are fair which aren't, he also implied that we all have a different meaning of fairness, I never thought of it that way but we do. I agree with Sowell's article because he is stating the truth and he gave examples that had me rethink about the definition. I use to think fairness is equal, to be same in all ways; but that's my own definition, fair may be a whole different meaning to you. Now I think it has no definition that it’s a "want". There are things in life that may be fair but when you take a closer look, it may not be; for example the division of a box of pizza, say theirs twelve slices and four people so you would fairly divide it by the four and each would get three slices. Now that is fair, but then there’s always that one person that says â€Å"that slice is bigger than this one†, now the slices are cut equally and the four people don’t have an equal nor fair amount of pizza. There is something that I believe exhibits fairness; various types of music, I believe that it’s fair to have a variety of music so that everyone has something that they enjoy listening to. Now would I say my definition is valid? Of course, we all can have a different opinion to what â€Å"fair† is but fairness is usually something you desire. Now I think that minimum wage should be twelve dollars for all people, but you say it should stay at eight. Well it’s not fair for both of us to decide. Minimum wage should be set by the people and if that were the case we wouldn’t receive an answer because everyone wants something different. I will always try to be fair, but it isn’t easy. I believe in order to be fair, you need to find out what it means to everyone, and then have to consider what people want and how you provide everyone something they want equally to all. That will take too much time. Society and government should work on what fair is, but it may take them awhile, and that’s not a problem waiting for. Once we figure out what fair is as one definition of all opinions, then we can start talking about what’s we want and believe is fair. psychologytoday.com/blog/am-i-right/201205/its-not-fair-what-is-fairness youtube.com/watch?v=V2nvaTLVQKk Greed- Milton Freidman Greed in my opinion is the rapid desire of something. We live and make decisions with the help of greed; it is a win and lose game. Freidman believes

Qesem Cave - Middle and Lower Paleolithic Site in Israel

Qesem Cave - Middle and Lower Paleolithic Site in Israel Qesem cave is a karst cave located on the lower, western slopes of the Judean Hills in Israel, 90 meters above the sea level and about 12 kilometers from the Mediterranean Sea. The caves known limits are approximately 200 square meters (~20x15 meters and ~10 meters high), although there are several partly visible passages which have yet to be excavated. Hominid occupation of the cave has been documented in a 7.5-8 meter-thick layer of sediment, divided into an Upper Sequence (~4 meters thick) and a Lower Sequence (~3.5 meters thick). Both sequences are believed to be associated with the Acheulo-Yabrudian Cultural Complex (AYCC), which in the Levant is transitional between the Acheulean period of the late Lower Paleolithic and the Mousterian of the early Middle Paleolithic. The stone tool assemblage at Qesem Cave is dominated by blades and shaped blades, called the Amudian industry, with a small percentage of Quina scraper-dominated Yabrudian industry. A few Acheulean hand axes were found sporadically throughout the sequence. Faunal material discovered in the cave exhibited a good state of preservation, and included fallow deer, auroch, horse, wild pig, tortoise, and red deer. Cutmarks on the bones suggest butchery and marrow extraction; the selection of bones within the cave suggest that the animals were field-butchered, with only specific parts returned to the cave where they were consumed. These, and the presence of blade technology, are early examples of modern human behaviors. Qesem Cave Chronology Qesem Caves stratigraphy has been dated by Uranium-Thorium (U-Th) series on speleothermsnatural cave deposits such as stalagmites and stalactites, and, at Qesem Cave, calcite flowstone and pool deposits. Dates from the speleotherms are from in situ samples, although not all of them are clearly associated with the human occupations. Speleotherm U/Th dates recorded within the top 4 meters of the cave deposits range between 320,000 and 245,000 years ago. A speleotherm crust at 470-480 cm below the surface returned a date of 300,000 years ago. Based on similar sites in the region, and these suite of dates, the excavators believe that occupation of the cave began as long ago as 420,000 years ago. Acheulo-Yabrudian Cultural Complex (AYCC) sites such as Tabun Cave, Jamal Cave and Zuttiyeh in Israel and Yabrud I and Hummal Cave in Syria also contain date ranges between 420,000-225,000 years ago, fitting with the data from Qesem. Sometime between 220,000 and 194,000 years ago, Qesem cave was abandoned. Note (Jan 2011): Ran Barkai, director of the Qesem Cave Project at Tel Aviv University, reports that a paper to be submitted for publication soon provides dates on burnt flints and animal teeth within the archaeological sediments. Faunal Assemblage Animals represented at Qesem cave include approximately 10,000 microvertebrate remains, including reptiles (there are an abundance of chameleons), birds, and micromammals such as shrews. Human Remains at Qesem Cave Human remains found within the cave are restricted to teeth, found in three different contexts, but all within the AYCC of the late Lower Paleolithic period. A total of eight teeth were found, six permanent teeth and two deciduous teeth, probably representing at least six different individuals. All of the permanent teeth are mandibular teeth, containing some traits of Neanderthal affinities and some suggesting a similarity to hominids from Skhul/Qafzeh caves. Qesems excavators are convinced that the teeth are Anatomically Modern Human. Archaeological Excavations at Qesem Cave Qesem Cave was discovered in 2000, during road construction, when the caves ceiling was almost entirely removed. Two brief salvage excavations were conducted by the Institute of Archaeology, Tel Aviv University and the Israel Antiquities Authority; those studies identified the 7.5 meter sequence, and the presence of AYCC. Planned field seasons were conducted between 2004 and 2009, led by Tel Aviv University. Sources See Tel Aviv Universitys Qesem Cave Project for additional information. See page two for a list of resources used in this article. Sources See Tel Aviv Universitys Qesem Cave Project for additional information. This glossary entry is a part of the About.com guide to Paleolithic, and the Dictionary of Archaeology. Barkai R, Gopher A, Lauritzen SE, and Frumkin A. 2003. Uranium series dates from Qesem Cave, Israel, and the end of the Lower Palaeolithic. Nature 423(6943):977-979. doi:10.1038/nature01718 Boaretto E, Barkai R, Gopher A, Berna F, Kubik PW, and Weiner S. 2009. Specialized Flint Procurement Strategies for Hand Axes, Scrapers and Blades in the Late Lower Paleolithic: A 10Be Study at Qesem Cave, Israel. Human Evolution 24(1):1-12. Frumkin A, Karkanas P, Bar-Matthews M, Barkai R, Gopher A, Shahack-Gross R, and Vaks A. 2009. Gravitational deformations and fillings of aging caves: The example of Qesem karst system, Israel. Geomorphology 106(1-2):154-164. doi:10.1016/j.geomorph.2008.09.018 Gopher A, Ayalon A, Bar-Matthews M, Barkai R, Frumkin A, Karkanas P, and Shahack-Gross R. 2010. The chronology of the late Lower Paleolithic in the Levant based on U-Th ages of speleothems from Qesem Cave, Israel. Quaternary Geochronology 5(6):644-656. doi: 10.1016/j.quageo.2010.03.003 Gopher A, Barkai R, Shimelmitz R, Khalaily M, Lemorini C, Heshkovitz I, and Stiner MC. 2005. Qesem Cave: An Amudian Site in Central Israel. Journal of the Israel Prehistoric Society 35:69-92. Hershkovitz I, Smith P, Sarig R, Quam R, Rodrà ­guez L, Garcà ­a R, Arsuaga JL, Barkai R, and Gopher A. 2010. Middle Pleistocene dental remains from Qesem Cave (Israel). American Journal of Physical Anthropology 144(4):575-592. doi: 10.1002/ajpa.21446 Karkanas P, Shahack-Gross R, Ayalon A, Bar-Matthews M, Barkai R, Frumkin AG, Avi , and Stiner MC. 2007. Evidence for habitual use of fire at the end of the Lower Paleolithic: Site-formation processes at Qesem Cave, Israel. Journal of Human Evolution 53(2):197-212. doi: 10.1016/j.jhevol.2007.04.002 Lemorini C, Stiner MC, Gopher A, Shimelmitz R, and Barkai R. 2006. Use-wear analysis of an Amudian laminar assemblage from the Acheuleo-Yabrudian of Qesem Cave, Israel. Journal of Archaeological Science 33(7):921-934. doi: 10.1016/j.jas.2005.10.019 Maul LC, Smith KT, Barkai R, Barash A, Karkanas P, Shahack-Gross R, and Gopher A. 2011. Microfaunal remains at Middle Pleistocene Qesem Cave, Israel: Preliminary results on small vertebrates, environment and biostratigraphy. Journal of Human Evolution 60(4):464-480. doi: 10.1016/j.jhevol.2010.03.015 Verri G, Barkai R, Bordeanu C, Gopher A, Hass M, Kaufman A, Kubik P, Montanari E, Paul M, Ronen A et al. 2004. Flint mining in prehistory recorded by in situ-produced cosmogenic 10Be. Proceedings of the National Academy of Sciences 101(21):7880-7884.

