French Revolution Essay

French Revolution Essay French Revolution Essay FRENCH REVOLUTION Danielle Hernandez P. 5 Fominaya WHAT LED TO IT†¦ ïÆ'Ëœ King Louis XVI (1754-1793) and his luxurious expenses with extravagant purchases + France’s involvement in the American Revolution = bankruptcy ïÆ'Ëœ Wheat and grain could not grow and cattle were plagued with disease ïÆ'Ëœ Prices for food increased significantly making them unobtainable to peasants and urban poor. ïÆ'Ëœ Meanwhile the King and his court were fattening themselves and eating well. ïÆ'Ëœ Heavy taxes were imposed and rioting began WHAT LED TO IT†¦ ïÆ'Ëœ France joined in alliance with America and helped them win the American revolution ïÆ'Ëœ This aid did help America, but devastated France with debt. ïÆ'Ëœ As a result the regime raised taxes and it affected the populous greatly. ïÆ'Ëœ People were poor and jobless ïÆ'Ëœ Violence and riots broke out across the nation WHAT LED TO IT†¦ ïÆ'Ëœ Similar to it’s American counterpart, the French Revolution was inspired by ideals of Enlightenment ïÆ'Ëœ Two decades of a scarce harvest left a wheat shortage. ïÆ'Ëœ People were starving and the price for food had skyrocketed THE ESTATES The estates was an order of society. It separated the population into three levels: first, second and third. The first estate was exclusively reserved to nobles and people of the upper-class. It applied to those in the King’s court and subjects. FRENCH REVOLUTION AFTERMATH ïÆ'Ëœ Many died in the fight and movement but power was given to the people ïÆ'Ëœ King was overthrown and they were banished from their palaces ïÆ'Ëœ

The Andes Essays - Communes Of Chile, Racing, Sandboarding

The Andes Essays - Communes Of Chile, Racing, Sandboarding The Andes offer a number of trekking trails where you can marvel at the natural beauty of this small country, which practically hangs off the edge of the map. Options include northern altiplano treks at altitudes of over 4,000 meters, climbing circuits (of varying skill levels) at the world-renowned Torres del Paine National Park in southern Patagonia, and paths leading through native forests on the island of Chilo and northern Patagonia. Keeping with the mountain theme, the area surrounding Santiago and the southern part of the country are home to skiing and snowboarding runs that attract tourists from around the globe each year. With an endless array of rivers and lakes and an unusually long coastline, Chile is a premier destination for water sports like surfing, kayaking, rafting, scuba diving and fishing. The rivers and lakes of Patagonia offer world-class fly fishing thanks to their abundance of trout. Adventure seekers will find plenty of places to practice sandboarding, canopy ing, paragliding and other exciting sports throughout the country. If you're looking for something more peaceful, southern Chile is the place for you. Its lush forests, waterfalls and lakes are a delight for travelers looking to connect with nature in its purest form. Relax as you take in its canals lakes and volcanoes. Snapping photos will be your only care in the world. !Canopying Whether you find yourself near Santiago or in southern Chile, there are plenty of opportunities to try canopying, a sport that involves zipping through forests among the treetops, combining fun, adrenaline and an opportunity to appreciate the natural wonders that surround you. The sport gains new fans every day in Chile, and dozens of companies offer this thrilling and ecologically-friendly activity to locals and visitors alike. In Cajn del Maipo (15 km from Santiago), you can zoom along a line over the Maipo River at speeds of up to 50 kilometers per hour. The Via del Mar Botanical Gardens offer both adult routes (which are about 1,500 meters long) and shorter childrens circuits. This activity is very popular in Pucn, Villiarica and Valdivia. In fact, the longest canopying circuit in South America is Pucns El Cndor, a 3,500 meter long route with six stations and views of the Villarrica, Quetrupilln and Lann Volcanoes and two lagoons. Another renowned route is in the basin of Lake Llanquihue, near Puerto Varas. The circuit reaches heights of 100 meters and includes 11 segments that are accessible to canopying fans of all ages. The Huilo-Huilo Reserve has a route that combines canopying and trekking along trails that lead through its forests. Finally, in the Northern Patagonia, youll find canopy routes that run through the forest that links Lake General Carrera and Lake Negro. Featured Destinations ! 1 Araucana 2 Highlights of the Central Valley 3 Osorno 4 Puerto Montt Puerto Varas 5 Santiago !Tips 01 !Precautions Its important to make sure that you work only with certified operators who provide the necessary equipment: a firm harness with two straps that connect to the cable, a helmet and gloves, and a solid infrastructure. !Sandboarding Sandboarding is becoming more popular in the countrys central and northern regions, which offer large dunes with fine sands and majestic views. Best of all, the sport is still so new that you wont have to deal with hordes of tourists. The best known place for practicing this sport is Valle de la Muerte, located 2 km from San Pedro de Atacama, where local agencies provide sandboards, guides and transportation to gigantic dunes of fine sand. The slopes allow you to reach high speeds and offer the unique colors and textures of the Atacama Desert at sundown. You can also surf the dunes by starlight. Next, head to Cerro Dragn, in Iquique, which offers soft hills, strong winds and a panoramic view of the Pacific Ocean. Youll find the solitary dunes of the Quebrada de Quisma further inland along with the picturesque town of Pica, where you can enjoy relaxing hot springs after a day of sandboarding. Another northern destination for fans of this exciting sport is Medanoso, near Copiap. At 1,600 meters, its the tallest dune in Chile and part of the Argentina-Chile Dakar Rally. In the evening, it turns a deep

Globalisation of Logistics Assignment Example | Topics and Well Written Essays - 3000 words

Globalisation of Logistics - Assignment Example By accessing such resources, businesses operating across nations find it easier to price their products and services at favorable prices enabling them to attract and sustain their market share. Additionally, this enables them open up their businesses to broad markers where people have disposable income to spend on various kinds of goods and services. In the wake of globalization, another important feature evident in business activities is increased communications technology, which has spread across different parts on the face of the earth. This has in fact allowed campaigns in international marketing to be effectively coordinated from domestic databases. The mobile phone technology and internet revolution has played an important role in opening new international industries to an endless potential for opportunity (Venkateswaran 2012, p. 78). It is important to realize that globalization has greatly influenced the manner in which people shop. Customers now have a wide potential of goods and services to choose from, having the ability to shop from any place on the globe, something that has produced huge dynamism in tastes and preferences. Following this development, multinational companies have been looking doe better global strategies they can use in creating and sustaining their market share. This paper examines the concept of creation of effective global strategies that these companies can use in the process of creating competitive advantages in the highly globalised business environment. In the wake of globalization, multinational enterprises are faced with the need to formulate and implement an effective global strategy they can rely on in doing business effectively across many countries on the globe (Frear, Metcalf & Alguire 1992, p. 9). These businesses have realized the advantage that comes with a strategy, which effectively correspond to the changing business

