Document Analysis of John Brown’s Address to the Virginia Court

John Brown’s address to the Virginia Court Origin: The address given by John Brown to the Virginia court was his final words before execution on charges of treason. The charges were given because of a raid that he directed with the intent to take federal weapons which is an act of treason. On October 16th-18th, 1859, the radical abolitionist John Brown led a group of white and black men, including two of his sons, on Harpers Ferry, Virginia. Brown’s goal was to seize the federal arsenal, arm the local slaves, and fight a way into the North as described in this primary source in court.This raid was not surprising because of his abolitionist background and insanity as described by the Robert E. Lee who led the Union Army that suppressed the revolt. The group held up in a fire department and was attacked by Lee’s soldiers. The failed attempt resulted in Brown’s capture, trial, and execution on December 2nd. This episode of slave resistance was the last major rebellion contributing to the secession of the South and, eventually, the Civil War. Purpose: John Brown had a a few purpose for delivering this address.Obviously, it was given in response to charges accumulated from the raid, and the address also makes several points explaining his defense. Brown stated that he did not intend to fire a single gun but wanted simply to take slaves from plantations and lead them to northern states or Canada. Brown also stated that he did not induce the others involved in the raid to join him which lessened his crime in his mind. To the charges he addressed, â€Å"I never did intend murder, or treason, or the destruction of property, or to excite or incite slaves to rebellion, or to make insurrection.Though he denied the charges, one can infer that Brown really did want a slave uprising to occur in the South due to his strong abolitionist morals and beliefs. If the raid were to be successful, Brown would not stop with those slaves, but rather continue his forced manumission of the South. Brown’s impression of the trial was one of satisfaction, but he argued that â€Å"it is unjust that I should suffer such a penalty [of death]. † He made this argument because his intent was not to start this uprising but, instead, to be an act of defiance that he knew would indirectly cause a mass insurrection in the South.Value: John Brown’s address is not a historical landmark and was a less significant historical document that had minimal aftermath; however, it provides a specific example of responses in court giving insight into how acts of slave resistance are dealt with legally. Brown gives this document a unique texture because of his eloquence in court compared with his savagery in the raid. Overall, he is given the status of a martyr with his words: â€Å"I submit [to death]: so let it be done! † Brown reveals a very different side of his personality in which he is a dignified martyr.He predicts that slavery will never end peacefully in the country whose â€Å"rights are disregarded by wicked, cruel, and unjust enactments†. Historians can use this document today to show people strong in their beliefs who act upon them, and although some failed in their efforts, their cause was strengthened. Limitations: The address made by John Brown contains several limitations that affect its credit as a historical source. A significant limiting factor is that there is only one opinion to explain the raid. Brown had a biased opinion mainly because of his childhood having been greatly influenced with abolitionist morals and beliefs.One would think that Brown’s address would be biased in spite of his numerous accusations, but he speaks as if he had nothing to lose. The aiding and abetting criminals in the raid would not have delivered a speech as dignified and passionate as Brown’s but would obviously be similar in their renditions of the event. To fully understand Brown’s ra id, historians would need to consult Robert E. Lee’s notes. After viewing both sides of the story, a historian can either choose a side or make an inference that incorporates both.

Equality And Inclusion In Health And Social Care Essay

Outcome 1.1 Explain what is meant by Diversity – Understanding that every individual is different, and being able to recognise and individuals unique differences, whether it be age, race, gender etc. Equality – Every person being treated equally and fairly regardless of cultural backgrounds, sexuality, beliefs. Inclusion – Being included without being limited or restricted, and irrespective of differences such as disabilities embracing individuals to make them feel included. Outcome 1.2 Describe ways in which discrimination may deliberately or inadvertently occur in the work setting A person being treated differently or unfairly because they are from a different race or from a different culture. Discrimination inadvertently can happen when a certain group of people feel restricted or limited from something like a general rule that applies to all only being written in English, excluding members from other cultural backgrounds and creating a barrier. Outcome 1.3 Explain how practices that support equality and inclusion reduce the likelihood of discrimination Treating another person as you equal, engaging and including them will have a positive effect and therefore reduce the likelihood of discrimination. Read more: What is meant by inclusion in health and social care  essay Outcome 2.1 Identify which legislation and codes of practice relating to equality, diversity and discrimination apply to own role Equality Act GSCC – The General Care Council Human Rights Act Outcome 2.3 Describe how to challenge discrimination in a way that encourages change Being positive towards co workers and service users, promoting positive behaviour will make other people feel positive and hopefully change their opinions and actions in the future. Outcome 3.1 Identify a range of sources of information, advice and support about diversity Library Internet Colleagues Policies and procedures Work based training Outcome 3.2 Describe how and when to access information, advice and support about diversity, equality and inclusion You can access this information by asking your line manager and also in the policy and procedures, if you feel someone is being treated unfairly the information should be dealt with as soon as possible

Fly Away Peter Essay

Throughout ‘Fly Away Peter’ Malouf utilises a variety of literary techniques such as contrast, Imagery, Symbolism and foreshadowing to portray ideas and themes. The title ‘Fly Away Peter’ makes reference to the traditional English nursery rhyme ‘Two Little Dickie Birds’. Moulaf utilises this nursery rhyme to make the connection between themes within ‘Fly Away Peter’ and everyday life. â€Å"Two little dickie birds, Sitting on a wall;† These opening lines of the nursery rhyme introduce two of the main ideas within the novel. The two birds talked about in the nursery rhyme are Peter and Paul. the birds and are a reference to the motif of birds seen throughout the book. The birds are used to symbolise the idea of life being a continuous cycle that carries on regardless of the situation, â€Å"even here, in the thick of the fighting, there were birds†. For Jim the birds symbolised normality and provided a â€Å"private reassurance†. This provided Jim with a sense of normality in the middle of ‘hell’. In the rhyme the wall symbolises the sanctuary. The sanctuary symbolises the ‘garden of Eden’ and Moulaf has used the sanctuary to contrast the war. This is introducing the idea of good versus evil. A variety of techniques are used to introduce the sanctuary. Being a poet, Moulaf has used long flowing descriptions utilising descriptive language such as â€Å"intensely blue† â€Å"tobacco brown† â€Å"flared† and â€Å"piano-wires singing†. These add an extra level to the understanding and the natural beauty of the sanctuary. The sanctuary is also used to introduce another theme of the novel, two planes of live. Within the first sentence Moulaf uses a narrator voice to introduce the setting of the novel. With the Use of Jim being a narrator Moulaf foreshadows the idea of there being two planes of life. â€Å"a clumsy shape had been lifting itself out of an invisible paddock†. The invisible paddock talked about in the first sentence is foreshadowing of the introduction of the two planes of life. Moulaf is also using symbolism. The â€Å"invisible paddock† symbolises the sky, and as later introduced the view from the sky is the second plane of life. Moulaf has used the lines; â€Å"One named Peter, One named Paul† to link the characters of the book to the religious views and ways of living in the 1960’s. In the 1750’s the rhyme ‘Two Little Dickie Birds’ talked of two birds names Jack and Gill, in the early 1900’s the names were changed to the disciples ‘Peter and Paul’. In ‘Fly away Peter’ Moulaf has used this link between the birds name to introduce the religious connections. The bird peter symbioses Jim and Paul symbolises Ashley in the context of ‘Fly away Peter’. Throughout the novel Moulaf uses the literary technique of narration to tell parts of the story. â€Å"The world Jim found himself in†¦Ã¢â‚¬  this narrator figure symbolises God. Jim and Ashley also symbolise angels. This references the first quote Moulaf placed in the front of the novel. The â€Å"divine creature† is an angel. Jim and Ashley are angels incarnated in a huma n form, and the ‘flying away’ is the time on earth and the coming back is the return to heaven. In the novel Jim dies from injuries sustained form a battle, and in this the cycle of his life is complete and he returns to heaven. The lines â€Å"Fly away peter, Fly away Paul† foreshadow Jim and Ashley going to fight in the war. The war is the complete contrast of the Sanctuary. The descriptive language used shows the contrast between the two locations. Moulaf describes the sanctuary using phrases such as â€Å"wooded country beyond† and â€Å"silvery scrub† in comparison to the description of the war; â€Å"The air was tormented† and â€Å"Deadly†. The war is over-run with rats, which are seen as creatures of evil, where as the sanctuary is full of birds which are creatures of the sky. Moulaf also uses the cattle trucks to symbolise how the soldiers were treated. The trucks had a sign which read â€Å"eight horses or forty men† meaning the army treated the soldiers as if they were as replicable as cattle. The cattle trucks also took the cattle to the abattoir, likewise the cattle truck is taking the majority of the soldiers to their death. The rhyme itself is a cycle, the birds fly away and come back again â€Å"Come back Peter! Come back Paul!†. With the religious understanding and interpretation of the novel the coming back is returning to heaven, however the coming back can also be related to the quote at the beginning of the book, where it talks about â€Å"the stone will be our bed†, the returning is being buried in the earth. Moulaf introduces the theme of digging early in the novel, however this motif is used when Jim is dying. During war digging symbolises a grave, and after a long exposure to war Jim assumes digging has to be for a grave â€Å"a grave it must be†. During Jim’s stream of consciousness before his death he meets Clancy, the first hint that Jim has either passed on or is hallucinating. Clancy instructs Jim to dig, â€Å"That’s the style! Dig†. When you are buried you are returned to the earth, and hence returned to the stone. This is part of the continuous cycle of life. The lines â€Å"Come Back Peter! Come Back Paul!† foreshadow the ending of the novel and complete the cycle, which is one of the key themes Moulaf is portraying. Moulaf has used a variety of literary techniques such as contrast, Imagery, Symbolism and foreshadowing to portray ideas and themes throughout ‘Fly Away Peter’. Malouf focuses on the theme the continuous circle of life to illustrate the connection between the novel and life â€Å"the places, the stories of a life that was continuous elsewhere†.

