Extreme Ice Essay

In this documentary film, â€Å"Extreme Ice,† produced by PBS TV, 2009, James and scientists shows how glacier ice is melting. James Balog, a photographer, wanted to document and help scientists to understand mountain monumental changes. So he surveyed the ice and went to the places such as Alaska, Green land, etc. The project team which called â€Å"Extreme ice† discovered that there were very serious problems. The sun was the most reason of ice melting. But now, such as Industrial revolution and fossil fuels output green house gases alter the planet. For example, Columbia bay where is the fastest melting ice in the world, the ice is going to be collapsed faster than before. Scientists eventually discover about the mystery of the fast-melting ice at Columbia Bay. They announced that high temperature create more water and the water is melting ice because high pressure water cracked ice open and collapse. So Dr. Tad Pfeffer who is the one of the researchers suspected that if mountain glaciers are continuous melting, then people like living in Asia could not drink water. Frozen ice core record also support the reason. They have periodical ice in National Ice Core Lab in Colorado and it can distinguish between bubbles and pack of air. Late 1990s, Greenland is the hardest so far. But when they visited there, they figured out so many water drained out and it goes booming ice. Approximately 100million people will see to exist the melting ice on coastal countries such as Florida, Bangladesh, and Vietnam. That’s because the film â€Å"Extreme Ice† might mean quickly disappearing the ice and land increasingly.

The Comparison Between Psychodynamic and Humanistic Theory

The Comparison between Psychodynamic and Humanistic Theory There are very distinct differences between Psychodynamic and Humanistic Counselling but both ultimately offer the help and guidance to discover why we act the way we do and why we make certain choices in our lives. Throughout this essay, I will endeavour to explain those major differences and you will see that despite these completely different methods of therapy, depending on what the problem maybe, they can both work very effectively in their own way. Carl Rogers, born in 1902, was the originator of the Person Centred Approach or Humanistic Theory.His work was influenced by his experience of being a client and a counsellor (Casemore, 2006) and he believed a trusting relationship was essential in helping the client to grow and develop in order that they could cope with difficulties in a more effective manner and to function more effectively. There is a strong emphasis of the need for counsellors to think of their clients as people rather than impersonal bodies. Characteristics important for effectiveness in the counsellor/client relationship are congruence, where the counsellor must be genuinely themselves, a complete and whole person.Empathic, which is the ability to understand and appreciate the clients perspective. To ‘live’ in their world and accept who they are unconditionally and unconditional positive regard which involves accepting the client completely and in a non-judgemental way. Rogers believed that all humans have a natural desire for personal growth and potential so that they can take responsibility for their own actions and the way they live their lives. This view is called the Actualising Tendency. He believed that everybody had an inner need to wholeness.The self-concept is also important in Person Centred Counselling. This relates to the individuals perception or the way in which they see themselves based on life experiences and attitudes from those important people arou nd them when they were young. Abraham Maslow is another theorist whose contribution to the Person Centred Approach is very significant. He proposed a hierarchy of needs which he believed were responsible for human motivation and drive. They are as follows: Physiological Needs – These are biological needs.They consist of needs for oxygen, food, and water. They are the strongest needs because if a person were deprived of all needs, the physiological ones would come first in the person's search for satisfaction. Safety Needs – When all physiological needs are satisfied and are no longer controlling thoughts and behaviors, the needs for security can become active. Needs of Love, Affection and Belongingness – When the needs for safety and for physiological well-being are satisfied, the next class of needs for love, affection and belongingness can emerge.Needs for Esteem – When the first three classes of needs are satisfied, the needs for esteem can become domi nant. These involve needs for both self-esteem and for the esteem a person gets from others. Needs for Self-Actualization – When all of the foregoing needs are satisfied, then and only then are the needs for self-actualization activated. Maslow describes self-actualization as a person's need to be and do that which the person was â€Å"born to do. † According to Maslow it is possible for people to work towards self-actualisation by practising behaviours which encourage the development of confidence and openness.These include; trying new experiences and to challenge oneself, to assume responsibility, strive to be honest and to develop a capacity to trust onself, Both Maslow and Rogers had very similar views. Maslow believed that the most basic drive was to become the person that one is capable of becoming and Rogers believed that the basic drive was to become the person that one truly is. Gestalt Therapy is a psychotherapy, based on the experiential ideal of â€Å"here and now†, and relationships with others and the world, and was co-founded by Fritz Perls, Laura Perls and Paul Goodman in the 1940s-1950s (Wikipidia 2004).Perls did not belive in a single particular theory. He thought you should always just go with the flow and work with what you have and what is happening in the now. He placed great importance on the client becoming self aware and thus developed the Gestalt theory. This therapy focuses more on process (what is happening) than content (what is being discussed). The emphasis is on what is being done, thought and felt at the moment rather than on what was, might be, could be, or should be.Perls believed in minipulating the client, bringing them out of their comfort zone and challenging them. To own what you say and do and to be aware of unconscious actions/words. In the 1950's Eric Berne began to develop his theories of Transactional Analysis. He said that verbal communication, particularly face to face, is at the centre of hum an social relationships and psychoanalysis. His starting-point was that when two people encounter each other, one of them will speak to the other. This he called the Transaction Stimulus.The reaction from the other person he called the Transaction Response. The person sending the Stimulus is called the Agent. The person who responds is called the Respondent. Transactional Analysis became the method of examining the transaction wherein: ‘I do something to you, and you do something back'. Berne also said that each person is made up of three alter ego states: Parent – This is our ingrained voice of authority, absorbed conditioning, learning and attitudes from when we were young. Child – Our internal reaction and feelings to external events form the ‘Child'.This is the seeing, hearing, feeling, and emotional body of data within each of us. When anger or despair dominates reason, the Child is in control. Adult – Our ‘Adult' is our ability to think a nd determine action for ourselves, based on received data. The adult in us begins to form at around ten months old, and is the means by which we keep our Parent and Child under control. If we are to change our Parent or Child we must do so through our adult. Transactional Analysis is effectively a language within a language; a language of true meaning, feeling and motive.It can help you in every situation, firstly through being able to understand more clearly what is going on, and secondly, by virtue of this knowledge, we give ourselves choices of what ego states to adopt, which signals to send, and where to send them. This enables us to make the most of all our communications and therefore create, develop and maintain better relationships (Businessballs. com) Looking at the Psychodynamic side, Freud took the view that human beings are never free from their behaviours, thoughts and feelings.That we are governed by past events and reinact them in our present. Sigmund Freud is the fat her of the Psychodynamic Theory. This focuses on the unconscious aspects of personality. According to Freud the human mind is like an iceberg. It is mostly hidden in the unconscious. He believed that the conscious level of the mind was similar to the tip of the iceberg which could be seen, but the unconscious was mysterious and was hidden. The unconscious also consists of aspects of personality of which a person is unaware. The conscious on the other hand is that which is within our awareness.The preconscious consists of that which is not in immediate awareness but is easily accessible (Himmat Rana 1997) Freud believed the personality is made up of three parts. They are: Id – the oldest part and present from birth and necessary for survival. The Ego – realistic awareness of self and of the world. Has evolved through contact with the external world and is determined by the individuals own experiences. Acts as mediator between the id and the superego and the Superego â⠂¬â€œ parental and social influences. Moral judgement and conscience.Main function is to curb he demands of the id. When anxiety occurs, the mind first responds by an increase in problem-solving thinking, seeking rational ways of escaping the situation. If this is not fruitful, a range of defence mechanisms may be triggered. In Freud's language, these are tactics which the Ego develops to help deal with the Id and the Super Ego. Freud's Defence Mechanisms include:  ·Denial: claiming/believing that what is true to be actually false.  ·Displacement: redirecting emotions to a substitute target. Intellectualization: taking an objective viewpoint.  ·Projection: attributing uncomfortable feelings to others.  ·Rationalization: creating false but credible justifications.  ·Reaction Formation: overacting in the opposite way to the fear.  ·Regression: going back to acting as a child.  ·Repression: pushing uncomfortable thoughts into the subconscious.  ·Sublimation: redirecting ‘wrong' urges into socially acceptable actions. Carl Jung was an associate of Freud who disagreed on a number of issues and finally broke away from Freud with his own ideas.He developed Analytical Psychology and it consists of the following; The collective unconscious – This is the deepest part of the psyche which contains all experiences that are inherited. The Personal Unconscious – This is material that was once conscious but has become forgotton or suppressed. Jung referred to the universal ideas and images of the collective unconscious as archetypes. These are original forms which all human beings in all societies recognise. Archetypes can also appear in shared emotional experience and these unconscious ideas and patterns of thought are likely to surface during momentous events such as birth and death.This shared psychological experience was regarded by Jung as evidence of a collective unconscious. There are four major archetypes of the collective unconscio us: The word â€Å"persona† means a mask and refers to the outward appearance which people use in everyday life. The word â€Å"anima† refers to the unconscious female quality in the male and the word â€Å"animus† refers to the unconscious male quality in the female. The shadow is the inferior being within us which is primitive and animal. It is also the personal unconscious is similar to Freuds concept of the id.The term â€Å"self† describes a state of complete integration of all the separate elements of personality (Hough 1994) Alfred Adler broke away from Freuds school and set up his own called individual psychology. He believed that personality developed through sibling order and placed emphasis on the social development of man. He viewed people as mostly conscious rather than unconscious. For Adler, it was useless to focus on drives and impulses without giving attention to how the person creatively directs the drives. Adler believed that inferiorit y feelings are the source of all human striving.All individual progress, growth and development result from the attempt to compensate for one's inferiorities. Feeling unattractive, or don't belong somewhere. Not strong enough or smart enough. So everyone is trying to overcome something that is hampering them from becoming what they want to become. The meaning of superiority is like self-realization. The striving for perfections is innate in the sense that it is a part of life. Throughout a person's life, Adler believed, he or she is motivated by the need to overcome the sense of inferiority and strive for ever higher levels of development.Everything Adler says ties into the lifestyle. For Adler, meanings are not determined by situation, but we are self-determined by the meaning we attribute to a situation. Melanie Klein had a significant impact on child psychology and contemporary psychoanalysis. She was a leading innovator in theorizing object relations theory. According to Klein, the infant's world was threatened from the beginning by intolerable anxieties, whose source she believed to be the infant's own death instinct.These â€Å"persecutory† anxieties, which were felt in the infant's own bodily needs as well as from the external frustrations to those needs, were overwhelming to the infant, and in order to combat them the infant resorted to defenses whose aim was to isolate her from them. Through these primitive defenses—projection, denial, splitting, withdrawal, and â€Å"omnipotent control† of these objects—the infant put threatening, â€Å"bad† objects, outside herself and into the external world; simultaneously, she preserved the â€Å"good† objects, both within herself and externally, by splitting them off from their malevolent counterparts.Perhaps the most fundamental of these processes were projection and introjection, which described the infant's first, primitive attempts to differentiate himself from the w orld, inside from outside, self from other, based on the prototype of oral incorporation (and spitting out) and the infant's relation to his first, nurturing/frustrating object, the mother's breast. In Bowlby's approach, the child is considered to have a need for a secure relationship with adult caregivers, without which normal social and emotional development will not occur.However, different relationship experiences can lead to different developmental outcomes. A number of attachment styles in infants with distinct characteristics have been identified known as secure attachment, avoidant attachment, anxious attachment and disorganized attachment. These can be measured in both infants and adults Attachment is an affectional tie that one person forms between him/herself and another specific one (usually the parent) — a tie that binds them together in space and endures over time.Attachment theory states that attachment is a developmental process based on the evolved adaptive t endency for young children to maintain proximity to a familiar person, called the attachment figure. Four different attachment styles have been identified in children: secure, anxious-ambivalent, anxious-avoidant, and disorganized. Secure Attachment – The child protests the mother's departure and quiets promptly on the mother's return, accepting comfort from her and returning to exploration.Avoidant Attachment – The child shows little to no signs of distress at the mother's departure, a willingness to explore the toys, and little to no visible response to the mother's return. Ambivalent Attachment – The child shows sadness on the mother's departure, ability to be picked up by the stranger and even ‘warm' to the stranger, and on the mother's return, some ambivalence, signs of anger, reluctance to ‘warm' to her and return to play. Disorganized Attachment – The child presents stereotypes upon the mother's return after separation, such as freezing for several seconds or rocking.This appears to indicate the child's lack of coherent coping strategy. Children who are classified as disorganized are also given a classification as secure, ambivalent or avoidant based on their overall reunion behavior. â€Å"The main differences between the two therapies are that the Psychodynamic Theory centres on the past experiences of the client. By using dream interpretation, free association and others, it concentrates on looking at childhood experiences and normal or abnormal development. Humanistic is based on the clients interpretation of what is happening in the here and now.It allows the client to express himself without having to look in the past†. (Wiki. answers. com) Rogers believed that the counselling relationship was based on mutuality, in which both the client and the counsellor are of equal importance whereas in Psychodynamic Counselling the Counsellor is regarded as the expert. Bibliography Person Centred Counselling by R oger Casemore, 2006, Sage Publications A Practical Approach to Counselling by Margaret Hough, 1994, Pittman Publishing Sigmund Freud by Himmat Rana 1997 www. Wikipedia/Fritz_Perls Businessballs. com