Code of Ethics Essay Example | Topics and Well Written Essays - 2500 words

Code of Ethics - Essay Example Normally, individuals and institutions develop codes of ethics for their personal and professional lives to promote harmonious and acceptable behavior within their respective environments. Although a number of approaches to developing codes of ethics are available, the underpinning rule demands all standards of ethics to ensure clarity and objectivity in the values and principles, plainly indicating the implementation and monitoring plan, and a plan for periodical ethical auditing. Statement of Values For an individual or organization to succeed in personal or professional world, there is need to put in place a concrete statement that determines the values and principles that party cherishes. These values include personal integrity, responsibility, honesty, excellence, and respect. These values have proved to be effective as far as both personal and career advancements are concerned (Hatcher & Aragon, 2000). 1. Personal integrity – one needs to engage in constructive behavior that has the benefit of enhancing individual or organization’s image. In order to ensure personal integrity, an individual should always build their reputation and avoid any behavior that questions one’s credibility. 2. ... This means always aiming for the best quality in productivity and output in school or professional lifestyle in accordance to the prevailing evaluation criteria. Since this is a continuous process, a person can undergo continuous process of perfection, as there is no limit to this principle. 5. Respect – it implies obey prevailing regulations, all stakeholders, and third parties. By being respectful at all times, one earns respect and integrity that in turn that helps in boosting their ethical perception. Through responsible upbringing, most parents have been able to instill these crucial values into the systems of their young ones through constant guidance and correction. This forms the basis of ethical development as high ethical values and good morals begin from as early as during the childhood years of a given person. Individuals can acquire ethical principles from learning activities at school or while attending religious teachings where they inculcate a myriad of moral teachings that over the years form their ethical standards. Various approaches through which parents, mentors, teachers, role models, and guardians impart the ethical values exist with the one commonly used by parents at home being the end-based approach. This method involves evaluation the benefits or otherwise consequences of a particular course of to the family members or the public. Through understanding the consequences, individuals especially the children can reconsider their actions thereby shaping their own ethical principles (Hatcher & Aragon, 2000). While at school or in religious meetings, the teachers employed the rule-based approach that contemplates the evaluation of the motive of n action. In this case, a particular course of action was morally wrong or right depending on its

Kohlbergs Principles of Ethics Essay Example | Topics and Well Written Essays - 1000 words

Kohlbergs Principles of Ethics - Essay Example Lawrence Kohlberg was one of the first serious thinkers to study and know about a person's ability to deal with ethical issues which could develop in later life and also whether education could affect that development (Source: Can Ethics Be Taught). Kohlberg developed a theory of moral reasoning, which according to him was the basis for ethical behavior and has three major levels split into six identifiable stages of moral development as shown below: The Stage 1 is a heteronomous orientation focusing on avoiding breaking rules that are backed by punishment, obedience for its own sake and avoiding the physical consequences of an action to persons and property (Source: Studies in moral development and education). The Stage 2 orientation focuses on the instrumental, pragmatic value of an action. Reciprocity is of the form. The Golden Rule becomes, "If someone hits you, you hit them back". Thus one follows the rules only when it is to someone's immediate interests. What is right is what's fair in the sense of an equal exchange, a deal, an agreement with his (her) own interest (Source: Studies in moral development and education). At Stage 3 individuals are aware of shared feelings, agreements, and expectations which take primacy over individual interests. Hence they define what is right in terms of what is expected by people close to their own self, and in terms of the stereotypic roles that define being good. Thus being good here means keeping mutual relationships, such as trust, loyalty, respect, and gratitude. The thinking is that of local community or family. There is no consideration of the generalized social system (Source: Studies in moral development and education). The Stage 4 shifts focus from defining what is right in terms of local norms and role expectations to defining right in terms of the laws and norms established by the larger social system. Thus defining one's social responsibilities. One must obey the law except in extreme cases in which the law comes into conflict with other prescribed social duties. Obeying the law is seen as necessary in order to maintain the system of laws which protect everyone (Source: Studies in moral development and education). While two stages have been mentioned in the third major level only one stage i.e., Stage 5, has received substantial empirical support. Stage 6 remains as a theoretical endpoint which rationally follows from the preceding 5 stages. This level is called the post conventional level and is characterized by reasoning based on principles, using a "prior to society" perspective. The individual's reason here is based on the principles which underlie rules and norms, but reject a uniform application of a rule or norm (Source: Studies in moral development and education). According to Campbell and Bond (1982) Kohlberg's ideas of moral reasoning, moral realism and morality are based on the premise that at birth all humans are void of morals, ethics and honesty. Kohlberg identified the family as first source of values and moral development for an individual. According to the Stanford Encyclopedia of Philosophy being honest or generous is just not a tendency to do what is honest or generous, nor is it to be helpfully specified as a "desirable" or "morally

