Rural Market System in Bangladesh free essay sample

Also, we followed the observation method of research to see how much time shoppers are spending in a particular shop, how much time traders are taking to finish a whole transaction, the volume of people buying fake products instead of buying the original ones due to cheap costs as well as the volume of sellers selling those fake products, etc. Rural Market Analysis

Compare Contrast Ethnic Notions and Birth of a Nation

Compare Contrast Ethnic Notions and Birth of a Nation In the film "Ethnic Notions" and "Birth of a Nation" racism is clearly present. Both films show the depiction of blacks in the eyes of white Americans. The film "Birth of a Nation" showed the Ku Klux Klan's hatred for all African Americans, while "Ethnic Notions" took the viewer through the history of some of the common terms for blacks. Some of the terms are "Mammy", "Coon", and the Tom. With such characters as the "Coon", the producers set out to make this characters main goal to give amusement to others. He is shown as a complete buffoon that acted like a screwball. This character had his hair stand on its ends, and he was completely harmless to others."Ethnic Notions" is a historical film that takes the viewer through the entire course of American history from the 1820s to the 1980s. The songs, watching the films and seeing all the artifacts is what makes this film such a powerful tool.Description: A Ku Klux Klan meeting in Gainesville...The film describes some of the terms that were used to depict African Americans. Well into the twentieth century the "Mammy", the "Coon", and the "Sambo" were all terms used in reference to black Americans.In the film "Birth of a Nation" all of the African Americans are seen as villains, while all whites are viewed upon as heroes. The African Americans danced and performed for their masters. The film tells a story about the old south and the emergence of the Ku Klux Klan. Once a law was passed that made whites salute black officers on the streets, and interracial marriages between blacks and whites made the whites seem to be a helpless minority. This is when a group of men covered in sheets and white hoods fought the blacks.

Ottoman Empire and the Turkish Republic Essay Example | Topics and Well Written Essays - 750 words

Ottoman Empire and the Turkish Republic - Essay Example Prior to the transition to the Turkish Republic, the old Ottoman Empire embarked on a series of reforms to â€Å"save† the old Ottoman Empire through the efforts of Selim III, Mahmud II, Abdulaziz and Abdulhamit II that hoped to reverse its decline. These men were called the Men of Tanzimat or men of reform in their effort to reverse the decline of the old Ottoman Empire. The efforts to reform the old Ottoman Empire that hoped to reverse its decline included military reform during the time of Selim to improving the educational system and bureaucratic reform in the hope of restoring the glory of the empire. When these reform efforts still failed, the last Ottoman caliph Abdulhammit II resorted to an autocratic rule and adopted religious ideology in his hope to unify and reverse the decline of the old Ottoman Empire. But instead of reversing the decline, Abdulhammit II instead set the conditions for the inevitable fall of the old Ottoman Empire with his lavish lifestyle that dra gged the empire into bankruptcy and was eventually deposed in 1909. The final nail on the coffin of the old empire’s demise was when the old Ottoman Empire sided with Germany in the First World War where the country was divided into pieces to become Turkey that it is today. This change to a Republic political life was not a conscious choice of the old Ottoman Empire as it always struggles to maintain the caliphate political system embarking on a series of reform from rehabilitating its military to improving its educational system and bureaucracy but it was already too late. Not even the adoption of a western concept of a Constitution saved the empire from disintegration. In sum, the old Ottoman Empire was forced by both by internal (bankruptcy, ineffective bureaucracy) and external (siding with Germany who lost in the First World War I) circumstances to change and adapt with the modern world.   The strong western ideology had also influenced the old empire to adapt to moder nity and along with it, is the abandonment of caliphate political system and autocratic form of government to constitution based republic form of government.   Despite these changes in Turkey’s political life and structure, the old traces of the former Ottoman ideology can still be found in modern Turkey.   Among this Ottoman ideology that remained in Turkey and in the Middle East is the strong sense of Islamic nationalism which used to bind and unify Turkey before.   Its sense of the greatness of being a great empire did not diminish with present Turkey as it is considered as one of the progressive countries in the Middle East and in the world albeit it is only a fraction of its former might when the former Ottoman Empire was at its height.      

Destruction Art of Yoko Ono Research Paper Example | Topics and Well Written Essays - 1250 words

Destruction Art of Yoko Ono - Research Paper Example The research paper "Destruction Art of Yoko Ono" highlights Yoko Ono’s work based on â€Å"destruction art†. The life of Ono and her work received misunderstanding from many people. The art was an ethical matter where the survivors tried exposing the violence and their histories. Most of the artists were both concerned with destruction of physical materials and objects and using media to address the issues of violence and destruction. In the entire career of Yoko Ono, she defied the usual contemporary of arts by making use of the concept power to convey the philosophical and aesthetic meaning. Yoko Ono’s work has since addressed the issues related to destruction through modification of objects, presentation of objects, conceptual instructions, and conceptual performance. Incorporating the issues of destruction in her work, promoted creative thinking, drawing the destruction reality hides in the social and physical body. Most of her works are an annexed with the u nusual experiences in the beginning of her life. Today, Yoko is an artist that was influential because he pushed the boundaries of film, art, and music and theatre media. Yoko Ono’s ideas and work had an enormous influence on a whole generation in 60s and early 70s. It has remained a crucial mark in the development of various forms of art in every part of the world today. Yoko Ono used intangible and ephemeral materials to draw the audience back to the philosophical and conceptual state. She plays with silence and noise and created temporary pieces from shadows and touch.

Global Economic Changes Over the Next Decade Research Paper

Global Economic Changes Over the Next Decade - Research Paper Example However, the current global economic environment is likely to contribute to a severe crisis over the next decades. This is because of the disruptive financial market chaos, which is slowing economic growth in advanced economies. Many emerging economies have made efforts of providing global resilience measures but this has set an explosion of food and gasoline price crisis. The next generation is under threat because the emerging and advanced economies are unable to adjust the current crisis. The trends in the global business cycle such as the emergence of internal growth momentum, failure to adjust to the price shock for commodities and shift in the financial shock absorbers are likely to create global economic challenges in the future. Although the federal will employ policies for reducing global economic issues, climatic changes due to globalization and increased gasoline prices are likely to create the economic crisis in the future. The global economic environment is likely to exp erience varied changes that would take place over the next decade. First, new changes will occur because of the emergence of strong internal growth momentum in developing and emerging nations; thus providing the most trade shock-absorber across the globe. Many nations especially the emerging economies such as India, China, Malaysia and some Asian Pacific economies as well as developed economies are transforming the global business cycle dynamics. The global trade shock absorber will make the U.S downturn steeper due to the support offered in the export sector by many developing nations across the globe (Callioni, 2010). Therefore, the issue arises in case the emerging economies such as India and China sustain in the internal momentum over the decades. This may impact the emerging economies from achieving growth. This is because both financial and trade linkages continue to increase in the emerging economies as the emerging economies attempt to incorporate business activities in the global markets. Therefore, the emerging and developing nations are likely to become immune from of financial chaos in developed nations. The fiscal shock absorbers have made efforts of solving the economic challenges through employing new methods. For instance, the capital movements instead of trade have become the world’s driving force since the 19th century up to the present. The change is undeviating rather than being cyclical; thus, the link between the two is difficult to predict. The economists are unable to understand the cause of the capital movements and trade changes but the economic changes are clear. It may take some period before economists may accept the fundamental changes. However, the research indicates that the global economy is in control of the changes rather than the macroeconomics of a state through which economic theory focuses. Moreover, the primary products in the market have been changing and the price of commodities are likely to rise into higher pr ices for the next decades. For instance, the prices for energy sources have been one of the major problems across the globe. The price for gasoline keeps on changing; thus affecting other commodities in the market. Although the federal state has attempted to regulate the global energy crisis, still changes will take places; thus affecting the price of commodities. This will impact many developing and emerging economies from becoming developed.