Paradise

This short story Is about a guidebook writer called Nouvelle who recommends great areas In Nepal for spending holidays. When Unveiled arrives to Nepal he had a romantic idea of their standard of living. Which is clear in the passage were he memorizing: † The group of people were gathered about the fire, their faces lit by the warm glow of flames. Like a painting. A painting, yes, he would use that. † (P. L l. 10- 14) When the main character, Unveiled, has chosen to use the word painting here, it is to illustrate that the human beings and the nature is in harmony.In the passage mention earlier, in which Unveiled are memorizing, his attention to detail and way of ascribing it, is much similar to that of a picture of the romantic age. Unveiled also has a romantic idea of the population in this are where the story take place. This is shown after the breakfast where he philosophizes about the difference between his own world and the people in it, along with this new complete s trange world he has arrived in. † Unveiled felt a kind of awe of these people. They were like saints.The warmth they had shown him – a complete stranger – had been remarkable even by the high standards of hospitality he had encountered In this remote area of Nepal. How efferent from his own world, spoilt and depraved. Where people wallowed In their greed. † When Unveiled mentions these people as saints he compares them to something very sacredly therefore he gives them a delve status compared to his own people back home. When Unveiled has chosen to make this comparison he creates a greater gap between two cultures.And In this case a gap between the third world countries and the Industrialized and the rich part of the world. The setting in this short story plays an important role because the nature and the atmosphere around Unveiled make him wonder. The short story takes place, as Unveiled ascribes it, in a place almost similar to paradise. â€Å"l en calm Ana Eden a steep one, out ten location was spectacular . Nine settlement clung to a steep slope. Below the land fell away dizzyingly into the main valley. Above, it steeped into a sharply point snowflake, like a yaks horn. † (P. 3. L. 4-67) Later on he refers directly to a paradise, when he use the exact word paradise. † He could see white peaks far away in the distance, shimmering, mysterious. A paradise. A doomed paradise† (P. 4 1. 104-105) Matthew Knell has chosen to use the negative minded word â€Å"doomed† in front of he positive word â€Å"paradise†, it could be to illustrate that behind everything beautiful there is something bad waiting for you. On the other hand it might be a reference to the industrialized world in which he grew up. Earlier in the short story the reader gets the impression that Unveiled is trying to escape from something.And that something could easily be the industrialized world. † Where teenagers goaded and attacked old people for pleasure. Where children were not safe from molesters. Where wives left their husbands without warning and conscience. As had Inveigles own wife. No, here was something wiser, better† (p. L. 41-44) This is some personal experience from his earlier background, which is based on the industrialized world and how some persons act, learn and live in the Western Society. Unveiled is afraid that these friendly and kindly people in Draught will end up the same way as his own people.This again emphasizes Inveigles romantic ideas of these people in the village. And this medallion in the story is a symbol of the good and evil. If Unveiled accepts this present the people in Draught will end up like the people in the rich part of the world because of the tourism. It is almost as the apple from the Garden of Eden. In the end of the story Inveigles romantic ideas faces the harsh reality and this comes as a surprise for him. When he tries to explain, he realizes that these peo ple from the village in Draught are not stupid and naive, even though they are underdeveloped. Whit tourist money we can pay a doctor to visit sometimes. Also a teacher. If the children learn this place and go to Katmandu (†¦ ) And then you say you will not put us your book† (P. 6 L. 199-204) Now Unveiled knows that these people have known the truth from the start, and that they have played and use his own romantic ideas against him. And now his awe for Hess people are totally gone, because his romantic ideas was not as he thought they would be. Which is very clear at the end of the short story: â€Å"Only when he was clear of the house did he glance back.He could see no figures at all, only the wall of the buildings, linked together, closed. Up ahead were the white peaks he had noticed before. But now they were different† (P. 8 L. 247-250) In tans process winner Nouvelle tries to Dread Tree Trot Nils 010 Testily Ana winner en meets this new culture and nature he i s absolutely fascinated by he learns something about how every human being thinks after all. We all hunger after the name things. His romantic ideas of these villages in Nepal are Jus utopian ideas.He thought that these people were friendly and kindly to him without any ulterior motives and then he discovered that the motive was money and development. And money and development was that something Unveiled was trying to break free from. This short story gives a good example off two different cultures, which take two different positions in connection with money. In the one hand it is about surviving on the other hand it is about material benefits. Some of the messages in Paradise are: globalization, tourism and the question is money a good or a bad thing?