Virginia Planter and Slave Holder Essay Example for Free

Virginia Planter and Slave Holder Essay The declaration for independence was given out by American representatives, American, then, being a colony of the Great Britain. American by then was constituted of majority being the slaves captured from other parts of the world and sold to merchants in the slave trade in the Great Britain who were later set free and allowed to settle in far lands which later came to be called America. America remained the colony of Great Britain until the Declaration of independence in 1776. The declaration encompasses a number of philosophies. Assuming that I am presently a Virginia planter and slave holder, this paper seeks to address how the philosophical ideals embodied in the Declaration of Independence, the similarities and differences of philosophies in the Articles of Confederation and the Constitution, affect my assumed role as a Virginia planter and slave holder. The paper also seeks to establish a constitutional ratification for and against my assumed role. To start with, the philosophies in the Declaration of Independence include the powerful proposition that all men were created equal and each one of them has a right to life, right to think for oneself i. e. right to liberty and right to pursuit of happiness (Jefferson, 1964). This philosophy of idealism, which believes in the inherent good of humanity, affects my assumed role in that as a holder of slaves whom I use for free labor in my farm, I go against the very human rights spelt out in foregoing philosophical stance. I deny the slaves I hold, their right to liberty i. e. hey need to acquiesce to working for me as opposed to my use of force. My holding of the slaves also seeks to show one thing: that I have failed to realize that all men were created equal, the inherent good in humanity and that no one or nothing gives me the right to hold them against their wish and consent. This does not mean that no one can have people working for him or no one can exercise power over individuals. All this is possible only if the subjects are in consent otherwise it is slavery Any conceivable government begets its power from the concurrence of the subjects (Jefferson, 1964). The fundamental difference between the Articles of confederation and the constitution is that whereas the articles were constructed by 13 states that the constitution of the US, by then, superseded (In fact, it is more of a treaty between the 13 states), the constitution was constructed to rule the whole nation constituted of many states, all the states, as one country. The articles were parochial but the constitution is not. Another difference is that, in the articles, the government had no power to directly tax the people. This was because the people were suspicious of the government for they saw it as a great threat to their liberties. The constitution gives the government power to directly tax people and the people are more receptive to and trust the government to do most things for them. Further, the articles had the states given one vote no matter how large the state was. This is not the case with the constitution which allows a large state a proportionate voting power. Finally, the articles are oriented to the idealist philosophy which believes in the inherent good of humanity whereas the constitution is oriented to the pragmatic philosophy which doesn’t trust that people can do the right thing. On the part of similarities, it is seen that both, the Articles of confederation and the constitution, provide for the congress declaring war and sending ambassadors. As a Virginia planter and slave holder, the articles of confederation and the constitution may favor me or threaten me at the same time. Even as the articles of confederation fought to promote general welfare, to ensure domestic tranquility and to ensure the blessings of liberty, they always had a compromise to let slavery continue because most of the people, by then, owned slaves. It was to take centuries later before the slaves could finally enjoy the blessings of liberty spelt out in the constitution when the constitution could later clearly emphasize award of inalienable human rights to slaves and lords alike. This was of course no good news to any Virginia planter and slave holder because it meant that they could lose the free labor from the slaves hence no productivity or expensive cost of production and they stood a chance of going to prison if they continued to keep the slaves. This explains why Virginia delegates failed to sign the constitution during the constitutional convention. Slavery is seen going against the laws of human jurisprudence. The opening phrase in the American constitution, insurance of liberty being part of the phrase, serves as a precursor to antislavery stance of the constitution. However, the constitution may have failed in its own ways and supported slavery or any act close to slavery. A number of scholars argue that the constitution at its conception at the constitutional convention was pro-slavery. The founders created a national charter to deal with the slavery issue, when they realized that fallout was eminent based on the issue of slavery. It is noted that the slave owners were monopolizing the government offices and dictating policies that trampled on human rights. For this reasoning that constitutional ratification appeared unclear on the issue of slavery, a Virginia planter and slave holder could not ratify the constitution until he was sure that slaves were only counted as property and not citizens lest they could attract the protection the human rights enshrined in the constitution consequently making slavery illegal.

Relationship between Chopins Life and The Awakening Essay -- Chopin

Relationship between Chopin's Life and The Awakening Katherine O'Flahtery Chopin was born in St. Louis, Missouri February 8,1851. She was the daughter of Thomas and Eliza O'Flaherty, a prominent Irish-born merchant and his wife. Together, Chopin's parents represented freedom and the American dream. Their ambition and spirit helped mold Chopin into a unique character with independence and intelligence. Her father died suddenly when Chopin was four years old. His death was the result of a terrible accident that took the lives of several civic leaders when the key link to the Pacific Railroad was being completed and a bridge collapsed. After Thomas O'Flahtery's death, Katherine's childhood was most profoundly influenced by her mother and grandmother, women of French Creole pioneers. As a child, Chopin spent much of her time with her family's Creole and mulatto slaves, whose dialects she mastered. She studied piano, wrote poetry, and read books by such famous authors as Dickens, Austen, and Goethe. Although Katherine displayed a very indep endent and responsible personality, she was once nicknamed the littlest rebel for yanking down a Union flag. However, despite her free spirit, Chopin grew to be a leading social belle, admired for her wit and beauty. As a debutante, Chopin was an undistinguished student at the convent school named the St. Louis Academy of the Sacred Heart. She graduated at age seventeen and spent two years as a young woman of fashionable St. Louis society. It was then that the young Katherine O'Flaherty met Oscar Chopin, a wealthy Creole cotton factor. In the year 1870, Kate married Oscar and, for the next decade, Kate Chopin pursued the demanding social and domestic schedule of a wealthy wife and mother. ... ...r that surrounded the publication of The Awakening, and its harsh reception is what ultimately stopped her from writing. She felt that because of the vast amount of controversy and criticism she received because of The Awakening, there was no future for her as an author. Chopin devoted the last few years of her life to her family. Katherine O'Flaherty Chopin died of a cerebral hemorrhage on August 22, 1904 at the age of 53. Many felt that Kate Chopin had been denied the recognition she desperately wanted and richly deserved. As well as The Awakening, other of Chopin's writings are receiving the critical acclaim that they had been neglected. The short stories collected in Bayou Folk and A Night in Acadie established Chopin as an important writer of local-color fiction. Works Cited: Chopin, Kate. The Awakening. 1899. Mineola, NY: Dover Publications, 1993.