Social Networks among Teachers

Social Networks among Teachers CHAPTER 1 The Social Fabric of Elementary School Teams: How Network Content Shapes Social Networks [1] ABSTRACT Background. Social networks among teachers are receiving increased attention as a vehicle to support the implementation of educational innovations, foster teacher development, and ultimately, improve school achievement. While researchers are currently studying a variety of teacher network types for their impact on educational policy implementation and practice, knowledge on how various types of networks are interrelated is limited. Moreover, studies that examine the dimensionality that may underlie various types of social networks in schools are scarce. Purpose. The goal of this chapter was to increase our understanding of how network content shapes social network structure in elementary school teams. The study examines the extent to which various work-related (instrumental) and personal (expressive) social networks among educators are related. In addition, we explore a typology of social networks in schools and investigate whether the common distinction between instrumental and expressive social networks could be validated in the context of elementary school teams. Method. Social network data were collected among 775 educators from 53 elementary schools in a large educational system in the Netherlands. The interrelatedness of seven social networks was assessed using the Quadratic Assignment Procedure (QAP) correlations. Multidimensional Scaling (MDS) was used to discern underlying dimensions that may explain the observed similarities. Finally, we describe and visualize the seven networks in an exemplary sample school. Conclusions. Findings suggest small to moderate similarity between the social networks under study. Results support the distinction between instrumental and expressive networks in school teams and suggest a second dimension of mutual in(ter)dependence to explain differences in social relationships between educators. The social fabric of elementary school teams; How network content shapes social networks INTRODUCTION The rapidly growing interest in social networks can be characterized as one of the major trends in social science research. According to scientific databases (ERIC, Picarta, and Web of Science), the number of publications in social sciences using the word ‘social network(s) in the title, keywords, or abstract, has increased exponentially over the last two decades (Borgatti Foster, 2003) (see 1). Evidence of this trend in education is exhibited by an increasing number of articles focusing on the intersection of social networks and education in a growing variety of settings and areas of emphasis. The thesis that ‘relationships matter is currently inspiring educational researchers around the world to study social networks in school teams (Daly, in press; Daly Finnigan, 2009; Daly et al., in press; McCormick, Fox, Carmichael, Procter, in press; Penuel, Riel, Krause, Frank, 2009) (see also 1). An important prerequisite for gaining insights in the potential of social networ ks for schools is the emergence of social network studies that provide a deepened understanding of the structure and content of teachers professional relationships (Coburn Russell, 2008). Social network scholars emphasize that social networks are shaped by the content or purpose of the social resources that are exchanged in the network (Burt, 1992; Coleman, 1990; Lin, 2001; Putnam, 2000; Scott, 2000; Wasserman Faust, 1997). Studies suggest that the distribution of resources in a network may depend on the content of the network (Haines Hurlbert, 1992; Raider Burt, 1996). For instance, a social network that is maintained for the purpose of exchanging work related knowledge and expertise may look significantly different from a social network that is created for personal support. Even though both social networks contain social resources that may be accessed and leveraged, both networks may be shaped quite differently. Several scholars have therefore voiced the need to examine multiple relationships simultaneously (Friedkin, 2004; Ibarra Andrews, 1993; McPherson, Smith-Lovin, Cook, 2001; Mehra, Kilduff, Brass, 1998; Monge Contractor, 2003; Pustejovsky Spillane, 200 9; Wasserman Faust, 1997). Yet, few studies have been conducted into the ways in which social networks are shaped differently depending on the content of their ties (Hite, Williams, Baugh, 2005; Moolenaar, Daly, Sleegers, in press). The goal of this chapter is to examine the extent to which multiple social networks among educators are shaped differently depending on their content. We will address this goal by exploring the similarity between multiple social networks in school teams and working towards a typology of social networks in school teams according to underlying dimensions. Our enquiry is guided by social network theory and the social network concept of ‘network multiplexity. In short, network multiplexity is concerned with the ‘overlap between social networks that transfer different content among the same individuals. With this chapter, we aim to contribute to recent knowledge on the nature of social networks in school teams by comparing and contrasting different networks (e.g., friendship, advice) in 53 Dutch elementary schools located in a single district. We will start with an overview of social network theory and network multiplexity as these provide the conceptual background to the stud y. THEORETICAL FRAMEWORK Social network theory A growing body of educational research points to the potential of social networks to affect teachers instructional practice, and ultimately, benefit student achievement (Coburn Russell, 2008; Daly et al., in press; Penuel, Frank, Krause, 2007; Penuel Riel, 2007). Building on social network theory, these studies examine the extent to which the pattern of relationships among teachers and the exchange of resources within these relationships may support or constrain school functioning and improvement. An important feature of social network theory is the focus on both the individual actors and the social relationships linking them (Wasserman Galaskiewicz, 1994). Through social interaction among educators, social relationships develop into a patchwork of ties that knit the social fabric of school teams (Field, 2003; Putnam, 2000). Social network theory argues that the quality and denseness of this social fabric eventually determines the speed, direction and flow of resources through a social network (Burt, 1992). In turn, it is through the flow and use of social resources that collective action may be facilitated and organizational goals may be achieved (Lin, 2001; Lochner, Kawachi, Kennedy, 1999). For instance, strong social relationships are suggested to facilitate joint problem solving, lower transaction costs, and support the exchange of complex, tacit knowledge among network members (Hansen, 1999; Putnam, 1993; Uzzi, 1997). Studies into social networks among educators have focused on various types of social networks that connect teachers within and between schools, such as discussion about curricular issues (content, teaching materials, planning), communication around reform, seeking advice, and friendship among teachers (Coburn Russell, 2008; Cole Weinbaum, 2007; Daly Finnigan, 2009, Hite, Williams, Baugh, 2005; Pustejovsky Spillane, 2009). While some studies focus on a single relationship (Coburn Russell, 2008), others include and contrast multiple relationships (Cole Weinbaum, 2007; Pustejovsky Spillane, 2009), although not for the purpose of explicating their similarities or differences per se. Therefore, what is less clear is whether educators social networks are shaped by the content that defines their ties (Hite, Williams, Hilton, Baugh, 2006; Podolny Baron, 1997). Insights in the way network content shapes collegial relationships is important for understanding the extent to which teach ers professional relationships may affect educational practice. As Little (1990) marks: ‘It is precisely such â€Å"content† that renders teachers collegial affinities consequential for pupils. This insight can be provided by investigating network multiplexity and exploring a typology of social networks in school teams. Network multiplexity In social network terms, multiplex relationships are relationships that serve multiple interests or are characterized by a multiplicity of purposes (Gluckman, 1955, 1965). In other words, multiplexity focuses on the extent to which there is overlap between different social relationships, for instance advice and friendship. Many studies focus on multiplex exchanges within a single relationship, for instance, whether a relationship between two individuals is characterized by the exchange of both work related advice and friendship (De Klepper, Van de Bunt, Groenewegen, 2007; Hansen, Mors, Lovas, 2005; Hite et al., 2006; Hite, Williams, Baugh, 2005, Koehly Pattison, 2005; Lazega Pattison, 1999; Lomi, 2002). Less attention has been paid to the issue of multiplexity in regard to whole networks. To advance social network theory in this direction, this chapter therefore focuses on multiplexity of whole networks. Meaning, we will examine the overlap between whole networks among the same s et of individuals that are characterized by a multiplicity of purposes. Multiplex relationships that serve multiple purposes are suggested to be stronger than relationships that only serve a single purpose, and individuals who are connected through multiplex networks will have greater success in accessing and mobilizing resources (Kapferer, 1969; Doreian, 1974). Multiplex, or multi-dimensional social networks have been studied outside education to validate name generator questions (Ruan, 1998), to examine the pattern of relationships among lawyers (Lazega Pattison, 1999), to differentiate between different types of support networks (Bernard et al., 1990) and advice networks (Cross, Borgatti, Parker, 2001). Yet, knowledge on the extent to which social networks in school teams can be differentiated is scarce. Towards a typology of social networks in school teams Teacher-to-teacher exchange can be captured by a variety of references that