Myan Indians Essay Example | Topics and Well Written Essays - 1000 words

Myan Indians - Essay Example Mayan Indians were well developed and highly skilled in the artistic jobs such as pottery, carvings, drawings and ceramics. Some carvings, sculptures, stucco reliefs and murals are found from the ruins of the Mayan civilization that represent the art of the Mayan civilization (Coe 65). The artistic pieces found are indicative of the artistic skills of the Mayan Indians. The human figures carved on stones and colors used for depicting the civilization and culture of people look so beautiful and refined that the development of arts at that time appears much better than ours. Mayan Indians also attached their names with their created artistic pieces in order to inform the viewers about their art and talent (Demarest 43). Mayan architecture is also very famous like its art. The towering pyramids with steps are regarded as the most influential architecture of Mayan civilization (Sharer and Traxler 42). Caves with carvings are also a distinctive feature of the Mayan Indians. The caves such as Jolja cave, Cave of the Witch, Candelaria caves and many others are famous for their architecture and designs (Demarest 49). Plazas, palaces, ball courts, observatories and temples are found in their architectural designed buildings. Roads were also present attaching cities together. The buildings also went through several amendments as with changing rulers, the designs also got amended according to new instructions. The architecture as a whole can be considered as reminiscent of a great civilization (Coe 78). The buildings and constructions made by the Mayan Indians are depictive of their skill at architecture and design. The Mayan civilization was quite developed as they had their own writing system. They used to write with animal hair brushes and their writing was black in color with red highlighting (Demarest 59). In the writing system, the Mayan Indians usually used phonetic symbols and glyphs in order to

Economics answer question Essay Example | Topics and Well Written Essays - 1000 words

Economics answer question - Essay Example A decade after the World War II, Japan has experienced astonishing economic figures, flashing a near double-digit "average annual growth rate of 9.2% and increased its real GDP sevenfold" (Itoh, 1). Itoh has identified at least four factors relating to the miraculous climb of the Japanese economy since early 1950's. Generally, what helped Japan gain such a high growth rate are timely help from abroad with a favorable economic environment and sound macroeconomic policies. One of the accidental help to the Japanese economy is the favorable international environment. The "US global strategy of creating a bulwark against communism by the substantial reduction of war reparation in addition to a recovery aid programme" has helped Japan's economy (Itoh, 2). The growth if world trade has also facilitated Japanese exports and imports. The second factor that brought Japan's booming economy was the availability of new technologies. The Japanese were able to easily adapt the technologies brought from the US into their production primarily due to the high adaptability of Japanese workers and rising level of education and training. It has then become an important jumpstart for the Japanese automobile industry. The favorable terms of trade... The fourth reason for the Japanese economic boom was the cheap and docile labor. The "large shift in working population away from agricultural areas provided the necessary amount of relatively cheap labor for the rapid growth of urban secondary and tertiary capitalist industries" (Itoh, 3). Some macroeconomic policies applied by the Japanese government also did well to their economy. It includes the "necessary infrastructure such as seaports, roads, railways and communication system" (Itoh, 4). Generally, "the Japanese economic growth was mainly dependent on expanding domestic market and maintained a relatively low rate of export dependency" (Itoh, 4) The Economic Struggle The collapse of the Bretton Woods International Monetary System has brought a domino effect of economic crisis to Japan. The trade deficit of USA coupled with multinationalization of US firms increase private foreign investments leading to a substantial outflow of dollar funds. This event has resulted in the appreciation of the yen, as all economists know; this event hurt the export of Japan. Countries resorted the fully floating exchange rate in 1973, believing that this would gradually resolve international trade imbalance. However, "the automatic adjustment mechanism did not work particularly in the case of Japan" (Itoh, 6). There also a resulting inflationary pressures making the products more expensive. An over-accumulation of capital also occurred to the point wherein the total of capital became so numerous compared to the Japanese working population. This condition became favorable to worker, therefore nominal wages were observed to have increased by 63% in 1970-1973. After th ese events, "the Japanese economy became

Lessons to a Stubborn and Rebellious People in a Weary Land Research Paper

Lessons to a Stubborn and Rebellious People in a Weary Land - Research Paper Example Throughout the Old Testament of the Bible, God has used man and his imperfections to teach mankind many lessons, oftentimes using nations and lands outside of Israel to fulfill His divine purpose. Whether it is the Egyptians in the time of Moses, the Philistines in the time of David, the Babylonians in the time of Daniel, or the Persians in the time of Esther, God used His people – the Jews – to achieve mighty works that would serve as examples of faith to future Hebrew generations and as warnings to outside nations that worshiped false gods and opposed His people. But this is not the full picture. God often worked within His own camp – the people of Israel – to expose their corrupt nature, punish them, purge them of their sins, and bring them back into His mercy and blessings. With Adam and Eve, Cain and Abel, Job, Noah, and others figures in the Old Testament, God used traumatic or catastrophic events in order to steer man back on the right path of godli ness and submission to Him. The best place to start when examining how God used the people and places of the Bible is the book of Genesis, which means â€Å"origins† in Greek and â€Å"in the beginning† in Hebrew, (Hamilton 1). And the genesis of mankind, of course, dates back to Adam and Eve in the Garden of Eden, a perfect paradise on earth devoid of any of the toils or strife that we experience every day on earth. But when God put Adam and Eve in the midst of this unblemished land, corruption was speedily on its way. Soon after God created Adam from the dust, He chose to create Eve out of his rib because He said â€Å"It is not good for the man to be alone. I will make a helper suitable for him,† (NIV Study Bible, Gen. 2.18). But not long after God had given the warning not to eat from the tree of the knowledge of good and evil, Satan – through the guise of a serpent – persuaded Eve that God did not want her and Adam to eat the tree’s fruit because He was afraid the y would become like Him. In essence, Satan called God a liar, telling Eve that if she ate the fruit, she would not die, going against what God had said. Eve took the bait, and the horrific legacy of sin has permeated every facet of man’s life ever since. Once Eve and Adam had partaken of that cataclysmic snack, Satan’s wrath of sin, misery, and treachery was ushered into the world. Adam and Eve soon discovered shame, guilt, fear, and all the other trappings that come with sin and disobedience. God quickly banished the first couple from the garden – which was located in the area of modern-day Iraq – and the two experienced grief, pain, and suffering for the first time. Reaping the consequences for this initial disobedience was a tough lesson to learn, and even though the inheritance of this sinful nature has perpetuated for 7,000 years ? from early Old Testament times up through today – God has shown man in many miraculous ways that He has the victo ry over Satan and sin. Cain and Abel were the first offspring to inherit their parents’ sinful nature, yet where there is sin, there is grace. Through these two brothers, we also witness the world’s first sibling rivalry. Whereas the firstborn – Cain – worked the soil and harvested crops, his younger brother Abel tended the flocks as a shepherd. When they went before God to offer a portion of their livelihoods, Cain brought some of his fruits, while

Biology Essay Example | Topics and Well Written Essays - 5000 words

Biology - Essay Example HCT 116 cell lines belong to the DNA repairing community and nearly 22 genes were disrupted in this cell line. Most of these genes are similar to the genes disrupted by other cell lines. Gene targeting is highly successful in this cell line and it is the only cell line without knock out strategies. HCT 116 cell lines can also be used for gene knock out in somatic cells. The targeting frequency of HCT 116 is 37% more than other cell lines for the p21 loci. (Conn 2008). LOVO cell lines are derived from the metastatic site of the colon. It is the best transfection host for cancer studies. The Colorectal Cancer cells are aneuploid cells which undergo a large-scale chromosomal rearrangement. LOVO and LS-174T cell lines have KRAS mutations. LOVO lacks BAT- 26 locus. (Ahmed et al. 2013). According to Bu et al (2011), the order of efficiency of cell lines is given as Caco-2> HT – 29 > LS174T > LOVO. LS174T cell line is best used for the investigation of the phenotypes. Similarly, proliferative and invasive capacity of LS174T is very high than any other Colorectal Cancer cell line. Thus LS174T can be used for the study of the mucin expression in the colon cancer. (Bu et al. 2011). Bcl – 3 ( B –cell lymphoma 3 – encoded protein ) is an oncogene protein. It is a regulator present in the NF- kB. The studies on Bcl- 3 have found that Bcl- 3 is an important oncogenic regulator for the study of Colorectal Cancer. Bcl- 3 is found to activate the homodimers such as p52 and p50. The phosphorylation of Bcl-3 results in the up regulation. This is very impo rtant for the colorectal carcinoma. (Puvvada et al. 2010). CAECAM (Carcinoembryonic Antigen- related Cell Adhesion Molecule) belongs to a group of Carcinoembryonic antigen family (CEA). CEA contains two sub groups: CAECAM and Pregnancy-specific glycoproteins (PSG). CAECAM are found to a tumor suppressoe molecule by down regualting the growth and