Parenting Today Essay Example | Topics and Well Written Essays - 250 words - 2

Parenting Today - Essay Example Planning for a divorce is not that easy because it does not only involve the couples, but it also involves their children; that is why it is best for the couple to find time to relax and plan on how they would manage their divorce. After they have planned everything out, they have to take it easy and have it step-by-step. In confronting their kids, the parents need to be honest and direct to the reason why they are planning to have a divorce. It is best to clarify to the children that it is not their fault, and they have nothing to do with the divorce. Explain to them what to expect and assure to them that they will be fine. In addition, give the children the full assurance that no matter what happens, their parents will always love them. Even though, they are not living in the same roof, but still both parents will take care of them. It is an important manner for both parents to have encouraged their children to express their thoughts and emotions. In this way, both parents can list en and will know how the children are struggling with the divorce, so that they can help them cope with the situation. Lastly, have an open communication with the other partner with regard to the children’s future and plans (â€Å"Children and divorce,† n.d.). Cases of teenage sexual intercourse are relatively increasing, and one initiative done by the government is to encourage teenagers to use proper contraceptives. However, some teenagers are still engaging unsafe sex and consequently result to teenage pregnancy. As a citizen, it is good to encourage teenagers to make use contraceptives in engaging sexual intercourse or rather yet not to engage in such dangerous actions. If so, enhancing the information to the teenagers will intensify their knowledge on the said issue, and making them aware all the possible negative consequences of doing such

Domestic Issue Essay Example for Free

Domestic Issue Essay One of the problems that the United States is currently facing is immigration. Every year, a large number of people immigrate to the country to start a new life. They believe this country will bring them answers and will solve their problems in the instant that they arrive. Many do get successful and live the life they dreamed of, and there are even more immigrants who become unfortunate. Still, the problem lies on the fact that too many immigrants exist in the country leaving less opportunities to the American people. It is a fact that these immigrants are talented and hardworking people. Because of their determination to succeed to help their families, most of them are willing to do anything just to make some money and be accepted in the workforce. Most of them agree even to be paid with the minimum amount because having a legal job is important. Employers prefer to hire these immigrants due to the ease of dealing with them. As a result, many Americans workers lose their opportunities to be hired by these employers. The competition is getting tougher, as the number of immigrants increase each year. Another problem that immigration can bring is the spread of diseases to the country. Immigrants come from all over the world and some of them may be hosts of communicable diseases including the human deficiency virus (HIV), hepatitis, or bird flu. This presents a threat to the health of Americans, and to the whole world. Immigration is not all negative if other aspects are analyzed. It might even be a very good thing for the country if it were not in excess. However, it is still a problem, which the