all refer to some form of collegiality (Little, 1990; Rosenholtz, 1989), such as sharing, giving advice, discussing work, and collaborating. Little (1990) argues that these exchanges are not just a straightforward collection of activities, but rather ‘phenomenologically discrete forms that vary from one another in the degree to which they induce mutual obligation, expose the work of each person to the scrutiny of others, and call for, tolerate, or reward initiative in matters of curriculum and instruction (p. 512). Little (1990) places various collegial forms on a dimension of mutual interdependence, with storytelling as an example of collegiality that entails low mutual interdependence, and joint work as an example of collegiality that involves high interdependence. She poses that a shift on this dimension toward increased interdependence relates to changes in the frequency and intensity of teachers in teractions and the likelihood of mutual influence. Moreover, increased interdependence poses rising demands for collective autonomy and teacher-to-teacher initiative (Little, 1990). While this dimension of mutual interdependence could serve as a valuable guide in typifying various forms of social relationships in school teams, it has not yet received much empirical attention. Given the popularity of social network studies in education, the question in which forms the amorphous concept of ‘collegiality permeates teachers daily practice is more relevant than ever before. Another useful dimensionality of social relationships that has become common practice in social network research is the distinction between instrumental and expressive relationships (Ibarra, 1993, 1995). These distinct relationships are believed to provide different kinds of support and transfer unique knowledge and information (Erickson, 1988). Instrumental relationships encompass social interactions that are ultimately aimed at achieving organizational goals, such as work related advice or collaboration. Instrumental ties are believed to be ‘weak ties through which work related information and knowledge is exchanged between experts and people who seek information (Granovetter, 1973). Expressive relationships are formed through social interaction that is not directly aimed at work related issues, that often places the individuals interest above that of the organization (Burt, 1997), and that is mostly characterized by an affective component, such as personal support and friend ship. In general, expressive ties are believed to be stronger, more durable and trustworthy, and offer greater potential to exert social influence (Granovetter, 1973; Ibarra, 1993; Marsden, 1988; Uzzi, 1997). Increased understanding of a typology of social networks in school teams is indicated as social network studies often examine various types of networks without specifically addressing differences between the social networks under investigation[2]. By exploring multiple social networks this chapter not only aims to deepen our insights in the social fabric of school teams, but also addresses the validity of the common instrumental-expressive distinction in the context of education. The boundaries between instrumental and expressive relationships are fuzzy and often tend to overlap (Borgatti Foster, 2003). In addition, recent research has suggested that one type of relationship can in part determine or reinforce another type of relationship (Casciaro Lobo, 2005). Since a systematic investigation of multiple networks in school teams is missing, this chapter is one of the earliest to explore a typology of social networks in school teams. In addition to advancing social network theory, t he study thereby offers a unique insight in the social fabric of Dutch elementary schools. METHOD Context We conducted a survey study at 53 elementary schools in south of The Netherlands. The schools resided under a single district board that provided the schools with IT, financial, and administrative support. The schools participated in the study as part of a district-wide school improvement program focused on school monitoring and teacher development. The 53 sample schools were located in rural as well as urban areas and served a student population ranging from 53 to 545 students in the age of 4 to 13. While the schools differed slightly regarding students SES and ethnicity, the schools student population can be considered as rather homogeneous in comparison to the Dutch average. Sample All principals and teachers were asked to participate in the survey study. A total of 51 principals and 775 teachers responded to this call, reflecting a return rate of 96.8 %. Of the sample, 72.9 % was female and 52.5 % worked full-time (32 hours or more). The age of educators in the sample ranged from 21 to 63 (M = 45.7, sd = 10.7). Additional sample characteristics are included Table 1 and 2. Instruments Social networks. To discern common types of interaction among teachers in elementary education, we interviewed seventeen elementary school teachers, two principals and one coach[3] who volunteered in reaction to a canvas call among the personal social network contacts of the principal researcher. We asked the educators to describe a regular work week and give examples of the types of social interaction they had with their colleagues. The hour-long interviews were audio-recorded and conducted using a semi-structured interview guide (Patton, Table 1. Sample demographics of schools and educators (N = 53, n = 775) Individual level Gender Male 210 (27.1 %) Female 565 (72.9 %) Working hours Part time (less than 32 hours) 368 (47.5 %) Full time (32 hours or more) 407 (52.5 %) Experience 1-3 years 152 (19.6 %) at school 4-10 years 256 (33.0 %) > 11 years 367 (47.4 %) Grade level[4] Lower grade (K 2) 353 (45.4 %) Upper grade (3 6) 422 (54.5 %) School level Team experience 6 months to 2 years More than 2 years 20 (37.8 %) 33 (62.2 %) Table 2. Sample demographics of schools and educators (N = 53, n = 775) N Min. Max. M Sd Individual level Age 775 21 63 45.7 10.7 School level Gender ratio[5] 53 57.0 100.0 76.8 10.7 Average age 53 35.4 52.8 45.3 3.7 Number of students 53 53 545 213 116.6 Team size 53 6 31 14.8 6.8 Socio-economic status (SES) [6] 53 0.4 47.3 7.9 9.5 1990; Spradley, 1980). We analyzed the interview data using a constant comparative analysis method (Boeije, 2002; Glaser Strauss, 1967). We compared perspectives of educators with different formal roles and at different grade levels, grouped different forms of social interaction mentioned by the educators, and checked and rechecked emerging types of social interaction (Miles Huberman, 1994). From this preliminary analysis, we deduced seven social networks that capture the forms of social interaction as described by the interviewed educators. As a member-check procedure (Miles Huberman, 1994), these social networks were then shared with a new group of educators. This group comprised eleven principals and six teachers who formed a pilot sample to establish face validity of the social network questions. Based on their comments, slight adjustments were made that resulted in the final questions to assess social networks of educators in elementary school teams (see Table 3). We include discussing work as social interaction concerning the discussion of work related issues. The nature of teaching requires the accumulation, transfer and exchange of ideas, experiences, expertise, and knowledge, all which can be shared through the discussing of work with colleagues (Monge Contractor, 2003). Discussing work can be regarded a general form of resource exchange related to work and can pertain to various topics, such as instruction, planning, or use of teaching materials. Collaboration refers to joint work among educators who are collectively responsible for the product of collaboration, and as such, collaborative relationships address collective action among teachers (Little, 1990). Interaction through collaboration may offer valuable opportunities for the exchange of knowledge and ideas, and the alignment of shared goals and expectations. Given the nature of schools as ‘loosely coupled systems (Weick, 1976) and the relative autonomy that teachers have in their classrooms (Lortie, 2002), collaboration in Dutch elementary schools often follows formal task hierarchy and is prescribed by formal roles, such as coaches or social support specialists. However, collaboration may also be voluntary, such as participating in a committee for a specific event. Asking for advice is of interest to the study of teacher networks since receiving advice may be part of ongoing teacher development and may facilitate the adoption and implementation of reform and innovation in schools (Moolenaar, Daly Sleegers, in press). Asking for advice addresses the issue of ‘who seeks out whom for work-related advice and thereby, in contrast to the previous types of instrumental interaction, implies an interdependence of knowledge, expertise, or information between the advice-seeker and the advice-giver. For the advice-giver, advice relationships are a powerful tool to gain social control as they convey information and disclose vulnerability and risk-taking on the part of the advice-seeker. Research has indicated than advice-seekers often seek advice from people with a higher status than the advice-seeker (Blau, 1964; Lazega Van Duijn, 1997). Table 3. The seven social network questions to assess social networks in Dutch elementary school teams Social network questions (in Dutch) Met welke collegas kunt u goed over uw werk praten? Met welke collegas werkt u het liefst samen? Aan welke collegas vraagt u meestal advies over uw werk? Met welke collegas brengt u graag pauzes door? Met welke collegas heeft u wel eens meer persoonlijke gesprekken? Met welke collegas spreekt u wel eens buiten het werk? Welke collegas beschouwt u als vrienden? English equivalent of the original Dutch question Whom do you turn to in order to discuss your work? With whom do you like to collaborate the most? Whom do you go to for work related advice? With whom do you like to spend your breaks? Whom do you go to for guidance on more personal matters? Who do you sometimes speak outside work? Who do you regard as a