Software-generated information to make decision in an oganisation Essay

Software-generated information to make decision in an oganisation - Essay Example Activity Immediate Predecessor Time (Days) Earliest Start time Earliest Finish time Latest Start Time Latest Finish Time Slack 01 None 1 0 1 0 1 0 02 01 11 01 12 1 12 0 03 01 14 12 26 38 52 26 04 03 5 26 31 52 57 26 05 02 23 12 35 29 52 17 06 05 5 35 40 52 57 17 07 02 20 12 32 37 57 25 08 02 30 12 42 12 42 0 09 08 15 42 57 42 57 0 10 08 2 42 44 50 52 8 11 02 33 12 45 14 47 2 12 11 10 45 55 47 57 2 13 10 4 44 48 52 56 8 14 13,10 1 48 49 56 57 8 15 06,07,09,14 1 57 58 57 58 0 Answer A The normal time for completing the project is expected to be 58 days. For the project to be completed on 30th November 2013 having commenced on 1st October 2013, it calls for crashing the time because the period of completion is shorter than the predicted time in the activity plan. Activities to be crashed must have the minimum cost implication for the process and usually they are those in the critical path. It is worth to note that, the Microsoft project considers work only done for five days of the week thus the time span for the project adds up to forty-five days. The Gantt chart that would be realized from the above information is as indicated in the MS Project. (See attached file) Answer B The network diagram of the project information in the above tables as follows Answer C The critical path refers to a sequence of activities in a project that form the longest chain in terms of their completion time. The set of these activities in a project network are determined by calculating the slack. Where by the slack is obtained by subtracting the earliest start time and activity duration from latest finish time. The critical path is realized in those activities whose slack is equal to zero. From the above table, the activities with a zero slack are 01, 02, 08, 09, and 15. Thus, the critical path can be concluded to be 01 – 02 – 08 – 09-15. Answer D The project duration is determined by adding up the time durations of all the activities in the critical path of the p roject network. In the above project network, the critical path was determined above and realized to be 01 – 02 – 08 – 09 - 15. To determine the least time duration would be (1 + 11 + 30 + 15 + 1) = 58 days. Answer to Task 2 Year Cash inflows Discounting factor (10%) Discounted cash inflow Cash inflows (C) Discounting factor (15%) Discounted cash inflow (Ci) 1 2500 0.9091 2272.73 2500 0.8696 2173.91 2 2750 0.8264 2272.73 2750 0.7561 2079.40 3 3025 0.7513 2272.73 3025 0.6575 1988.99 4 3327.5 0.6830 2272.73 3327.5 0.5718 1902.51 5 3660.25 0.6209 2272.73 3660.25 0.4972 1819.79 Total 11363.63 9964.60 Net Present Value (NPV) is a measure used for evaluating the value of a business by determining the present value of such investment by adding up all the discounted cash inflows received within the given period of the investment. The formula for discounting by the NVP method Where C0= Cash outflow also known as Initial Investment Ci = Cash flows for the given years r = Discount rate T = Time Where r = the discount rate, and T = time NVP the rate is at 10% NVP = 198.43 NVP when the rate is at 15% NVP = 46.19533 This method is used to determine the profitability and suitability of a project before commencing a plan to undertake the investment. A project with a positive NPV is said to be favorable, whereas one with a negative NPV is regarded as unfavorable and thus investor would be discouraged to undertake that project. Report Summery Project management

Substance Dualism - argument rehersal Essay Example | Topics and Well Written Essays - 1500 words

Substance Dualism - argument rehersal - Essay Example Let us begin with me. I can conceive myself without my left hand. In case my left hand is cut off in an accident, I would still be who I am. It’s true that I’ll be handicapped, but that won’t mean I’ll cease to exist. Let’s take another situation. Let me just think I am dead. How will my loved ones react then? It is very much possible for me to conceive the situation. They will feel sad; some will cry. Now since I am conceiving these thoughts by myself only, I can exist without a body, for it’s conceivable I can be without a body. Let me now run a thought experiment to back this claim. Suppose I try to conceive my existence by separating myself from my body. In other words, I being a thinking thing envision my body sitting on a chair in front of the computer. The entire process of this thought experiment, it may be noted, is conducted on a metaphysical level aligned with the premises of conceivability. The substance dualist argument is based on three premises: It is now important to connect my thought experiment with these premises. The fact that I succeed in conceiving myself out of my body supports the second premise in that what I can conceive is also possible, because conceivability is a good guide to possibility. In other words, it is my mind that conceives what it conceives, and it can conceive successfully all the possibilities given that the laws of essential properties are not flouted. What do essential properties mean in relation to the substance dualism theory? To understand this, we should make another thought experiment. Suppose I strive to conceive of a set of parallel lines overlapping with each other. This is not possible even to think. The essential property of parallel lines does not in any way comply with the property of overlapping. I can imagine either the existence of a set of parallel lines or that of two straight lines overlapping with each other, but not both within a single reference

Single party states and rise to power and origins of the cold war Essay

Single party states and rise to power and origins of the cold war - Essay Example Hitler used the vacuum caused by the demise of the Weimar Republic to gain an electoral majority for the Nazi Party in 1933. One of the most important events in his rise to authority was his rejection of the idea of seizing power through violence after the disastrous Munich Putsch in the 1920’s. (Britannica) Unusual for a man that would eventually become a dictator, Hitler worked within the legitimate political system of his time to win power democratically, and then to quickly consolidate that power into an absolutist one-party state through isolated, symbolic acts of violence (such as the burning of the Reichstag) in order to create a paranoia that he could exploit. The organizational and administrative structure of the Nazi Party, together with Hitler’s well-documented ability to virtually hypnotize individuals, Party and country within a cult of personality and the still mysterious willingness of the German people to accept what appear on face-value to be ludicrous ideas led to the creation of the one-party, Nazi state. One might easily argue that Hitler’s greatest ‘success’ (judged by his perverse standards) was his managing to lead the German people from the baiting of Jews in the early 1930’s to the implementation of the Final Solution in the last four years of WWII. Unlike other leaders, who use a ‘divide-and-rule’ strategy to gain power through conjuring a hatred of the ‘Other’, Hitler gained power in order to be able to destroy that other. The hatred of Jews was not a means to an end, but the end that Hitler always had in mind. The Holocaust was not a sudden occurrence, but rather a slowly developing continuum of increasingly extreme acts that eventually led to mass-murder. Hitler’s greatest success was in convincing a large portion of the German people to at least passively accept what was occurring, if not actually openly help in the effort. (Goldhagen) All other