Developmental Interviews Assignment Example | Topics and Well Written Essays - 250 words

Developmental Interviews - Assignment Example According to Erikson, her developmental level reveals she is age appropriate at Industry versus Inferiority, taking into account her many interests, as well as high level of achievement. According to Kohlberg she is at Stage 2 of Pre-conventional Morality, Individualism and Exchange; she said she would either try a trade off with her sister about borrowing something or just wait until her sister was not available and let her own needs justify using the object. Through interviewing this participant, I was surprised to find her so well read and currently learning Mandarin Chinese as her parents are not bilingual. The challenge was in getting this person to remain focused on the interview and not on everything that entered the room; although she agreed to be interviewed, she had difficulty expressing her feelings, as though she normally didn’t do that very often. I learned that children can be surprising in regards to what they know and are interested in. Adolescence (13-18) Iden tity versus Role Confusion. The young lady I interviewed for this section was 13 years old; she’s in the sixth grade, a ballerina, and on the local Sea Turtle Patrol.

If terrorism ever justify Essay Example | Topics and Well Written Essays - 500 words

If terrorism ever justify - Essay Example A review of key studies done regarding terrorism show that it is not an easy topic to discuss much less understand. They point out that terrorism has deep roots in socio-political issues and as such have a great range of motivations and objectives (Edwards). It is for the same reason that the debate on whether terrorism can be justified or not is hard to settle. In general, most materials have been very critical of terrorist acts, citing their indiscriminate and long-term impact. There are also common assumption about who terrorists are and who are against it. At the same time, Jenkins says that there is an assumption that terrorism is always subversive or against social institutions. Singh points out that the radical ideas at the core of terrorism are not new or unique. It is considered as a valid military strategy and has been used successfully in many military campaigns among the world's greatest civilizations (377-379). At the same time, Jenkins points out that in consideration alone of the worldwide response to recent terrorist activities, there is no denying that it can be used against perceived abusers (71).

Msc IT Project Proposal - Title to be decided Thesis

Msc IT Project Proposal - Title to be decided - Thesis Example Current paper focuses on the methods used by a firm that operates in a specific industry, this of the martial arts, in order to improve its communication with its customers and therefore increase its performance. The firm under examination is a Judo club which is not well established in the market; it has entered the market rather recently – one year ago – and it seeks to increase its performance by improving its communication with its customers. It can be assumed therefore that the resources available for the achievement of the above targets will be limited. The chances for the achievement of the relevant plan will be explored and analyzed using a series of appropriately customized research methods. As already noticed above, the firm’s resources that are available for the realization of the relevant project – development of a communication website – are limited. The short presence of the firm in the market could be regarded as the main reason for the lack of necessary resources; however, there are firms that are developed quite quickly even if they operate for a short period within a particular market – this is the case of firms that use all resources available – referring not to the internal resources but also to the external ones, e.g. the funding options available in a specific market. It seems that the specific firm didn’t manage to ‘gain’ the support of the market until now (probably because no appropriate research was made to this direction). For this reason, it is necessary that all available resources of the firm will be employed in the particular effort trying to ensure the increase of its competitiveness within th e particular industry. Currently, the systems available for the completion of the specific project – communication website – are rather limited. The firm’s operation is based on a simple IT network consisting from 3 desktops that communicate through an

Karl Donitz Essay Example | Topics and Well Written Essays - 1250 words

Karl Donitz - Essay Example This strategy required the conversion of German fleet to U-boats. Despite opposition from the other senior naval officers, Donitz went ahead to train his crew on his innovation. When the war begun, the German Navy was under the leadership of Donitz. This navy commander was very instrumental in the war because he mobilized his troop to conquer the British merchant ships during the War. At this time, the Germany navy was not prepared for war since it was anticipating that the war would begin in 1945. This unpreparedness resulted from the focus on German Navy's extensive "Z Plan" which was due for completion in 1945. When the war broke out, there was no choice for Germany but the use submarine warfare because it was the only naval option that was already prepared 1. Thesis statement Karl Donitz, a German Naval Commander served as a vital object in persuading the military organization to adopt an innovation based on the submarine in order to conquer the colonial rule during the inter-war period and the World War II. By November 1937, Donitz had a realistic vision of German’s success against its enemies. By this time, he was convinced that it was practical to launch a good campaign against merchant shipping. From this point on, Donitz begun to push for the conversion of the German fleet to U-boats to the greatest and most significant extend possible2. He also revived the idea of creating wolf-packs out of the entire German fleet. His influence was effective owing to his position in the navy. Since January 1938, he served as Commodore and Commander of Submarines. Many chief army commanders including Erich Raeder, the naval leader strongly opposed Donitz. There was also competition from people like Herman Goring who received much attention during this time. Despite the existing controversy with Raeder, Donitz went ahead and conducted intense training on his crews regarding the new tactics. His opposers had put their hope in German Navy's extensive "Z Plan,† a plan that was scheduled to be completed in 1945. As noted earlier, they were anticipating that the World War II would start in 1945. However, the war broke out in 1939 and at this time, the German surface fleet was in a state of marked inferiority. Because of this, the only naval option available for Germany was submarine warfare. Donitz and His Military tactics Background in the military Donitz joined the Imperial German Navy in 1910 and in April the same year, he became a sea-cadet. In April 1911 Donitz begun serving as a midshipman before becoming an officer working aboard the cruiser SMS Breslau in 1912. In September 1913, he was commissioned as an Acting Sub-Lieutenant. When the Breslau was sold to Ottoman navy in 1914, Donitz and his colleagues began operating out of Constantinople under Whilhem Souchon. At this time, they served in the Black sea where they were busy engaging the Russian forces. After this, Donitz was transferred to the U-boat service. In March 1916, he w as promoted to the position of Navy First Lieutenant and by October, his request to transfer to the submarine forces was granted hence he began serving as a as watch officer on U-39 as from October 1916. In January 1921, Donitz became lieutenant in the Germany navy. By 1928, he was already commanding torpedo boats and was promoted to the position of a Lieutenant-Commander in November the same year. Due to his great work, Donitz was promoted to the position of a full commander in 1933 and to a Captain in 1935. On January 1938, he was promoted

A History of American Currency Essay Example | Topics and Well Written Essays - 1750 words

A History of American Currency - Essay Example The specific paper focuses on the presentation of the history of currency in America for the years 1000 up to 1877; however not sufficient information exists for the whole period mentioned above. More specifically, America is a continent the history of which is clearly known only after a particular point of time: the establishment of the first colonies in various regions across the continent. Before the specific period of time just a few hypotheses can be made regarding the currency (referring to the various ‘means’ of exchanging goods of a specific value) used by natives, especially Indians in their daily transactions. After the entrance of people from Europe (especially English but also Spanish and French) in America, a specific monetary system began to be created in the continent; this system had many of the characteristics of the one used previously by Indians while several changes were made (in accordance with the economy of the colonists involved) in order for the various transactions with the mother – country to be completed successfully. The reference specifically to England when describing the monetary history of America is unavoidable; the specific country represented the majority of people that entered America and for this reason the monetary system of England has been considered to be the basis for the American economy – although it was rather a gradual development. As for natives (Indians or Amerindians) they gradually lost their right to intervene in the financial development of their region and had to be adapted to the new monetary standards implemented by colonists. In this context, the monetary history of America (referring to the currency in its form that is similar with its current one) could be regarded as beginning in the 17th century. Regarding this issue, it is noticed by Delage et al. (1993, 141) that ‘in the years that followed 1650 the Amerindians found themselves losing control of their