Impact of Deforestation

Impact of Deforestation The destruction of our planets forest is one of the most important modern environmental issue today. People, 1.6 billion, are dependent on forests for their livelihoods with some 300 million living in them (Lawson). The forest industry is the basis of economic growth and employment (Boucher, Elias and Lininger). Global forest products are estimated to be worth $327 billion (Chakravarty, Ghosh and Suresh). U.S., Japanese, and European companies destroy more rain forest than other companies (Boucher, Elias and Lininger). These companies countries are rich. There is a high demand in these countries for more forest products. Their willingness to pay for rain forest products adds to the problem of deforestation. Forests cover almost a third of the earths land surface providing many environmental benefits including a major role in the hydrologic cycle, soil conservation, prevention of climate change and preservation of biodiversity (Kissinger, Herold and De Sy). The problem is that the pla net has lost 30% of its forests over the past 25 years, which is the size of South Africa (Scientific American). If the current rate of deforestation, the conversion of forest to an alternative permanent non-forested land (Chakravarty, Ghosh and Suresh), continues, forests will vanish within 100 years causing unknown effects on global climate and eliminating the majority of plant and animal species on the planet (Urquhart, Chomentowski and Skole). This is demonstrated by the change of forestland to other uses such as agriculture, infrastructure, urban development, industry and others. Deforestation began from the formation of early civilizations. The Laws of Manu is replete with passages referring to the formation of human habitat by clearing the jungle (Mahbub Uddin Ahmed). Michael Williams in his journal article, Dark ages and dark areas: global deforestation in the deep past, discuss how humans have cleared forest since man first discovered fire. Williams discusses that archaeology is showing that the clearing of the forests in Europe during the middle ages was reversed when the bubonic plague reduced the population. William describes the impact that the ancient Mayans, Inca and Aztec had on the forest of Central and South America. During the colonization of the United States and Canada, millions of Native Americans died because of the introduction of diseases letting forest reclaim their land (Williams). Even though history has seen the destruction and regrowth of forests, it has not been on the global scale we are seeing now. In fact, in the continental Unite d States, 90% of indigenous forests have been removed since 1600. In 1839, a young man named Frederick Engels wrote letters home to Germany describing what life was like in the industrializing United States at the time. He writes of the ruthless destruction of the environment and the misery that resulted on the working class (Mahbub Uddin Ahmed). Deforestation occurs in many ways. One of the first step in the process of deforestation is to clear the land for logging or mining. Usually roads are cut through forest to open the area (Steinfeld). Roads into the forest are cleared for the large equipment needed such as bulldozers, road graders and log skidders (Urquhart, Chomentowski and Skole). The area where the roads cut through may not even be in the areas designated for logging or mining, but just the clearing of trees for these roads starts the process of deforestation for the areas the roads run through. Once the roads are completed most of the forests around the logging and mining areas are lost to agriculture, the planting of crops and the pasturing of cattle (Steinfeld). Forests are also lost to poor farmers in poverty areas especially those who live by tropical rain forests (Boucher, Elias and Lininger). In a tropical rain forest, nearly all of the nutrients are found in the plants and trees, not in the ground as in a n orthern, or temperate forest. When the plants and trees are cut down to plant crops. farmers usually burn the tree trunks to release the nutrients necessary for a fertile soil (Urquhart, Chomentowski and Skole). When the rains come, they wash away most of the nutrients, leaving the soil much less fertile. In as little as 3 years, the ground is no longer capable of supporting crops (Boucher, Elias and Lininger). When the fertility of the ground decreases, farmers seek other areas to clear and plant, abandoning the nutrient-deficient soil. The area previously farmed is left to grow back to a rain forest. However, just as the crops did not grow well because of low nutrients, the forest will grow back just as slow because of poor nutrients. After the land is abandoned, the forest may take up to 50 years to grow back (Boucher, Elias and Lininger). Agriculture is estimated to be the main driver for around 80% of deforestation worldwide. Commercial agriculture has deforested around 2/3 of the forest in Latin America (Kissinger, Herold and De Sy). The findings on global patterns of destruction show that timber extraction and logging activities account for more than 70% of total deforestation in Latin America where cattle and soy are important (Scientific American). In Africa and Asia, agriculture accounts for around 1/3 of deforestation. The timber industry has played a significant role in the deforestation of Southeast Asia where logging is followed by the creation of large palm oil and pulpwood plantations. Mining, infrastructure and urban expansion are important but less prominent (Kissinger, Herold and De Sy). In Africa, the main deforestation drivers are chopping trees for firewood or making charcoal, which opens the land up to farming and livestock grazing. To get a better understanding of deforestation, we first need to examine the driving force behind it. Specifically, human beings role in deforestation. The competition is between humans and other species. This is because of a growing global population and increased demand for food and other natural resources. Many studies confirm that commercial agriculture is the largest direct driver of deforestation in most tropical countries worldwide (Scientific American). Indeed, the growth of commercial agriculture is cited as an important driver of deforestation by nearly all tropical countries (Lawson). The human impact on deforestation varies a great deal between continents. These demands are causing the loss of not only huge areas of forest but also having a major impact on the climate. Deforestation has caused other environmental problems such as increasing soil erosion, landslides, and floods. Erosion occurs a very slow rate, but because of deforestation, the rate has sped up by an estimated 10 to 40 times globally (Moutinho, Paulo and Schwartzman, Stephan). Normally, trees and plant roots slow down erosion because they hold and anchor the soil in place, which prevents its washing away. Forest also control the speed at which the rain moves through the canopy. This allows the water to trickle to the ground and absorb slowly, rather than flow over the surface and wash away the soil. Recent research suggests that about half of the precipitation that falls in a tropical rain forest is a result of its moist green canopy (Moutinho, Paulo and Schwartzman, Stephan) Deforestation of lands for agriculture and development has left large regions of the world infertile. In areas used for urban development, where the ground is covered with a layer of asphalt or concrete it is d ifficult for water to penetrate the ground and this increases the amount of runoff. . In addition, the surface runoff from urban areas is polluted with fuel, oil and other chemicals. Evaporation and evapotranspiration processes from the trees and plants return large quantities of water to the local atmosphere, promoting the formation of clouds and precipitation (Moutinho, Paulo and Schwartzman, Stephan). Scientists predict that increased rainfall intensity and quantity will lead to greater rates of erosion (Akais Okia, Clement). Rising sea levels have also increased the rate of coastal erosion, which has been increasingly problematic for low lying developed areas along the coast, such as in Florida and Hawaii (Akais Okia, Clement). Less evaporation means that more of the Suns energy is able to warm the surface, which is one of the causes heating up the atmosphere. This heating up of the atmosphere and surface of the planet is causing a global climate change that is affecting weather patterns. The warming affects wind patterns and ocean currents, and these changes alter regional weather conditions. In some regions, the weather is becoming drier, leading to droughts and wildfires. In other regions, rainfall is increasing, leading to flooding. The ice sheets surrounding the North Pole and South Pole are slowly disappearing which can also lead to flooding because of the rising ocean levels (Scientific American). Polar ice melt raises ocean levels, which threatens flooding in coastal areas. Some of the worlds smaller islands might disappear completely. According to the United Nations, up to two thousand islands in Indonesia might vanish beneath the rising ocean (United Nations). Global warming is also melting mountain glaciers. Water from the melted ice causes rivers to overflow and flood places where people and animals live. Vanishing glaciers and snow packs pose another problem too. Glaciers and snow packs provide millions of people around the world with freshwater to drink (United Nations). Without those stores of water, people will need to find other sources of fresh water. Studies also suggest that global warming is probably making hurricanes stronger (United Nations) Deforestation not only contributes to global warming because of the forests interaction with water, forests absorb and store huge amounts of CO2, carbon dioxide, a greenhouse gas. The loss of forests generates nearly 50 percent more greenhouse gases than the 25 percent of emissions contributed to the combustion of fossil fuels (Urquhart, Chomentowski and Skole). A plant stores huge amounts of CO2 which it uses during the process of photosynthesis. The amount of carbon dioxide in the air used to be stable (Boucher, Elias and Lininger). For more than half a million years, it held steady at about 280 parts per million (280 parts of carbon dioxide per one million parts of atmosphere) (United Nations). Since, the 1800s, it has increased by about one-third (Williams). Our modern atmosphere contains about 382 parts per million of carbon dioxide-and this level is continuing to rise (Kissinger, Herold and De Sy). Scientists have evidence to suggest that just tropical deforestation is responsi ble for about 20% of the worlds greenhouse gas emissions (Scientific American). When a tree is cut down or burned, the stored carbon is released back into the atmosphere.This growing amount of carbon dioxide is trapping more and more heat in our atmosphere. A stable amount of carbon dioxide and other greenhouse gases in our atmosphere keeps Earths temperature stable (Scientific American). Deforestation releases that carbon dioxide into the atmosphere and destroys a resource that can store carbon dioxide humans produce in the future. At least half of Earths ten million species live in tropical rain forests even though tropical rain forests cover only 7% of the total dry surface of the Earth (Moutinho, Paulo and Schwartzman, Stephan). Scientists estimates indicate that up to 137 species disappear worldwide each day (United Nations). If rain forest loss continues at its current rate, up to one-third of rain forest species could go extinct by 2040 (Scientific American). That means deforestation could wipe out about one-sixth of Earths species.

