Jack Dykinga Works

The works of Jack Dykinga have longed appealed to because this photographer is always able to emphasize the beauty of nature by paying attention to color patterns and space. His pictures show that the choice of lighting, angle, and equipment is extremely important for every photographer.Advertising We will write a custom essay sample on Jack Dykinga Works specifically for you for only $16.05 $11/page Learn More Moreover, this person should be able to find the moment when one can capture colors and shapes in the best ways. In this paper, I would like to discuss two photographs by Jack Dykinga. In particular, I would like to discuss his picture of Mexican Poppies1 and Organ Pipe Cactus2. In my opinion, these works represent the typical characteristics of Dykinga’s style, namely saturation of colors and ability to show the illusory aspects of space. These are the main issues that I would to discuss. There are several things that make these photograph s stand out among others. It should be noted that Jack Dykinga uses a large-format camera that enables to depict almost panoramic landscapes (Fox, 2005, p. 20). First of all, the photographer attracts the viewer’s attention to the foreground of the picture and they can see it in close detail. For instance, one can see his picture of Organ Pipe Cactus. Jack Dykinga lets the viewer see the growing brittlebush and cactuses. However, the silhouette of the Ajo Mountains is almost blurred. This approach to photography was developed by David Muench (Fox, 2005, p. 20). The same technique can be seen in the photograph of Mexican Poppies. This is one of the techniques that this photographer often applies. Nevertheless, there is another aspect that has always appealed to me. Jack Dykinga is able to demonstrate the illusory nature of space and material objects. For instance, in the background of his photograph, the viewers can see a see a mountain chain covered with mist. At first glance , it seems that some of these mountains are not real. Overall, I can say that very few photographers can show nature in such a way. These examples suggest that Jack Dykinga is indeed a prominent photographer who captures unique images of nature.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Additionally, the pictures of this photographer are usually color-saturated. For example, one can look at his picture of Mexican Poppies, especially the presence of deep blue color. In order to render it, a photographer should choose a particular angle and moment. In some cases, such a task can be very difficult. This is one of the reasons why Jack Dykinga’s photographs stand out among others. Overall, I can say that the works of Jack Dykinga are very difficult to imitate. First of all, it is important to choose appropriate lighting that would enable a photographer to render the colors and details of the landscape. When I tried to take a similar picture, I had to spend much time in order to recreate his use of space and palette. I learned that photography requires much preparation. Certainly, I may not want to imitate the works of this photographer, but his use of saturated colors greatly appeals to me. The works of Jack Dykinga show that photographers can rediscover the beauty of nature, but in order to it they should be able to choose the most suitable moment at which one can render rich palette of the landscape and illusory aspects of its forms. Appendixes Picture 1. Mexican poppies by Jack Dykinga Picture 2. Organ Pipe CactusAdvertising We will write a custom essay sample on Jack Dykinga Works specifically for you for only $16.05 $11/page Learn More Reference List Fox, W. (2005). Desert Water. New York: Graphic Arts Center Publishing Co. Footnotes 1 Please, refer to the Appendixes, Picture 1 2 Picture 2. This essay on Jack Dykinga Works was written and submitted by user Eliza Hogan to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Diversity In The Workplace

Organizational Behavior STAYING AFLOAT IN THE STORMY SEAS OF DIVERSITY MANAGEMENT INTRODUCTION While the benefits of diversity in the workplace have long been trumpeted, businesses would do well to consider the problems surrounding diversity and diversity training. Research into the subject reveals startling and costly problems that can arise if the subject is handled wrong. A focused approach is necessary to avoid any one of the problems that can lead to disaster for a business. The first of these problems is that managers face an automatic uphill battle: most employees, minority and majority groups alike, are largely distrustful of diversity training. This effect is multiplied by the tightrope walk of neither over- or under-emphasizing diversity, with either extreme leading to resentment and ineffectiveness. This is possibly the biggest danger in diversity training and helps explain the controversy of whether or not diversity is really good for business. Many companies using ineffective programs have either seen no advantage or worse, the programs have caused the opposite effect of resentment and a fractured corporate culture. While sustaining this balancing act, managers must also face pressure from above. During the economic downturn of the last few years businesses have cut spending across the board. In this environment expensive diversity programs have been among the first areas that businesses look to scale back in order to conserve. The final challenge facing diversity programs is a new dimension in diversity programs. Learning the etiquette and customs of other cultures becomes necessary as companies look to expand into the global market. The sheer complexity and breadth of knowledge needed to operate on an international scale promises to bring the subject to the forefront of diversity programs in the next decade. RESEARCH Employee cynicism is the first hurdle that diversity managers must ov... Free Essays on Diversity In The Workplace Free Essays on Diversity In The Workplace Diversity in the Workforce Diversity is the things about people that make them different, not just culturally but human differences. Having a multitude of differences in the workforce gives an organization the ability to utilize many ideas to reach one common goal. One could say that a diverse group of people together in one room can accomplish greater achievements than a room filled with the same types of individuals. In the workforce diversity can be gender differences, age, education levels, and marital status. Diversity in the workplace can also create diversity in the other areas of life. When companies value diversity it gives the organization the ability to utilize the opinions and viewpoints of all it employees to create a better working environment as well as allowing the employees to know that the company they represent cares about its workers. Manager?s understand this concept of diversity and how important diversity is to the success of a companies ability to implement programs that continues to de velop a harmonious and diverse workplace. According to Daft (2003) such programs that ?builds a corporate culture that values diversity; changing structures, policies, and systems to support diversity, and providing diversity awareness training? (p.450). Cultural change starts with the CEO?s, the presidents, as well as top managers. They are the leaders of organizations. Managers should first educate themselves of different cultures and the behaviors of people, how they interact with one another. Managers can utilize this information to understand the behaviors of their employees. They can also get to know different cultures so that there are no bias opinions about a particular group of people. Employees want to know that the organization they are with will be concerned with their personal needs as well as continuing to provide a comfortable work environment no matter what their cultural background is. Centuries ago, workin... Free Essays on Diversity In The Workplace Organizational Behavior STAYING AFLOAT IN THE STORMY SEAS OF DIVERSITY MANAGEMENT INTRODUCTION While the benefits of diversity in the workplace have long been trumpeted, businesses would do well to consider the problems surrounding diversity and diversity training. Research into the subject reveals startling and costly problems that can arise if the subject is handled wrong. A focused approach is necessary to avoid any one of the problems that can lead to disaster for a business. The first of these problems is that managers face an automatic uphill battle: most employees, minority and majority groups alike, are largely distrustful of diversity training. This effect is multiplied by the tightrope walk of neither over- or under-emphasizing diversity, with either extreme leading to resentment and ineffectiveness. This is possibly the biggest danger in diversity training and helps explain the controversy of whether or not diversity is really good for business. Many companies using ineffective programs have either seen no advantage or worse, the programs have caused the opposite effect of resentment and a fractured corporate culture. While sustaining this balancing act, managers must also face pressure from above. During the economic downturn of the last few years businesses have cut spending across the board. In this environment expensive diversity programs have been among the first areas that businesses look to scale back in order to conserve. The final challenge facing diversity programs is a new dimension in diversity programs. Learning the etiquette and customs of other cultures becomes necessary as companies look to expand into the global market. The sheer complexity and breadth of knowledge needed to operate on an international scale promises to bring the subject to the forefront of diversity programs in the next decade. RESEARCH Employee cynicism is the first hurdle that diversity managers must ov...