Kudler Fine Foods & Cardiff Seaside Market Analysis Essay

In this paper I will talk about Kudler Fine Foods and Cardiff Seaside Market and since both the businesses are direct competitors of one another, I would compare and contrast the two businesses in order to analyze the areas where one falls short from the other.   Kudler Fine Foods is a gourmet grocery store that targets the upscale customers for whom time constraint is a big issue as the store enables the customers to buy their desired products at one go. It is based on Southern California and it operates in three locations in San Diego in La Jolla, Del Mar and Encinitas. Kudler Fine Foods was founded by Kathy Kudler in 1998 who felt that traveling all the way out of the town only for the purpose of purchasing grocery items and ingredients used in cooking is tiring and to crater to this problem, she came up with the initiative of one stop shopping. The five main departments that Kudler Fine Foods is divided into are mentioned below. Fresh bakery and pastries Fresh produce Fresh meat and seafood Condiments and packaged foods Cheeses and specialty dairy products One thing that has to be noted about Kudler Fine Foods is that they do not just sell the ingredients that are used by people while cooking meals but they sell home cooked meals as well and this eases the cooking efforts. (University of Phoenix, 2007). Cardiff Seaside Market is one of the biggest competitors of Kudler Fine Foods and it was formed in 1985. It does not just offer top-notch quality products to the customers but it also provides them with excellent services. It is a family owned and operated business and the management promises to create excellence in every department. Cardiff Seaside Market has a chain of stores that offers a variety of items that includes food items and they also sell other things such as floral items and gifts. The items and services that Cardiff Seaside Market offers to its customers are mentioned below. (Cardiff Seaside Market, n.d.). 1.  Ã‚  Ã‚  Ã‚  Ã‚   Catering 2.  Ã‚  Ã‚  Ã‚  Ã‚   Cheese 3.  Ã‚  Ã‚  Ã‚  Ã‚   Cuisine and bakery 4.  Ã‚  Ã‚  Ã‚  Ã‚   Floral and gifts 5.  Ã‚  Ã‚  Ã‚  Ã‚   Meat and sea food 6.  Ã‚  Ã‚  Ã‚  Ã‚   Produce 7.  Ã‚  Ã‚  Ã‚  Ã‚   Wine 8.  Ã‚  Ã‚  Ã‚  Ã‚   Gluten free products When we compare the home pages of the websites of both the businesses, it is much evident that the offerings of Cardiff Seaside Market outnumber that of Kudler Fine Foods. Both the businesses offer the customers to buy cheese and dairy products, cuisine and bakery items, meat and sea food, wine and produce. However, Cardiff Seaside Market also offers catering services and gluten free products and free healthy recipes. Cardiff Seaside Market is a family oriented business while Kudler Fine Foods was founded by a lady named Kathy Kudler who realized that travelling to the town to buy kitchen items was tiring. Further talking about the home page, I would say that since Kudler Fine Foods is owned by a lady, not much innovations and new strategies are being used to improve the business operations but Cardiff Seaside Market offers special food items on daily basis and they have also given their weekly special. Besides this, the reward card of Cardiff Seaside Market offers the customers the opportunity to earn rewards up to 3%. Complimentary Healthy Grocery Store Tours are also offered by Cardiff Seaside Market where the customers get to know about all kinds of information related to nutrition. Since the expert has studied dietary theories and clinical aspects of health and nutrition, the customers can get to know about their queries and about the way they can live healthier lives. Moreover, since the programs offered by them are uniquely tailored according to the preferences of the customers, all the health concerns of the individuals are well taken care of. (The Whole Journey, n.d.). Further talking about the sub sections of the websites of both the businesses, they are divided into different parts according to their offerings in which the details of the offerings are mentioned. (Hisrich, Peters &Shepherd, 2006). The website of Kudler Fine Foods is not available for access to every individual and when you search for it on Google; we are not able to get any such link. However, people can have access to the website through University of Phoenix but they need a username and password for that. Therefore, access to the website of Kudler Fine Foods is not easy as it is not public but the website access of Cardiff Seaside Market is very easy and convenient as it can be easily found while browsing on the Internet. As I already mentioned about the website access, I would say that the search ability of Cardiff Seaside Market is very easy but in the case of Kudler Fine Foods, everyone cannot have access to the website. Further talking about the layout of the websites, Kudler Fine Foods has a very simple website and everything mentioned on the website can be easily found and is easy to read and understand. Same is the case with Cardiff Seaside Market is but they have added some more things other than the basics i.e. their offerings. These new additions that Cardiff Seaside Market has made include the weekly specials, soups of the day and recipes. The graphics of both the websites are fine but the pictures used by Cardiff Seaside Market are not too catchy and so they must be replaced with more lively pictures while Kudler Fine Foods must add some more pictures to keep the interest of the customers. The navigation of the websites is fine and one is easily able to browse the entire website. Although the product display at Cardiff Seaside Market is fine but they should add some more pictures to make them stand out but in the case of Kudler Fine Foods, the website has very less pictures because of which it is a bit boring. The site administration of Kudler Fine Foods is done by Apollo Group and it is being done apart from the other changes that have to be made. On the website of Kudler Fine Foods, there is no option for the customers to pay online but Cardiff Seaside market offers a payment solution to the customers and the customers can order online and they can either pick up their delivery or they can get their orders delivered to their desired address. Once the customers select their desired option, they can choose their pick up date and they also have the facility of ordering seven days before they actually need to collect the order or to get the order delivered. Lastly, the customers can also choose the time at which they find it feasible for them to pick the order or to get it delivered. Reference Cardiff Seaside Market. (n.d.). How May We Serve You? May 12th, 2010.   Retrieved from:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://seasidemarket.com/ Hisrich, R., Peters, M. &Shepherd, D. (2006). Entrepreneurship. 7th Edn. McGraw-Hill/Irwin. The Whole Journey. (n.d.). Holistic nutrition and wellness. May 12th, 2010.   Retrieved from:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.thewholejourney.com/ University of Phoenix. (2007). Kudler Fine Foods.   May 12th, 2010.   Retrieved from:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   https://ecampus.phoenix.edu/secure/aapd/CIST/VOP/Business/Kudler/Internet/Index.htm