Administrative Aspect of Special Education Essay

Introduction The Law provides for a free appropriate public education (FAPE) of exceptional children by assuring the financial support of teachers of special education and the administration of the program. The administration of special education at the macro level is assumed by the government and is usually carried out as one of the functions of the Department of Education (or a similar body). In the Philippines, the Department of Education (DepEd) is the principal government agency responsible for education and manpower development. The Department is primarily in charge of the formulation, planning, implementation and coordination of the policies, standards, regulations, plans, programs and projects in areas of formal and non-formal education. It provides for the establishment and maintenance of a complete, adequate and integrated system of education relevant to the goals of national development through the public school system; and it also supervises all basic education institutions run by the private sector. The current Department structure consists of the Central Office and the field offices which consist of the regional and sub-regional levels. There are field offices in sixteen regions, each headed by a Regional Director; 157 provincial and city schools divisions, each headed by a School Division Superintendent; and 2,227 school districts headed by a District Supervisor. See more:  Perseverance essay The Special Education Division is lodged at the Bureau of Elementary and performs the following functions: formulates policies, plans and programs for the preparation of instructional materials; evaluation of programs in special education; conducts studies and develops standards of programs and services for special learners; plans for prototype in-service education programs to upgrade the competencies of administrators, supervisors, coordinators, teachers as well as the non-teaching special education personnel; and establishes/strengthens linkages with agencies concerned with the education and welfare of children with special needs. The Regional Director has the overall responsibility for the administration and supervision of special education at the regional level. The School Superintendent has the over-all responsibility for the administration and supervision of special education at the Division level and is assisted by the Division Supervisor. The District Supervisor supervises the school principals and other school administrators at the district level. The administrator of special education is appointed based on qualification standards set by the Department and provided with appropriations from the national funds. The Department also sets up a minimum standard for the qualification of teachers, and establishes the criteria for the selection of pupils for special education. In other countries like the US, education is primarily a State and local responsibility. The U. S. Department of Education is the agency of the federal government that establishes policy for, administers and coordinates most federal assistance to education. The Federal States and communities are responsible for establishing public and private schools and colleges; developing curricula; setting requirements for enrollment and graduation; determining state education standards; and developing and implementing testing measures to verify if schools are meeting their education standards. The structure of education finance in America reflects this predominant State and local role. Of an estimated $1. 1 trillion being spent nationwide on education at all levels for school year 2009-2010, a substantial majority will come from State, local, and private sources. The Office of Special Education Programs (OSEP) is lodged at the U. S. Department of Education and is responsible for monitoring state and local compliance to the Individuals with Disabilities Education Act (IDEA) by providing leadership and financial support for infants, toddlers, children and youth with disabilities ages birth through 21 years old. The law (IDEA) aims to ensure that all children receive a free appropriate public education (FAPE) and special services to assist in meeting their educational needs. IDEA authorizes formula grants to states, and discretionary grants to institutions of higher education and other nonprofit organizations to support research, demonstrations, technical assistance and dissemination, technology and personnel development and parent-training and information centers. These programs are intended to ensure that the rights of infants, toddlers, children, and youth with  disabilities and their parents are protected. Particularly, the OSEP conducts verification visits to states to review their systems for general supervision, data collection, and state-wide assessment. During these visits, OSEP staff work with state staff to ensure compliance and help improve the performance of federal programs. In addition, each state submits an annual performance report that reflects the state’s actual accomplishments compared to its established objectives. As part of its monitoring, OSEP uses performance data such as graduation and dropout rates to identify low performing states. OSEP staff and OSEP-funded technical assistance centers work in partnership with states to put in place strategies to improve results for children with disabilities. At the micro level, the administration of special education is with the school principal. A recent policy thrust of the DepEd in the Philippines is the empowerment of the public school principals where the latter is able to assume more administrative authority and accountability for improving teaching competencies and pupils’ achievement. This policy gives principals the administrative authority to: manage the school’s funds for maintenance and other operating expenses; raise additional funds for the school through Parent-Teachers and Community Associations; design and develop his/her own school improvement program in collaboration with parents and community leaders; participate in the selection, recruitment and promotion of teachers; plan and develop an innovative curriculum, using the national curriculum as a framework. For the private sector, the school owner together with a Board of Trustees acts as the school administration and defines the direction of the special education program; while it is assumed that they follow the guidelines set by the Department of Education to be duly recognized and credited as a teaching institution. But much of the responsibility for the success of an educational program rests in the administration. There may be proven needs, accepted philosophy, qualified personnel, and available facilities and resources; but without adequate administration, the entire organization may be one of confusion and misdirection. Programs of special education succeed in direct proportion to the efficiency of the administration. More often, when special education is introduced into a school system, the administrative plan usually does not install major changes in the existing organization. The responsibility for the program is often given to an Assistant Principal, a Director of Instruction, or some other administrator who already has many duties. Consequently, the administration of special education program becomes a major problem in the education of exceptional children. The Special Education Administrator The term â€Å"administrator of special education for exceptional children† is used to designate the school official directly in charge of the special education program. Regardless of the title, the job entails organizing the special education program, equipping the structures with adequate classrooms, employing specially trained classroom teachers, ensuring the proper placement of pupils who are not able to attend regular classes because of various handicaps, ensuring that a special academic instruction based on individual differences such as speech correction and any prescribed therapy (speech, hearing, occupational, and physical therapist, etc.). Most of the studies gathered determine who administers the special education programs (both in the public and private sector), what their functions are in regard to both administration and special education teachers, how much time they devote to the program, and whether they are administrators or supervisors. Rigsbee (2008) did a research on what makes a good school-based administrator and interviewed teachers, support staff, parents, and students from a number of school communities in North Carolina. The results of the study indicate that there are characteristics common across school levels and community demographics such are: the principal should be accessible and build â€Å"a community of caring† where students feel at home, there is an air of connectedness, sense of teamwork, a family atmosphere, and frequent celebrations so work becomes fun for everyone. Rigsbee (2008) further  explained that the administrator must treat the teachers, cafeteria staffs, custodians, and office staff as professionals; give the staff a â€Å"big picture† understanding of the students’ needs and let them know that they are valued for the work they are doing for the children. Lastly, Rigsbee (2008) adds that they develop leaders and do not micro-manage; they work diligently to ensure that their teachers are equipped to be leaders in the classroom; and they â€Å"distribute† leadership as they serve as important mentors to assistant administrators and teacher leaders to achieve the vision of the school. Special education administrators play an important role in the education of disabled students. They are responsible for overseeing programs and services for students with learning, physical, behavioral or linguistic disorders. Additional job duties in the field range from ensuring adherence to federal, state and local special education regulations to helping teachers provide the unique services special education students need. Knowledge and Compliance to the Laws on Special Education. In a study by Saravanabhavan and Pressley (2008) on â€Å"Preparing Leadership in Special Education†, they assessed the school principals in Florida and noted that school principals must have a thorough knowledge of special education practices to ensure that students receive adequate services, and teachers receive pertinent guidance and support for their students to become high academic achievers. Saravanabhavan and Pressley (2008) proposed the need for school and district administrators to be educated not only in the foundations of special education, but also in the legal aspects related to compliance and enforcement of special education services, as well as instructional methodologies, and student placement, in order to enhance their efficacy in servicing their