Financial Statement Analysis Report Assignment Example | Topics and Well Written Essays - 1000 words

Financial Statement Analysis Report - Assignment Example The preparation of financial statement analysis requires financial ratios, accounting data from financial statements. The ratio assists in measuring strengths and weaknesses of the firm and allows trends and comparisons with other firms within the industry to be identified. It also covers the areas of liquidity, operating profits, financing and stockholders' return on investments (Collier, Grai, Haslitt, McGowan, 2004). In the condition given, Track Events Ltd. is owned by a local independent ticket agent who sells tickets for sporting events, and that is why he needs to analyse his financial accounts in order to determine boost in sales and to make sure that his business is not suffering from insolvency. Total revenue from commissions and profitability has varied widely over the last year. Revenue from commissions peaked over ?1,073,000 in 2010 and dropped to ?1,053,000 in 2011. This may be due to decrease in the demand for the tickets being sold. Assessing the profitability of Trac k Events Ltd. is very significant in order to determine future business plans. These profitability ratios indicate the increase in the profitability of current operations of the business. Operating profit margin helps to provide useful information for investors when examining the trend for determination of the company’s quality. It has risen from 9% in 2010 to 28% in 2011. This shows that the company’s management has succeeded in generating income from the business operations. This increase is due to revenues from commissions increasing faster than the expenses of the business. Furthermore, the net profit margin which shows the earning capacity of business has gradually increased over the year from 5% to 29%. This is a clear indication of the company being considered as more stable and profitable, after payment of all taxes and expenses. Possible reasons of this are the reduction in operating expenses and increase in sales. Return on Total Assets is a measure of net pr ofit earned against the use of total assets. It has increased considerably from 2% to 14% over the year. This means that Track Events Ltd. is able to make use of its assets efficiently thereby increasing its profits. Decrease in the staff costs as a percentage of commissions earned from 62.5% to 48.7% informs that the company is able to keep more fraction of the commission after paying its staff costs as less staff costs per pound of commission earned is being paid. This drastic fall in salaries may either be due to reduction in salaries or laying off workers thereby increased productivity and reduced costs. Besides this, the evaluation in 2011 relative to the previous year concludes that the liquidity has increased, with the current ratio increasing over the year. This indicates that the position of the firm has improved and the firm is liquid enough to repay its debts. This significant increase may have been due to the increase in current assets by conversion of non-current assets into current assets, by borrowing or ploughing back profits. In addition, the decrease in current liabilities by paying off debts may also have caused this increase. The interest coverage of Track Events Ltd. has increased from 4% to 10%. This notifies that the debt burden of the company is lower and bankruptcy or default is less likely to be possible. This is due to the fact that this year Track Events made huge profits due to a radical increase in its incomes and a reduction in its expenses. Moreover, the

Financial management and risk analysis Essay Example | Topics and Well Written Essays - 2000 words

Financial management and risk analysis - Essay Example The new assembly cell requires three cell programmer/operators recruited at a salary of  £20,000 per year each. The cell robots are expected to last for 5 years, after which they can be sold off for an estimated price of  £1,000 each. The company’s cost of capital is currently 10%. This is a two-option financial investment appraisal case which compares the cost of operating an existing sub-assembly line with the cost of a new automated assembly cell. Both options incur costs we could compare to find out which option results in lower expenses over the next five years. Any savings will increase profits, which we can then transform into additional value that would benefit our shareholders. We utilised common investment criteria to analyse this project, and considered other factors that may affect its financial viability. We included our suggested solutions and potential effects on the final decision through a sensitivity analysis, which takes into account: 1. The cost of replacing our eight fitters and with three skilled operators. We included the effect of granting separation pay to each displaced operator and made a recommendation on how much we could afford to pay. The key insight to our problem is to match the cash flows for both options. Option 1 is our existing sub-assembly line, whilst Option 2 would be our proposed investment in new automated machines. Each option has a cash outflow over the next five years. Whilst Option 1 would not require a large cash outflow now, it has the same level of cash flows we are currently spending to maintain the line. In contrast, Option 2 demands a large cash outflow now, but this would result in lower cash flows over the next five years. We compared both cash flow forecasts and arrived at a net cash flow, which is the amount of working capital we would save from the lower cash requirements of Option 2. A basic assumption is that the sub-assembly line’s productivity would be constant, and that

Analysis of balance sheet and income statement Essay

Analysis of balance sheet and income statement - Essay Example The company focuses their services on the following four markets: clean energy, oil and gas, environment and infrastructure and mining (Annual report: AMEC plc 2013, pp. 1-8). On a similar note, Carillion plc is headquartered in Wolverhampton, United Kingdom. The company was founded in 1999. Carillion plc offers services on management in the following fields: efficient energy, buildings and infrastructure, project management and facility management. Carillion plc operates in the following business segments: construction services, support services, Middle East construction services and support services (Annual report: Carillion plc 2013, pp. 1-6). The key item considered in the analysis of the income statement is the revenue. Concerning AMEC plc, the revenue levels in the year 2012 and 2013 were  £ 4,088 million and  £ 3,974 million respectively. The company’s revenue decreased by 2.789% between the periods (Annual report: AMEC plc 2013, pp. 94). Comparatively, the revenue levels for Carillion plc for the same period were  £ 4,402.8 million and 4,080.9 million. The company’s revenue decreased by 7.311% between the two periods. Based on the analysis, Carillion plc’s revenue level were higher than that of AMEC plc, during the two years (Annual report: Carillion plc 2013, pp. 76). The analysis of the statement of financial position covers the total assets. Concerning AMEC plc, the total assets in 2012 and 2013 were worth  £ 2,518 million and  £ 2,384 million respectively. The company’s total assets decreased by 5.322% between the two years (Annual report: AMEC plc 2013, pp. 96). Comparativel y, the total assets for Carillion plc during the same period were worth  £ 3,862.4 million and  £ 3,639.9 million respectively. The company’s total assets decreased by 5.761% between the two years (Annual report: Carillion plc 2013, pp. 79). Based on the analysis,