Send in the Drones Essay Example | Topics and Well Written Essays - 1250 words

Send in the Drones - Essay Example A look at the coverage of the Lamont Lieberman senate race in Connecticut will confirm that pack journalism is alive and well and even more void of any creativity, insight, adjectives, or shame. Both Reuters and The Associated Press ran several stories in the hours after the election. The stories echoed the same adjectives and scenarios as they spoke of the anger, anti-war sentiment, and Lieberman's closeness with Bush. The wire services had indeed taken the stand that the vote in the Democratic primary in the land of steady habits was a referendum on the President. The major papers in New York, Los Angeles, and Chicago echoed this story. Yet, as reported by Murray on August 9, 2006 in The Washington Post there were other issues on the minds of Connecticut voters such as labor unions, free trade, and women's rights. The mob mentality had left these issues behind because the story that had the legs was the story on the war. Sometimes you can see the mob move by just looking at the sheer volume of coverage on an event. By the first week of August 2006 the major news outlets had the nation riveted on the Democratic primary and focused on the race between Lieberman and Lamont. The Associated Press was pumping out 10 stories a day covering the race and the major dailies were following suit. The NY Times was contributing about 4 a day and the Washington Post was adding another 2 (LexisNexis). By the first week of October 2006 the AP had dropped to less than 10 stories for the entire week. That week, the Washington Post did not even cover the non-event. The last week of October 2006, with the election drawing near, had again seen a modest increase in coverage by both the AP and the New York Times (LexisNexis). By the beginning of September the news of Lieberman and Lamont was already getting scarce. It was often hard to locate the source of the story, but it was certainly getting incestual. Similar stories from Chicago and New York indicate that the news was being drawn from a common pool. The New York Times led a story on September 2, 2006 with, "An independent group, Vets for Freedom, will begin sponsoring television commercials [...] thanking him (Lieberman) for his support of the war in Iraq" (Medina, 5). On September 6, 2006 the Chicago Sun Times relayed the same story that led off with, "Vets for Freedom, an independent group [...] will air an ad in Connecticut [...] thank the incumbent for backing the conflict" (Miga). It's obvious that both papers were drinking from the same well. A September 9, 2006 AP story begins, "[...] Ned Lamont, who recently denounced Sen. Joe Lieberman for his public scolding of President Clinton over the Monica Lewinsky affair, lauded the senator at the time for his eloquence and moral authority" (Reitz). The New York Times of the same date worded it this way, "Ned Lamont, who this week chastised Senator Joseph I. Lieberman for his public rebuke of President Clinton during the Monica Lewinsky scandal, wrote to Mr. Lieberman at the time praising the eloquence of his speech on the Senate floor" (Medina, 4). The NY Times took full credit for the story with no acknowledgment for the AP material. The majors had run out of wire stories and the Times was lost for words, but they hadn't lost their thesaurus. Unfortunately, the chain of evidence is not well

Jury Trials and Plea Bargaining Essay Example | Topics and Well Written Essays - 1000 words

Jury Trials and Plea Bargaining - Essay Example Some of these issues have been addressed through a variety of initiatives but the perception still persists that a judicial system that is skewed towards the mighty, the rich and the influential have a built-in bias against the poor litigants and other members belonging to the lower strata of society. The view is that justice is not blind, instead, there is a tiered or layered dispensation of justice which favors the elite of this country and disregards the rights of the common poor people. As they say, justice delayed is justice denied, as the rich can exploit the loopholes in the system, hire the best lawyers and use all the means and devices to delay a trial by numerous postponements and appeals. This is the prevailing view today, which requires government action to remedy this bad situation in order to improve the administration of justice and restore the people's faith in the system. Discussion Court administration falls under the rubric of public administration and many people do try to improve its efficiency through various reforms and initiatives. Judges and the other court personnel, both at the trial and appellate tribunals, try hard to find new ways to process the cases more speedily through more efficient use of both judicial time and court facilities to avoid the so-called litigation crisis increasingly seen today and experienced by litigants (Swanson & Talarico, 1987, p. 40) which should translate to a smoother functioning and avoid these costly delays. The judicial administration has previously persistently resisted attempts at reforms due to a prevailing view that judicial independence is paramount regardless of however it works with the other government agencies, mainly the police, in the administration of justice. Its independence is a stumbling block at introducing reforms because any attempt to do so is interpreted or easily misunderstood as undue interference in the so-called separation of powers doctrine, it being the co-equal branch of th e other two branches of government, the executive and the legislative. This view has slowly changed over the years, as there is now an increasing realization that the sheer number of cases, both civil and criminal, have swamped the courts. This has necessitated a good number of initiatives which shifted the focus from adjudicative to administrative justice. De-clogging the courts – one good way to clear the courts is to prevent many less serious cases from even reaching the formal court system by dealing with it as early as possible while it is still in the pretrial stage. This is achieved by a number of ways like diversionary schemes, arbitration, mediation, plea bargaining and administrative penalties in an assembly-line manner which is utilitarian in nature, as contrasted to the previous rights-based theories of justice like the human rights and due process issues which are both inefficient, prone to delays and expensive (King, 2009, p. 186) because of economic considerati ons which trumped social considerations due to chronic budget deficits and other fiscal constraints today. Many of the rights of the accused are seen to be causing excessive delays, like the right to be presumed innocent, right to an attorney, right to remain silent, right to post bail and the right to file an appeal.

Choice a good one Essay Example | Topics and Well Written Essays - 250 words

Choice a good one - Essay Example Through their pieces of advice, I also learnt that honesty resulted to a peace of mind (Masud 2). For instance, they claimed that majority of the dishonest people live in fear, and as a result lose their mental peace. Thus, it is evident that honesty eradicates all types of fear alongside enhancing an individual’s calmness as well as establishment of the peace of mind. Through what I have experienced in life, it is also evident that a stable and peaceful mind makes amicable decisions. Thus, honesty is the contributing factor for the making of good decisions as well as living quality life (Masud 3). Although they advocated good results in school, they insisted on production of honest results. In addition to promoting goodwill, my parents also claimed that honesty resulted to the emergence of society respect. This is convincible; all people in businesses as well as organizations work best with honest people. It is also evident that liars find it hard to lead a good life because of the promotion of negativism around them. To lead a success life, I ensure that I have practiced and portrayed this value (honesty) in my

The Award Phase - You Decide Essay Example for Free

The Award Phase You Decide Essay Unfortunately the catering business did not generate the expected profits therefore you are in the process of dissolving the business. You have no use for the high quality cooking equipment that was leased for the catering business. You assume the chefs will continue in the cooking business and can use the equipment. It would be all right with you if they took over the lease. You understand there is no charge to remove your names from the lease agreement. However, you think the best all around solution is to terminate the lease for the kitchen equipment. You also do not think that the chefs deserve the capital because they caused the business to fail. You need to recoup as much as your investment as possible to open an alternative venture. You recently began to look at the possibility of opening a flower shop, although you have not yet done extensive planning for it. To do so you need capital. How will we split the $15,000 left in the investment? To be fair to our partners we will use the same capital distribution that was used at the beginning of the investment, Chris and Pat Smith, put $25,000 and the chefs put $10,000 up to total $35,000 for 100% of the shares. Each share is worth $350, therefore we own 55. 5% of the company while the chefs own $45. 5%. We are down to $15,000 in working capital, which has to be split amongst the partnership. If we split this capital according to the ownership percentage, we should receive $8,325 and the chefs should receive $6,675. We do not think the chefs deserve this share because they caused the business to fail due to elaborate high-cost dishes being sold at a low-price. Also we will need capital for our new flower shop venture; therefore we will give the chef’s $3,000 and keep the remaining $12,000. As negotiation leverage we will use the kitchen equipment lease agreement options. We cannot use the kitchen equipment in our flower shop, but it could be useful for the chefs to continue business. How to handle the lease on the kitchen space, which has 18 months more to run? We will need a rent space for our flower shop, and the store front of the catering business is large enough for us. The chef’s will want to keep the space because of the kitchen that is attached and the established business and customers who are familiar with the location. Therefore we should offer them to amend the lease in their name only and they should pay the $500 cost for this amendment. This would be the best solution due to the dissolve of the business relationship and difference in management styles. How to handle the lease on the van, which has 18 months more to run? We can use the van leased for our flower shop deliveries therefore we will keep the van. We will remove the chefs names from the lease for the van and offer them that we will pay the $500 for the amendment cost. To eliminate termination fees and to also redefine responsibility correctly for the van, this is the best option for our exit strategy. How to handle the lease on the kitchen equipment, which as six months more to run? All in all, you think it is better to leave the lease alone and just promise the chefs that you pay it rather than pay the fee for changing the names on the lease, terminating it, or paying the fee to assign it to them. You are concerned that if they took over the lease and then later could not make payments, you would still be responsible. We cannot use the kitchen equipment in our new flower business, so this makes a good negotiation point for us. Since the chefs will continue in the cooking business we will offer them to amend the lease in their name only in return of getting more capital for our new business. They can keep the kitchen equipment lease in their name if they agree to be paid $3,000 from the capital. This would be the best solution due to the dissolve of the business relationship and the chef’s getting the kitchen space. In conclusion for our exit strategy meeting with the chefs we will dissolve the business $15,000 in capital distribution; $12,000 will go to the entrepreneurs and $ 3,000 to the chefs. In regards to the well known store front, the chefs will take over the lease and pay $500 to amend the names. The van will go to the entrepreneurs and they will take over lease and pay $500 to amend the names. On the equipment the chefs will have immediate use for it and will take over the lease in conjunction with the kitchen space. We feel this is the most fair and best breakdown of the investment for both parties to move forward successfully.