Organisational Transformation in Practice Essay Example for Free

Organisational Transformation in Practice Essay Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways: †¢the Virtual Learning Environment (VLE) †¢the My. Anglia Module Catalogue at www. anglia. ac. uk/modulecatalogue †¢Anglia Ruskin’s module search engine facility at www. anglia. ac. uk/modules All modules delivered by Anglia Ruskin University at its main campuses in the UK and at partner institutions throughout the UK and overseas are governed by the Academic Regulations. You can view these at www. anglia. ac. uk/academicregs. A printed extract of the Academic Regulations, known as the Assessment Regulations, is available for every student from your Faculty Office MAB301 (all new students will have received a copy as part of their welcome pack). In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases. 2. Introduction to the Module This module provides the opportunity for students to personally explore the relationship between personal change and organisational change/ transformation (de Vries and Balazs, 1999). And personally relate to the leadership and organisational challenges of transformational change in organisations. The module uses different activities to explore the nature of personal change issues required for successful employee engagement in an organisations change agenda. In the management and leadership field much is written and discussed about the following seven elements: (1) behaviour, (2) knowledge (3) skills / capability (4) belief systems, (5) values, (6) identity, (7) vision/ purpose. Using various methods, students will be encouraged to make sense of each of these ideas, and the interrelationship between them. This will be set against a real/simulated strategic learning context. Module participants are actively encouraged to reflect upon their own  existential experience and development through dynamic relations with others and performing roles. It is hoped the module will lead to students developing profound personal insights and also achieve personal growth. The module uses different activities to enquire into, reflect upon and diagnose personal, group and organizational leadership and transformation. Students will be able to diagnose where a/ their team or organisation is weak and design interventions that can help to guide significant change or transformation. The student will be equipped with a clear methodology for guiding his or her own development as an achiever or leader of the future. Assessment is by way of portfolio. 3. Intended Learning Outcomes Learning Outcomes (threshold standards) On successful completion of this module the student will be expected to be able to: 1 Knowledge and understanding Understand the values and leadership behaviours that create the modern enterprise and equip individuals to manage / lead in globally transformational contexts 2 Knowledge and understanding. Develop a robust understanding of leadership and change management within the context of organisational transformation 3 Intellectual, practical, affective and transferable skills Utilise a 7 element framework as a diagnostic tool to evaluate leadership capability in a team or organisation 4 Intellectual, practical, affective and transferable skills Demonstrate an ability to reflect upon ones own management development journey against the context of employability in global and transformational settings of the future 4. Outline Delivery. WkLectureSeminar/WorkshopReading 1 Organisational changeAction Learning SetsKets de Vries 2 Personal change Patchwork textKets de Vries Jung 3 Personal change organisational changePatchwork textKets de Vries James and Arroba http://triadllc. com/publications. html 4 Manager as personPatchwork textKets de Vries Tony Watson 5 Management leadershipPatchwork textKets de Vries Keith Grint 6 Managing leading changePatchwork textKets de Vries http://triadllc. com/publications. html 7 Managing Leading changePatchwork textKets de Vries. James and Arroba 8 Change agencyPatchwork textKets de Vries James and Arroba 9 Change processesPatchwork textKets de Vries 10 Organisational rolePatchwork textKrantz and Maltz 11 Wheel of changePatchwork textKets de Vries Jung 12 Wheel of changePatchwork textKets de Vries etc 4. 1 Attendance Requirements Attending all your classes is very important and one of the best ways to help you succeed in this module. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (eg: illness), please contact your Module Tutor Anglia Ruskin will closely monitor the attendance of all students and will contact you by e-mail if you have been absent without notice for two weeks. Continued absence can result in the termination of your registration as you will be considered to have withdrawn from your studies. International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at Anglia Ruskin. Failure to do so is considered to be a breach of national immigration regulations. Anglia Ruskin, like all British Universities, is statutorily obliged to inform the Border and Immigration Agency of the Home Office of significant unauthorised absences by any student visa holders. 5. Assessment Students are required to assemble a â€Å"patchwork text† (Illes, 2003; Winter, 2003) which relates your current or future workplace role. The patchwork text may be developed or based upon the following: †¢Kets de Vries (2004) suggests that people are prisoners of their past. Evaluate and reflect upon how your past might influence your future workplace role and development. †¢Evaluate and reflect upon a personal experience of change in your workplace †¢Apply Krantz and Maltz’s (1997) role analysis to your current workplace experience. †¢Using the â€Å"triangle of conflict† (de Vries, 2007), evaluate and reflect upon a major incident of conflict in your life. Consider your learning/ experiences in relation to your future workplace role. †¢Apply James and Arroba’s (2005) â€Å"reading and carrying framework† to critically evaluate and reflect upon how you interact with others. Consider the implications in relation to your future workplace role. †¢Conduct and develop a critical self-analysis using Jung’s notion of individuation (Carr, 2002), and relate this to your leadership archetype. †¢Critically evaluate, and reflect upon your own resilience and relate this your existing and future leadership competencies Guidance Notes for Students (see Smith and Winter, 2003) Your assignment will be assembled gradually during the progress of the module through a series of written tasks, which you will share with each other in small groups. There are several reasons for this:- †¢to avoid the last minute rush of having to write the whole assignment at the end of the teaching, when time is short; †¢to enable you to use a variety of different ways of writing, and thus to increase your opportunity to demonstrate your own particular abilities; †¢to enable you to give each other early constructive feedback as to how clearly you have presented your ideas and how they might perhaps be developed; †¢to enable you to write about all aspects of the module content (instead of having to select just a few aspects for a specific essay topic). Before you submit your assignment, you will be asked to write a final piece, to be added to what you have written already. This is designed to give you the opportunity to revisit (edit and revise) the ideas you have presented in your earlier pieces and to discuss what you have gained from the work as a whole. (This is the only task that will need to be completed after the end of the teaching. ) You MUST use academic theories and concepts to develop your personal reflection and portfolio. Your patchwork text SHOULD meet all the learning outcomes (see below; see mdf) Learning Outcomes (threshold standards): On successful completion of this module the student will be expected to be able to: Knowledge and understanding Understand the values and leadership behaviours that create the modern enterprise and equip individuals to manage / lead in globally transformational contexts Knowledge and understandingDevelop a robust understanding of leadership and change management within the context of organisational transformation Intellectual, practical, affective and transferable skillsUtilise the 7 Element framework as a diagnostic tool to evaluate leadership capability in a team or organisation. Intellectual, practical, affective and transferable skillsDemonstrate an ability to reflect upon ones own management development journey against the context of employability in global and transformational settings of the future The sequence of writing tasks which will make up the final assignment is as follows: Weeks 1- 4 (approx. ) 1Explore how your personal experience impacts upon, and has implications for how you interact with others, adapt and respond to change (Learning outcomes 1 – 4). Weeks 5- 7 (approx. ) 2. Using your chosen personal experience critically reflect upon and evaluate your own assumptions, values and leadership behaviours. (Learning outcomes 1 and 3). Weeks 8 – 12 (approx. ) 3 Write about an example of your own group experiences from the point of view of one of your fellow group members imagining their experience of your work with her / him (Learning Outcomes 1- 4) Weeks 1 – 12. 4. Use the learning from your personal experience, and group reflection, in relation to your future workplace role (Learning outcomes 1 – 4) 5. (Final synthesis) A retrospective summary of and commentary on your previous writing, indicating what you have learned which seems to you to be important for your own professional understanding and development (Learning outcomes 1 – 4) Time will be available within the teaching sessions for you to discuss in small groups the writing you have done in response to each of the writing tasks. So you will therefore need to make four or five copies to bring along to the session. The word-limit for the whole assignment is 3,000 words. There are no specific word-limits for the individual pieces of writing, but you should aim to make sure that there is a balance between them. And you will need to leave at least 500 words for the final task (no. 5 above). Patchwork text references Akister, J. (2005). Using a Patchwork Text to assess family therapy students. Journal of Family Therapy, 27(3), 276-279 Illes K. (2003). The Patchwork Text and Business Education: rethinking the importance of personal reflection and co-operative cultures. Innovations in Education Teaching International, 40(2), 209-215. McKenzie J. (2003). The student as an active agent in a disciplinary structure: introducing the Patchwork Text in teaching sociology. Innovations in Education Teaching International, 40(2), 152-160. Ovens P. (2003). Using the Patchwork Text to develop a critical understanding of science. Innovations in Education Teaching International, 40(2), 133-143. Parker J. (2003). The Patchwork Text in teaching Greek Tragedy. Innovations in Education Teaching International, 40(2), 180-193. Quinn J. (2003). Patchwork Text example one: becoming a science specialist teacher. Innovations in Education Teaching International, 40(2), 144-151. Ramsden, P. (1992). Learning to Teach in Higher Education, Routledge: London. Smith L. Winter R. (2003). Applied epistemology for community nurses: evaluating the impact of the Patchwork Text. Innovations in Education Teaching International, Volume 40(2), 161-173. Winter, R. (2003). Contextualizing the Patchwork Text: Addressing Problems of Coursework Assessment in Higher Education, Innovations in Education and Teaching International, 40(2), 112-122. All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission. All student work which contributes to the eventual outcome of the module (ie: if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted via the iCentre using the formal submission sheet Academic staff CANNOT accept work directly from you. If you decide to submit your work to the iCentre by post, it must arrive by midday on the due date. If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is provided for your work to arrive at the iCentre. Posting your work the day before a deadline, albeit by first class post, is extremely risky and not advised. Any late work (submitted in person or by post) will NOT be accepted and a mark of zero will be awarded for the assessment task in question. You are requested to keep a copy of your work. Feedback You are entitled to written feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided by a member of academic staff completing the assignment coversheet on which your mark and feedback will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued. Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance. Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; eg: between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging. At the main Anglia Ruskin University campuses, each Faculty will publish details of the arrangement for the return of your assessed work (eg: a marked essay or case study etc. ). Any work which is not collected by you from the Faculty within this timeframe is returned to the iCentres from where you can subsequently collect it. The iCentres retain student work for a specified period prior to its disposal. To assure ourselves that our marking processes are comparable with other universities in the UK, Anglia Ruskin provides samples of student assessed work to external examiners as a routine part of our marking processes. External examiners are experienced academic staff from other universities who scrutinise your work and provide Anglia Ruskin academic staff with feedback and advice. Many of Anglia Ruskin’s staff act as external examiners at other universities. On occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed as the processes described above for the use of external examiners will not have been completed. This means that, potentially, marks can change, in either direction! Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www. anglia. ac. uk/results. Assessment Criteria and Marking Standards Patchwork text assignment guidelines (Jenkins, 2008) †¢Careful, detailed observation and recollection of events and situations †¢evidence the interrelationship between leadership behaviours, skills, belief systems, values, identity, vision and purpose (7 elements framework) †¢Noticing the various emotional dimensions of events and situations †¢Independent, critical and evaluative thinking †¢Recognising and responding to the complexities of events and situations †¢Effective communication and application of complex concepts and theories (e.g psychoanalytic, psychodynamic, psychotherapeutic) to personal/ inter-personal experiences of events and situations †¢Demonstrating learning in relation to personal development, effective relations with others and future workplace role. †¢Demonstrating the learner outcomes in relation to future workplace effectiveness †¢Coherent structuring, interlinking and presentation of patchwork text (including grammar, typography and referencing). ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS LEVEL 3 Generic Learning Outcomes. (Academic Regulations, Section 2)Assessment criteria by levelMarking standards (by mark band) 70%+60-69%50-59%40-49%30-39%1-29% Characteristics of student achievement per mark band Achieves module outcome/s related to this GLO at this Level of StudyAchieves module outcome/s related to this GLO at this Level of StudyAchieves module outcome/s related to this GLO at this Level of Study Achieves a marginal pass in the module outcome/s related to this GLO at this Level of StudyFails marginally to achieve module outcome/s related to this GLO. MDF may permit compensation Fails to achieve module outcome/s related to this GLO and is not eligible for compensation Knowledge and UnderstandingLevel 3 (FHEQ level 6) is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output includes is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism. Excellent knowledge base that supports analysis, evaluation and problem-solving in theory/practice/ ethics of discipline with considerable originality. Good knowledge base that supports analysis, evaluation and problem-solving in theory/ practice/ ethics of discipline with some originality. Satisfactory knowledge base that supports some analysis, evaluation and problem-solving in theory/practice/ ethics of discipline. Basic knowledge base with some omissions at the level of theoretical/ethical issues.. Restricted ability to discuss theory and/or or solve problems in disciplineLimited knowledge base; limited understanding of discipline/ethical issues.. Difficulty with theory and problem solving in disciplineInadequate knowledge base; lack of understanding of discipline/ethical issues. Unable to discuss theory or solve problems in discipline. Intellectual (thinking), Practical, Affective and Transferable SkillsLevel 3 (FHEQ level 6) is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism. Excellent management of learning, with degree of autonomy/ research that may exceed the assessment brief. Structured and creative expression. Very good academic/ intellectual skills and practical/ team/professional/ problem-solving skills Good management of learning, with consistent self-directed research. Structured and accurate expression. Good academic/ intellectual skills and team/ practical/ prof-essional/problem solving skills Satisfactory management of learning. Some autonomy in research but inconsistent. Structured and mainly accurate expression. Acceptable level of academic/ intellectual skills going beyond description at times Satisfactory team/practical/professional/ problem-solving skillsBasic use of learning resources with little autonomy. Some difficulties with academic/ intellectual skills Some difficulty with structure/ accuracy in expression, but evidence of developing team/ practical/ professional/ problem-solving skillsLimited use of learning resour-ces. Unable to work autonom-ously. Little input to teams. Weak academic/intel-ectual skills. Still mainly descrip-tive General difficulty with structure/ accur-acy in express-ion. Practical/ professional/ problem-solving skills that are not yet secureInadequate use of learning resources. Failure to contribute to team work. Major problems with structure/ accuracy in expression. Very weak academic/ intellectual skills. and weak practical/professional skills. No ability to direct own learning A mark of 0% may be awarded for non-submission, poor or dangerous practice, incoherent and insufficient work, and in situations where the student fails to address the assignment brief and related learning outcomes 7. Assessment Offences. You are reminded that any work that you submit must be your own. All suspected assessment offences will be investigated and can result in severe penalties. Please note that it is your responsibility to consult the relevant sections of the Academic Regulations (section 10 – see www. anglia. ac. uk/academicregs) and the Student Handbook. When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (eg: the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity. Plagiarism is theft and constitutes the presentation of another’s work as your own in order to gain an unfair advantage. You will receive advice and guidance on how to avoid plagiarism and other elements of poor academic practice during the early stages of your studies at Anglia Ruskin. Introduction Being honest in your work is at the heart of studying and working at university. To be honest in your work you must acknowledge the ideas and work of others you use, and you must not try to get an advantage over others by being dishonest. It is important that you understand what it means to be honest in your work. Although there is general agreement within the UK academic community about the types of activity that are unacceptable, this does vary slightly between institutions, and may be different from where you studied before. We have developed this guidance to help you understand what it means to be honest in your work, and what you should do to make sure that you are handing in work that meets our expectations. This means we can make sure that we can maintain reliable standards for our academic awards, and  students continue to enjoy studying for academic qualifications that have a good reputation. In this guidance we will: †¢clearly define what being honest in your work and good practice mean, and how you can achieve this; †¢define ‘assessment offences’, including plagiarism, cheating and collusion; †¢identify the resources, help and advice available to help you learn the academic skills you need to avoid committing assessment offences; †¢explain how we expect you to behave; and †¢describe what happens if we think you have committed an assessment offence. Being honest in your work and good practice You can show good practice when you do your work independently, honestly and in a proper academic style, using good referencing and acknowledging all of your sources. To show good academic practice you must: †¢show you understand the literature; †¢use research from academics and others in your area of study; †¢discuss and evaluate ideas and theories; †¢develop your own independent evaluation of academic issues; and †¢develop your own arguments. To support your own good practice you will need to develop your: †¢skills at studying and getting information (for example, reading, taking notes, research and so on); †¢skills in looking at an argument and making your own evaluation (for example, having a balanced opinion, using reasoning and argument); †¢writing skills for essays, reports, dissertations and so on; †¢referencing skills (how you include your sources of information in your work); and †¢exam techniques (for example, revising and timing). Achieving good practice is not as complicated as it may appear. You need to do the following. †¢Know the rules. †¢Make sure you reference all of your information sources. Poor practice or dishonesty in your work (such as plagiarism, cheating, fraud and so on) can be a result of you not knowing what you are allowed to do. †¢Develop your own style. Sometimes students include too much original text from the work of others, as they believe that they cannot ‘put it any better’. Although you should try to express ideas in your own words, quoting or summing up ideas from academic sources is fine, as long as you say where you have taken this from. You must also reference other people’s performances or art in your own work. It fine to use other people’s performances and art, but you must be completely clear about why you are using that work, and make sure it is obvious that it isn’t your own. Definitions of assessment offences Plagiarism Plagiarism is when you present someone else’s work, words, images, ideas, opinions or discoveries, whether published or not, as your own. It is also when you take the artwork, images or computer-generated work of others, without properly acknowledging where this is from or you do this without their permission. You can commit plagiarism in examinations, but is most likely to happen in coursework, assignments, portfolios, essays, dissertations and so on. Examples of plagiarism include: †¢directly copying from written work, physical work, performances, recorded work or images, without saying where this is from; †¢using information from the internet or electronic media (such as DVDs and CDs) which belongs to someone else, and presenting it as your own; †¢rewording someone else’s work, without referencing them; and †¢handing in something for assessment which has been produced by another student or person. It is important that you do not plagiarise – intentionally or unintentionally – because the work of others and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes, qualifications, reputation and so on. To use someone else’s work, words, images, ideas or discoveries is a form of theft. Collusion Collusion is similar to plagiarism as it is an attempt to present another’s work as your own. In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another person’s work. Examples of collusion include: †¢agreeing with others to cheat; †¢getting someone else to produce part or all of your work; †¢copying the work of another person (with their permission); †¢submitting work from essay banks; †¢paying someone to produce work for you; and †¢allowing another student to copy your own work. Many parts of university life need students to work together. Working as a team, as directed by your tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to benefit of one or more person and try to deceive another (for example the assessor). Cheating Cheating is when someone aims to get unfair advantage over others. Examples of cheating include: †¢taking unauthorised material into the examination room; †¢inventing results (including experiments, research, interviews and observations); †¢handing your own previously graded work back in; †¢getting an examination paper before it is released; †¢behaving in a way that means other students perform poorly; †¢pretending to be another student; and †¢trying to bribe members of staff or examiners. Help to avoid assessment offences Most of our students are honest and want to avoid making assessment offences. We have a variety of resources, advice and guidance available to help make sure you can develop good academic skills. We will make sure that we make available consistent statements about what we expect in this document, and in student handbooks and module guides. You will be able to do tutorials on being honest in your work from the library and other central support services and faculties, and you will be able to test your written work for plagiarism using ‘Turnitin ®UK’ (a software package that detects plagiarism). You can get advice on how to honestly use the work of others in your own work from the library website (www. libweb. anglia. ac. uk/referencing/referencing. htm) and your lecturer and personal tutor. You will have an opportunity to do a ‘formative’ assignment before you finish and hand in your first ‘summative’ assignment. A ‘formative’ assignment is one in which you can talk about your work thoroughly with your tutor to make sure that you are working at the correct level for your award, and that you understand what is meant by good practice (a ‘summative’ assignment counts towards the assessment for your course). You will be able to use ‘Turnitin ®UK’, a special software package which is used to detect plagiarism. Turnitin ®UK will produce a report which clearly shows if passages in your work have been taken from somewhere else. You may talk about this with your personal tutor to see where you may need to improve your academic practice. We will not see these formative Turnitin ®UK reports as assessment offences. If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor. They will be able to help you and tell you about other resources which will help you develop your academic skills. What we expect from you  We will make sure you have the chance to practice your academic skills and avoid accidentally breaking our Academic Regulations. On page nine of the Student Charter (see http://web. anglia. ac. uk/anet/students/pdfs/09_student_charter. pdf), it says you have to ‘be aware of the academic rules relating to your studies’. To make sure that you are aware of the rules, we expect you to agree to: †¢read this guidance and make sure you thoroughly understand it; †¢work through ‘PILOT’, the online tutorial available on our library website (http://libweb. anglia. ac.uk/pilot/), which aims to help you learn good practice and has a useful section on plagiarism; †¢make sure that you are familiar with how to reference (acknowledge other people’s work); †¢correctly reference all the sources for the information you have included in your work; †¢identify information you have downloaded from the internet; †¢never use someone else’s ideas for a performance, film or TV programme, their artwork, graphics (including graphs, spreadsheets and so on and information from the internet) as if they are yours; †¢only hand in your own original work; †¢never use another person’s work as if it were your own; and †¢never let other students use or copy your work. What we will do for you To help you avoid making assessment offences, our staff will: †¢make sure they are familiar with the guidance on being honest in your work and the Academic Regulations; †¢tell you clearly about the guidance on being honest in your work and any guidelines on misconduct, and record the dates for future reference; †¢arrange library information sessions for you;