The relationship between education and development

The relationship between education and development Development, which implies positive values, has been the concern of mankind from time immemorial. Many renowned thinkers devoted efforts to understand development better consequently theories of development have emerged. Ingemar Fagerlind and Lawrence J. Saha (1983) cited at least four clusters of development theories, namely, the (i) classic cyclical theory, which includes the Greek and Roman views of the never ending cycles of growth and decay of all material things, including nations and civilization; (ii) Augustinian Christian theory, which represented the views of doomsdayer who sees the world as heading toward major catastrophe, including the threat from a nuclear war or the explosion of the population bomb; (iii) linear theory, represented by optimists who see development as a never-ending progress; and (iv) cyclical linear theory which combines the essence of the conflict orientation of the cyclical theory and the optimistic orientation of the linear theory. By and large, people who see a dynamic interactive relationship between education and development are advocates of the linear model theory. Within this model, however, are three groups of social scientists, namely, the so called structural functionalists (e.g. Talcott Parsons and Robert Merton), the human capitalist theories (e.g. Theodore Schultz), and the modernization theorists (Alex Inkeles). The human capitalist theory and to a certain extent the modernization theory constitute the framework for building cases to show that education enhances development. The human capital theory postulates that the most efficient path to national development lies in the improvement of a countrys population. And of course, educators and almost all socio-economic planners are convinced that the best way to improve the population is through various forms of education and training Those who think of education as crucial to development also draw inspiration from the modernization theory. Alex Inkeles and his colleagues think that to modernize is to develop. Society cannot develop unless its population holds modern attitudes and values. They see a direct relationship between education and socio-economic development, in that education brings about a change in outlook in the individual which promotes productivity and work efficiency. Education has a modernizing influence on values, beliefs and behaviours which make human beings more development-oriented. Viewed from the modernization theory, education is called upon to re-orientate and/or suppress beliefs, attitudes and values which tend to obstruct the initiation of the modernization process. EDUCATION, DEVELOPMENT AND HUMAN CAPITAL THEORY S.G. Strumlin first attempted to quantify the role of education in economic growth in 1925. It was not until the late 1950s and early 1960s that interest in the study of the nature of the changes occurring in the different sectors of the economy in the United States of America pushed economists to search for explanations. Some of these economists such as Denison and Solow found out that a large part of growth in Gross National Product (GNP) in the United States over the first half of the 20th Century remained unexplained when they tried to attribute the growth to conventional economic factors. Even after taking into account increases in real physical capital like equipment, structures and the like, and total number of hours worked, a large residual still remained to be explained. However, they came to realize that important qualitative changes in the labour force had occurred. People were more productive for each hour they worked because of the greater skills and knowledge they posse ssed. The assumption was made that formal education was instrumental to these high levels of productivity that they were observing in the economy. Economists such as Schults and Becker, and economists of education such as Welch and Hoffman explained a part of the residual by what they called Human Capital of which education through formal schooling was considered a major factor. It is the view of Fagerlind and Saha that one of the first systematic articulations of the Human Capital Theory occurred in 1960 in Theodore Schultzs Presidential Address to the American Economic Association on the topic investment in Human Capital. In the address, Schultz suggested that education-was not to be viewed simply as a form of consumption but rather as a productive investment. He also argued that an educated population provided the type of labour force necessary for industrial development. Proponents of Human Capital Theory assume that formal education is highly instrumental to the improvement of the productive capacity of a population. The improvements of the productive capacity of the human work force in this sense is a form of capital investment. Human capital theorists postulated that the most efficient path to national development lies in the improvement of human capital through education. They also contended that the two pre-conditions for economic growth and development in any nation were investment in education and improvement in technology. Klees and Wells put this argument as follows: Human Capital Theory considers educational activities explicitly as investment that contribute to efficiency now and growth over time. From this perspective, education develops an individuals productive skills and therefore yields benefits over time to the individual and to the society as a whole. Thus we can evaluate, at least in part, the relative worth of allocating resources to educational activities compared to other alternative uses of these resources by examining educational costs and benefits. This framework has provided the basis for a considerable amount of educational resource and policy through the developed and developing world. This orientation championed by Schultz and Associates dominated the thinking in Economics of Education throughout the sixties. It formed the basis for manpower planning models used in forecasting educational enrollments required for specific development needs. Human Capital Theory also gave economists the conceptual tools with which to link man -power demands, their changes over time in response to economic growth and the educational system; and to incorporate them into elaborate national development plans and growth targets. Four manpower planning strategies or guidelines emerged from Human Capital research. They are the Social Demand Approach, the Manpower Requirements Analysis, the Cost-Benefit or Rate of Return Analysis and the Optimum Allocation of Resources Method. The social demand approach assumes that education is a social good. It is believed that its expansion as the demand arises will eventually result in benefits for the society. Therefore the state should bear the costs of educational expansion. Demographic data and social conditions are used in planning educational provisions when using this approach. Manpower require-ments for certain economic production targets can be estimated and produced through the formal education system. Planning education using this technique involves estimating skill requirements for certain occupational categories needed for economic development over a period of time. In cost-benefit analysis, estimates of the costs of acquiring various levels and kinds of education and the benefits associated with each kind and level are made. The assumption is that the value of the ratios so estimated would guide planners in decision-making with respect to the kinds of education to be offered or changed. In so doing, competitive rates of return on investment in education relative to other investment portfolios in the conventional capital markets can be maintained. The method used in optimum allocation of resources is to describe the principal relationships between education and other sectors of the economy and then to allocate resources optimally, given some objective functions and constraints. In general, linear programming techniques are used to derive the education production functions. In most developing countries, the manpower requirements approach was used as a guideline to relate educational planning to economic needs. A survey in 76 countries in 1968 showed that 65 of them had educational plans modeled after the manpower needs of the country. How-ever, as Sobel pointed out, protagonists of the manpower planning approach subsequently developed systematic mathematical models integrating manpower needs and educational planning which resulted in a proliferation of single-occupation studies in virtually all societies by each university or national university system, governmental manpower department, education ministry or vocational training department. Linear programming techniques were used to combine rates of return or cost-benefit analyses approaches with manpower requirements techniques to generate models of demand for education from the expected level and distribution of output in a given economy. These were done in an effort to ascertain whether the resultant manpower and education mix would maximize the growth of Gross National Product, maximize the excess of benefits over the costs of education. Most of the research findings showed that in country after country, a correlation exists between levels of education and subsequent lifetime earnings. In a comprehensive research study, Psacharopoulos standardized 53 rate of return studies for 32 different countries and sought to determine what generalizations could be made from the results. Some of the findings are as follows: * rates of return are generally higher in less developed countries; * primary education tends to yield the highest returns; * returns to human capital exceed those on physical capital in underdeveloped countries but roughly equal those on physical capital in developed countries; and * differences in per capita income can be explained better by differences in human than in physical capital. This theoretical orientation of the Human Capital Theory, as Kless and Wells point out provided a basic justification for large public expenditure on the expansion of formal school systems in developing countries. Its appeal was based on the presumed economic returns to investment in education both at the macro and micro levels. Thus governments intensified efforts to invest in Human Capital so as to achieve rapid economic growth and development.The obvious policy implication for most governments given the results of such empirical research was to expand enrollments and to provide for a longer period of schooling in order to maximize the benefits from schooling. In Africa, a Conference of African States on the development of Education in Africa was organized by the United Nations Economic Commission for Africa and the United Nations Educational, Scientific and Cultural Organization (UNESCO) from May 15 25, 1961. The Conference, as Thompson