Encouraging more Respect for the Dutch Culture Essay

Introduction For my personal project I have decided to write a book (appendix 1) about the Dutch culture and habits. I was inspired to do this project, because a lot of people think that everyone in Holland smoked marihuana at least once a day, walks on clogs all the time and has a garden full of tulips. When I first joined ISS I noticed that everyone assumed that I loved cheese and they still do. This inspired me to do write this book, because I want people to know more about Holland and gain more respect for the country. This is important to me, because I want everyone to not always stereotype the Netherlands. My Area of Interaction for this project will be Community and Service. I chose this Area of Interaction, because I am writing a book for the community to read. I want to inspire the community to see Holland through a different view. I want people to have more respect for the Dutch  culture and its habits after reading my book. By doing this I not only help the school community, but also the Dutch community by encouraging more respect for their culture. Since I am doing this for free it is a service. I think that giving out a book for free is going to make the book more successful. More people would want to read it and so more people will be encouraged to have more respect for Holland. That is why my AOI is Community and Service. My goal of writing this book is that people will start to have more respect for the Dutch culture. I do not want everyone to just assume that I wear clogs at home, eat cheese everyday and especially that I smoke marihuana. I also want to get more non-fiction writing experience and skill by writing this book. This will help me for writing essays and other informative writing tasks. I will measure my goal by seeing if the attitude of people improves after reading my book. What I mean to say by this is that: if they lessened the stereotypical comments, than I believe that their respect has increased. I have designed an 11-point plan for my Personal Project. Make a survey and ask the questions to people in Holland to get their opinion. Buy and read books about the Dutch culture, so I can use these in my project. Find websites on the Internet about clogs, Dutch cheese, drug consumption in the Netherlands etc. I will keep researching. Ask the questions of the survey to people in ISS. Plan out my book. I will plan out what I want chapters to be about and in what order I will put them. Write an introduction for the book. Writing an introduction is important, because it introduces the reader to the book and shows what the reader can expect. I will start on writing the book and finish at least 1/3 of it before the progress fair, so I can present this on the progress fair. I will finish my book around January. This will not be the completed version. I will ask some people to read the rough draft. I will use the feedback I get to improve and finish the book. When finished I will make a table of contents and a cover page. Then I put everything together in a folder and hand it in on the due date. Description of the process Research and Planning First, I had to plan out the whole entire process. As shown in the introduction I had an eleven-point plan to finish my personal project. That was just a rough draft of all the things I was going to do, but now I will describe the whole process in detail. I started my project a little bit before the summer break. I started researching on how to write a non-fiction book. This was very critical to my project, because I have never written a book before and it was very likely to take longer if I did not use these websites. (Stephanie Chandeler, 2009) (Bobbi Linkemer, 2010) After this I thought of the survey questions I was going to ask people about Holland. The week after I planned this, my family and me went to the Netherlands and I planned to do the survey there. I asked the survey questions to as many family members and friends as I could, until we went home. I had about 25 persons interviewed and I was convinced that this was going to help me during the project. I put all the answers of the survey into an Excel document. (appendix 2) After the all this research I realized that I did not have a plan. I quickly made a 11-point plan to write my book. I was very stupid of me to write the plan so late. I will discuss this further in the conclusion. Two weeks after school started I asked the survey questions to the whole entire tenth grade class. Some of these surveys were very useful and actually helped me writing my book. But many of them were not taken seriously and I thought this was very disappointing, because I expected a little better of my classmates. Writing the first half and rewriting first half After all of this research I started writing the book. Three weeks after the school started I wrote my introduction to the book (word from the Author). This was very important to the book, because in this introduction I had to introduce the whole entire book and as I said before I have difficulties starting a writing task. But once I get into writing, then I can keep on writing for maybe 15 minutes straight. After that I wrote chapter one of my book. It was not very hard on deciding what my first chapter should be on, because almost every non-fiction book starts out with a basic overview of the topic that will be discussed. So my first chapter was about the geographical facts about Holland, like its area, population, religion  percentage and other basic facts about The Netherlands. The second chapter was about the provinces of Holland. I believed that this was important to explain, because every province is different and I wanted to show that not everything in Holland is the same a s some people think. It is like the states in the U.S., people in Georgia are completely different from people in Texas. Then I started on the third chapter, which was about the water in Holland. I talked about the lakes, rivers, seas and polders in Holland. The fourth chapter was the last chapter I wrote before the progress fair. It was about the history of Holland. I discussed important wars and events that effected Holland on what it is today. Three days later I presented what I had written so far at the progress fair. Not a lot of people were interested in my project and only about 5 kids stopped to look and ask questions about my project. A week later the biggest problem happened throughout the whole project. I lost all my progress so far on what I have written. For some reason my laptop deleted nearly everything that I had written so far. The only thing that wasn’t gone was my introduction. This was a very big problem and I should have had a back up. The next school week and one and a half week of the break I spend rewriting my whole entire first half of the book. This wasted a lot of my time I could have actually spent starting my second half of the book. I believe that the second version of my book was slightly different than the first version, but only small improvements were made. It could even be that I may have left some things out and have added some things, so my first version could have been better or worse. Writing the second half of the book The second half of the book was a little more difficult. I had covered all of the basic things, like geography and history. Now I needed all the things that people were stereotyping and making fun of, because my goal was to encourage more respect for the Dutch community by writing the actual truth instead of writing. I first decided to make a chapter on significant and famous Dutch people before talking about stereotypes. In the appendix chapter 5 of my book is shown and as you can see I talk about famous Dutch people in the past (like Vincent Van Gogh), and famous Dutch people in the present (like Johan Cruijff). I thought that this was also important to put into my book, because some people did not know any famous Dutch people and I  thought it was a good idea to also include this in my book. I finally started writing about some typical Dutch things. My sixth chapter was about Dutch holidays and traditions. I included holidays in them like the Dutch carnaval and Sinterklaas, because those are two very popular and well-known holidays all over Holland. This chapter is also included in the appendix. My seventh chapter was about Dutch eating habits and I talked about food like Dutch cheese and its stereotypes and liquorice. I hoped that I made a lot of things clear about Dutch people and cheese in this chapter. The eighth chapter of my book was about tolerance in the Netherlands. Here I hope I made a lot of things clear about the red light district, drug legalization in Holland and legalized prostitution in Holland. My final chapter was about typical Dutch things like windmills and tulips. I explained that not everyone grows tulips in their garden and not everyone in Holland lives in a windmill! After I finished all of my chapters I let my mother and father read it through for some feedback. Using the feedback I got, I improved my book. Afterwards I wrote my afterword and bibliography. In the afterword I thanked all the people that helped me write the book and summarize the conclusion of the book. At last I put the book together and made a table of contents. So, finally after 6 months of hard work, problems and bad time management I finished my book and handed it in. I hope everyone who will read the book will gain more respect for the people of The Netherlands and will think twice before concluding anything about Holland and its culture. Analysis Useful resources and the AOI linked to it My project was a project that was based on and dependent on a lot of research. So the research changed my personal project a lot. As I told in the process description, I did some research on how to write a book and I also did a survey with a lot of people. This survey affected my personal project a lot, because this showed me what people of different ages were thinking about Holland internationally. I used this survey in a lot of chapters in my book, so I could see what people were thinking about Holland. As I mentioned before my project was dependent on research. I used a lot of websites and most other websites were useful in the same way. I found websites about cheese, traditions, polders and many other things. There were  only two parts of my research that were more important than all the information sources. These were the survey and the websites on how to write a book. These helped me reach my goal better. The survey helped, because this showed me what a lot of people were thinking and so I could decide what I should write several of my chapters about. The websites on how to write book helped, because it is always very difficult for me to start an essay or any other writing task. These websites helped me start out and guided me throughout the whole writing process. Another very useful website that helped me finish my longest chapter, chapter 2, was a website