friend? Network Discussing work Collaboration Asking advice Spending breaks Personal guidance Contact outside work Friendship The interviewed educators mentioned spending breaks as another important form of social interaction. During breaks, teachers may exchange many types of resources, both work related and personal. Relationships based on spending breaks may be seen as mostly expressive since, according to the interviewed educators, breaks imply ‘off the job moments in which teachers may discuss personal issues or social conversation more easily than during formal meetings. Another social relationship among educators involves going to a colleague for personal guidance and to discuss personal matters. This form of interaction explicitly addresses the informal, personal nature of relationships. A relationship around personal guidance and the discussion of personal matters implies a certain level of trust between the people involved in the relationship. Such a personal bond is believed to be more strong and durable than work related relationships such as work related collaborative exchange (Granovetter, 1973). Whereas ‘spending breaks and ‘personal guidance may be described as ‘friendly relationships, the next two relationships tap into interaction that more specifically addresses ‘friendship (Kurth, 1970). The next social relationship, according to the interviewed educators, entails having contact outside work. When teachers have frequent contact with one another outside school, this may indicate a relationship that is built on more personal grounds than work. Therefore, having contact outside work may be a good indicator of some sort of friendship or strong bond, even though both individuals may not define the relationship as a friendship relationship (Ibarra, 1992; Zagenczyk, Gibney, Murrell Boss, 2008). The final social relationship addresses friendship. Friendship is included in many social network studies as the prototypical expressive relationship (e.g., Cole Weinbaum, 2007; Lazega Pattison, 1999) as friendship expresses personal affect and social support (Gibbons, 2004). Individuals depend on friends for counseling and companionship (Krackhardt Stern, 1988), and friendship ties facilitate open and honest communication that may boost organizational change (Gibbons, 2004). These seven social network questions were included in a social network survey to assess social relationships among educators. Respondents were provided with a school specific appendix that contained the names of the school team members of their school, accompanied by a letter combination for each school team member (e.g., Mr. Jay Hoffer[7] = AB). They were asked to answer each social network question by writing down the letter combination(s) of the coworker(s) they would like to indicate as being a part of their social network as specified by the question. The number of colleagues a respondent could answer was unlimited. Data analysis Social network analysis. The data were examined using social network analysis. Social network analysis is a technique to systematically analyze patterns of relationships in order to understand how individual action is situated in structural configurations (Scott, 2000; Valente, 1995). We first constructed matrices for each network question for each school. The matrices were compiled following the same procedure, namely if educator i nominated educator j as an advice relationship, a 1 was entered in cell Xij. If educator i did not nominate educator j, a 0 was entered in cell Xij. This procedure resulted in an asymmetric matrix that summarized all directed relationships among the educators within a single school. To explore and describe the networks, several social network properties at both the individual and school level were calculated based on the matrices using software package Ucinet 6.0 (Borgatti, Everett, Freeman, 2002; Borgatti, Jones Everett 1998; Burt, 1983). Individual level properties include raw and normalized scores for out-degree and in-degree, and ego-reciprocity. Out-degree depicts the number of people nominated by the respondent, and can therefore be interpreted as a measure of individual activity. In-degree represents the number of people by whom the respondent was nominated, and can be read as a measure of individual popularity. The raw scores of in- and out-degree encompassed the actual number of educators that were named by the respondents. Because the average in-degree is the same as the average out-degree (each out-going relationship for one educator also implies an in-coming relationship for another educator), we only report the average in-/out-degree. The standard deviations of the out- and in-degrees reflect the variability among educators in the amount of out-going and in-coming relationships, and may thus be different for the out-degrees and in-degrees. For instance, educators may vary greatly in the number of relationships they indicate to have, but there may be less variability in the number of relationships that educators receive. The range of the average raw scores varies from 0 to 14.8 since this is the average team size of the sample schools. Besides these raw scores, we also report normalized scores for out-degree and in-degree to facilitate comparisons among schools with different team sizes . The normalized scores can be interpreted as the percentage of relationships of the whole network that an educator maintains. The normalized out- and in-degrees range from 0 (the educator has no relationships) to 100 (the educator has a relationship with all of his/her team members). Again, the average percentage of out-going relationships is the same as the average percentage of in-coming relationships. The standard deviations of the normalized out- and in-degrees mirror the variability among educators in the percentage of relationships that are sent (out-going) or received (in-coming). Ego-reciprocity is a measure of reciprocity at the individual level. Ego-reciprocity is calculated as the number of reciprocal relationships in which in educator is involved, divided by the total number of his/her relationships. Ego-reciprocity thus reflects the percentage of ties of an educator that is reciprocated. Ego-reciprocity ranges from 0 (none of the individuals relationships are reciprocated) to 100 (all of the individuals relationships are reciprocated). At the school level, we calculated the network measures of density, reciprocity, and centralization. Density represents the concentration of relationships in a social network, and is calculated by dividing the number of observed relationships by the total number of possible relationships in a given network. This means that the greater the proportion of social relationships between school staff members, the more dense the social network. The density of a schools network may range from 0 (there are no relationships in the school team) to 1 (all school team members have indicated to maintain a relationship with each other). The density of a network can be thought of as a measure of cohesion (Blau, 1977). A dense network is believed to be able to move resources more quickly than a network with fewer ties (Scott, 2000). Reciprocity captures the extent to which the relationships in a social network are reciprocal, and is calculated as the number of reciprocal relationships in a team, divided by the total possible number of reciprocal relationships. Higher levels of reciprocity have been associated with complex knowledge exchange and higher organizational performance (Kilduff Tsai, 2003). The reciprocity of a schools network may range from 0 (none of the relationships in the school team are reciprocated or mutual) to 1 (all of the relationships in the school team are reciprocated or mutual). In-centralization was included to examine the central tendency of the social networks. This measure assesses whether the relationships in a given network are evenly dispersed in a network, or whether the relationships are centralized around one (or a few) very central people, who receive many nominations. In-centralization is based on the variability of in-degrees within a given team. High in-centralization reflects a high variability in the school team between educators who are often nominated and educators who are seldom nominated. As such, centralization of a social network refers to the difference between one or a few highly central person(s) and other (more peripheral) people in the network. Centralization ranges from 0 (no variability all members of the network are chosen for advice as frequently) to 1 (maximum variability every educator in a network only nominates a single person in the network, while these educators themselves are not nominated at all). The more centralized the social network is, the more resources are disseminated by a single or a few influential people to the rest of the network. In contrast, relationships and resources in a decentralized social network are much more evenly shared among all school team members. Examining multiplexity To determine the similarity between the seven social networks within each school, we estimated a series of Quadratic Assignment Procedure (QAP) correlations in Ucinet (Borgatti, Everett, Freeman, 2002; Hanneman Riddle, 2005; Krackhardt, 1987). The QAP is a procedure to calculate correlations between social networks. When conducting social network research, statistical assumptions of independence are violated because relations between individuals are nested and embedded within the same network. Social network data are often interdependent, thus limiting the use of ‘conventional statistical techniques such as Pearson correlations. The QAP was designed as a variation on conventional correlational analyses for the use with social network data. The QAP follows a specific process. First, a Pearson correlation coefficient is calculated for two corresponding cells of two matrices that contain network data. Then, it randomly permutes the rows and columns of one of the matrices hundreds of times (each time computing a new correlation coefficient), and compares the proportion of times that these random correlations are larger than or equal to the original observed correlation. A low proportion (p