noted, firmly grasped the concept that education was an investment in productivity and urged that educational provision should be planned continuously in relation to manpower needs at all times. EDUCATION, DEVELOPMENT AND MODERNITY THEORY Another dimension from which the relationship between education and development was vigorously examined and explicated during the 1960s was in the social psychological and sociological formulations of modernity theory. Modernity theorists argued that modernization is essentially a social-psychological process through which a country becomes modern only after its population has adopted modern attitudes, values and beliefs. They tried to show that there were causal links between modernizing institutions, modern values, modern behaviour, modern society and economic development. They maintained that the creation of modern values can be planned. Particular social institutions like the school, the family, the media and the workplace were identified as being of extreme importance in the emergence of modem values. However, most modernity theorists placed considerable emphasis on education because the school was perceived as a major agent in producing the skilled manpower and the modem attitudes and values necessary for the existence of a modern society. In the early postà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬World War II era, approximately twenty societies were regarded as highly modernized and roughly another ten to twenty were depicted as having passed a threshold on the path to modernization. Definitions of modernized varied. Some noted structural features, such as levels of education, urbanization, use of inanimate sources of energy, and fertility. Others pointed to attitudes, such as secularization, achievement orientation, functional specificity in formal organizations, and acceptance of equality in relationships. Conscious of the ethnocentric nature of many earlier explanations for growth in national power and income, social scientists in the 1950s and 1960s generally omitted cultural traits associated closely with Western history from definitions of modernity. Yet, given the rhetoric of the Cold War and a preoccupation with democracy in U.S. national identity, political institutions became a central factor in many definitions. The theory of modernization normally consists of three parts: (1) identification of types of societies, and explanation of how those designated as modernized or relatively modernized differ from others; (2) specification of how societies become modernized, comparing factors that are more or less conducive to transformation; and (3) generalizations about how the parts of a modernized society fit together, involving comparisons of stages of modernization and types of modernized societies with clarity about prospects for further modernization. Actually, reasoning about all of these issues predated postwar theory. From the Industrial Revolution, there were recurrent arguments that a different type of society had been created, that other societies were either to be left permanently behind or to find a way to achieve a similar transformation, and that not all modernizing societies had equal success in sustaining the process due to differences in economic, political, and other institutions. In the middle of the 1950s, these themes acquired new social science and political casting with the claim of increased rigor in analysis. (Modernization Theory Defining Modernization Theory Modernization Theory Modernization theory is a description and explanation of the processes of transformation from traditional or underdeveloped societies to modern societies. In the words of one of the major proponents, Historically, modernization is the process of change towards those types of social, economic, and political systems that have developed in Western Europe and North America from the seventeenth century to the nineteenth and have then spread to other European countries and in the nineteenth and twentieth centuries to the South American, Asian, and African continents (Eisenstadt 1966, p. 1). Modernization theory has been one of the major perspectives in the sociology of national development and underdevelopment since the 1950s. Primary attention has focused on ways in which past and present premodern societies become modern (i.e., Westernized) through processes of economic growth and change in social, political, and cultural structures. In general, modernization theorists are concerned with economic growth within societies as indicated, for example, by measures of gross national product. Mechanization or industrialization are ingredients in the process of economic growth. Modernization theorists study the social, political, and cultural consequences of economic growth and the conditions that are important for industrialization and economic growth to occur. Indeed, a degree of circularity often characterizes discussions of social and economic change involved in modernization processes because of the notion, embedded in most modernization theories, of the functional compatibility of component parts. Although, there are many versions of modernization theory, major implicit or explicit tenets are that (1) societies develop through a series of evolutionary stages; (2) these stages are based on different degrees and patterns of social differentiation and reintegration of structural and cultural components that are functionally compatible for the maintenance of society; (3) contemporary developing societies are at a premodern stage of evolution and they eventually will achieve economic growth and will take on the social, political, and economic features of western European and North American societies which have progressed to the highest stage of social evolutionary development; (4) this modernization will result as complex Western technology is imported and traditional structural and cultural features incompatible with such development are overcome. For example, in the social realm, modern societies are characterized by high levels of urbanization, literacy, research, health care, secularization, bureaucracy, mass media, and transportation facilities. Kinship ties are weaker, and nuclear conjugal family systems prevail. Birthrates and death rates are lower, and life expectancy is relatively longer. In the political realm, the society becomes more participatory in decision-making processes, and typical institutions include universal suffrage, political parties, a civil service bureaucracy, and parliaments. Traditional sources of authority are weaker as bureaucratic institutions assume responsibility and power. In the economic realm, there is more industrialization, technical upgrading of production, replacement of exchange economies with extensive money markets, increased division of labor, growth of infrastructure and commercial facilities, and the development of large-scale markets. Associated with these structural changes are cultural changes in role relations and personality variables. Social relations are more bureaucratic, social mobility increases, and status relations are based less on such ascriptive criteria as age, gender, or ethnicity and more on meritocratic criteria. There is a shift from relations based on tradition and loyalty to those based on rational exchange, competence, and other universally applied criteria. People are more receptive to change, more interested in the future, more achievement-oriented, more concerned with the rights of individuals, and less fatalistic. Educational Reform and Human Capital Development. Aga Khan University Examination Board (AKU-EB) is a Federal Board of Intermediate and Secondary Education established by Aga Khan University (AKU) in response to demand from schools for more appropriate school examinations. AKU-EB was founded in August 2003. It offers examination services to both Secondary School Certificate (SSC) and Higher Secondary School Certificate (HSSC) throughout Pakistan. Its primary purpose is to improve the quality of education by making examinations of reputable standard more accessible to Pakistani students and having them increasingly valued by leading higher education institutions in and outside the country. In 2000, AKU-BOT approved the recommendation of the task force to establish and examination board. Its principal aim was to offer high quality public examinations using modern methods of assessment to test achievement within the national curriculum in order to enhance the quality of education. AKU-EB from the beginning was envisaged as a small undertaking which would be able to serve as a role model to have positive impact in field of education. There has been great amount of funds poured in to AKU EB. Besides AKU, USAID supported through the Governments Educational Sector Reforms throughout Pakistan . After the initial start-up period of five years, the University expects to become solely responsible for AKU-EBs financial affairs. The general objective of the AKU-EB is to design and offer high quality public examinations in English and Urdu based on the national curriculum for secondary and higher secondary education. It also arranges training sessions for teachers to develop appropriate learning materials to prepare teachers and students for the new examination system. It is intended to serve as a model of internationally recognized good practice in order to enhance the countrys capacity for educational assessment and tests, and therefore to improve the quality of education in schools, and through them, the quality of education in the national universities. The concept of human capital and education revolutions intertwined because formal education is an important factor in human capital formation. One of the objectives of AKU EB is to improve school environment by improving their curriculum by changing assessment strategy. Generally an individualà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s levels of human capital are raised producing better school results. Hence this effect the policy making in public and privte sector involved in educational reforms. Education is an investment in human capital, that is, in the skills and knowledge that produce a return to the individual in the form of higher earnings. Education also has social returns or spillovers. The presence of educated workers in a region enhances the earnings of those who, regardless of their own educational level, work with or near educated workers. I would be interested to know about how AKU EB is measuring its impact on schools and teachers. How it can be explained by human capital development theory perspective? How is it investing in building infra structure and equiopment and training? What are individual and social returns of AKU EB efforts? And what are its effects on changing other local boardsà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ assessment strategies and curricula. How are teachers and parents looking at AKU EB as source of human capital development?