called tripadvisor.com (Tripadvisor, 2000) I used a lot of sources I used and it would be a miracle if I remembered all of them word by word. Some of which I remember do relate to the AOI. The source that links the most to the AOI is my survey results. Asking people from two different communities questions about their personal opinions created this survey. One was the Dutch community who all gave similar answers and mostly answers that make sense to me. The other was an international community who also gave similar answers, but made less sense. Some people did not take this survey seriously and some people gave stupid answers. One example is that some people just wrote weed next to every answer. These were the survey that did not help me at all and I just threw them away. By seeing this I could conclude that not a lot of foreigners knew about the Dutch people and their culture. Changes in the plan I changed a lot of things in the plan. At the very beginning I said that I would create the survey first. What I actually did first was research on how to write a book. This was an important change in the plan, because if I didn’t than probably my book would have been less organized, I probably forgot the table of contents and my introduction would take maybe three days. Another change I made in one of the points in the plan was that I did not interview people from the I was planning in doing so, but than I decided not to. I am a very shy person when it comes to asking a stranger a bunch of questions. I was afraid that they might be startled and most of them just say no, because they don’t have time. I was also afraid that people think I am some crazy kid asking them some stupid questions about their own country. Another change in the plan was that I switched point 4 and 5 around. Now, I  first planned out the book and then I surveyed the tenth grade. I did this, because I saw that some people were still getting used to their homework pattern in tenth grade and would probably forget one â€Å"unimportant† survey and that would leave me with maybe 15 completed surveys in my hands. So I first planned out the book and later when most people were less stressed I asked the survey questions. The biggest change is probably that I would have had the book finished in January. I had to change this, because of the problem that occurred I explained about in the description process. Almost all of my work got deleted. Due to this I could not work on my second half of the project in the Christmas break. I finished up my rough draft in the February break and had two days to use feedback from my mother and father to improve my book. This change also had effect on nearly all of my last points, because of the little time that was left after the deletion of my project. Techniques used in the project and time management I did not use a lot of different techniques in my project. Since my project is writing a book not as many techniques are used as in making a movie or sporting. The technique I used most was research and write. For a non-fiction book this is obvious, because the information in the book does require a lot of research. There are also other techniques I used, like the interview. The interview was, as I explained before, critical to my project. This interview was very effective to my project, because it is always good to not only have second hand sources. To have a first hand source can come in really handy, because one cannot always believe what is on the Internet. My time management could have been better. First of all it would have been better if I had finished everything up until my book introduction in the summer break, because than I could have entirely focused on writing my book for the rest of the year. The other big thing that interfered with my time schedule was the deletion of my project. As I explained before I had to rewrite all over again during the Christmas break. And the last thing that is again completely my fault, is that I let the final chapter of my book all come down to one holiday. I worked everyday on the project in the holiday and was really stressed throughout the whole ‘holiday’. I should have spread it out over the last three weeks, but I admit I was too lazy and thought that I wasted half of my Christmas break on my project that I won’t do a lot  in the weeks to come. This is a thought that I will not ever think again after what happened. Has my understanding of my AOI grown during the project? My understanding of the AOI has definitely improved over the course of the year. My understanding about why one should respect another culture has grown a lot. I have realized more than ever that I have to respect other cultures more and stop making stereotypical jokes in order to gain respect from other people for my culture. I also understand more how my book could contribute and has contributed to a community. By reading my book some people have gained respect for Holland and its culture as I mentioned before. Now maybe 10 people read the book and maybe 5 of these have gained respect for the Dutch culture. This benefitted the small Dutch community in our school. But let us say that half of Germany reads my book. I think that around 40%/50% of these people would actually understand and respect the Dutch culture more. If such a thing happened than it could have contributed to the whole Dutch community. Understanding and quality of the product I understand many more things now about writing a book. The main thing that I have learned is to have a back up for every chapter you make. I have learned this the hard way. Another major thing that I understand now is that writing a book is not as easy as I expected it to be. It requires a lot of research, creativity and especially time. If you do not plan you time well then writing a book can take a really long time. I wrote a book double-spaced, size 14 and 6800 words in 46 pages in about 6 months. A writer that does single-spaced, size 12 and around 500 pages would maybe take 30 years over one book if he/she wrote in my tempo. And if I wrote in their tempo than I would be done with the project in maybe a month or so. So my understanding is that writing a book is mostly about planning and a lot of dedication to one’s work. I am quite proud on what I produced. I never thought myself capable of writing a book. Compared to the work of a professional writer my book is very short. I compared my work to a book called â€Å"The Dutch, I presume?†(Martijn de Rooj, April 2009) and another book called â€Å"Holland† (Herman Van Amsterdam, 2009) and saw that mine was way shorter. These man also has more experience when it comes to writing a book. they designed it really clever and also had other professionals working with them; like  professional photographers and artists. The Difficulty of the project Overall I would not consider my project as a difficult project. I also don’t think it is easy. Writing a book is not as easy as people think it is, because it requires a lot of planning and a bit of creativity. But it is also not extremely difficult, because if you planned everything than you just let your mind and hands do the work and just keep on writing until you cannot write anymore. I think writing a non-fiction book is more for people who are looking for a challenge. Conclusion Have I met my Goal? I believe that I have met my goal to a certain extent. The first part of my goal was to encourage more respect for the Dutch culture. This point is not very clear yet, because only one foreigner has read the book until now. But I believe that the book will have some impact on the respect people have for Holland. I told some of my classmates some facts about the Netherlands and they stopped making fun of the things I told them are not even close to the truth. My other goal was to get more informative writing skills. I believe that I really have achieved this goal, because I find it easier to write more on one-world essays or history essays now, because I wrote this book. This project also helped me a lot with researching skills. Before I only used to look on the Internet, but now I will start using other sources like books and first hand sources to research. By doing this I can get more information about a subject and this will, hopefully, get me better grades. Things that I would do differently if I could start over There are a lot of things I would do differently next time. The first one is to have a back up for everything I write. This was the biggest problem I had throughout the whole project. Due to this I wasted a whole break rewriting all the things I did not back up. If I do this differently if I could start over than I would probably have way more time to do the rest of my book. This brings me to the other thing I would do differently if I could start over: time management. I should have planned my time better throughout the 6 months I had. Because I did not plan my time well in the ending I had to  finish the second half of my project in one and a half week. Another thing that I could improve is that I should let more than just 2 people give me feedback on my book. Both of the people that gave me feedback were Dutch and I should have let someone with a different nationality look at it. This would have been an advantage, because than I would have gotten another cultures point of view. The benefit of another culture’s point of view is that all the things that think could be appropriate in Holland could be inappropriate in other cultures. Because I might have put one or two jokes in my book that could be seen as inappropriate, but I left them in there due to that the two people giving feedback were ok with it. Personal lesson I learned from doing this project I have learned a lot by doing this project. The main thing is that I learned to organize better. I was always terrible at organizing my work, so I got in time trouble a lot of time. By doing this project along with all the essays and tests we got I had to learn organizing the hard way. Another thing I learned and I kept mentioning throughout the whole report is that I HAVE to make a back up for all the important work I have done. If I do not do this something like what happened in December might happen and completely ruin days of works. I also learned that if I really put myself into something I could write about a lot of information quickly. Another important thing that I realized while writing my book was that if I want people to respect my culture and stop stereotyping, I also have to do the same thing. I realized this while talking to a couple of my friends about respect for one’s country. I realized that in order for me to achieve my goal of people respecting my culture, I had to do the same thing. I have learned a lot by doing this project and I hope that other people have learned a lot too by reading my book. Bibliography Chandler, Stephanie. â€Å"How to Write Your Non-Fiction Book in 60 Days: 8 Steps Get Your Book Out of Your Head and on to Paper.† Scribd. 2009. Web. 31 Mar. 2011. . Linkemer,