Concepts of Intelligence and Logic

Concepts of Intelligence and Logic The beauty of learning is that you never graduate from it. Brennan Claybaugh Today, sending and receiving information is instantaneous. The way you live, learn, socialize, and do business is constantly transforming because of developments in technology and communication. Smart phones, e-mail, websites, and various apps are a part of daily life. These developments have revolutionized how you learn, think, receive information, and communicate. Even as you are reading this book, you could take a moment and search online for more information about any topic. This chapter will focus on the brain and its relationship to learning. Learning is a skill that can be developed and improved. You can discover how to learn faster and how to make the process more fun. Here you will be introduced to ways of improving your learning and performance skills with easy, fun suggestions to help you become a better learner.  Ã‚   Learn how to learn, and you will love what you learn. Think about: What is learning? What is my learning style? How will I improve my learning skills? What is my learning strategy? Learn about: Left brain vs. Right Brain Multiple Intelligences Learning Types Learn from: Lyn Christen Den Claybaugh Left Brain vs. Right Brain Personality-related labels include shy, outgoing, dramatic, egocentric, charitable, etc. But have you heard of left-brained or right-brained? The human brain is divided into two hemispheres. Each half performs a distinct set of operations, such as the ones listed in the chart below. Therefore, a talented artist may identify as right-brained whereas a skilled engineer may identify as left-brained. [cite source] Our predominate thought process usually leans to the right or to the left and can impact our personality and our decisions. [cite source] You can take an online test to determine whether you are predominantly left-brained or right-brained. Use one of the links below or complete an online search for left brain/right brain test to find other tests. Its fun! Give it a try. https://www.arealme.com/left-right-brain/en/ Psych Test left brain/right brain test http://testyourself.psychtests.com/testid/3178 Sommer+Sommer http://braintest.sommer-sommer.com/en/ Intelliscript http://www.intelliscript.net/test_area/questionnaire/questionnaire.cgi What did you discover? Are you more left-brained or more right-brained? ______________________________________________________________________________________________________________________________________________________________________________ How will understanding the functions of the left brain and the right brain help you to become a better learner? ______________________________________________________________________________________________________________________________________________________________________________ Multiple Intelligences Its not how smart you are, its how you are smart! Howard Gardner The theory of multiple intelligences identifies seven distinct domains of the brain each person uses for processing information and solving problems reflecting a unique aptitude of capabilities. Multiple intelligences documents the extent to which people possess different kinds of minds and therefore learn, remember, perform and understand in different ways. We are all able to know the world through language, logical-mathematical analysis, spatial representation, the use of the body to solve problems or to make things, musical thinking, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences the so called profile of intelligences and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains. Think about the things you enjoy doing most. Do you love writing, reading or watching movies? Do you often find yourself counting things or working with numbers? Do you enjoy creating new or different combinations of color and drawing pictures? Do you find yourself in constant motion or find it difficult to sit still? Do you like to dance or create music? Are you constantly talking with friends? Do you love to wander into quiet places or watch the world around you? The Seven Multiple Intelligences Verbal/Linguistics often communicate with ease and understanding. They may learn and solve problems by listening and reading, asking questions, and using word memory devices (like mnemonic devices and acronyms). They frequently have the ability to remember names, dates and places, and love story telling. They generally have good listening skills and are able to use verbal and written language to explain thoughts and concepts. Math/Logics often make decisions using logic and proof rather than emotion. They tend to have proficient problem-solving skills and see the relationship and patterns when working with numbers. Math/Logic learners frequently understand cause-and-effect relationships and learn through information analysis. It is common for Math/Logic learners to prefer the use of outlines, bullet points, and logical sequences to communicate. Spatials may love designing and creating. They often express their thoughts and ideas through pictures, graphs and charts. Spatial learners tend to solve problems through the use of images or using mental concept maps. Spatial learners regularly see how all the parts fit together to produce results, and use mind mapping, graphic organizers and visualizations to create models. Bodily/Kinesthetics are frequently adept at skills that demand applied learning. They have a tendency to solve problems and interpret and decipher information through action. They often learn by doing and demonstrating a defined process (demonstrating the process cements the knowledge). They usually prefer hands-on activities, as well as developing others ideas into finished products. Musicals generally enjoy following a step-by-step process when working or problem solving. They may use defined tasks and procedures and are oftentimes sensitive to rhythms, tonal patterns, cadence, and an orderly environment. They may have a natural inclination to use repetition, movement, and timing in developing a thought pattern or response. They frequently rearrange processes to fit their internal rhythm, and focus on results following exact and specific instructions. Interpersonals likely strive to be friends with as many people as possible. They have a tendency to solve problems by processing information through group discussion and interacting with others. They are often able to uplift a group and tend to welcome everyones ideas. They usually enjoy having people around them and work well with others in a team environment. They may be sympathetic to the needs of other people, and respond to the temperament of individuals. Intrapersonals are frequently inclined to create their personal space and may be very aware of changes that affect their surroundings. They have a tendency to perceive emotional and intellectual stimuli and recall personal experiences (empathy) when relating to others. They regularly provide a wide perspective of possible ways to solve a problem before deciding on the best solution. They will likely continue to try to improve an idea or concept after others have considered the problem solved. They oftentimes enjoy developing ideas independently before sharing their work with others. Intelligence Profiles The greatest potential of a multiple intelligences approach grows from the concept of a profile of intelligences uncovered by the The MI3 Talent Key. Intelligences are not isolated; they interact with one another (in an individual and between people) to yield a variety of outcomes. Each persons intelligence profile consists of a combination of relative strengths and weaknesses among the different intelligences: Verbal/Linguistic, Math/Logic, Spatial, Bodily/Kinesthetic, Musical, Interpersonal, Intrapersonals. Activity Take the The MI3 Talent Key and write your results here___________________________________________________________________________________________________________________________________________________________________________________________________ Based on your results How will you become a better learner? ______________________________________________________________________________________________________________________________________________________________________________________________________ How can you become better at communicating with others? ______________________________________________________________________________________________________________________________________________________________________________________________________ What Is Learning? Learning involves your personality, brain function, action, social skills, openness, focus, motivation, effort and discipline. What you learn is a choice and is completely up to you. There are many ways to learn. Some people like to learn in very traditional ways, similar to how they learned in high school. Some see learning as a discovery process, and others like to learn by connecting with people. There is no right or wrong way to learn. The key to your success is in figuring out how you like to learn and then getting really good at the process. You can quickly learn any new skill to improve your performance by becoming a super learner. Super learners are people who have mastered the skill of learning. Yes, learning is a skill just like reading, cutting hair, doing makeup, giving a massage or doing a pedicure. Once you learn how you learn best, you can confidently tackle any subject with success. Becoming a super learner means that you are open and willing to try on new ideas. It also means that sometimes you have to let go of what you already think you know. Super learners are successful because they are open to new ideas. There are many beliefs or myths about education that may block your learning. They include believing that: You can only learn from an expert or the teacher. Its not good to make mistakes. You look dumb when you ask questions. It is hard to learn new information and skills. Cramming your mind full of details is learning. Learning is boring and time-consuming. What do you believe about learning? Your assumptions may be holding you back from truly enjoying the learning process. Learning is a life skill that will bring you opportunities for success, satisfaction, and adventure. What are your beliefs about learning? Write them down. ______________________________________________________________________________________________________________________________________________________________________________ A New Definition for Learning Did you know that you are always learning? As a matter of fact, you cannot not learn. You are a learning machine. You just have to know what makes you as the learning machine work at your most efficient capacity. The way we think and learn is being researched now more than ever before. As new methods of teaching and learning are developed, you will be asked to change as a Learner. Here are some ways you will want to grow: Learn how to ask questions Young children are always asking questions. Questioning is an important part of learning. Throughout the process of learning, you should constantly ask questions and persistently search for answers. Search for the information Dont wait to be taught, take charge of your learning. Learning is a verb, which means you need to take action. Dont check out during the learning process. Stay focused and learn from your co-workers, classmates, clients, videos, books, magazines, demonstrations, the internet and lectures. Define your learning style There is not just one way to learn. We each have a unique learning style and preferences. Define what works for you as a Learner and do it. Master your unique learning approach, then be flexible and try on new ways to learn. Acknowledge your feelings while you learn Learning is emotional as well as intellectual. Your emotions about who you are learning with, how you are learning, and what you are learning can either help you or keep you from learning. Your emotions help you to remember what you have learned. The stronger your feelings about what you are learning, the longer and more vividly you