students. In another study, McMullen (2001) investigated the knowledge of Mississippi’s high school principals regarding the IDEA Amendments of 1997 in regard to four aspects: (a) disciplining students with disabilities, (b) involving parents and students in decision making, (c) adhering to procedural safeguards and placing students in the least restrictive environment, and (d) impacting administrative practice. The study (McMullen, 2001) concluded  that although the principals demonstrated some knowledge of the law, they did not appear to have sufficient knowledge to fully implement the Act, thus, proposed for a comprehensive training that will enforce a paradigm shift from the old Public Law 94-142 to the newly reauthorized law for a more positive attitude toward the provision of services to children with disabilities. It is worth noting the need for administrators of special education program to be aware of their legal obligations to students with disabilities in after-school athletics and extracurricular activities. Fetter, et. al. (2008) cited that administrators in public schools are undoubtedly familiar with their duties under federal law to serve students with disabilities in the educational program. But only a few know whether students with disabilities are entitled to participate in athletics and other after-school activities, and if so, are not aware of what types of services and accommodations school officials and coaches should provide (Fetter, et. al. , 2008). The authors (Fetter, et.al. , 2008) said that the failure to sufficiently work through these issues leaves school districts vulnerable to costly litigation; and in addition to juggling the complicated legal issues related to serving students with disabilities who participate in athletics and extracurricular programs, many administrators are taking aggressive steps to promote healthy school communities by implementing body mass index (BMI) surveillance and screening measurement programs. The study concluded that while these programs offer an innovative approach to encouraging good health, they raise additional issues for busy administrators; it is therefore imperative that administrators should be aware of the common traps, and practical ways to comply with the law (Fetter, et. al. , 2008). The US law, Individuals with Disabilities Education Act (IDEA), stipulates that educational leaders must ensure that special and general educators use scientifically based instructional methodologies like applied behavioral programming, task analysis, direct instruction, and cognitive-behavior modifications in order to address the cognitive needs of the students. The proper implementation of the IDEA or any law for that matter is enforced by leaders who have thorough knowledge of the law and are able to use these to  enhance the performance and welfare of their constituents. The IDEA was revised in an effort to clarify the discipline mandates because it needed to be more consistent in the practices when disciplining students with special needs. However, Principals continue to misinterpret the law or avoid it altogether. As indicated in the studies below, it is apparent that knowledge of the disability laws and how it is put into practice are depended upon each other. In a study to determine the relationship between Georgia elementary school principals’ knowledge of disability laws and the practices used for disciplining students with special needs as mandated in the IDEA, Claxton (2002) used the Individualized Educational Programs (IEP), Behavioral Management Plans (BMP) or Behavioral Intervention Plans (BIP), and Functional Behavioral Assessments (FBA) in the research. The Principals were given the opportunity to provide comments about discipline and the procedures they used for students with special needs. The study also examined various demographics including age, gender, original college degree, administrative degree level reached, and years of experience in administration in relationship to the knowledge held of disability laws and the practices used by Georgia elementary school principals for disciplining students with special needs; ANOVA was used to examine each demographic variable (Claxton, 2002). The results showed that the Georgia elementary school principals used discipline practices in line with the parts of IDEA 1997 with which they were most familiar but it did not indicate any significant difference in the principals’ knowledge and practice (Claxton, 2002). Because principals or their assistants are responsible for enforcing discipline and are on the front line in terms of student safety, they are often conflicted about how to proceed when a student with a disability needs to be disciplined. Moreover, many principals need to be reminded that they are not the sole arbiter of discipline decisions for students with disabilities. The administrator should make an effort to include families by offering various opportunities for parents, advisory councils, and a multidisciplinary team to take part in varying venues (open house nights, question-and-answer sessions, and frequent communication via phone messages, emails, and publications). In another study conducted by Stephens and Joseph (2001) in the School Study Council of Ohio (SSCO) using an informal phone survey to assess the knowledge of randomly selected Central Ohio principals, special education administrators, and teachers; they were asked to rate their assessment of what level of knowledge principals needed in order to do their jobs effectively. A three-level scale was used: (1) no knowledge required; (2) a basic, working knowledge required; and (3) intimate knowledge required in four basic categories: Instruction and Programming, Placement Procedures, Federal and State Laws and Regulations, and Procedural Safeguards (Stephens and Joseph, 2001). The results showed that the perceived roles of principals differed when viewed by district level special education personnel and practitioners and these views where all in contrast to the self assessment of the principals (Stephens and Joseph, 2001). The findings elaborated the problems of principals regarding lack of knowledge includes the following: the education of the handicapped; managing the diversity of students with disabilities; mainstreaming and inclusion strategies; large-scale assessment and accountability (Stephens and Joseph, 2001). Administrative Competency and Leadership. Lowe & Brigham (2000) stated that numerous special education authorities have cited the importance of the principal’s ability to be the school’s instructional leader. In special education, the principal’s role as the instructional leader will often determine the efficacy and the quality of special education services. But research and authoritative opinion generally reveal that principals are not sufficiently knowledgeable about important aspects of the education of students with disabilities. A major explanation as to why they are typically uninformed about special education is that their professional preparation may be inadequate. According to Lowe & Brigham (2000), most school administrators do not receive sufficient training to supervise the instructional practices used by special educators. In an effort to both validate and consolidate previous work in the area of critical skills for principals in relationship to special education, Stevenson-Jacob, et. al. (2006) asked elementary and middle school principals what they considered to be critical competencies. Information was gathered on the principals’ background, training, assignments, and specific practices related to administering special education at the building level; and it was found that elementary and middle school principals agreed on eight critical competencies that principals need: (1) managing the education of students in the less restrictive environment (LRE); (2) collaborative teaching strategies; (3) the case study approach; (4) general/special education procedures; (5) parent rights; (6) state/federal requirements; (7) state/federal statues: and (8) recruitment, selection, orientation, and supervision of staff (Stevenson-Jacob, et. al. , 2006). To help administrators increase their awareness and sensitivity with issues that affect their interaction in the school, Hoy & Miskel (2001) conducted a survey with students with special needs, their teachers, and their parents in the school district. The study concluded that administrators who would like to become more competent with curriculum delivery issues must participate fully in the planning processes of the IEP and IFSP because by engaging in this process it signals its importance and administrators gain a more complete understanding of the curricular issues that face parents such as: tasks that are too difficult for the child; homework assignments that are too long and that require prerequisite skills; implementation strategies that work and should be continued; teachers who are either unwilling or unable to make accommodations for students with special needs (Hoy & Miskel, 2001). The major barrier seems to be lack of systematic and sustained programs for professional development in special education tailored to the needs of the special education administrator or principal. Therefore, educational leaders must be knowledgeable of the special education placement continuum to ensure that students receive instruction in the environment that will maximize their academic and social skills. In order to eliminate increasing challenges and to maximize quality of services provided to children with disabilities, it is vital to prepare school leaders and administrators with sound knowledge based in special education. Course work in the foundations of special education and legal aspects of special education along with advocacy for children with special needs ought to become a core area in school leadership preparation. The administrator preparation programs should place more emphasis and time on core special education competencies for principals who can effectively lead special education programs in schools. School principals must have the opportunity and the incentive to participate in sustained and systematic special education programs. Attitude toward SPED Programs and Practices. Goddard & Goddard (2000) cited the highly important roles that administrators play in the education and lives of children with disabilities as they evaluated how the administrators are impacting on the progress of the students with special needs. The result of their study emphasized that administrators can create a climate that supports all students with the awareness of key concepts in special education and important curriculum and environmental considerations that will enhance instruction (Goddard & Goddard, 2000). They (Goddard & Goddard, 2000) further explained that issues pertinent