conscience :: essays research papers

Conscience   Ã‚  Ã‚  Ã‚  Ã‚  Decisions that add or take away from their love for God, love of self, or love of neighbour is the job of every conscience. All people are faced with moral and immoral choices in every day life. What helps solve ones problem is their conscience. There are three things that help one develop their conscience. They are the teachings of the magisterium, tradition and scripture.   Ã‚  Ã‚  Ã‚  Ã‚  The Magisterium. The Catholic faith tells one that if one follows the Church’s teachings on moral issues, one will become a more loving and Christ- like person. A Catholic has a responsibility to pay attention to what the church teaches and take into consideration how this will affect our relationships with God. When one solves a problem through magisterium, one must solve this problem with humility. This means that one can admit that they need help, and turn to the Catechism of the Catholic Church to help solve the problem. When one does this, it is difficult to admit to God and the Church that one needs help.   Ã‚  Ã‚  Ã‚  Ã‚  Scripture. Another teaching that helps develop a person’s conscience is scripture. Scripture is the teachings of God and Jesus in the bible. Scripture helps to solve problems because it reminds one of the moral problems Jesus faced. The teachings of scripture have set guidelines on how a person may solve a problem. This helps one to analyze their own problems and relate them to the teachings of Jesus, God and the bible. The Scripture teaches one what to do in a Christ- like way.   Ã‚  Ã‚  Ã‚  Ã‚  Tradition. Tradition is the third thing that helps one develop their conscience. Tradition sometimes makes it difficult for a person to solve a problem through magisterium and scripture. Tradition is the way the world around us is and a person is often influenced by their society. When one is faced with moral dilemma and the decision is based on tradition, it can make us further away from God. These decisions are normally based on family and friends doing the same thing, and one may feel that they should do something, because everyone else is.   Ã‚  Ã‚  Ã‚  Ã‚  Magisterium, Scripture and Tradition are the three important components that we take into consideration when facing a problem. They shape and develop ones conscience.