Toni Morrisons Sula - The Fire Within Sula Essay -- Sula Essays

The Fire Within Sula  Ã‚   Sula by Toni Morrison is a compelling novel about a unique, self-confident woman.   As in many other books, each secondary character in the story serves as a vehicle to explain the main character.   Hannah, Sula's mother, is dominated by the element of air; she is free spirited, frivolous and child-like.   On the other hand, the element of fire is prevalent in Sula, who is impulsive, hot-tempered and passionate.   Despite the differences between the two, Hannah's lifestyle intrigues and influences her daughter.   The effect Hannah has on Sula is reflected in many of her daughter's perspectives and actions.   As a result of the ubiquitous presence of fire within her, in contrast to her mother's blithe spirit, Sula carries all of Hannah's immorality and actions to a more extreme level.   Both women have promiscuous tendencies, do not have close friendships with women, and become easily irritated by Eva.   The difference is that Sula's fiery character leads her to act mo re cruelly than her mother.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hannah's attitude towards men is peculiar, for she feels no possessiveness towards them, and enjoys having multiple lovers.   The presence of air in Hannah is evident from her relations with the opposite sex.   "Her flirting was, low and guileless...the smile-eyes, the turn of the head-all so welcoming, light and playful." (42).   Hannah's sweet, guileless flirting presents her as an innocent woman, and her playful manner demonstrates her child-like ways.   Her amiability and charisma are evident because "...Hannah rubbed no edges, made no demands, made the man feel as though he were complete and wonderful just as he was...he (the man) swooned in the Hannah-light simply because he was." (43).   Hannah is len... ...feeling no obligation to please anybody unless their pleasure pleased her." (118).   Sula is stronger than Hannah, and makes no attempts to conciliate the society's opinions towards herself.   She follows her animal instincts, and lacks the sense of responsibility.   Although Sula and Hannah are both shunned by society, Sula is even more of a pariah than her mother.  Ã‚   While the people of the Bottom consider Hannah to be "sooty," (29), they decide that Sula is the devil.   The intense hostility people feel about Sula directly relates to her impulsive, vengeful and hot-tempered character.  Ã‚  Ã‚   Sula's life is a fun house mirror image of Hannah's-quite similar, but bent into a slightly different shape and tainted with malice.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      Works Cited: Morrison, Toni. Sula. New York: Knopf, 1974. Toni Morrison's Sula - The Fire Within Sula Essay -- Sula Essays The Fire Within Sula  Ã‚   Sula by Toni Morrison is a compelling novel about a unique, self-confident woman.   As in many other books, each secondary character in the story serves as a vehicle to explain the main character.   Hannah, Sula's mother, is dominated by the element of air; she is free spirited, frivolous and child-like.   On the other hand, the element of fire is prevalent in Sula, who is impulsive, hot-tempered and passionate.   Despite the differences between the two, Hannah's lifestyle intrigues and influences her daughter.   The effect Hannah has on Sula is reflected in many of her daughter's perspectives and actions.   As a result of the ubiquitous presence of fire within her, in contrast to her mother's blithe spirit, Sula carries all of Hannah's immorality and actions to a more extreme level.   Both women have promiscuous tendencies, do not have close friendships with women, and become easily irritated by Eva.   The difference is that Sula's fiery character leads her to act mo re cruelly than her mother.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hannah's attitude towards men is peculiar, for she feels no possessiveness towards them, and enjoys having multiple lovers.   The presence of air in Hannah is evident from her relations with the opposite sex.   "Her flirting was, low and guileless...the smile-eyes, the turn of the head-all so welcoming, light and playful." (42).   Hannah's sweet, guileless flirting presents her as an innocent woman, and her playful manner demonstrates her child-like ways.   Her amiability and charisma are evident because "...Hannah rubbed no edges, made no demands, made the man feel as though he were complete and wonderful just as he was...he (the man) swooned in the Hannah-light simply because he was." (43).   Hannah is len... ...feeling no obligation to please anybody unless their pleasure pleased her." (118).   Sula is stronger than Hannah, and makes no attempts to conciliate the society's opinions towards herself.   She follows her animal instincts, and lacks the sense of responsibility.   Although Sula and Hannah are both shunned by society, Sula is even more of a pariah than her mother.  Ã‚   While the people of the Bottom consider Hannah to be "sooty," (29), they decide that Sula is the devil.   The intense hostility people feel about Sula directly relates to her impulsive, vengeful and hot-tempered character.  Ã‚  Ã‚   Sula's life is a fun house mirror image of Hannah's-quite similar, but bent into a slightly different shape and tainted with malice.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      Works Cited: Morrison, Toni. Sula. New York: Knopf, 1974.