will remember it. Positive learning experiences make you feel happy, interested, and secure. You are motivated and focused. If something is not working and you find yourself not enjoying the process, then change it. Guiding Principles Educators have taken much of the new research on learning and applied it to school curriculums. They created a list of learning values and beliefs called the Guiding Principles. This list may help you to change your beliefs about the learning process and your role as a Learner. Education is an adventure of discovery. Effective learning starts with a game plan, which helps you to focus on taking action. Learning is blocked when fear is present. Let go of your fears and try on what you are learning. Making a mistake is not fatal. You make discoveries, not mistakes. Learn to embrace your discoveries and make them part of the learning process. You learn best when you are having fun. Learning success is based on changing your behavior and beliefs. Learning is a verb, so put your knowledge into action. You are uniquely intelligent and have your own style of learning. Find a learning strategy that best fits what you like and how you prefer to learn and follow it. When you honor your special qualities, you automatically become more successful. You learn best when you are physically, emotionally, mentally, and creatively involved. The learning process is neither good nor bad; it simply is working or not working. If it is working, improve it. If it is not working, change it. Recognizing your personal successes encourages you to learn more. Praise and rewards are everyones best motivators. The most effective Learners have learned to think for themselves. They dont wait to be told. They have taken responsibility for what and how they are learning. What is your favorite Guiding Principle and why? Write your answer here.__________________________________________________________________________________________________________________________________________________________________________ Connecting to your future is a journey filled with discoveries, not failures. Adopt thoughts that will keep your learning positive and productive. Your Learning Style Super learners are successful because they are open and willing to learn. In this section you will learn how to improve as a Learner. Remember that you are learning all the time. Learning is a natural process that is the result of your experiences. Your learning has a cycle that has been outlined by educational expert Dr. Bernice McCarthy. Her learning theory explains that we all experience learning in phases that can be defined by four basic questions: Why? What? How? and What if? You can improve your learning by asking yourself questions such as: Why do I need to know this information? Why is it important? What is the information I need to know and master? How do I learn it? How do I perform the steps? What if I did it differently? What if I created my own methods? Let questions guide your learning. When you are truly interested in something you naturally ask a lot of questions. Your questions guide and help you to learn more. Here is an example of how you can use questions to guide your learning of finger waving. Improve your comprehension. Answer all four questions each time you learn something new. When you take advantage of each learning phase, you will find that you can learn faster, while having fun. There Is No Wrong Way to Learn You are unique as a Learner because of your personality, approach, and preferences. You may prefer a certain aspect of learning over others. For example, you may prefer to jump right into what you learn, or you may choose to study all of the information thoroughly before you start applying your knowledge. Your unique approach to learning is called your learning style. Your learning style defines how you learn. It describes what you prefer and predicts how you may respond during the learning process. The following are descriptions of four basic learning styles. Read through all the descriptions and check the ones that best describe you. You may select descriptions from different learning styles. It is possible to have more than one learning style. Whats Your Learning Style? Check the traits below that describe you most. If you are a Feeler learner: Feelers primarily learn by relating to and connecting with others. You perceive the learning process as emotional. When in balance, you love to work in groups and are very social. When out of balance, you withdraw and do not participate. You naturally ask, Why do I need this information? or Why is this important? You need to know the meaning of what you are learning and how it relates to you. You need to know the benefits of what you are learning. You are social and like to work with partners or in groups while learning. You seek an emotional connection to what you are learning, your teachers, and fellow learners. You learn through relationships. You need to be in a harmonious and cooperative learning environment. You are sensitive to criticism and unsolicited feedback, preferring a gentle approach when being coached. If you are a Thinker learner: Thinkers primarily learn by thinking and assimilating information. You need time to reflect and process what you are learning internally before you apply it. When in balance, you are a detailed and focused listener and learner. When out of balance, you focus too much on unimportant information, or you become critical. You naturally ask, What do I need to know to perform better? You love facts and details. You want an organized learning environment. You want to understand the reason things work. You like things sequential, methodical, logical, and systematic. You need to learn the concepts and facts thoroughly before you are comfortable performing. You may seek perfection. You learn by problem-solving and thinking things through. You like to research and find information. You like to reflect on what you have been learning. You like specific and detailed feedback and coaching. If you are a Driver learner: Drivers learn by doing and by actively pursuing new skills. You like taking risks and making discoveries. You see learning as an active process and like to learn things quickly. When you are in balance, you are open to feedback and coaching and like to lead learning activities. When you are out of balance, you can be disruptive and impatient. You naturally ask, How do I perform it? or What are the steps in doing it? You learn best by doing. You love to jump right in and figure it out. You detest long, drawn-out explanations or lectures. You like to identify step-by-step procedures. You learn best when you are active. You like role-playing, simulations, and rehearsals. You are the first to put things to use when they are useful. You use common sense to problem solve. You want a basic overview of what you are learning and do not need every little detail. You like demonstrations and workshops and welcome hands-on coaching. If you are an Inventor learner: Inventors learn by creating. You love to tweak, adapt or change what you are learning. You experiment, and make it your own. You truly think outside of the box. When you are in balance, you add creativity and a fresh perspective. When you are out of balance, you are unfocused, distracted, and all over the map. You naturally ask: What if I did it differently? or What else do I need to learn to be more creative? You learn best by creating and inventing new methods. You are not satisfied with the traditional ways of using information or performing tasks. You learn by being innovative. You want to explore all of the opportunities. You want to improve what you are learning or create a new way to learn. You like to implement, then improve your work. You learn through experimentation. You like coaching and feedback on the end product and on your creativity. Did you check more descriptions under one learning style than under the others? Write down what your learning style is here. ______________________________________________________ ­_ How will knowing your learning style help you identify learning opportunities? ______________________________________________________________________________________________________________________________________________________________________________ Stretch Your Learning Style Dont allow your learning to become boring. Step out of your box and stretch your style. Become flexible in your approach to learning and find new ways to learn. For example: If you are a feeler, take more risks, jump right in, and learn from your discoveries. Be open to more feedback, and try not to take criticism or coaching personally. If you are a thinker, step out of your box and let go of how things are supposed to be. Become more creative and explore different aspects of what you are learning. If you are a driver, try to become more detailed, more like a thinker. If you are an inventor, learn to work and collaborate with others, become more like a feeler, or become more systematic like a thinker. By stretching yourself, your learning will become more interesting, and you will become well-rounded. You may discover something about yourself through the process. Now that you know your style, create a learning strategy that fits your needs. Dont wait for someone to accommodate you. Ask for help, and give your instructor feedback about what you like and how you learn. Stretch Your Style To improve your learning, approach it from various perspectives. If you like to learn as a thinker, try learning as an inventor. We all are a little of all learning types. Bringing out the other styles in your personality will help to deepen your understanding. Become your own learning coach and motivate yourself to become a better Learner. What are some ways that you will stretch as a learner? ______________________________________________________________________________________________________________________________________________________________________________ Practice and Apply What You Learned Every day you have an opportunity to really grow and master your learning. You may find that the more focused you are when you are learning, the faster and better you will learn a new skill. Learning is not beneficial unless you put what you have learned to use. As you complete each learning process, ask yourself, What did I learn from this? and How can I put this information to good use? Finally, we recommend that you make learning part of your daily life. Let go of distractions that keep you from improving your performance. Spend time each week building your knowledge, your skills, and, most importantly, your attitude. When you learn in ways that are compatible with your learning style, you will: Learn faster. Have more fun. Recall what you learned. Improve your performance. Be a Lifelong Learner about learning. Read motivational and informational books, magazines, websites and materials about learning. Listen to audio learning programs. Attend ongoing learning seminars and classes. MY BRAIN GAME PLAN THINK In this chapter you learned about left brain vs right brain, Multiple Intelligence, learning and learning styles. Lets create the second step of your game plan. Make a commitment to discover and improve your learning style. Write your commitment here. ______________________________________________________________________________________________________________________________________________________________________________ REFLECT Think about what fears or obstacles may interfere with keeping your commitment. Write them here.__________________________________________________________________________________________________________________________________________________________________________ TAKE ACTION REINVENT Make room for learning new ideas and information. ASK Learn how to ask questions, especially why, what, how, and what if? STRETCH Recognize and use your learning style, then stretch yourself to try other ways of learning. LEARN Learning is an active process. Take control and become an active participant. Prepare yourself to learn. FOLLOW Follow the Guiding Principles to make your learning more worthwhile.