Book review of Trust Us Were Experts by Sheldon Rampton and John Stauber.

Book review of Trust Us Were Experts by Sheldon Rampton and John Stauber. In an era of blatant disregard for journalistic objectivity, alleged vast right-wing conspiracies and the myriad books that attempt to enlighten the average citizen of the evils of corporate America, advertising, media bias and any form of sensible government, we have yet another boogey-man expos © by the editors of PR Watch: Trust Us We're Experts by Sheldon Rampton and John Stauber.In the true spirit of "The X Files" and yellow journalism, Rampton and Stauber (a.k.a. Special Agents Fox Mulder and Dana Scully) set out to prove that behind every successful corporation in the United States, is an infinite network of diabolical wizardry attempting to "pull one over" on the innocently misinformed American public. In fact, by their account there is a conspiracy of public relations firms, billionaire sugar daddies and scientists for hire, all with one thing in common: their insatiable greed and disregard for the American public's best interest.United StatesThis idea of conspiracy is not new of course, the DNC and Clinton administration have been crying wolf since the Lewinsky scandal of 1998. This notion of conspiracy theory is basically an agreement to perform together an illegal, wrongful, or subversive act. An act of conspiracy is exactly the way to describe American Communists and their fellow travelers, who did everything from infiltrating government to stealing the secrets of the atom bomb. Every now and again we hear about people who reveal insightful conspiracy theories that Wall Street is planning another depression, or that AIDS was an invention of the CIA to arrest the growth of the African American population.Trust Us offers examples ad nauseam of these sorts of conspiracy shenanigans, but essentially becomes a repetitive list of treacherous acts performed by some members of the PR industry. In short, the book is completely anti-corporate and almost entirely...