Original Course work †Urban Myths Essay

The scream rang through the trees. Pounding footsteps thudded their way through the wood. Twigs snapped and cracked like brittle bones. She slowed down to a trot, trying to make sense of where she was. Her ears pricked. Listening for following footsteps. Realising she had been holding her breath, she gasped and air flooded her body. Only half an hour before she had been sat perfectly happy with her boyfriend. Her vision glazed over as silent drops fell to the ground, remembering how Josh had got out of the car to investigate a noise they had heard. She sank down to the bottom of the tree, as she recalled how ten minutes later, when he hadn’t returned, she had got out, only to find his pale form hanging from the tree above. Blood stained the top of the car where it had spilt from his neck, draping down over his shoulder like a carpet of scarlet. Whoever done this mustn’t be too far away. They could be watching her, waiting for her†¦ â€Å"The bodies of two teenagers have been found in Thornby Woods early this morning by a local dog walker. The bodies have been described as horrifically mutilated and the result of a brutal murder. At the moment police are investigating leads including the name â€Å"Aidan† spelt in blood on the roof of the car. Hopefully this will bring the monster to justice.† â€Å"I can’t believe something like that could happen here, it’s just so unbelievable†, said Diana. The others nodded in agreement. The four were sat around a table in their local cafà ¯Ã‚ ¿Ã‚ ½. There was Diana, Jack and the twins, Kerry and Kevin. The twins with their unique coppery red hair and blue startling eyes, stood out from Diana and Jack with his plain name, and fairly plain features. â€Å"You know what this sounds like†, said Jack then hesitated, â€Å"the urban legend about the guy in the car with his girlfriend†. The others looked at him. â€Å"But they’re made up stories, they would never come true†, argued Diana. The twins, who had a habit of speaking in unison, started speaking but then fell silent, as the television in the corner of the cafà ¯Ã‚ ¿Ã‚ ½ flashed on again and more about the murders was broadcast. Later that night, Kerry was sat in the library. The essay she was trying to write was starting to give her a headache. The ticking clock, mounted on the wall, showed her it was nearly midnight. As she stifled a yawn, she pulled the books shut and gathered up her stuff. Silently, she made her way down the deserted corridors and up the stairs to her room. When she arrived she turned the key slowly in the lock, so as not to wake her roommate, Stacie. She climbed into bed and her eyes shut as her head rested on the pillow. The next morning, sunlight streamed through the windows. It was a Monday morning and everyone was trying to stay in bed as long as possible. Suddenly, the silence was broken as a scream rose from Kerry’s room. Kevin and Diana were first there. As they pushed the door open, they saw Stacie’s dead body surrounded by bloodstained sheets. Kerry was whimpering softly, slouched against the bed. Kevin noticed the mirror out of the corner of his eye. Smeared across the glass in blood-red lipstick were the words, â€Å"Bet you’re glad you didn’t turn on the light†. It was signed ‘Aidan’. Kevin rushed over to Kerry, trying to comfort her, glancing over his shoulder at Diana. She stood like a statue, a shocked expression spreading across her face. Jack came rushing into the room. â€Å"What’s happened†¦?†, he broke off. He had seen the body. The four friends sat bewildered, silently hugging each other. Kerry couldn’t concentrate. Everyone had thought it best if she went to her lessons and tried to forget about it, but she couldn’t. Her mind kept going back to that morning when she had opened her eyes. The first thing she had seen was the body. The bloody image flashed before her. Finally, after what had seemed like hours, the end of college bell rang. Kerry slowly made her way over to the cafà ¯Ã‚ ¿Ã‚ ½ where she was going to meet Jack and Kevin. When she arrived, no one else was there, so she pulled a magazine out of her bag. As she did so, a plain envelope came with it and dropped to the floor. Curiously, she tore it open and jerked the paper out. â€Å"You’re next†, it spelt out, in carefully cut out letters from a newspaper headline. Kerry crammed the paper back in the envelope, as Jack and Kevin came through the door. â€Å"You feeling any better?† asked Jack, concerned. Kerry nodded her head and had to force a smile. â€Å"You know, this murder also sounds like an urban legend, don’t you think?† Jack continued, ignoring Kevin’s warning look. â€Å"Who do you suppose is behind it?† Drew, the class swot, came over. â€Å"Have you not heard? The police are looking for a man with the name Aidan, round about 20 years old†, he recited, sounding like a news reporter. â€Å"Why?† asked Kerry, turning her head towards Drew. â€Å"The name has been found at both the murder scenes, so it’s likely it was left by the killer† â€Å"But I don’t know anyone called Aidan†, said Kerry puzzled. â€Å"Could be an outside job, it doesn’t have to be anyone on campus. Do you know anyone that would do something that sick?† â€Å"I suppose it makes it more likely to be some lunatic,† half-whispered Kerry, but Drew had already turned away and had started telling the news to the table next to them. â€Å"Hey guys.† Their conversation was interrupted by Diana’s arrival, which was always noticeable. Her slim figure and blonde hair made her popular with the boys. She joined them at the table. â€Å"So has everyone has a nice day?† she said with a smile. The others just looked at her. Kerry looked as though she was about to cry. â€Å"Oh sorry, I forgot about this morning,† she answered cheerfully. Kerry’s chair scraped back as she got up to go. She pulled her bag onto her shoulder and left without saying a word. â€Å"What’s up with her today?† questioned Diana. â€Å"Well maybe she’s upset ‘cos one of her friends was murdered right underneath her nose and she found the body!† exclaimed Jack. Kerry had gone to the library. She couldn’t stand being in her room after what had happened. As she sat, staring at the open book infront of her, but not taking one word in, a voice called out her name. Turning sharply around, thinking it could easily be the killer, she saw, to her relief, it was Jack. â€Å"I just came to see if you were all right.† He muttered his apology for scaring her. â€Å"Yeah. I’m okay†¦ well sort of,† she smiled back. â€Å"I just thought, well Diana wasn’t exactly being sympathetic before and when you walked out, you looked upset to me. I though someone had better come after you.† He paused and looked at her, â€Å"You sure you’re all right?† Kerry looked away and sighed. â€Å"Well not exactly, I got this letter, someone must have planted it in my bag.† She handed over the letter to Jack. His eyes scanned the letter and his expression turned into that of alarm. â€Å"You really should take this to the police,† he said, his eyes piercing her own with serious anxiety. She turned her head so she wouldn’t have to stare into his hazel eyes, so caring, so tender, so†¦ â€Å"What’s the point?† her voice shuddered, â€Å"It doesn’t mean its necessarily from him. It’s probably some dumb kid playing a sick joke to upset me† â€Å"Well, if you’re sure. But come on, don’t you think you should call it a day?† Jack said, standing up and taking Kerry’s bag. â€Å"Where am I going to sleep? I mean, I don’t want to sleep in my room tonight,† she shivered. â€Å"I’m sure you can share Diana’s room. Come on we’ll go up there now.† Kerry followed Jack and together they walked up the three flights of stairs to Diana’s room. Ten minutes later, Kerry sat on the spare bed, while Jack said his good byes. Finally they were left alone. â€Å"Look I’m really sorry about before you know. I really shouldn’t have said that,† apologised Diana, humbly. â€Å"Its okay,† said Kerry smiling at her friend and laying back on the bed. A large sigh rose from her chest. She looked around the room, so much different from her own. The walls were a soft shade of purple with various famous prints dotted around. Cream curtains hung at the windows, drawn back gracefully, allowing the orange, golden sunlight to stream in. Her eyes moved around the room and stopped at the desk placed in the corner. There, lying on a pile of schoolbooks, was a newspaper, maybe a day or two old. Kerry could clearly see off-cuts and torn pages nestled on top. â€Å"Have you been working on a project?† she asked, the sarcasm stung her words. â€Å"What do you mean, project†¦?† Diana’s eyes followed her gaze. Her laugh rang through the room. â€Å"Yeah, it’s a project all right.† Kerry instantly sat up on the bed and turned to face Diana. â€Å"You†¦Ã¢â‚¬  she spat accusingly. Diana let out a jeering laugh. â€Å"I wondered how long it would take you to realise,† she half laughed, half spoke. â€Å"Realise what exactly? That you sent me that letter? How could you be so cruel?† cried Kerry, scrambling off the bed and onto her feet to face Diana. â€Å"Cruel? You don’t even know the meaning of the word, cruel!† â€Å"What†¦What precisely do you mean?† questioned Kerry, her throat tightening. â€Å"When I saw that girl and boy in the car, I though that it was you and Jack†¦Ã¢â‚¬  â€Å"You mean, you†¦you didn’t, did you?† Kerry stared in disbelief. â€Å"Yeah, I followed them, then killed them, if that’s what you’re trying to say. The stupid thing was, I didn’t realise it wasn’t Jack until he was dead. And of course the girl had to go in case she saw anything,† sneered Diana, boasting about her serial killing. She quickly strode to the door and locked it before Kerry even had a chance to move. Kerry noticed for the first time, that even though Diana was pretty, she was tall, fit and could probably easily manage to hold someone in a struggle. Kerry caught her breath and inhaled deeply. â€Å"But why did you kill them because you thought they were Jack and I? Why did you want to kill us?† Diana hesitated. â€Å"You don’t understand anything? Do you? Well†¦ I suppose we have a few minutes before I have to kill you.† Her hand rose from behind her back. The sharp point of the knife sparkled in the autumn light, sending spears of the reflected spark, dancing on the walls. With the knife poised, ready for action, she continued. â€Å"I thought I could have anyone I wanted. But I didn’t want anyone I wanted Jack.† Her eyes flashed, dangerously. The knife still held, it’s flickering gleam reflected into Kerry’s eyes, dazzling her. Kerry swallowed, her heart beating faster, yearning to escape this torture. â€Å"I wanted Jack badly,† Diana continued, walking in circles around Kerry, as though she the predator and Kerry the prey. â€Å"But, he didn’t want me, did he? Oh no, he wanted you!† she hissed. â€Å"Me?† stammered Kerry, â€Å"I didn’t know.† â€Å"Of course, you, wouldn’t, spat Diana, â€Å"so I thought, well if I can’t have him, no one can. Especially you! So I came up with a nice, simple plan to kill you both. You could rot in hell together for all I cared.† â€Å"So when you killed Stacie, you thought†¦Ã¢â‚¬  â€Å"I was killing you,† Diana finished. â€Å"Yeah! Stupid mistake really, but I made up for it by making it look like it was to scare you. Funny really how urban legends can come true, isn’t it.† By now Diana was stood face to face with Kerry. â€Å"Anyway, enough talk! Now you get what’s been coming to you.† She laughed and thrust the knife down infront of her, ripping the air apart. Kerry stumbled backwards to the other side of the room. Her sweaty palms clambered at the door handle. â€Å"Looking for this?† taunted Diana holding the key out. Staring blindly around, Kerry picked up a chair and threw it at Diana. It narrowly missed her and smashed into the wall. Diana was moving forward, knowing that Kerry didn’t have anywhere to go. Only the bed stood between Kerry and her attacker. Diana drove the knife into the bed, ripping the duvet and shredding the sheets. In the commotion of feathers from the pillow, Kerry ran to the door and started banging and shouting for help. Surely someone would hear. In the meantime, Diana continued to pursue her. Kerry grabbed at anything; books, furniture, pens went flying. Some managed to hit Diana, obstructing her. Trying not to get injured by the knife, Kerry attempted to take it off Diana. Diana stood up, her eyes blazing like the fires of hell. â€Å"One thing I don’t understand,† said Kerry, trying to buy more time, â€Å"is why the name ‘Aidan’ was found at the murder scenes.† â€Å"Ever though of rearranging my name?† panted Diana, â€Å"Diana spells ‘Aidan’. No one was clever enough to guess that. It even managed to put the police off. Now stop this idle chit-chat and let me kill you, nice and slowly,† her voice cackled as she flew at Kerry, the knife close to her throat. Kerry tried to push her arm away. She couldn’t keep her off for much longer. She battled with Diana and they both lost their balance. Tumbling over Diana had the better position, holding the knife inches away from Kerry’s neck. â€Å"Goodbye Kerry†¦Ã¢â‚¬  The door to the room flew open. The surprise stopped Diana as she looked up. Jack and Kevin stood gaping in horror at the scene. Rapidly, they ran over and pulled Diana off Kerry. The knife dropped to the floor with a clang. Five policemen were standing in the entrance and with Kevin’s help, carried the screaming Diana away. Jack was left helping a very shaky Kerry to her feet. â€Å"I heard screaming,† he mumbled, â€Å"I rushed to help with Kevin.† Kerry didn’t say a word. Tears swept from her eyes, as she realised the terror was over, and she was still alive. A far away shriek disturbed the comforting silence surrounding Kerry and Jack. The wail of sirens echoed into the distance. â€Å"It’s all over now, I promise you,† Jack, holding Kerry, â€Å"I promise†