How Important Is Prince Henry (Prince Hal) in Henry IV-Part 1? Essay

In the play Henry IV part 1, we see that Prince Henry (Prince Hal) plays an important part in the whole plot. We see that he is the focal point of the plays main themes. Prince Hal spent almost all of his time in the tavern with Sir John Falstaff, his best friend. In act 2 scene 4, Prince Hal has an interesting conversation with Falstaff. At first, the conversation begins with a little light-hearted humour when Sir John plays the King interviewing the Prince and Prince Hal plays as himself. Falstaff, playing the King, starts the conversation by saying, â€Å"Peace, good pint-pot, peace† to me as a reader this seemed quite funny in the sense that a ‘King of England’ would address his son, the prince a pint-pot. Falstaff then said, while still playing the King, â€Å"I do not only marvel where thou spendest thy time, but also how thou art accompanied.† He later went on to say, â€Å"And yet there is a virtuous man whom I have often noted in thy company, but I know not his name.† Really all this time Falstaff was asking Prince Hal about himself. Knowing this Prince Hal asked the ‘king’ â€Å"what manner of man, and it like your majesty? By this time, Falstaff had most probably thought of enough words to praise himself and so replied, â€Å"A goodly portly man, I’ faith, and a corpulent; of a cheerful look, a pleasing eye, and a most noble carriage.† What he meant by this was that he was a very dignified man with a good figure and that he had a noble behaviour. Prince Hal now decided that it was time for him to play King and for Falstaff to play Prince but Falstaff thought otherwise; he replied, â€Å"Dispose me? If thou dost it Prince Half so gravely, so majestically, both in word and matter, hang me up by the heels for a rabbit-sucker, or a poulter’s hare.† This meant that Falstaff felt quite offended by Prince Hal suggesting such a thing. Prince Hal had another idea, instead of praising Falstaff; Prince Hal thought it would be amusing to disgrace him. Prince Hal spoke out as the King, â€Å"Thou art violently carried away from grace. There is a devil haunts thee in the likeness of an old fat man.† This to Falstaff would seem almost as an insult and for his defence replies, â€Å"But to say I know more harm in him than in myself were to say more than I know. That he is old, the more the pity.† Falstaff felt as though he had been insulted but still tried to make it sound as though he were still joking. For Prince Hal the major turning point in his life was when he went to have an interview with his father the King. This meeting not only showed Prince Hal how disappointed his father was, but also showed him how wrong he had been up to now. As soon as he realised this he asked for forgiveness from his father, he did this by s aying, â€Å"Find pardon on my true submission.† His father replied, â€Å"God pardon thee!† The most important part of Prince Hal’s reformation was when he decided to ride into battle alongside his father Henry IV. Hotspur (Harry Percy) had led a rebellion and wanted to overthrow Henry IV so his son Prince Hal promised that he himself would fight Hotspur to the end. Before the battle had begun Vernon, Hotspurs cousin came to Hotspur and described how great Prince Hal looked. He said, â€Å"All furnish’d, all in arms; all plum’d like estridges that with the wind bated, like eagles having lately bath’d; Glittering in golden coats like images; As full of spirit as the month of May, And gorgeous as the sun at midsummer.† Hotspur could not take this anymore and was just lost for words when he heard his own cousin, a rebel fighter saying such brilliant words about someone he was just about to fight. The final battle between Prince Hal and Hotspur was the grand finale of the completion of Prince Hal’s reformation. Hotspur however mocks Prince Hal a little and boasts about himself as well. Hotspur does this by saying, â€Å"Harry, for the hour is come to end the one of us; and would to God thy name in arms were now as great as mine!† To Hal this would have been enough to push him and fight Hotspur. Throughout the play Henry IV, Shakespeare used different devices of language. To distinguish the dignified people he used blank verse. We see an example of this whenever the king speaks for instance when the King speaks to his eldest son Hal, â€Å"I no not whether God will have it so.† Another device which Shakespeare uses is imagery, there is a good example of this is when Worcester (his uncle) speaks to Hotspur and Northumberland (his father) when they plan to hold the rebellion. â€Å"As full of peril and adventurous spirit as to o’er-walk a current roaring loud on the unsteadfast footing of a spear.† To a reader these words would give them the image of a roaring river with a spear as a bridge on which to cross over. Another device, which is used in the play, is dramatic irony. We see this when the prince is alone in his apartment and thinking aloud to himself about his reformation and how he will amaze everyone when he does so. In the play, many characters speak about Prince Hal. Falstaff his best friend sometimes addresses him as ‘mad wag’ or ‘the most comparative, rascalliest, sweet young Prince.’ All these names that Falstaff called him were all meant as a joke and never said seriously. Hotspur, Hal’s rival to the throne of England said many things about him, some of which are ‘The madcap Prince of Wales’ and when they finally met at the battlefield, he mocked Hal by saying that he wished that Hal was as great a fighter as he was. The King also said that he would rather have Hotspur as his son and his next heir to the throne than Hal, â€Å"He hath more worthy interest to the state than thou the shadow of succession.† Throughout the play, no one described Prince Hal as greatly as Vernon (Hotspurs cousin). He described Prince Hal to Hotspur so magnificently that Hotspur even told him to stop talking because he could not hear Prince Hal’s praises anymore. Hal was described by Vernon, â€Å"All furnish’d, all in arms; all plum’d like estridges that with the wind bated, like eagles having lately bath’d; Glittering in golden coats like images; As full of spirit as the month of May, And gorgeous as the sun at midsummer. Wanton as youthful goats, wild as young bulls, I saw young Harry with his beaver on, his cushes on his thighs, gallantly arm’d, rise from the ground like feather’d Mercury, and vaulted with such ease into his seat as if an angel dropp’d down from the clouds to turn and wind a fiery Pegasus, and witch the world with noble horsemanship.† As this came from a rebel fighter, this emphasised the fact that the impact that Prince Hal had on everybody was astounding. My conclusion is that Prince Henry (Hal) plays an important role in the play because he manages to have an affect on everyone and everyone seems to be effected by him. Prince Hal is also the next heir to the throne in succession of his father Henry IV so he therefore is an important person and he has to uphold certain responsibilities and cannot let people like Falstaff sway him in the wrong direction.

Opinions on Corporate Social Responsibility

Opinions on Corporate Social Responsibility Introduction Corporate social responsibility is an essential aspect in the business world. It is an obligation for a business organization to pursue long term goals that are good for the society. It can also be termed as the continuing commitment by business firms to behave in an ethical manner and contribute to economic development while at the same time enhancing the quality of life of the employees and their families.Advertising We will write a custom essay sample on Opinions on Corporate Social Responsibility specifically for you for only $16.05 $11/page Learn More The business firm should also enhance the lives of the local community and the entire society around which it operates (Kotler, 2005). This piece of work looks at an individual, Karl Mark, evaluating him with respect to corporate social responsibility and its effects on his career. Discussion Abiding by corporate social responsibility practices is not only beneficial to a business organization but also to individuals who participate in it. An individual’s perception and view about the idea of corporate social responsibility influences ones life greatly in terms of career progression and the behavior of the general public towards the individual. This therefore dictates that it is advisable to support the idea of corporate social responsibility for the sake of one’s prosperity as well as that of the society at large despite the cost that could be involved. Karl Marx was an active economic activist and socialist who was involved with many activities during his lifetime. It is evident that Karl Marx would totally support the idea of corporate social responsibility. This is because of his nature and how he perceived life in general. He cared more about the communities and would therefore support any effort aimed at supporting the society in any way. He was against capitalism and supported collective gain among the society members (Marx, not dated). In his career , Karl Mark was able to succeed due to the support he gave to the society in regard to advocating for developmental projects aimed at helping members of the society in an effort to uplift their living standards. Karl Mark’s economic and socialist work gained considerable support from people due to the fact that the benefits associated with the activities were clear (Marx, Easton and Guddat, 1997).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Business organizations should operate bearing in mind that the society is a crucial element that contributes towards their success. Without the support of the people who surround a business organization, it is difficult for it to succeed in its undertakings. This is because it requires a symbiotic relationship to be established between a business enterprise and the society around it. This is so as both need each other for success. A business organization may need the society as buyers as well suppliers. They could also be a source of workforce in various positions for example marketers bearing in mind that they are in a better position to reach as many clients as possible. The business should therefore go an extra mile in providing services to the society as a way of fulfilling corporate social responsibility. This could be through undertaking of some developmental projects that aim at enhancing the lives of the people. Throughout his entire life, Karl Marx attempted to gain a deeper understanding of the society and its nature in an effort to ensure that their rights are fulfilled. He for example supported aspects like education and enlightenment of the people so that they would be in a position to fight for their rights and social justice. Provision of educative programs by business enterprises to the community is a form of corporate social responsibility and plays a great role in ensuring that members of the society are well equipped with some knowledge and skills which in turn allows them to live a better and sustainable life for instance through securing employment opportunities (Eastman, 1959). There are various benefits associated with corporate social responsibility. For example, it avoids excessive regulation, it is ethical and improves an individual’s and firm’s public image, enhances the social environment and more so, some socially responsible actions are profitable. It is also a good way of correcting social problems that might have been caused by various activities. In cases of a business, it provides a competitive advantage, attracts and retains employees through motivation and attracts investors. It therefore follows that business enterprises should always foster corporate social responsibility.Advertising We will write a custom essay sample on Opinions on Corporate Social Responsibility specifically for you for only $16.05 $11/page Learn Mor e Although Karl Mark received a lot of objections from the authorities such as the governments, he tried his best to enhance the lives of the society and for this reason his name and work will live to be remembered over the years. This is more so because of his contribution towards the understanding of society (Foot, 2004). Conclusion From the above discussion, it is evident that corporate social responsibility is critical to economic development due to the fact that it empowers societies. Abiding by corporate social responsibility practices is not only beneficial to a business organization but also to individuals who participate in it. An individual’s perception and view about the idea of corporate social responsibility influences his or her career and how the general public reacts towards him or her. Reference List Eastman, M. (1959). Capital, the Communist Manifesto and Other Writings. New York: Modern Library. Foot, P. (2004). Karl Marx: the Best Hated Man, Social ist review. Web. Kotler, P. (2005). Corporate Social Responsibility: Doing the Most Good for Your Company and Your Cause. New Jersey: John Wiley and Sons. Marx, K. (n d). Economic and Philosophical Manuscripts of 1844. Web.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Marx K, Easton, D.L and Guddat H.K. (1997). Writings of the Young Marx on Philosophy and Society. New York: Hackett Publishing.