Strategies for Employee Performance Management at MS

Strategies for Employee Performance Management at MS Study on how MS improve employee performance management through motivation and training? 1. Introduction One of the major issues for competitive advantage, therefore, is the successful motivation and training of staff. Despite a plethora of theories (Locke and Latham, 1990a; 288) which have analyzed work based motivation and satisfaction, however, theories remain commoner than the evidence to support them. In the increasing competitive environment, organizations have to focus on value of investments in human resources especially performance management as a major source of competitive advantage. Although, business strategy means of competition is common conversation in the executive suite, taking a strategic approach can be especially beneficial for staff functions within companies, as they often are required to justify their need for resources and their contribution to the company. The following study presents the analysis of performance management issues on Marks and Spencers (MS) employee motivation and training. Performance improvement provides MS with needed information on their employees. The information helps MS develop the skills of the employees based on the information collected at the appraisal, it helps recognize when training is needed. Performance improvement helps MS by improving their service by having able workers that work to their full ability and by improving the relationship between workers and the company. Here is Marks and Spencers definition of performance management: Performance management is a joint process that involves both the supervisor and the employee, who identify common goals, which are linked to the goals of the organization. This process results with the establishment of written performance exceptions later used as measures for feed back and performance evaluation. (MS Annual report and financial statements 2008) Marks and Spencer is a multinational company have grown from a penny bazaar in the late 1880’s. UK based company to become one of the largest and most well known organisations of British culture. As a leading retailer, with a customer base of 10 million per week in over 300 UK stores, also trades in 30 countries worldwide, producing a Group turnover in excess of 8 billion. (MS Annual report and financial statements, 2008) MS have to be able to manage its resources to meet the customer’s needs and those of the market. Following three years of declining profits due to economic recession, the company has attempted to rejuvenate itself. Though the company is regaining market share and profits are beginning to raise they are still suffering some problems which have resulted in the company selling some of their foreign subsidiaries and axing jobs to concentrate on their core business. Such a turn around exemplifies well the need for strategy in this type of organisation. Strategic issues will revolve around the long-term and concentrate on the direction and scope of the organisation. Furthermore they will concern resources, competition, meeting needs of stakeholders and markets. All of this will be in a constantly changing and dynamic environment and so organisations must concentrate their human recourse management especially employee’s performance management each level and use right strategy on HR policy. This paper is trying to find out that employee performance improvement by motivating and training. 2. Literature Review 2.1 Techniques of Performance Management A key issue in understanding and applying techniques of performance management is defining exactly what is meant by ‘performance’ and ‘performance management’. The paper hereafter discusses and evaluates the competing definitions as they are understood in organizational and human resources practice. Performance is a multi-level, multi-dimensional construct. It is important to understand what level of performance is considered important when an organization talks about performance management. At each level- organizational, work unit or individual; there are a combination of factors that influence performance: direct, indirect, individual and situational. Any human resource intervention designed to assist, enhance, encourage ‘performance management’ has to be effectively targeted at the right combination of factors (Study Guide 2004, pp.2-8). 2.2 Performance, a Definition Contemporary organizations consider performance to fall into two major areas: performance at the individual level and performance at the organizational level (Williams 2002). At the individual level there are differing views on what performance is. Some research regards it as simply the record of outcomes achieved (Bernadin 1995). Performance has also been defined as behavior, that is, the way in which teams and individuals get work done (Campbell 1990). At the individual level performance can be thought of as either ‘what’ is achieved, that is as output and results, or as ‘how’ it is achieved, that is demonstrated behaviors, competencies, adherence to process (Study Guide 2004, pp.2-6). Williams (2002, cited in Study Guide 2004, pp.2-7) starts with the proposition that individual performance is behavior, which is determined by factors of declarative knowledge, procedural knowledge and motivation. Declarative knowledge is the ‘what’ of performance; procedural knowledge is the ‘how’ to do’ whereas motivation refers to the exercise of choice over whether or not to perform; what level of effort to expend; and, whether or not to maintain a consistent level of effort on the specified tasks over an extended period. The three factors above are direct determinants of performance. There are also indirect determinants which might be termed ‘situational’ factors, first are those inherent in the individual employee, the second are those inherent in the work context, which might be termed ‘situational’ factors (Study Guide 2004). However, the most comprehensive view of performance is achieved if it is defined as embracing both behavior and outcomes (Armstrong Baron 1999). Performance at the individual level cannot be seen as merely a function of ‘ability’ and ‘motivation’. Issues such as individual differences, the context in which performance is expected, and the interactions between system and individuals should also be considered. Performance at the individual level is even more ‘multi-dimensional’ than performance at the organizational level (Study Guide 2004). The concept of performance as embracing productivity or efficiency as well as effectiveness, adaptability and responsiveness. It is clear, then, that organizational performance is far from being a simple concept (Williams 2002, p. 68). Somehow, at the organizational level we are concerned with issues of efficiency, effectiveness and productivity. To address the aforementioned multi-dimensions, we need meaningful performance measures. An increasingly popular approach to measure organizational performance has been through the use of the ‘Balanced Scorecard’ developed by Kaplan and Norton in 1996, which attempts to capture some of the contradictory nature of organizational performance (Williams 2002). It aims to measure performance in terms of four sets of indictors namely financial, customer, internal business process and learning and growth. The aforementioned four sets of indicators have each taking a different perspective. To succeed financially, how should we appear to our shareholders; to achieve our vision, how should we appear to our customers; to satisfy our shareholders and customers what internal business processes must we excel at and to achieve our vision, how will we sustain our ability to change and improve. It is important to remember that when studying performance management, we must consider both inputs – the behavior aspects and outputs the results aspects. Hartle (1995) calls this the ‘mixed model’ of performance management, reflecting the importance of both the ‘how and what’ of performance. This is when we consider that performance is about how things are done as well as what is done. Efficiency is defined by Robbins, Bergman, Stagg Coulter (2000, p. 8) as the relationship between inputs and outputs, the goal of which is to minimize resource costs whereas effectiveness is defined as the goal attainment. Efficiency is often as ‘doing things right’ – that is not wasting resources; effectiveness is often described as ‘doing the right thing’ – that is, those work activities that will help the organization reach its goals. Whereas efficiency is concerned with the means of getting things done, effectiveness is concerned with the ends. Performance and its relationship to productivity are of a vital importance in understanding and applying techniques of performance management. Guzzo (1988, p. 63 cited in Williams 2002, p. 52) claims that productivity may mean different things to different people, Pritchard (1995, p. 448 cited in Williams 2002, p. 52) has recently noted the wide range of meanings attaching to the term productivity: the term has been used to refer to individuals, groups, organizational units entire organizations, industries, and nations. It has been used as a synonym for output, efficiency, motivation, individual performance, organizational effectiveness, production, profitability, cost/effectiveness, competitiveness, and work quality. Productivity is the ratio of outputs to inputs, a ratio that reflects the efficiency with which resources are transformed into outputs (Guzzo 1988, cited in Williams 2002). And Williams 2002 refers productivity as a systems concept and that inputs are subject to some conversion processes which lead to the production of outputs; in seeking to measure productivity a basic question that is concerned is how well or how efficiently available inputs are converted into outputs. In a general sense, by inputs, it is meant all the resources, employees, raw materials, energy, buildings, equipment etc, that are required to manufacture a product or deliver a service. Output is typically taken to mean what an organization produces. Output has traditionally been measured in quantitative terms, however, there is also a quality aspect of output (Williams 2002). Viewing productivity as a system concept tells that inputs are converted into outputs via some transformation processes. Similarly, an organization, as a system, comprises many subsystems and it is these which are concerned directly or indirectly, with the transformation processes that convert inputs to outputs (Williams 2002, p. 57) 2.3 Performance Management, an Overview Performance management is defined by De Cieri Kramar (2002, p. 286) as the means through which managers ensure that employees’ activities and outputs are congruent with the organization’s goals. Performance management evolved out of a long history or managerial attempts to improve productivity, efficiency and effectiveness at all levels in an organization. Study Guide 2004 outlined that one of the difficulties with the concept performance management is that the term means different things to different people. One main interpretation that has come to dominate in practice is that performance management is a system for managing organizational performance; a system for managing employee performance and a system for integrating the management of organizational and individual performance (Williams 2002, p. 10). Walter (1995, p.10) states that performance management is about directing and supporting employees to work as effectively and efficiently as possible in line with the needs of the organization. Armstrong 1994 defined performance management as a process designed to improve organizational, team and individual performance whereas Armstrong Baron 1999 describes performance management as a strategic and integrated approach to deliver sustained success to organizations by improving the performance of the people who work in term and by developing the capabilities of teams and individual contributors. Performance management is far more than its precursor ‘performance appraisal’, it goes beyond the annual appraisals, ratings and interviews to incorporate employees’ goals, training, rewards and individual development. Thus, a performance management system focuses on an ongoing process of performance improvement, at the individual and organizational level, rather than emphasizing an annual performance review (DeSimone, Werner Harris 2002, cited in Study Guide 2004, p.1-3). There is no one right way of managing performance. The approach will depend on the context of the organization. That is, its culture, structure, technology and the type of people involved. Thus, recognizing the importance of managing within the context of the business. Organizational structure is defined as the degree of complexity, formalization and centralization crated to facilitate the coordination of activities and to control the actions of organizational members (Robbins, Waters-Marsh, Caccioppe Millett 2001, cited in Study Guide 2004, pp.1-12). Organizational culture is a more intangible aspect, based on the shared values, customs, rituals and norms of the organization. Culture, is long-lasting and can often take decades to change, it is very enigmatic and complex. Culture can assist performance management – they can also act as a major impediment. Conversely, performance management can be used as a tool to change culture (Study Guide 2004, pp.1-14). Williams 2002 raised, from one point of view technology is part of performance management, one of the tools, that is, for managing performance. And, indeed, technology, especially information technology, has been in many cases a solution to a performance problem which has led to that business gaining competitive advantage. 2.4 The Role of a Performance Management within an Organization From a human resource perspective it is very much a systemic process bringing together issues of: organizational performance; managerial effectiveness; individual performance; skill development; and reward management. These five aspects must be integrated through human resource personnel and managers working together with staff to achieve the organization’s desired outcomes (Williams 2002). The processes that are applied to reward and remunerate employee motivation are aligned with performance management. In the industrial era, performance and productivity came primarily from physical effort coupled with capital invested in technology. As enter the new era of information technology, the performance and productivity of employees comes not from physical effort but from within employees – their knowledge, insights information, skills, abilities, innovativeness and creativity (Smith 1998, p. 153 cited in Williams 2002, pp.1-16) For managerial effectiveness, on the one hand, the manager would know about the policy, objectives, mission and goal of organization. On the other hand, the product or service delivered has to meet customer needs for achieving its goal, having good relationship and trust between the company and customer, thus, be more competitive in the marketplace. Research is needed to best fulfill customers’ needs. A plan or strategy has to be implemented to improve the company and its stuff’s performance to be more successful. Performance should in line with the company’s business plan. Employees’ performance should cope with the company’s strategies and should also keep on improving. The focus of training and development programs and approaches in organizations is to achieve long-lasting behavioral changes which increase productivity at the individual, group and organizational level. As such, training and development comes under the ambit of performance management. As with other performance related aspects of the organization and its human resources, training and development is concerned with the identification of training needs. Based on a comparison of expected with actual performance, training interventions are designed, implemented and assessed to ascertain whether performance has been improved as a consequence of the training. Two of the significant performance management processes which assist the training and development cycle are job analysis and performance assessment. Job analysis provides valuable information on the tasks, job and role of the job and performance assessment assists in identifying where deficiencies in performance exist (Smith 1998, cite d in Study Guide 2004, pp.1-17) To unlock the intrinsic qualities of individual employees, not only does performance management address situational factors surrounding the employees, but it also seeks to address the motivational factors of employees. One approach to unlock these aptitudes and abilities is to consider compensation management as part and parcel of a performance management approach. Compensation management looks not only at extrinsic rewards, such as pay and bonuses, but also at those artifices, symbols, rewards and benefits which improve the motivation of employees to perform at higher levels. Suffice to point out that organizations which manage compensation and rewards poorly will fail to maximize their most important strategic resource – their human capital (DeSimone et al, 2002, p. 43, cited in Study Guide 2004 pp.1-17). It is because employees who achieve want to be recognized and rewarded for their efforts. And to motivate performance, outstanding performers must be identified and rewarde d accordingly (Stone 2002). 