Poverty In United States Essay Example for Free

Poverty In United States Essay United States of America being among   Ã‚  the richest and most developed nations one would expect poverty to be a vocabulary that only exist in the national policies of third world countries.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   By comparison Americans can be described as wealthy but there are some pockets of poverty in this vast and rich nation This paper attempts to explore poverty situation in United States highlighting its causes and characteristics, digging deeper to understand which group of people consist the poor.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A report released in 2002 shows that there were 35 million poor Americans, this represented roughly 10% of the population, and this figure has been rising Presently 12% of Americans are living below the poverty line.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   By definition poverty is described as that condition where one is unable to meet the basic need in life, that’s one, can not afford a well balanced meal, decent housing and clothing. Poverty in United States is somehow different from the one experienced in least developed nations where living on less than a dollar qualifies one as poor. The poor in America constitute people who depend on state welfare since they are unable to provide for themselves, every year people fall in and out of poverty.   In a period of 10 years 40% of American fall in and out of poverty, this is attributed to fall of their income, when one of the family member moves out, among other situations (Fisher, G.M., 2003)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Some groups of people are more prone to poverty than others. This depends on their economic social or cultural position they occupy in the society. There are those who are unemployed meaning they do not engage in any income generating activity. Crime on one hand is a result of poverty or it can breed poverty. Poor tend to engage into criminal activity or they are driven into it by poverty. Apprehended criminals in correction centers rarely engage in economic activity while victims of crime e.g. thefts have to replace the stolen property eating on their savings. (Zweig, Michael, 2004)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Households headed by women on average tend to be poor in comparison to those with both spouses. In this type of a family woman is the sole bread winner. Most of her income goes towards provision of basic needs with less or no savings therefore making it difficult for this family to rise beyond poverty line (Martin N.,2008).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The size of the family affects family income, large families have more mouths to feed, more household bills to clear, huge spending in insurance, education and healthcare. If this type of family income is not enough they will for ever be trapped in poverty cycle.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Other groups that are likely to be poor are the unskilled, the less educated substance abusers immigrants and children.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Causes of poverty in America are several they range from economical, cultural, and geographical to social. . Distribution of resources largely affects people ability to produce. This also determines employment opportunities available which by and large dictates people incomes. States endowed with resources will have low poverty rates than those with little or unexploited resources. (Adams, J.Q, Pearlie S.A, 2001)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Economic condition which is not favorable will result to increased poverty rate, recessions leads to rise in inflation which means people pay more for the same goods they were buying but their income remains constant, and this means savings are curtailed. For example recession in 1982 led to rise in poverty rates from 12% to 15%   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Education equips Americans with skills that enable them to gain employment or venture into business. On average Americans with a college diploma have access to high paying jobs compared to the less educated. To a greater extent educational level determine ones income, less educated are likely to earn less making it impossible for them to afford a decent living. On the same line education level dictates opportunities available to an individual. Unskilled labor attracts low pay making unskilled laborers more prone to poverty than their skilled counterparts.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Rural and urban settings provide greater disparities as far as living standards are concerned. Americans living in urban areas have higher incomes when compared to their rural countrymen. There are more opportunities in urban areas due to high population with disposable income and better infrastructure. In rural areas opportunities are few and are limited to primary production e.g. agriculture, mining e.t.c.This means income generation activities and employment opportunities are fewer and only attract the less skilled   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Regionally, most of the southern states have higher poverty rates especially the rural areas .This is due to few employment opportunities and historical background.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Children are more prone to be poor than any other age group. According to the information released from population survey by census bureau in 2004, 21% 0f children were considered as poor. A greater disparity is seen when it comes to racial lines, almost half of African Americans and 40% of Latino kids are trapped in poverty circles. (Harrington, M.,1962).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Immigrants are great victims of poverty .Those with low education earn their living in low paying jobs. Illegal immigrants are even more disadvantaged as they can not gain any meaningful employment, therefore remaining in poverty circles for a long time   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In conclusion, poverty in United States is dynamic, one may be in and out of poverty throughout their lives. Though there are conflicts as to who is poor, there is a common understanding that those who live on an income that is below what an average American earn is living below poverty . What constitutes poverty in United States may be middle class in some parts of the world especially in least developed nations. Poverty is a limiting factor in the society as it denies some Americans decent lives curtailing their freedom to enjoy lives. Policies need to be implemented to lower the poverty rates so as to rid United States of poverty. Reference Adams, J.Q.; Pearlie Strother-Adams, 2001. Dealing with Diversity. Chicago, IL: Kendall/Hunt Publishing Company. . Harrington, Michael ,1962 The Other America. Macmillan. Fisher, G.M. ,2003 The Development of the Orshansky Poverty Thresholds. Macmillan Zweig, Michael ,2004 Whats Class Got to do With It, American Society in the Twenty-first Century. ILR Press. Martin N. ,2008. Social Inequality: Patterns and Processes, 4th ed.. Boston: McGraw-Hill