Firm Technology Design Essays

Firm Technology Design Essays Firm Technology Design Essay Firm Technology Design Essay Firm Technology Design Name: Institution: Firm Technology Design : Introduction The technology design process is an important part o any firm’s operations because good systems increase the company’s productivity and output. Most efficient firms design new systems regularly to sustain their output at high levels. Trevallion and Strazzari state, â€Å"Design is the result of an identified need or a perceived opportunity† (2003, p. 18). An effective design process is methodical and systematic and follows clearly outlined steps. In a simplified design process, the steps are investigate, design, produce and evaluate. However, a design process is more complicated and intricate involving more steps than the previously mentioned four. The subject company is an insurance company known as Carter and Company Insurance. Carter and Company primarily deal with the provision of automobile, home, commercial, life and health insurance. The firm’s has its headquarters in Luling, Texas and serves clients from eighteen states in the US. Carter and Company are designing a new system that will handle their claims processing. The new systems are expected to fasten the processing of insurance claims and in doing so increase the trust of the clients in the company. The following questions will analyze the firm’s technology design process and look into all the factors that the firm has to consider along with the steps that need to be followed. Review of Questions Carter and Company are an insurance company that provides cover for both homes and commercial enterprises. The most significant process for Carter and Company is claims processing. Claims processing is an insurer’s fulfillment of their duty to receive, investigate and act on any claims filed by their clients. The execution of the process involves action by the administrative and customer service layers in which the claim is reviewed, investigated and then paid or denied (Claims processing). The processing of claims is a crucial step of the payment process because delays lower the client’s trust in the company. For Carter and Company, the claims processing systems should be overhauled to be replaced with a system that is up to date and capable of processing claims in real time. The new systems should also minimize errors in the processing of claims and prevent situations where rightful claims are denied and clients with unjustified claims receive remittance. An overhaul ed system could help Carter and Company attract new clients and reduce losses caused by errors in claims processing. The current situation in the business world means that an updated system should be accessible through portable devices such as cell phones and tablets. Clients should be able to file claims remotely through different kinds of devices and receive regular feedback from the company. This can be executed through using a mobile phone application, app, which allows the user to file a claim and check the claim’s progress through the app. For this to be possible, the firm’s systems should be capable of processing claims in real-time as they are received. Using an app to deal with claims processing would be particularly helpful for Carter and Company because the firm’s clientele are from eighteen different states. The process of reviewing claims involves a all sections of the firm’s hierarchy and real-time processing could help claims from clients who live far away from Texas have receive their service faster. Carter and Company mainly offers insurance services to individuals, home businesses and oil companies. The firm has working partnerships with local banks in Texas, oil companies within the region and the association of energy service companies. These partners cannot provide any direct assistance in the firm’s quest to overhaul its claims processing systems. However, the bank could provide Carter and Co. with loans at subsidized rates to fund the systems overhaul. Carter and Co. could form a partnership with an IT company so that the company can overhaul the system, develop software for them and provide consultancy services. In this partnership, Carter and Co. could insure the It company at a discounted rate while the company also provided its services at discounted rates. The systems overhaul gives Carter and Co a chance to strengthen bonds in its customer/supplier relationship. The systems change creates an opportunity where the valued customers can voice their opinions and inform the firm on the shortcomings of the old system. There is also an opportunity to suggest any additions that they feel could make the system better suited to serving them. Another opportunity created by the systems control is improved customer care. The introduction of real-time analysis of claims gives the company a chance to give customers better feedback through messaging services and e-mail. This could help strengthen the relationship that Carter and Co has with its customers When choosing a strategic organizational structure, the firm should take into account various factors. Region is one of the main factors influencing the organizational structure because Carter and Company need to look for a structure that ensures clients in all eighteen states are well covered. Henry Mintzberg came up with five structural configurations simple structure, machine bureaucracy, professional bureaucracy, divisional form and adhocracy. Divisional form is a configuration where the organization is composed of different divisions, each with its own organizational structure (Aquinas, 2008). Carter and Company could use this structure by separating their operations by state and having their offices in each state operate with some degree of autonomy. Claims filed would then be processed according to state or region. The office in Texas would then have an oversight role by making the key decisions that affect the firm as a whole or stepping in whenever a specific division fails to operate efficiently. Carter and Co’s competitive strategy is to broaden its range of services and start providing a wider range of covers. The firm plans to use the offices it has in other states to expand the range of services. This strategy has three main targets. The first is to retain the existing market share that it has. The firm will achieve this by sustaining the services that it presently provides and in so doing keep all of the current clientele. The second target is to capture new market share. Carter and Co. plan to do this by providing introducing new insurance cover into its bouquet. The new insurance covers will attract new customers who might then be drawn to the services that the company already provides. The last target in the company’s marketing strategy is to gain a competitive advantage over its rivals. This can be achieved by executing the first two targets, which will enable the company to provide a wide range of services and attract a larger number of clients. The implementation of the new systems is a crucial step in the company’s marketing strategy. Firstly, the new systems will enable the firm to process claims faster and this will be crucial when Carter and Co. start dealing with a larger number of customers. With the current system, the firm would be unable to sustain such a large number of customers because claims would be processed too slowly. The systems overhaul also gives Carter and Co. an advantage over its rivals because it will enable the firm to provide its services more efficiently. This could give the company a good reputation and perhaps even help it attract more customers as the praise spreads through word of mouth. The biggest process in Carter and Co’s operations is the processing of the insurance claims. For purposes of speed and efficiency, Carter and Co. break down the claims processing process to three operations, each with its sub-processes. The operations are then handed down to different employees and department to be handled. The first operation is the verification of the claim. After the claims are received, they are taken through a process to verify them and see whether they are legitimate claims. The investigation of the claim’s eligibility and their authorization are two processes that must be done manually. The claims are then entered into a processing queue. Here the process becomes automated as the claims are checked for any issues that need to be sorted out. If an issue is found, the department manager must be consulted to iron it out. If no issues are found, the claims are moved onto the last step, the payment step. At this step, the amount of money to be paid fo r each claim is checked and the check is mailed to the claimant. This step in the process is fully automated. Claims being processed are separated into categories based on the type of insurance cover involve. Separate departments deal with claims from different covers. Employees are thus assigned to deal with claims depending on their expertise and department. An investigation department exists to look into claims that have questionable eligibility while the authorization is carried out by the respective department heads. The overhauling of the systems looks to make sure that only key parts of the process are manual. This would be the investigation process and the authorization process. The rest of the process should ideally be automated to help speed up the completion of the process. Automation could help decrease the number of levels in the organization by removing one of the bottom layers involved in the processing of claims. The systems overhaul would leave the whole process with only two manual steps with the rest of I handled by computers. Managerial hierarchy refers to the different levels of management found in an organization (Gitman McDaniel, 2009). The traditional configuration will contain the top level, the middle level and the supervisory management level. Each level responds to the one above it except the top level. Not all companies follow this structure anymore. Carter and Co. would require a similar configuration but implemented in a different way. The top level of management would remain the same and exercise authority over the firm’s different divisions while making the key decisions. The second level of management would be the leadership in each of the different divisions that the firm has. This level would respond directly to instructions from the top level and would have minimized contact with the lower level employees. The third level of management would be the supervisory management. They would be in-charge of the various departments of the company and would deal directly with the lower level of employees. The introduction of technology could see the firm do away with several departments that are no longer in need by replacing them with automated systems. For instance, when the claims are entered into a processing queue the process becomes fully automated needing only a few employees to look over it and ensure it all goes well. This could help remove one layer from the lower levels of the organization and see those employees assigned to different departments. Technology could enable matrixing, which could help form temporary structures by enhancing communication through electronic medium such as e-mail and faxes (Lytras Ordo?n?ez, 2009). This matrixing will make the organization more efficient because workers are able to multi-task and remain useful to their own departments while still dealing with other issues that need to be solved. The systems overhaul will make this matrixing possible by automating the whole process, which will mean that data can easily be transferred from one dep artment to another making it easier for employees to co-operate when needed. References Aquinas, P.G. (2009). Organizational structure and design: Applications and challenges. New Delhi: Excel Books Claims processing. (n.d.). In BusinessDictionary.com. Retrieved from businessdictionary.com/definition/claims-processing.html Lytras, M. D., Ordo?n?ez, P. P. (2009). The China information technology handbook. New York, NY: Springer. Gitman, L. J., McDaniel, C. D. (2009). The future of business: The essentials. Mason, OH: South-Western Cenage Learning. Shelly, G.B., Rosenblatt, H. J. (2010). Systems analysis and design. Boston, Mass: Thomson Course Technology. Trevallion, D., Strazzari, S. (2003). Design and technology. Glebe, N.S.W: Pascal Press.