to the population of special needs students demand the focused time of concerned and knowledgeable administrators, and as such, will encourage the development of programs that will increase accessibility like: flexible course schedules, stipends or scholarships to cover costs of tuition, materials, child care, transportation, distance learning and video-conferencing technologies. Another area of special education that principals need to know and understand is the concept of â€Å"inclusion† and what an inclusive philosophy should reflect. The principal is the educational leader of the school, and as such, his or her attitude and philosophy regarding students with special needs sets the tone and is critical for determining how students with disabilities access the general education curriculum. Inclusion has been introduced way back in the 90’s and the law has been explicit about the regulations in terms of a continuum of services; however, many inexperienced principals still have difficulty interpreting what this means. Salisbury and McGregor’s study (2002) of five elementary schools engaged in inclusive practices showed personal attributes similar to those found in the transformational leaders. The transformational leader, according to Salisbury and McGregor (2002) had â€Å"a greater impact on teacher motivation to perform beyond expectations†; and the behaviors associated are charisma, inspiration, and consideration of individual teacher needs while they strive to develop shared values and beliefs, meanings, and commitment to common goals. The study further showed that principals â€Å"tended to be leaders who shared decision-making power with their staff, extended the core values of inclusiveness and quality to initiatives throughout the school, and actively promoted learning communities and change through collaborative, intentional, and supportive practices† (Salisbury and McGregor, 2002). In another study done by Kuaun (2002), which attempted to describe the profile of the school administrators (age, gender, civil status, educational attainment and length of service) and verified any significant difference on the perception of school administrators from regular schools with SPED classes and from SPED schools regarding the inclusion of children with special needs. The researcher employed the descriptive method utilizing a questionnaire which consisted of two parts: personal information from 66 respondents and 48 close-ended type of questions about inclusion; and administered them to sixty-six (66) school administrators (36 from regular schools with SPED classes and 30 from SPED schools) from twenty-two (22) schools in Metro Manila (Kuaun, 2002). The findings indicated that majority of the school administrators are female, married, aged 51 to 60, with an educational attainment of Master’s degree (from the regular schools with SPED classes) and Masteral units (from special education schools); and that majority from the regular schools with SPED classes have served longer as school administrators than the respondents of special education schools (Kuaun, 2002). Finally, the study concluded that both groups appeared to have a positive perception on inclusion of children with special needs as indicated by a no significant difference on the means scores in their inclusion perceptions (Kuaun, 2002),. This positive outlook towards inclusion was manifested in the study of Causton-Theoharis and Theoharis (2008); they cited that inclusion and the sense of belonging are seen as essential conditions for educating each child. The commitment of the principal under study implemented an inclusive philosophy which meant no self-contained special education classrooms, no resource room pullout programs, no kids sent to other schools (Causton-Theoharis and Theoharis, 2008). All the kids (kids with significant disabilities, kids with autism, kids with serious behavior issues, kids with learning disabilities, kids in wheelchairs, kids who were high flyers, kids who were learning English) needed to be an essential member of the classroom and school community; thus, the general education teachers and specialists (special education, English as a second language, reading, etc. ) had to co-plan and co-teach (Causton-Theoharis and Theoharis, 2008). The same staff was used but arranged differently in all aspects of the school which included: the after-school programs, reading interventions, the physical arrangement of classrooms and dramatic changes on the playground (Causton-Theoharis and Theoharis, 2008). Because of the special education administrator’s commitment to educate all their students together, the school under study realized the substantial achievement gained by bringing students with disabilities in the center of the discussion about school reform and in the center of the general education classroom. In another research, the findings of McClean (2007) revealed that many administrators are willing to accept having inclusive schools; and most believed that schools are generally ill- equipped to run inclusive programs. Based on the study McClean (2007) conducted in Barbados, about (20%) twenty percent of the administrators surveyed believed that students with disabilities should be educated in special schools or classrooms only because they shared in the opinion that the inclusion of students with disabilities would retard the progress of students in the general education classroom. While majority of administrators, (80%) eighty percent, wanted to have inclusive programs in their schools but were uncertain how to implement and manage these programs without the appropriate mechanisms for success (McClean, 2007). The study further discussed that the success of inclusion is determined by the principals and the teachers (whether special or regular education) who are committed to providing the necessary support; are giving the vital input to make the inclusive process their own; and are not threatened or disadvantaged by the implementation and management of any inclusive programs at their respective schools (McClean 2007). The study concluded that the success of inclusion will ensue by winning the hearts and minds of all stakeholders which include the principals, teachers, parents and students, officials of the Ministry of Education and the wider communities. Abell’s study (2006) examined the attitudes and factors valued by Kentucky directors of special education (DOSE) who are currently implementing the universal design for learning (UDL) principles within their school districts to further enhance the inclusion of student with special needs. The purpose of the study was to provide new information to DOSEs by researching leadership issues and aspects involving district level UDL implementation. Department level professional development and technology implementation issues were also explored. The survey was sent to the 176 respondents and the result found no significant differences in DOSE’S gender, education level, or years of administrative experience in relation to the DOSES own level of educational innovation (Abell, 2006). The study showed that the UDL implementation was found to be significant with regards to district acquisition of curriculum in digital formats and the technology infrastructure to run it but it was not a significant predictor, likewise, there was no significant relationship between DOSEs knowledge of UDL in relation to the size of their district special education population (Abell, 2006). The Universal Design for Learning principles call for curriculum flexibility in relation to content presentation, student expression, and student engagement. UDL is a new approach for teaching, learning, and assessment, that draws on brain research and new media technologies to respond to individual learner differences (Center for Applied Special Technology, 2008). It is important to the field of special education that administrators are open and flexible to various strategies to find the best possible intervention for students with exceptional needs in an inclusive setting. The studies raised important points, because administrators play a pivotal role in setting the climate in schools. School administrators who believed in integration created program options for its promotion; while those opposed to it have even sabotaged any efforts. A supportive school climate can also be enhanced when administrators set the occasion for teachers to have mastery experiences with the curriculum and with students’ progress in the curriculum. Administrators who are knowledgeable about the curricular needs of students with disabilities and how special education and general education curricula intersect will be better prepared to face the challenges of educating all students successfully. There are hosts of ways that administrators can become familiar with current and emerging issues in special education. This was validated by Bakken, et. al (2006) in their study â€Å"Changing Roles of Special Education Administrators: Impact on Multicultural Learners. † Bakken, et. al (2006) mentioned that special education administrators must take active part in the education of their students and they suggested the need to develop and practice highly effective communication skills because they believe that effective partnerships are built on communication. Other important considerations include an awareness of best practices in special education, effective instructional presentation strategies, curricular adaptations that support individual student progress and a variety of evaluation methods. By being student-centered; students know when they’re cared about and know when an administrator makes a difference in a school and in their lives. It is evident that supporting students with special learning needs is more successful when the principal’s attitude is positive and sympathetic. At the same time it must be recognized that a great deal of effort and time go into building a successful service delivery of special education programs. It takes a strong instructional leader to ensure that all children are able to succeed and achieve in class. It takes a strong instructional leader to ensure that all children and their teachers receive the supports and services they need to learn and develop. It also takes a strong instructional leader to create a positive learning climate that embodies a unifying philosophy of respect for all children and stakeholders in the total school community. Problems encountered. Tate (2009) conducted a survey of 108 special education administrators in North Carolina in order to identify their characteristics (which included licensure, teaching experience, LEA information, and personal demographics) and factors that contribute to their staying or leaving the field using two open-ended questions that addressed the least and most satisfying.