Culture and Ikea

International Management Bermet Kanybekova 20113658 Assignment 5: IKEA 1. What has allowed IKEA to be successful with a relatively standardized product and product line in a business with strong cultural influence? Did adaptations to this strategy in the North American market constitute a defeat to their approach? IKEA has become the world's largest home furnishing retail chain with its international expansion in three major phases. Its mission is to offer a wide variety, good design and value for â€Å"young people of all ages†.IKEA is determined to maintain a standardized product strategy with a universally accepted assortment around the world, now carrying a variety of different home furnishings. It has limited number of manufacturing, however, designs all of its furniture. IKEA's cost leadership strategy through high volume production and standardized items enabled it to sustain its business. Consumers are expected to become â€Å"prosumers†, in the meaning of half producers and half consumers, thus supplying their time for assembling work after their purchases.Consequently, IKEA's success is due to its customer focused strategy. The principal market target is composed of â€Å"people, who are young, highly educated, liberal in their cultural values, white-collar workers, and not especially concerned with status symbol†. Therefore, consumers with low status concern and low conservatism enabled IKEA's success in strong cultural influences. Moreover, high income groups have fewer cross-cultural differences and more open to adapt values to new beliefs.As a result, with their right consumer target, IKEA was able to succeed with their relatively standardized product line. North American market proved that standardization is not a key to success in an American market; therefore adaptions have been made that clearly changed IKEA’s strategy. IKEA with its standardized market changed to a global market strategy and implemented new ideas t hat fit American taste in their market. Adjustments were made to their furniture that created and targeted more American consumers.Moreover, some adaptions might have been transferable to other targeted markets around the world. Consequently, the North American experience has caused IKEA to blend in their ideas and start remixing its formula elsewhere. For instance, these changes were implemented to the European market, changing furnishing concepts such as making sofa beds in Europe. 2. Which features of the â€Å"young people of all ages† are universal and can be exploited by a global/regional strategy? The â€Å"young people of all ages† share similar features internationally that enabled IKEA to maintain its target universally.However, not all of the targeted features were shared among various cultures. Hence, there were some adaptations according to various cultures and the relative importance of these features varied between countries and their consumers. Nonethel ess, the majority of the targeted consumers liked to perceive themselves as practical, modern and non-traditional. In other words, these consumers didn’t stick to the traditional way of furniture, instead saw IKEA’s designs as good, modern and practical that allowed them to afford their products.In this sense, simplicity and practicality was more important than traditional styles of furniture. With this concept, IKEA was able to specifically target those consumers who vied their products as fitting their taste with different features. Therefore, this concept with being practical and simple instead of traditional is an example of universal feature that can be further developed. IKEA’s targeted market like shopping for good value; therefore, they are ready to contribute their time and energy to get satisfaction out of assembling their work.Consequently, this willingness to contribute more and achieve better value is another feature that is shared among IKEAâ€℠¢s universal target. These new changes in IKEA’s strategic plan have brought it to a new level of international business with better customer satisfaction and greater value. 3. Is IKEA destined to succeed everywhere it cares to establish itself? Is IKEA destined to succeed depends on how flexible its concept is in various countries. However, I believe that IKEA will not succeed everywhere it establishes itself.The concept of IKEA can slightly be changed and adapted according to various cultures, but I strongly believe that certain changes cannot be implemented fully. This changing concept will have limitations when it is further taken globally and need to meet the standards universally according to various economies of countries. For instance, value of a certain sofa in a certain country is totally different in another country. If we take a sofa in America for $300, the same product must be sold at a lower price in a developing country due to its value differences in their ec onomy.Therefore, not all of IKEA’s concepts can be fully changed if they want to maintain its original formula. Moreover, customer expectations are different in various countries, thus, IKEA would have to consider new changes and flexibility in their concept to meet customer expectations and their value for products offered. In conclusion, I would like to point out that there is always a limit in adapting and changing concepts to meet various customer values and their desires to create profitable sustainability.