Domestic Terrorism Essay Example | Topics and Well Written Essays - 1250 words

Domestic Terrorism - Essay Example In the movie, the Klans acts were terrorism. Terrorism means to cause terror. Burning crosses, throwing fire bombs into houses, and murdering civilians without a legal reason amounts to terrorism. The sole purpose of these acts were to drive fear into the Civil Rights activists and the African Americans in Mississippi. The reason for this terrorism was to force a frightened public, white or black, to accept Jim Crow laws in Mississippi. Compared to terrorism today, similarities can be seen. 9/11 was orchestrated by Osama bin Laden to cause fear in Americans by murdering civilians. Middle Eastern suicide bombers in Iraq, Israel, and Palestine kill civilians in an effort to scare the civilian population. These terrorists act to pressure civilians to pressure politicians to withdraw from territory, or other issues on their agenda. There is no difference from a terrorist today and a Ku Klux Klan member that acted in a terroristic way in the Civil Rights era. Terrorism is a crime, but there are differences in defining crime. For example, murder, extortion, kidnapping, and terrorism are crimes. Crime is an illegal activity. Terrorism is definitely a criminal activity. The reason the Civil Rights activist murders, fire burning, and the cross burning was terrorism is the Ku Klux Klans intention. Terrorisms goal is to create fear and panic. Sometimes it succeeds, or other times it has the opposite effect. The Ku Klux Klans terrorism in the Civil Rights era inspired resistance. I do not believe every Ku Klux Klan member was a terrorist. Only the ones who acted in a terroristic manner or committed a terroristic crime were terrorist. For example, Ku Klux Klan members who got together to speak on White Pride, burning crosses on their own property, or how much they hated African Americans are not committing crimes. As disgusting as it is, the First Amendment gives the right to free speech, even hate speech. Burning a cross on your

Aspects of Connected Speech - part 2 . research Thesis

Aspects of Connected Speech - part 2 . research - Thesis Example w?l] (ii) ‘No. I don’t think I will.’ Daniel: [w?l l l?s?n dn liv ?m ma? b?laf] (iii) ‘Well! Listen. Don’t leave on my behalf.’ [a? k? ?tz? ?ba?t? a?m ju? ?n? a? p s pas b?ha?nd ?s dn? ju das] (iv) ‘I think its about time you and I put this past behind us - don’t you Darc?’ [ lis? ste? f r? ?bde? drk w mi? j? ?m br h?] (v) ‘At least stay for a birthday drink with me and Bridg huh.’ Mark: [ba? brt] (vi) ‘Bye bridget’ Bridget: [mak] (vii) ‘Mark’ [wa? r ? ju h] (viii) ‘Why are you here?’ Daniel: [br a? s t?l? u wa j? a?m h] (ix) ‘Bridg I just told you why I’m here.’ [wa? w?z ma? wk? dasi h] (x) ‘Why was Mark wanker Darcy here?’ [ bl?di h?l we ? m?n?t hiz b?k] (xi) ‘Oh! Bloody hell! Wait a minute. He’s back.’ Mark: [?lra kliv r ? a?tsa?d] (xii) ‘Alright Cleaver, outside.’ Daniel: [a?m s?ri] (xiii) ‘Iâ€⠄¢m sorry?’ Mark: [a?tsa?d] (xiv) ‘Outside!’ Daniel: [d a? br ma? ?jul?m p?st?lz ? ma? s?d] (xv) ‘Should I bring my dualing pistols or my sword?’ [?lra h?l] (xvi) ‘Alright. ... The adjustment of the final nasal /n/ in ‘on’ to the bilabial articulation of /m/ in ‘my’ [?m ma?] in line (iii) is an instance of phonemic assimilation; the phoneme /n/ becomes the phoneme /m/ and thus shares the same attributes or features as the bilabial articulation of /m/. In this case, there is a single articulation of /m/ but it is lengthened in accordance with the final /m/ of the modified ‘on’ and the following initial /m/ of ‘my’. If the sound was not lengthened it would be heard as [?m a?], which is not considered natural to a native speaker of English. In line (v) we find another such assimilation with the words ‘and Bridg’, in which case the /d/ of ‘and’ is first dropped and the alveolar nasal /n/ assimilates with the following bilabial stop /b/; thus we find [?m br] instead of [?n br]. Similarly, phonemic assimilation is apparent in line (xv), which shows the final phoneme velar nasal /?/ in à ¢â‚¬Ëœdueling’ changing to the bilabial articulation of the initial bilabial /p/ in ‘pistols’ [?jul?m p?st?lz]; the nasal /?/ therefore shares the same attributes as the bilabial articulation of /p/. In line (ix) [t?l? u] we find further evidence of assimilation; this time however, it is likely the final alveolar /d/ of ‘told’ has assimilated in anticipation of the word initial palatal approximant /j/ of ‘you’ but because ‘you’ is unstressed the phonemes /d/ and /j/ have combined (coalesced) to arrive at [t?l? u]. This would be unlikely to happen if the word ‘you’ was stressed, wherein we would probably hear [t?l? ju]. In line (xv) we find further evidence of coalescent assimilation but this time within a word rather than across