Caesars: Gambling Big on Technology

Caesars—Gambling Big on Technology This case illustrates how database technologies can support an organization's business strategy. The large investment made by Caesars Entertainment Corporation, formerly Harrah's, in its information technology strategy has been tremendously successful. The results of Caesars investment at the time include: * 10 percent annual increase in customer visits. * 33 percent increase in gross market revenue. * Yearly profits of over US$208 million. * Highest three-year ROI in the industry. * A network that links over 42,000 gaming machines in 26 casinos across 12 states in the U.S. * Rated number six on the 100 best places to work in IT by ComputerWorld magazine. * Recipient of a Leadership in Data Warehousing Award from the Data Warehousing Institute (TDWI), the premier association for data warehousing. The casino industry is highly competitive—rivalry among existing competitors is fierce. Bill Harrah was a man ahead of his time when he opene d his first bingo parlour in 1937 with the commitment of getting to know each one of his customers. In 1984, Phil Satre, president and CEO of Harrah's, continued that.In search of its competitive advantage, Harrah's invested in an enterprise-wide technology infrastructure to maintain Bill Harrah's original conviction: â€Å"Serve your customers well and they will be loyal. † Caesars' Commitment to Customers When Harrah's implemented its patented Total RewardsTM program it was resigned to help build strong relationships with its customers. The program rewarded customers for their loyalty by tracking their gaming habits across its then 26 properties and currently maintains information on over 19 million customers, information the company uses to analyze, predict, and maximize each customer's value.At Caesars the program continues to be a success because of its implementation of a service-oriented strategy. Total Rewards allows Caesars to give every customer the appropriate amou nt of personal attention, whether it's leaving sweets in the hotel room or offering free meals. Total Rewards works by providing each customer with an account and a corresponding card to swipe each time he or she plays a casino game. The program collects information on the amount of time the customers gamble, their total winnings and losses, and their betting strategies.Customers earn points based on the amount of time they spend gambling, which they can then exchange for complimentary items such as free dinners, hotel rooms, tickets to shows, and even cash. Total Rewards helps employees determine which level of service to provide each customer. When a customer makes a reservation at any of Caesars brands, the service representative taking the call can view the customer's detailed information including the customer's loyalty level, games typically played, past winnings and losses, and potential net worth.If the service representative notices that the customer has a Diamond loyalty l evel, the service representative knows that customer should never have to wait in line and should always receive free upgrades to the most expensive rooms. â€Å"Almost everything we do in marketing and decision making is influenced by technology,† says Gary Loveman, Caesars' chairman and CEO. â€Å"The prevailing wisdom in this business is that the attractiveness of property drives customers. Our approach is different. We stimulate demand by knowing our customers.For example, if one of our customers always vacations at Harrah's in April, they will receive a promotion in February redeemable for a free weekend in April. † Gaining Business Intelligence with a Data Warehouse Millions of customers visit Caesars resorts each year, and tracking a customer base larger than the population of Germany is a challenge. To tackle this challenge Caesars began developing a system called WINet (Winner's Data Network). WINet links all Caesars properties, allowing the company to collect and share customer information on an enterprise-wide basis.WINet collects customer data from all the company transactions, game machines, and hotel management and reservations systems, transforms and cleanses this data, and then places the resulting information in a central data warehouse. Information in the data warehouse includes both customer and gaming information recorded in hourly increments. The marketing department uses the data warehouse to analyze customer information for patterns and insights, which allows it to create individualized marketing programs for each customer based on spending habits.Most important, the data warehouse allows the company to make business decisions based on information, not intuition. Casinos traditionally treat customers as though they belong to a single property, typically the place the customer most frequently visits. Harrah's was the first casino to realize the potential of rewarding customers for visiting more than one property. Today, Caes ars has found that customers who visit more than one of its properties represent the fastest growing revenue segment.In the first two years of the Total Rewards program, the company received a $100 million increase in revenue from customers who gambled at more than one casino. Caesars also uses BI to determine gaming machine performance. Using the data warehouse, Caesars examines the performance and cost structure of each individual gaming machine. The company can quickly identify games that do not deliver optimal operational performance and can make a decision to move or replace the games. The capability to assess the performance of each individual slot machine has provided Caesars with savings in the tens of millions of dollars.Former CIO Tim Stanley stated, â€Å"As we leverage more information from our data warehouse and increase the use and sophistication of our decision science analytical tools, we expect to have many new ways to improve customer loyalty and satisfaction, dri ve greater revenues, and decrease our costs as part of our ongoing focus on achieving sustainable profitability and success. † Security and Privacy Some customers have concerns about Caesars data and information collection strategy since they want to keep their gambling information private.The good news for these customers is that casinos are actually required to be more mindful of privacy concerns than most companies. For example, casinos cannot send marketing material to any underage persons. To adhere to strict government regulations, casinos must ensure that the correct information security and restrictions are in place. Many other companies actually make a great deal of money by selling customer information. Caesars has not joined this trend since its customer data and information are part of the company's competitive advantage. The Future of CaesarsIn the future, Caesars hopes to become device-independent by allowing employees to access the company's data warehouse via m obile devices. â€Å"Managing relationships with customers is incredibly important to the health of our business,† Stanley says. â€Å"We will apply whatever technology we can to do that. † For example, Caesars has been undergoing efforts to develop systems described as â€Å"patron-based technology† that foster communication with customers through slot machines. Ultimately, such data collected through slot machines can be stored in a data warehouse and later analyzed to gain further insight into customers and their needs. 0 Questions 1. Identify the effects poor information might have on Caesars service-oriented business strategy. 2. How does Caesars use database technologies to implement its service-oriented strategy? 3. Caesars was one of the first casino companies to find value in offering rewards to customers who visit multiple Caesars locations. Describe the effects on the company if it had not built any integrations among the databases located at each of its casinos. How could Caesars use distributed databases or a data warehouse to synchronize customer information? . Estimate the potential impact to Caesars business if there is a security breach in its customer information. 5. Identify three different types of data marts Caesars might want to build to help it analyze its operational performance. 6. What might occur if Caesars fails to clean or scrub its information before loading it into its data warehouse? 7. Describe cluster analysis, association detection, and statistical analysis and explain how Caesars could use each one to gain insights into its business.

The Effects of Oil depletion in the near future essays

The Effects of Oil depletion in the near future essays Oil is a finite resource that originally developed from prehistoric algae and other microorganisms. Colin J. Campbell from Depletion and Denial states: The prolific formation of oil has occurred only a few times in the Earths long geological history. For example, almost all the oil from the Gulf Coast of the U.S. to Peru, including the vast degraded deposits of Venezuela, which hold even more than the Middle East, was the result of a brief period of excessive global warming 90,000,000 years ago. Algae flourished in those ancient warm, dead, stagnant, and anoxic seas. Another such epoch, 140,000,000 years ago, was responsible for the oil in the North Sea and much of the Middle East. (2) However, many people know little about the controversial issue of oil and oil depletion besides what they have been told by un-informed experts. It has become so controversial because of the difficulty in predicting the current oil supply. Most people are too optimistic in their estimates of the supply because of the dire implications of a shortage. Simply put, energy is the key that unlocks all other resources. As of today, oil accounts for 40 percent of all energy use in the world. This accounts for 26 billion barrels annually. The problem is intensified by large population increases and growth in energy demands. Jacob Fisker states that developing countries make up 80 percent of the population, but they only use 20 percent of the worlds resources. The developed world is the remaining 20 percent of the population, but it uses 80 percent of the worlds resources.(1) Furthermore, one perfect example of oil over-consumption is in the U.S. Its entire economy is largely dependent on oil for energy and many indispensable products. Many experts in the oil industry such as Colin J. Campbell, a petro leum geologist, predict that demand will exceed supply by around 2010. From there, it will pr...