2.5. Employee Motivation theory and Performance According to Mitchell (1982) motivation is psychological process that cause encouragement, direction and insistence of voluntary actions that are goal oriented. Employee motivation is one of the key drivers of high performance as it encourages individuals to work hard, and desire to achieve a higher goal and a better performance. Robbins (1993) shares the same view, that motivation is the willingness to exercise high levels of effort towards organization goals and to satisfy individual needs. McKenna (2002, p.8) explains motivation as an emotion, ‘which is personal in nature, and comes from within the individual’. Robbins (1993) also describes that it is the individual needs that make the outcomes to be attractive and unsatisfied needs will create tension to stimulate drives within the individual and this is called motivation process. Please refer to Appendix 1 to see the phases of the motivational process. This study has been aimed to discuss different motivation theori es and how it effectively increases employee performance. There have been numerous motivation theories developed by many famous authors such as Chester Barnard, Max Webber, Joan Woodard, Bennis and Slater etc. According to Reis and Pena (2001), there was an evolution in the development of the motivation theories. Chester Barnard (1938) introduced the idea of traditional/classical form of motivation as â€Å"be tough† or â€Å"stick† and â€Å"be good† or â€Å"carrot† then followed with bureaucracy and human relation approach by Max Weber (1947) and Joan Woodard (1965) respectively. Then the turning point of the motivation history is in 1980s to 1990s was the â€Å"Total Quality Management† and â€Å"Reengineering† approach. Reis and Pena (2001) believe that today employee motivation is about satisfying your employees with empathy, understanding, friendship and respect at workplace. Please refer to Appendix 2 to view the evolution of motivation theories. According to McKenna (1999) the evolution of motivation theories have been breaking down and classifying generally into three categories. Ramlall (2004) also agrees that motivation should have three aspects of reinforcement, content and process theories. The reinforcement theory is based on the concept that reinforcement conditions behavior. Reinforcement is the attempt to develop or strengthen desirable behavior by either giving positive consequences or withholding negative consequences (Nelson Quick 1994). The theorists see behavior as environmentally caused. The reinforcement theory does not concentrate on the personal feelings of the individual, but rather what happens when the individual takes some action. What directs behaviors are reinforcements, when instantly followed by a response, increases the likelihood that the behavior will be repeated (Luthans Stajkovic, 1999). In the workplace, Nemerov (1993) emphasized that it is important for managers to recognize and reward employees. Such recognition also helps individuals to fulfill the higher needs in Maslow and Alderfers hierarchies, providing workers with self-esteem and a sense of accomplishment. According to Miner and Dachler (1973), content theories are primary emphasis on the particular motives or the types of motives. Berl and Williamson (1987) also describe content theories as understanding the key and driver which arouse or start behavior. Dainty (2002) and McKenna (1999) share a same concept of content theories; the two authors believe it is surrounding by four famous theories of Maslow’s hierarchy of needs, Herzberg’s Motivational-Hygiene, Alderfer’s existence relatedness and growth and McClelland’ needs theory. Maslow’s hierarchy of needs describes people have five classifications of needs which act as motivators; those are physiological needs, safety, social and belongingness, self esteem and self-actualization needs. According to Berl and Williamson (1987) the critical aspect of this theory is individual needs to satisfy lower level of need before moving upward. However, there have been many criticisms as Grigaliunas and Weiner (1974) argues that Maslow has been oversimplified and misrepresented. Wahba and Bridwell (1973) conducted a study which show that needs cannot be arranged in a hierarchy in every circumstance and hence feel that Maslow’s model is inappropriate. Herzberg theory has two factors called hygiene (physiological) and motivational (egocentric) also receive considerable criticism by Wahba and Bridwell (1976). Maslow and Herzberg share very similar concepts that individual must achieve basic needs in order to move upward. This theory was also never tested fairly and lack of supporting evidence that job satisfaction leads to high job performance (House and Wigdor 1976). The argument is that job satisfaction may lead people to their comfort zone and not actively look to risk their current rewards (House and Wigdor, 1976). Although there are criticisms, these theories are easily and widely used in practice by considering motivation as a systematic theory. Alderfer’s existence, relatedness and growth (ERG) theory assumes that if an individual can not satisfy the specific needs, then he/she can satisfy needs at a lower level, if the individual is frustrated at a given need level (Berl and Williamson, 1987). Maslow’s theory states that only one level of need can be motivational at a time while with Alderfer more than one level of need can influence a person to act at a given time. Berl, Williamson and Powell (1985), found through a survey that those who have satisfaction with growth needs have greater more desire for growth and individuals dissatisfied with existence needs had a greater desire for existence and related needs. Hence, this theory is useful for management to recognize a right person for the right task with realistic goal to motivate high performance. The relationship between these three theories is demonstrated in Appendix 3. McClelland argues that motivation could be learnt from life experiences and the needs are developed through life such as need for achievement, need for affiliation and the need for power. Acquired needs theory is also influenced by society and culture changing overtime (McKenna, 1999). Hence employees would be more motivated and perform better if managers know their goals and touch correctly to their needs. The process theories, according to Berl Williamson (1987) provide an explanation of procedures which enable people to choose among different courses of action, the degree of effort expended and persistence over time. The process theories include Equity theory, intrinsic motivation theory, and Expectancy theory. Process theories contrast sharply with the earlier content theories, which focused on identifying factors associated with motivation in a relatively static environment. Process theorists view work motivation from a dynamic perspective and look for causal relationships across time and events as they relate to human behavior in the workplace (Steers, Mowday and Shapiro 2004). The equity theory points towards the situations when individuals compare outcome-input ratio of their job to that of others (Robbins 2003). The people to whom individuals may compare themselves may belong inside or outside to the same organization as well as their own experiences in a different position within the same or another organization. This theory is strong when predicting absence and turnover behaviors and weak while predicting employee productivity. Equity theory points out that rewards significantly affect the level of motivation. McKenna (2005) argues that money and other rewards do not have a significant effect on motivation and it is other factors like better job satisfaction, positive feedbacks that do so. Locke and Latham (1990, p.241) state that expectancy theory developed by Vroom emphasizes that ‘performance is a multiplicative function of expectancy, instrumentality and valence’. It suggests that the factors that motivate a person to act in a certain way depend on ‘the strength of an expectation that the act will be followed by a given outcome and on the attractiveness of the outcome to the individual’ (Robbins 2003, p.173). This theory is strong to explain employee productivity, absenteeism and turnover. Quick (1988) further explains a five step process towards the practical application of the expectancy theory – define the expectations, make the work valuable, make the work doable, give regular feedback, and reward employees when they meet expectations. The various motivational factors can be broadly grouped into intrinsic and extrinsic. The intrinsic factors include those are directly related to the work itself, like the enjoyment, responsibility and satisfaction of completing a task while extrinsic factors refer to those external factors like the recognition and rewards associated with the work (Amabile 1993). A study by Nowlin (1982) indicated that majority of the managers in both the private and public sectors were motivated by intrinsic factors like the work itself and the job responsibility. Based on a survey by Mullins, in which workers were induced to perform better in their jobs either by verbal recognition of good work or by a pay increase, it was found that performance was improved more significantly by the intrinsic reward of verbal recognition than by the extrinsic reward of additional money (Mullins 1996). Cully et al (1999) support this by evidence that regular performance appraisals and monitoring of individual quali ty do help to boost morale and improve workplace well-being. It is also seen that it is possible to achieve synergy between these two types of motivational factors by creating a synergy between the person and his work environment (Amabile 1993). Smith (2005) adds to this argument by stating that it is important for leaders to understand the reason behind the employee’s motivation, otherwise they may offer things that are not really valued. Di Cesare Sadri (2003) explains the dimensions of cultural impact on employee motivation, stating ‘while the principle of leadership, motivation, and decision making may be applicable almost everywhere, their success or failure depends heavily on ways in which managers adapt to the local culture and work situation’ (cited in Di Cesare Sadri 2003, p.30). Motivation is culture-bound, and managers must be careful not to impose their value system when drawing conclusions about what motivates people in different countries. Motivational differences are best understood by exploring countries individually, first by gaining an understanding of the culture and then by drawing implications from that culture about motivation. 2.6 Highlights of ways in which managers can motivate employee to improve productivity Understanding what motivated employees and how they were motivated was the focus of many research which have been undertaken in this field by Frederic Herzberg, Douglas McGregor, David McClelland, Abraham Maslow and Elton Mayo. Each of them has a different theory about employee motivation. Frederic Herzberg’s developed this motivation theory during investigation of 2000 accountant and engineers in the USA. Two Factor Theory. He beloved that people are influenced by two factors- motivation and hygiene. Satisfaction and psychological growth was a factor of motivation factors. The result of hygiene factor was dissatisfaction. Hygiene factors are needed to ensure an employee does not become dissatisfied. They not lead to higher levels of motivation, but without them there is dissatisfaction. The typical factors are working conditions, salary, Security Company, job. Motivation factors are needed to motivate an employee into higher performance. He suggests that offer work should be arranged in the following ways: job enlargement, job nation and enrichment. 2.6.1 Douglas McGregors theories called X and Y. McGregor said that there are two fundamental approaches to managing people. Many managers prefer theory x, and generally get poor results. Enlightened managers use theory y, which produces better performance and results, and allows people to develop and growth. â€Å"Authoritarian management† style Theory X The average person prefers to be directed. This person wants to avoid responsibility, is unambitious and wants security above all else. The average person does not like work and will avoid it. That is why most people must be forced with the threat of punishment to work towards organizational objectives. â€Å"Participative management† style -Theory Y People usually accept and often seek responsibility Effort in work is a natural People have self-control and self-direction in the pursuit of organizational objectives, without external control or the threat of punishment. Commitment to objectives is a function of rewards associated with their achievement. The capability to use a high degree of imagination and creativity in solving organizational problems is widely distributed in the population. McClelland based on the Murrays (1938) theory of personality. proposed a content theory of motivation. In his book (1961) The achieving society, McClelland said that human motivation comprises three dominant needs: the need for achievement , the need for power and the need for affiliation. Achievement People with a high need for achievement are trying to avoid both low-risk and high-risk situations. They avoid low-risk situations because the easily attained success is not a genuine achievement. In high-risk they can see the outcome as one of chance rather than ones own effort. High individuals prefer work that has ideally a 50% chance of success. Those people need regular feedback in order to monitor the progress of their achievements. They prefer either to work alone or with other people. Affiliation People with a high need for affiliation need to feel accepted by others and be in harmonious relationships with other people. Power Person who need for power can be personal or institutional. People who need personal power want to direct others, and this need is perceived as undesirable. Those who need institutional power –social power- want to organize the efforts of others to further the goals of the organization. 2.6.2 Elton Mayo Elton Mayo is known from his research including Hawthorne Studies and his books. He started his experiment on the effect light in produ