The Personal development as strategic manager

The Personal development as strategic manager The course of acquisition of extra awareness, skills and understanding in order to get better the way you do your present job and your prediction of future service and endorsement, and, more commonly, to develop your individual talents and fulfil your individual potential. http://www.hrdictionary.com/definition/personal-development.html Strategic planning is a management tool, period. As with any management tool, it is used for one idea only: to help an association do a better job to focus its energy, to make sure that members of the organization are working toward the similar goals, to measure and regulate the organizations direction in response to a altering environment. In short, strategic planning is a well-organized effort to make basic decisions and actions that form and guide what an organization is, what it does, and why it does it, with a spotlight on the future. (Adapted from Brysons Strategic Planning in Public and Non profit Organizations and Strategic manager is a management quality of a manager to accomplish planned goals of the organization. individual development is essential in todays world as this is a planning process through which managers gain leadership skills and knowledge required to accomplish long term goals of the organization. the organization i have chosen for this report is tesco which is one of the world major in retail sector. Tesco is one of the major food retailers in the world, functioning around 2,318 stores and employing over 326,000 people. It provides online services through its additional, Tesco.com. The UK is the companys major market, where it operates under four banners of Extra, Superstore, Metro and Express. The company sells almost 40,000 food products, including garments and other non-food lines. The companys own-label goods (50 percent of sales) are at three levels, value, normal and finest. As well as expediency produce, many stores have gas stations, becoming one of Britains largest autonomous petrol retailers. Other retailing services offered include Tesco Personal Finance. Personal development as a strategic manager at tesco is a much emphasized area and i would discuss to recognize the personal skills essential of managers to attain planned ambitions of tesco. http://www.ivoryresearch.com/sample5.php 1.1 strategy direction of tesco first of all we have to define the strategy which is the mean through which goals are deliberately and steadily pursued and obtained over time. Now we will see what are the strategy direction of teso. worldwide growth, e.g. in USA with Fresh and Easy high quality food expediency stores Non-food (health and beauty; clothes; consumer electronics) Retailing services: on-line shopping; financial services incl. banking and car insurance; energy price evaluation Tesco mission and vision statement Giving customers what they want 24/7 About 30% UK market share Doubled group sales profits >  £2 bn Tripled number of stores to over 2600; increased Employee numbers to over 270,000 Sales to rest of Europe up to 13% of group sales; Asia: 11% Tesco strategic direction to achieve the strategic goals Organic in S. Korea Home plus chain of 138 hypermarkets and express stores -BUT lack of suitable partner frustrated intended entry into India Acquisitions : †¢E.g. of Co-op stores in Slough, Nottingham, South Shields †¢In S. Korea: Purchased 36 development based on standard PLUS selected tailored product ranges AND a range of formats -Collaborations: Tesco Mobile venture with O2; joint venture with Samsung Home ever discount hypermarkets from the E- Land group for  £958m (function() { var scribd = document.createElement("script"); scribd.type = "text/javascript"; scribd.async = true; scribd.src = "https://www.scribd.com/javascripts/embed_code/inject.js"; var s = document.getElementsByTagName("script")[0]; s.parentNode.insertBefore(scribd, s); })() strategic skills required to achieve strategic ambitions Tesco plans to expand its Retailing Services Division including TPF, tesco.com and Tesco Telecom to GBP 1 billion in profit. In order to achieve this, Tesco may be considering launching mortgage products or even current accounts, viewing the current economic crisis as an opportunity to break into a highly competitive market. The retailer is also considering expanding the service into international markets such as China and South Korea. http://www.racplus.com/intelligence/retailers/tesco/tesco-strategy-and-forecast-overview/8601461.article leadership in any organization is very important to bring success and growth. so keeping this idea i mind Tesco is always take great care to produce great leaders to meet the current fast pace business environment and always devise the plans and strategies to develop its leaders for future needs and enable them to face the upcoming challenges of businesses.tesco knows that leaders are the source of inspiration and motivation of its employees and they are the people who have to take important decisions at crucial circumstances and also very important to achieve the strategic goals and without their proper in put success is almost impossible to get and so tesco is always up to the task and therefore it always run different programs and plans to improve the capabilities and skills of its employees so it can achieve its strategic objectives and take Tesco further to success and growth. now i would also discuss what are the important aspects or skills desirable to produce good leaders. Leadership involves many management skills, but generally as a secondary or background function of true leadership. Leadership instead relies most strongly on less tangible and less measurable things like trust, inspiration, attitude, decision-making, and personal character. These are not processes or skills or even necessarily the result of experience. They are facets of humanity, and are enabled mainly by the leaders character and especially his/her emotional reserves. Now we look some of the important qualities the leaders should have to get the assigned strategic goals which are Leaders should be good communicator and have to maintain all communication channels opened from top to bottom to effectively communicate the messages and strategies to make them successful They have to be problem solver rather than problem creator and should know well awared about the company policies and rules. The leaders should be good decisions makers and they should take right decision at right time without time delay because thats what they are there to do and trained for as well. They should have good interpersonal skills and good attitude towards the organization and employees as well. They should be very good as far as political skills are concerned and in other words they should see every matter tactfully and wisely and should aware what happening inside and outside the organization. Leaders should keep making or devise plans time to time to grow and produce new leaders and arrange different programs to improve their employees skills and make them ready for future prospects and make them ready for crucial times in order to empower them. Despite all these above qualities there are some other as well which good leaders should have which are as follows truth honest humility courage commitment sincerity passion confidence h.htttp://www.businessballs.com/leadership 1.3 relationship between existing, required and future skills to achieve the strategic ambitions of Tesco. Assessment of current skills and abilities .Tesco always take great care to produce and bring good Interpersonal skills, time management skills, ability to take initiative etc into its managers because these are very important for the success of the organization and always help to give it competitive edge on other organization. Skills required to achieving the strategic ambitions of tesco. Tesco always take serious actions to bring and develop Environmental scanning skills, ability to build alliances etc in its managers and also know that by doing so its market reputation will enhance and it would bring more profitability and success to the organization. Tesco always keep i n mind the Gap analysis i.e. analysis of the gap between existing and required skills to achieve strategic ambitions of the organization Assessment of future skills needed to achieve future goals Tesco tries to bring the Change management skill into its personal development programs through various trainings and know that it will be required in the future to achieve future goals of the organization . 2.1 Tesco opportunities to support leadership development Tesco Identifies development needs through various tools and methods as mentioned below To develop store structures to better meet the needs of both customers and staff  · To provide our leaders with coaching to support their teams better  · To get more people in to work more of the time  · To reduce our management vacancies down to a minimum. Benefits to Our People are our most important advantage, and important goal is to select and keep the best. We therefore offer our workers an striking benefits package, including flexible hours and leave, profit-share, an award-winning define benefit pension, discounted meals and childcare vouchers. Through our concession Card scheme, all staff with over 12 months service receive a10% discount on their shopping at Tesco. They are also able to take advantage of discounts at Tesco.com, on our financial products, holidays, gym membership, childcare vouchers and health cover. Each staff member receives a Benefits Book annually to explain all the benefits they can take advantage of, and a personal Benefits Report summarising their total package. http://inquiry.knowsley.gov.uk/Core%20Documents/CD%201.3.2%20(ii)%20Tesco%20Staff%20Develop%20Program.pdf Tesco SWOT analysis, 360 degree feedback analysis, psychometric assessment etc are another tools to support leadership development programs and play an important role for its success and effectiveness. Identifying the opportunities to support leadership development which includes the Educational opportunities, training opportunities, development opportunities, carer planning opportunities etc are also very important and vital to support the leadership development programs and tesco always take these things in board whatever the circumstances are there because without these tools its very difficult to achieve the desired strategic objectives. personal development plan to direct leadership development in my point of view its very crucial to Formulate personal development plan to direct leadership development and the main points to bear in mind doing so are to Conduct a skill audit, identify skills to be improved, devise activities to improve those skills, identify the resources to perform those activities, identify the measures to record progress, and work out a timeline because without all these elements it is not possible to make an impact on leadership development . the four steps we need to produce in our personal grooming plans. Recognize the some important areas in your life that you would like to improve. look at your thoughts, objectives and personal ambitions, what are the five (plus or minus two) important aspects in your life that you want to grow? What are those some important competencies that will have the biggest influence on your life, career or objectives? Search for means in these areas. List the resources that you may require to find that will help you in growing in each of the aspects youve recognized. This may comprise books, blogs, tapes, seminars or training to be there. List the means that you are going to explore to help you in your individual growth. Position away an hour a day devoted to your personal growth. You will require to make and hour each day implementing your development plan. This is a usual time set aside to spotlight on growing the areas recognized, used for understanding, writing and reflecting. Search mentor and make relationships with other rising people. This is one of the most undervalue aspect of personal growth. Relationships with rising people, will help you to develop more quickly than any other source I know. search for mentor to help and direct you in each of the important areas recognized, numerous mentors are usually improved than one, as its improbable youll be able to find a single person to help you in all your important areas. List the possible mentors and rising people that you are going to vigorously increase a relationship with. http://www..Net/2006/07/09/how-to-develop-yours-personal-growth-plan Tesco implementation process for the development plan the important aspects we have to keep in mind while devising or making implementation process for the development plan are Using a development log Identifying your key development goal Capturing leadership feedback Planning step to achieve your development goals Monitoring progress against goals Continuously reviewing and refining your approach to deliver superior performance Tesco uses all the above mentioned implementation processes to judge its development plans and make sure that each one of them is adhered and well executed during the process. 3.1 Assess the achievement of outcomes of the plan against original objectives The important things to analyse whether the achievement outcomes met with the designed are Assessing your PDP records and action plans Development need, objectives, outcomes, need met? Yes/no? With evidence, outcome, what went well?, what didnt?, what would I do differently next time? Now we discuss briefly the importance of pdp paln and its effectiveness in personal development program which is very important because it provide us the current progress comparison with the past and help out to change or amend policies at the right time to achieve the original goals and objectives and many good organization are already working on this so do tesco and it has ver good data base which gives it a competitive edge over other organization and enable it to track down its progress and help to make realistic and achieavable objectives for the future and this is one of the main cause of its success so far another important thing is the development need objectives outcomes which provide the answer in yes or no regarding our planning continuity and put a clear picture in front of us of our progress and as tesco has some set goals so these things help a lot to make them successful and fruitful for the organization. http://fec.slh.nhs.uk/gp/images/stories/documents/generalpractice/PDP%20Final%201%2010%2009.pdf the impact of the achievement of objectives on strategic ambitions tesco keep Demonstrating the impact of your achievement of objectives on organisation strategic ambitions and the key elements which keep influencing on the achievement of objectives to get the strategic ambitions are Development need e.g. aspirational visionary style Objectives e.g. i will develop a new vision statement for my organization Relevant strategic ambition e.g. a new strategic marketing plan to promote products into new markets Impact achieved? Yes/no? Evidence e.g. yes, new vision statement is integrated into marketing material; new customers are impressed by this new statement; new business has resulted in  £30k profit increase Research shows that of the six management styles, the futurist one is most efficient, powerful in every feature of environment. Take lucidity. The reliable leader is a futurist; he motivate people by building clear to them how their work fits into a larger image for the business. commanding leadership maximize assurance to the organizations objectives and plan. When he gives presentation feedback, whether positive or negative, the singular decisive factor is whether or not that presentation furthers the vision. The principles for success are clear to all, as are the rewards. Finally, futurist leaders give people the liberty to innovate, test, and take planned risks. Because of its positive brunt, the futurist style works well in almost any trade situation. But it is mainly effective when a business is floating. A futurist leader charts a new route and sells his people on a fresh long-term idea. But the method will not work in every condition. It fails, for example, when a leader is working with a group of experts or aristocrats who are more experienced than he is; they may see the leader as arrogant and out of touch. And if a manager trying to be commanding becomes haughty, he can demoralize the democratic spirit of an effective team. http://www.coachiates.com/leadersip.htm Review and update the leadership development plan Tesco always keep Reviewing and updating its plan in terms of progress Are all development needs met? Have all the development objectives been achieved? Have all the outcomes been assessed? Has the impact on strategic ambitions been evaluated? Existing development needs still to be auctioned Existing development objectives still to be auctioned New development needs identified New development objectives identified The above are few important things to note down specially to make a development plan and to answers these questions solve the mystery and help in achieving the desired goals and objectives needs of any organization or business changes with the time and requires update as when tesco was in its initial phases to start it works it felt the need that it requires to exopand as the demand of market was increasing and the same it did and kept doing and invested more money on development of the organization and people as well and it resulted out to be a great investment and now it got the status of one of the giant in reatail industry and still its focusing on the need and trying to be fitted in the same competive frame of mind to review and update leadership development plans which give it a great competitive advantage and put it in healthy competition. http://www.suite101.com/content/the-strategic-manager-a73941 4.1the impact of corporate and individual health and safety responsibilities on the Organisation. Tesco holds a very close and restrict monitor on its health and safety responsibilities because if the employees are fit and healthy than the company always holds the upper edge on the compeptitors and it proves a valuable asset for the company because of this reason tesco has defined a very good and effective health and safety policy and some of its benefits are mentioned below. Defining health and safety It is a cross-disciplinary area concerned with protecting the safety, health and welfare of people engaged in work or employment Health and safety responsibility on your organization Setting a health and safety policy and objectives Creating a suitable organizational culture Development and implementation of health and safety plan Monitoring, evaluation and review of plan Assessing the impact of health and safety responsibilities on your organisation Reduced costs and reduced risks Less employee absence and turnover rates Fewer accidents Reduced threat of legal action etc. tesco have a comprehensive risk management process to identify and minimise occupational health and safety risks across the business. We constantly monitor and review our performance and seek feedback from our people. Every store measures health and safety performance and reports on it three times a year through the Staff Forum. Safety campaigns are launched three times a year at Staff Forums to focus our people on how we can improve safety in our stores. http://www.tesco.com/csr/f/f2.html 4.2 organisational culture of quality on the achievement of strategic ambitions Tesco has organisational culture of quality on the achievement of strategic ambitions and some of its attributes are as follows. Promoting a health and safety quality culture Motivating, engaging and involving staff in health and safety issues Awareness about safety first etc. Estimating the impact of health and safety quality culture on achievement of your organizations strategic ambitions Accidents reduced by 35percent; Profit up by 8 percent, Sickness is below 3 percent etc. All this has helped the organization achieve its strategic ambition of promoting products into new markets etc. Because of all those things which have mentioned above tesco managed to remain a strong contender in the retail industry and would keep doing so as long as it would adhere these policies with continuity.