Free Essays on Organization Culture

Abstract Measuring and managing intellectual capital through knowledge management (KM) has been perceived the most important issue in knowledge-intensive companies. @ It has been suggested that a supportive corporate culture cornerstones not only a successful implementation of KM system but also the effectiveness of an organization. @It is essential therefore to enhance our knowledge in interrelationships among corporate culture, KM, intellectual capital and operating performance. @Using a sample of firms listed in TSE and OTC and a questionnaire as research tool, this thesis explores the typologies of corporate culture and KM, and their impacts on intellectual capital and financial performance. The empirical evidence indicates that the attributes of corporate culture are significantly associated with the attributes of KM activities. @Both corporate culture and KM shed significant impacts on cognitive importance of intellectual capitals. @Firms with distinct corporate culture, placing more foci on human resource development, innovation and market competition tend to have more intensive knowledge management activities, information technology utilization, and exchange and lash of knowledge between the members of the organization. @ Compared to firms with low innovative-bureaucratic culture, firms with high effective-supportive culture concentrate more on all aspects related to human capital and innovation capital. Compared to other firms in the sample, firms with high flexibility-high degree of knowledge management activities focus more on human capital, innovation capital, and process capital. @Compared to firms with high control-low degree knowledge management activities, companies characterized with humanistic- medium degree knowledge management activities emphasize more on innovation capital. The findings also show that both corporate culture attributes and components of human cap... Free Essays on Organization Culture Free Essays on Organization Culture Abstract Measuring and managing intellectual capital through knowledge management (KM) has been perceived the most important issue in knowledge-intensive companies. @ It has been suggested that a supportive corporate culture cornerstones not only a successful implementation of KM system but also the effectiveness of an organization. @It is essential therefore to enhance our knowledge in interrelationships among corporate culture, KM, intellectual capital and operating performance. @Using a sample of firms listed in TSE and OTC and a questionnaire as research tool, this thesis explores the typologies of corporate culture and KM, and their impacts on intellectual capital and financial performance. The empirical evidence indicates that the attributes of corporate culture are significantly associated with the attributes of KM activities. @Both corporate culture and KM shed significant impacts on cognitive importance of intellectual capitals. @Firms with distinct corporate culture, placing more foci on human resource development, innovation and market competition tend to have more intensive knowledge management activities, information technology utilization, and exchange and lash of knowledge between the members of the organization. @ Compared to firms with low innovative-bureaucratic culture, firms with high effective-supportive culture concentrate more on all aspects related to human capital and innovation capital. Compared to other firms in the sample, firms with high flexibility-high degree of knowledge management activities focus more on human capital, innovation capital, and process capital. @Compared to firms with high control-low degree knowledge management activities, companies characterized with humanistic- medium degree knowledge management activities emphasize more on innovation capital. The findings also show that both corporate culture attributes and components of human cap... Free Essays on Organization Culture 1. The Monterey Regional Waste Management District (MRWMD) had humble beginnings in 1951 when forward thinking county officials had a vision of a better waste management system for the Monterey Peninsula, ending the era of unconditional garbage dumping that had prevailed. From this time on, a Board of Directors has labored to ensure that the waste from Monterey Peninsula residents is disposed of in an environmentally friendly manner that not only satisfies state and federal legal requirements, but ensures that the health of the peninsula is preserved for decades to come . 2. Currently the MRWMD disposes the household, business and industrial waste of more than 170,000 residents . Its purpose is to maximize the diversion of waste from landfill by following three simple steps: reduce, reuse and recycle. Reduce the amount of landfill by reusing waste products in their original form or by recycling them for other purposes. The MRWMD mission embodies the values that the original county officials had in mind more than 50 years ago: â€Å"Provide the highest quality, cost-efficient, integrated waste management services to the greater Monterey Peninsula, while preserving our environment and protecting public health through the reduction, reuse, recycling and safe disposal of our waste stream† Aim 3. The aim of this paper is to assess whether MRWMD has a culture that supports the organization mission. This will be accomplished by investigating employee values, behaviors, beliefs and assumptions and conducting a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis on the findings. Conduct of analysis 4. In order to properly analyze the beliefs, values, assumptions and behaviors of MWRMD employees - and by doing so identifying the MRWMD culture - it was necessary to conduct detailed interviews with a representation of the workforce. MRWMD currently employs 138 staff, of which 123 are full-time and 15 are part-...

Operations Management and the Operations Manager Essay

Operations Management and the Operations Manager - Essay Example The operations manager is also responsible for the layout of the manufacturing plant and its structure, planning for the project management methods as well as the selection of the right equipment as well as replacement. The operations manager is also responsible for all the operational services such as scheduling and control of production, management of inventory, control and inspection of quality, traffic and handling if materials, as well as formulating and enforcing the implementation of equipment maintenance policies. An operations manager also is tasked with the responsibility of ensuring the smooth operations of various processes that add up to the production of various goods and services of an organization. This individual typically has a lot of responsibilities as he does a bit of just everything. In a bit just to summarize the responsibilities of an operational manager, it is worth stating that he is responsible for logistics management, budget management, operational strategizing, manage support services as well as managing third party relations (Opsman,

Themes of Romantic Music and Renaissance Painting Essay

Themes of Romantic Music and Renaissance Painting - Essay Example A common value that romantic music appreciatively adds on the development of renaissance painting is the period that the two art elements came to existence. By romantic music having existed at the same century as that which renaissance paintings did, it was inevitable that the value of romantic music were relayed through the work of fine art as the artists of that time postulated. An artist like Leonardo da Vinci was known to express and relay emotion on painting canvas, being an artist who appreciated the element of romantic music he could then bring himself to supplement romantic music with paintings effectively. A denoted development such as the invention of musical instruments during the 17th century is a value that effectively influenced the development of renaissance painting. Instruments such as the piano and the guitar are elements that represent music. This element of music representation then reciprocated as renaissance artists could then assign a music instruments incorpor ating it in their paintings to represent musical paintings. A very famous painting of a man playing a guitar; by Fiery Lombard done in 1590’s in Rome is a representation of this type of paintings inspired by musical instruments. A theme appreciated as that that facilitated the renaissance paintings is religion. Many artists such as Michelangelo and Leonardo da Vinci had a very strong religious background; therefore, in some of their paintings, they most likely choose to incorporate religious elements in their paintings.