Free sample - Consultation For Leaders In Management. translation missing

Consultation For Leaders In Management. Consultation For Leaders In ManagementOrganizations the world over are encouraging a shift from a management perspective to a leadership perspective instilled through team building so as to solve inflexibility and quicken decision-making. In this essay therefore, empowerment, whereby people are encouraged to make autonomous decisions and feel in control to the resultant outcomes, has been proposed as a means of allowing dissent, encouraging teamwork and innovation. Leaders should distribute authority rather than a hands-on control approach. This is implemented by changing the manager’s perspective by: influencing through context, creating a culture whereby all employees feel included, distributing authority without reclaiming, provision of logistical and moral support to employees, setting out a clear mandate and equipping the team for anticipated success. In order to influence through context, whereby trust is laid in a higher principle, belief and guiding force, the leader must aptly define the context and desired standards by giving team members the freedom to act and innovate thereby enhancing leadership, creating a competitive edge and nurturing proactive employees. Secondly, the leader should also nurture and empower a culture of inclusion whereby the leader should ensure that every team member’s voice is heard despite their position. This atmosphere should encourage dissent as a foundation of objectivity and innovation whic h enables new ideas to be generated superior to those developed by the exercise of positional power. Thirdly, the leader should surrender positional authority and responsibilities without attempting to reclaim it so as to create pro-active employees. There is a transitory phase where the managers feel out of control and that things have gone awry and they are tempted to tighten control. This should be highly resisted. Leaders should further support the employee empowerment strategies put into place since empowerment involves giving responsibility and the freedom of choice so as to move from position of boss to coach. Also, the leaders should clearly articulate the common goal which the team is aiming at. Clarity of vision and roles played by various members should be enhanced so as to ensure accountability for specific goals and stay inbounds. Finally, equip the team members for success through training, resource allocation and information provision at all levels. This highly boosts the chances of success. (Lencioni) Management is distinct from leadership. Management employs a hands-on control whereas leadership allows responsibility allocation and freedom of choice. Management is characterized by managers having subordinates who are structured according to levels of formal authority. Management encompasses an authoritarian, transactional style whereby subordinates act on orders. It is transactional in the sense that employees are delegated duties in exchange for a salary or monetary reward. Further, management’s focus is on work and is distinct in that managers are paid to work under time and money constraints. The work focus is naturally passed to their subordinates.   Finally, a recent study shows that managers seek comfort and prefer to avoid conflict through engaging in relatively risk-averse activities since they have been observed to come from upper-middle incomes and rich families. On the other hand, leaders do not have subordinates but rather have followers. When managers are le ading, they have to give up formal authority to encourage a following since this is usually voluntary. This style encompasses a charismatic and transformational style in that leaders have to appeal to team members in order to attract a following in risky and dangerous situations. They promise transformational awards not only through extrinsic rewards but also through value addition. Leadership focuses on people’s personalities rather than their work. Leaders do not necessarily have a loud personality or friendly attitude but rather maintain an aloof attitude and a degree of separation. They are achievement driven, but, instead of solely focusing on work, they enthuse others to work towards their goals. Finally, leaders seek risk and are risk takers rather than risk averse. They envision hurdles and problems and their respective solutions. They view risks as potential opportunities which have been attributed to the fact that most of them come from handicapped families in chall enging backgrounds. (Marcus Buckingham, 2008). The managers, by resisting empowerment through encouraging responsibility and allowing a freedom of choice, signify an attempt to manage rather than lead. The CEO is in essence, trying to break from a tradition of pure management and encompass skills in leadership by employing a consultant to chart on appropriate techniques to be employed.   There are several arguments in favor of leadership rather than management. First, managers should provide an inspiring vision and a strategic alignment in a team rather just control. The leader should envision the future and passionately believe on the aspired goals. Secondly, leadership is an influence relationship whereas management is an authority relationship which deters the team spirit. Leadership further defines direction through establishing a vision. This vision can easily be communicated and aligned into the team member’s spirit and energy. In a team, there is a need to energize and inspire team members in order to overcome any obstacles rather than delegating duties and authority as is the case for management. Effective leadership brings about positive, much needed change and opens up channels for innovation. (Avolio, 2003) As a consultant, there are various steps that I propose that a manager should take to change from a management style to a leadership style. Managers should first clarify and codify their convictions. The manager should evaluate his values, beliefs and ethics, how they can be demonstrated, their link to the overall organization’s goals and how the manager can change to fit within the team. Any additional assistance needed to enhance personal and organizational success should be obtained. The managers should constantly re-evaluate these steps to serve as a reality check. People cannot be forced into a following; hence, the manager should then accord the organization time to change towards their convictions. The next step is for the manager to align his or her behavior according to the convictions so as to build a collaborative culture based on the direction desired. Identify individual team player’s needs and their dreams in the workplace. Further, the manager should inte rview suppliers and customers on their specific needs in order to promote chance of success. Consultants further encourage managers to engage in conversation and communication. Listening is highly insisted upon so as to detect trends, themes and various possibilities. (Nahavandi, 2006) Empowerment has various outcomes. Key among them is decentralization whereby decision-making is as close to the action as possible hence quickening decision-making. This shall also lead to sharing of information n the organization’s goals and mission. The need to hoard and withhold information and knowledge in order to maintain control is surpassed by an openly shared information system that encourages operation on the basis of facts. Contingent rewards are also used so as to motivate team members who significantly contribute to the organization. Failure should not be automatically punished for this inhibits empowerment. Teams created ensure employees are not only responsible for their individual success but also their team members. This therefore serves to unify the employees. Alignment in an organization is compulsory so as to maintain coherence and direction by sharing common goals and vision. There are various recommendations on what the CEO should strive to attain. The CEO should ensure that: all team member participate in the formulation of a strategic plan and line of action; ensure effective communication through meetings, trainings, electronic bulletin boards, e-mails and oral channels such as the phones so as to ensure healthy team dynamics; ensure a team charter is put in place in which the project’s goals are clearly stated; ensure regular meetings are held between team members in order to brainstorm on topical issues through forms such as retreats; organize training and simulation exercises in the team by subdividing the team into subgroups that simulate healthy rivalry such as tug-of-war and ice breaking; delegate tasks so as to encourage trust in the team; promote collective responsibility in the team for mistakes committed by individual team members rather than apportioning blame for failure or inefficiency; establish appropriate conflict resolution tec hniques; carry out continuous appraisal and review on   individuals so as to curb inefficiency; introduce awards for significant achievements; keep the team focused so as to overcome any obstacles and finally, recognize the performing stage the team is currently in such as the peak period so as o maintain a consistent focus.(Argyris, 1976) References Argyris, C. (1976). Increasing Leadership Effectiveness. New York: Wiley. Avolio, B. J. (2003). Leadership Models, methods and Applications. John Wiley Sons Inc.. Lencioni, P. The Five Dysfunctions of a Team: A leadership Fable. J-B Lencioni. Marcus Buckingham, C. C. (2008). First, Break All the Rules: What the World's Greatest Managers Do Differently. Nahavandi, A. (2006). The art and science of leadership.

Statement of Purpose Essay Example | Topics and Well Written Essays - 1000 words - 4

Statement of Purpose - Essay Example Serving the people of Boston and the whole of America along with the students from other nations for more than one hundred and ten years now, Northeastern University has been a global name and one of the most vibrant and exciting place to learn and live. The university has a wide mix of various educational programs like students’ research, global learning and service learning that as a whole comprises the cooperative education program. The various educational programs of this university of repute provide the learners with the much required confidence and the connections that help them to transform their lives. In order to avail the best of the education and knowledge to enhance my skills of accounting and finance, it would be my pleasure to get an opportunity to join Northeastern University. I possess wide industry experience in the field of accounting of more than sixteen years. I have the experience of serving various verticals of the accounting division at various levels of the companies. The post held by me from time to time includes that of ‘accounting supervisor’, ‘staff accountant’ ‘senior accountant / controller’ and even that of ‘chief financial officer’. It was in the year 1993, when fresh with the degree of Bachelor of Arts in Accounting from the Ashford University of Iowa, I joined Edmire New York Lather Company. The job profile with which I was bestowed upon by my first employer was very enriching as I got the opportunity to learn all of the aspects of industrial accounting with Edmire New York Lather Company. As an accounting supervisor, I was designated to manage all of the accounting functions that encapsulated the domestic distributors of lather. I was responsible for preparation of monthly statements and implementations of financial procedures. Other works included maintaining fixed assets and depreciation schedules, completing financial audit,