Jeb Bush Net Worth

Jeb Bush Net Worth Jeb Bushs net worth is at least $19 million and as much as $22 million, according to tax returns made public by his presidential campaign in 2015 and public remarks by his aides. The disclosures showed Jeb Bushs net worth grew dramatically in the eight years of private-sector work following his departure as governor of Florida in 2007. Sources of Net Worth in Financial Industry Bush has earned his money in the private sector from speaking and consulting work in the financial services industry, including private equity. Among the firms hes been associated with are  Lehman Brothers and Barclays. Bush was worth only $1.3 million when he left the Florida governors mansion in 2007. He  was paid more than $28 million since leaving office, according to a New York Times analysis in 2014. That included $3.2 million from serving on the boards of public companies and giving more than 100 speeches for which he was paid at least $50,000 each. His pursuit of wealth is well documented and will likely become a point of contention should he seek any public office in the future. Why a Large Net Worth Can Be Bad In Politics Bushs net worth became an issue for him in the 2016 presidential race. Thats because of his reported aggressive quest for wealth in the years since he left the governors mansion in Florida. Some political analysts said they believed Bush would face similar hurdles connecting to middle-class Americans as did 2012 Republican presidential nominee Mitt Romney, one of the wealthiest candidates to seek the White House in modern history. â€Å"Running as the second coming of Mitt Romney is not a credential that’s going to play anywhere, with Republicans or Democrats. Not only would this be problematic on the campaign trail, I think it also signals someone who isn’t seriously looking at the presidency or he wouldn’t have gone down this path,†Ã‚  Republican consultant  John Brabender told Bloomberg Politics in 2014. Jeb Bush Takes Flack For Rush to Make Money Bush entered the Florida governors mansion in 1999 worth about $2 million, according to published reports detailing his personal finances. In his eight years as governor, Bush would tell reporters his family finances suffered because of his public service, according to the Tampa Bay Times. He left office with a net worth of $1.3 million. In their book about the 2012 presidential campaign, Double Down, journalists  Mark Halperin and John Heilemann describe Bushs quest for wealth as a driving factor behind his decision not to seek the Republican nomination that year. He said he wanted to pursue greater wealth instead. The former Florida governor was telling everyone the same thing hed told Romney: he planned to stay on the bench. It wasnt so much concerns about a Bush hangover that were keeping Jeb there. It was his bank account. You dont understand, Bush would say to the Republican poo-bahs begging him to run. I was in the real-estate development business in my state. There was a huge bubble, but I missed out because I was governor for eight years. So Im starting from scratch. If, God forbid, Im in an accident tomorrow- Im in a wheelchair drooling, saliva coming from my mouth- whos going to take care of me? What are my wife and kids going to do? Ive got to look after my family. This is my chance to do it.

Tokyo Disneyland Case Study Example | Topics and Well Written Essays - 4500 words

Tokyo Disneyland - Case Study Example 3. To recognize how the differences of Tokyo Disneyland to other Disneyland theme parks in terms of the themes and features of the park. 4. To examine the visitor statistics of Tokyo Disneyland. 5. To know how Tokyo Disneyland maintain the Japanese culture in the park. Statement of the Problem The study intends to investigate the success of Tokyo Disneyland in terms of culture, compared to other Disneyland theme parks. Specifically the study intends to answer the following questions: 1. How does the management of Tokyo Disneyland promote the park to the Japanese market even if there is still a touch of American culture 2. What are the differences of Tokyo Disneyland to other Disneyland theme parks in terms of the participation of staff 3. What are the differences of Tokyo Disneyland to other Disneyland theme parks in terms of the themes and features of the park 4. How does Tokyo Disneyland maintain the Japanese culture in the park Conceptual Framework / Theoretical Framework This study will apply the input-process-output (IPO) framework. Originating form the Industrial Revolution, the IPO model has been applied to various fields-from manufacturing to communications to computer programming. (Harris & Taylor, 1997) The IPO model is a design of how different input, intermediate, and output variables form causal relationships in a system. (Walliman, 2001) In the IPO model, a process is viewed as a series of boxes (processing elements) connected by inputs and outputs. Information or material objects flow through a series of tasks or activities based on a set of rules or decision points. (Walliman, 2001) Flow charts and process diagrams are often used to represent the process. (Walliman, 2001) What goes in is the input;... With continuous effort and perseverance to make the study a success as well as the support of the people who have helped in the project, the research was completed. For the future researchers that will have to undergo a series of data collection methods, it should always be keep in mind the possibility of incidents and instances that will hinder the execution of the research. Be prepared for the worst scenarios that could happen during field work whether the case concerns the participants, the location, the time and the gatekeepers. It is easy to find common elements between Disneyland and Disney films in all parts of the park. For example, it is well known that Disney made only one gate to Disneyland, against advice from amusement park experts. To Disney, the entrance gate and the beginning part of a movie are the same. From the gate, visitors head toward the shopping mall, where each store is a three-story house with a facade, similar to those of a small American city in the late nineteenth century. These facades reduced in various degrees, detach visitors from outside reality and bring them into the world of nostalgia. As a similar scenography is also used on streets that stretch from the entrance to the central plaza, the scene inside the park is put in a frame, and the street is long enough for visitors to transform themselves into inhabitants of Disney’s world. The recommendation of this study is for Tokyo Disneyland to maintain representing the rich culture of Japan in Tokyo Disneyland since this i s what their market needs.

Implicit Knowledge Assets in Healthcare Essay Example | Topics and Well Written Essays - 1500 words

Implicit Knowledge Assets in Healthcare - Essay Example In their drive towards improving efficiency and cutting cost, Knowledge Management has come as a concept with immense potential. The present case is of a Spine Unit in USA, which is in the environment as described above, and the paramount need is leveraging the potential of its two key assets, technology and knowledge in a manner which is able to enhance its efficiency and reduce costs. The Spine Care unit has rich knowledge assets comprising of surgeons and medical staffs from the disciplines of Neurology, Neuro-surgery, orthopedics, spine surgeons, psychologists, physical therapists and pathologists. It is a technology intensive unit with advanced technologies deployed at clinical side in the form of medical equipments and in the practice management side it has extensive IT facilities like Hospital Management Information System (HMIS).   The unit has well developed protocols based on data/information from NCQA, medical journals and its own systems. It is clear from the details th at the Spine Unit is not exploiting the potential of its implicit knowledge assets in a structured and strategic manner despite the fact that it has majority of KM technology in place.   The issue is to leverage the unit’s existing strength and deploy a full-fledged KM system. It is beyond doubt that knowledge and its management involves only one thing – people, all others are enablers. Larry Prusak says â€Å"Knowledge flows along existing pathways in organizations. If we want to understand how to improve the flow of knowledge., we need to understand those pathways.† [citation?] The KM solution for the Spine unit has to exploit the KM concept which creates Communities of Practice, enhances sharing and enriching knowledge, promotes networking and bonding among employees. We see a gap in people focused KM mechanisms, systems and technologies. Proposed solution The objective is to create a KM system comprising of compulsory elements and voluntary elements of KM systems. It is with the approach of leveraging and integrating the exiting assets and existing IT technology Compulsory elements: At every decision point viz. admission of patient, diagnosis, surgery, post operative care, people concerned will be required to refer to the KM system. For example while making a decision to admit the patient one will be required to access the system and system will â€Å"Push† relevant information i.e. patient history, probable diagnosis, past experiences, experts list to ensure the best decision in a quick manner. [