Louis XIV, France’s Sun King Essay -- French King Louis XIV Essays

Louis XIV, France’s Sun King Louis XIV, France’s Sun King, had the longest reign in European history (1643-1715). During this time he brought absolute monarchy to its height, established a glittering court at Versailles, and fought most of the other European countries in four wars. Although his reign had some negative aspects; on balance, Louis’ reign was primarily a benefit to France. In 1643 Louis XIII died. Louis XIII’s wife and Louis XIV’s mother, Anne of Austria, aided by her minister, Cardinal Mazarin, ruled France as regent. Kindly but mediocre tutors gave him a feeble education, while his mother formed his rules of conscience, teaching him a simple kind of Roman Catholicism. Mazarin instructed him in court ceremony, war, and the craft of kingship. The Fronde—two rebellions against the Crown between 1648 and 1653—impressed upon Louis the need to bring order, stability, and reform to France and also fostered in him a deep suspicion of the nobility. In accordance with the Franco-Spanish Treaty of the Pyrenees, Louis married his Spanish cousin, Marie-Therese, in 1660. When Mazarin died the following year, Louis shocked France by refusing to name a first minister; he had decided to rule alone and selected Jean-Baptiste Colbert as his financial adviser. Colbert encouraged domestic industry and foreign exports and rebuilt the Fre nch navy. Despite his youth, Louis XIV proved a hardworking king. Every Monday, Wednesday, and Saturday he presided at a council meeting in which were formulated policies that affected the lives of 20 million subjects. Louis developed two effective new instruments of power: a corps of professional diplomats and a standing, uniformed army. After 1682 the king spent most of his time at ... ...sailles. Within 54 years he did what several kings had worked on for centuries. French culture became one of the most appealing in the world and the name Louis XIV has been associated with greatness and glory. Louis XIV was a great monarch, capable of maintaining a strong kingdom because he never, in his entire life, doubted his right to be king. Louis XIV was never able to resolve the tensions between governing elite committed to efficiency and a society organized by rank, birth, and privilege, which explains many of the failures of his reign. His personal example of long, dedicated rule, however, made France the bureaucratic model for 18th century, absolutist Europe. His autocracy was indeed amazing, and he lived and ruled as a king should have. Louis XIV became the ideal king, and although many have tried to live up to his glory, none have been successful.

Personal Narrative- Eventful Thanksgiving Essay -- Personal Narrative

Personal Narrative- Eventful Thanksgiving The crisp, cool, and cinnamon air filled the morning of Thanksgiving in 1987. Although I was only two years and eleven months old, I remember the scratchy, fuzzy, purple- footed pajamas that I was wearing that morning. After I woke up, I "helped" my mom make her famous orange- cranberry relish, got dressed in my cream sweater dotted with cherries and my navy pleated skirt, topped off with my favorite cream fuzz- warn tights, and before I knew it we were out the door to my grandmother's house. After an early dinner with my grandparents, mom, and dad, my grandfather and dad left to catch the Dallas Cowboys Thanksgiving Day football game, leaving the rest of us to find entertainment of our own. Upon their departure, my mom began gathering dis...

NFO in law

June 2012 Question 4 Discuss the criminal liability of Jameela and of Leah arising out of the Incidents in the town. First ot all there is a battery with the initial contact that Jameela has on Ken. The AR of battery is â€Å"infliction of unlawful violence†. Battery is defined as being the slightest touch without permission as In the case of Cole v Turner, the knocking in to Ken is this touch without his permission. When she knocked into Ken this led to him to fall. This is an ABH as this battery led to further damage with Ken falling down.The AR of ABH Is â€Å"common assault occasioning In actual bodily harm†. Miller defines this as â€Å"any hurt or Injury calculated to interfere with the health or comfort of the V', in which the falling down would cause Ken to experience some discomfort with falling to the ground. However this fall resulted In Ken breaking his hip. This Is a GBH S20 as this break would have caused him to go to hospital. The AR of G3H S20 Is  "causing wound or G3H†. There isnt a wound and therefore there is only grievous bodily harm.The case of smith defines grievous as meaning really serious harm hich includes broken bones. The case of Bollom states that the seriousness of the harm scales with the age of the victim, as Ken in this scenario Is elderly man the seriousness of the fall was serious as his body Is weaker and therefore there Is more damage that is done, affecting the graveness of the injury. Therefore the AR of GBH S20 has been established. Then there Is the liability of the heart attack the Kens wife (Iris) suttered when he got knocked down.Again this is a G3H S20 and the AR is stated above. It is a GBH S20 as the harm that was caused was serious as it caused Iris many weeks to recover. Again the case of 30110m help as the age of Iris comes in to play when affecting the seriousness. There isn't any causation issues as the chain isn't broken as the thin skull rules that defects that werent known to he D, Haystead doesnt break the chain and therefore It doesn't matter that Iris may have had a bad heart there is still is a chain of causation.Even though Jameela didn't directly inflict the GBH S20 the case of Martin states that it can be caused indirectly in which watching her husband fall and get hurt indirectly caused her to have a heart attack. The AR of GBH S20 has been established for Iris The MR of GBH is â€Å"direct intention or subjective recklessness causing some harm†, defined by the case of Mowatt. Some harm can be Interpreted as anything as small as a battery. For the GdH s20 on Ken, subjective recklessness can be used as in the case of Cunningham. hich states that first there has to be and unjustified risk and that the D had taken this risk anyway. In this case Jameela was In a large crowd and started lashing out knowing that there would be a risk that she would hit someone and cause some of the harrn Jameela ould have perceived this risk as she was in a large cro wn knowing that this would make her panic because of the delusions that she has due to her paranoid schizophrenia.Transferred malice can be used as a way of proving the MR of G8H S20 on Iris as well. Transferred malice can only be used on person to person with similar crime, in which this scenario is and theretore it can be used. The case ot Mitchell can be used as it is similar as this case as the D as in busy place and the action that they took led to an old person breaking a hip. Transfer malice would be usband hurt on the floor and therefore the MR of the offence on Ken is transferred over to Iris as well.Therefore there is the MR of GBH S2 established for both Ken and Iris. When Leah intervened she would have first committed a battery as she would have had to grab hold of Jameela in some form. The AR of battery is stated above. The case of Thomas states that the slightest touch even of clothing is enough for a battery, in which Leah may have grabbed Jameela by the top as a way of trying to control her on which would be a battery. Then there is an ABH, again stated above, as