Strategic Management Essay Example | Topics and Well Written Essays - 1250 words - 1

Strategic Management - Essay Example Basing the argument of first mover and late mover’s theories, this paper issues the careful presentation on the move to be implemented by the company to achieve progress, according to the designated task. Introduction The prevalence of the ideology of product management and company establishment is influenced by the decision of management to implement a marketing strategy. The strategy implemented should be developed after careful study of the economy and market structure to discern positive ventures. The task has been assigned as a member of the company that seeks to expand ideologies and strategies within the market, to base decisions on effective study of the market economy. The option issued has been in the entrance to the market as a new product or advancing on the available strategies in the product behaviour within the market. The two theories in first movers and late movers are the determining factors of the market behaviour as each hold varied arguments on the need to implement a desirable strategy (Frawley & Fahy, 2006). However, with the lack of intense knowledge on company business and reaction of management to the alternatives presented, both theories should be expounded on and critical analysis discussed. Both the first mover and late mover theory hold adverse benefits and setbacks, and with the careful analysis of both presentations, better choice is accorded to the company to advance in its marketing strategies. Comparison of the two theories Timing has been considered a vital entity in the quest to establish policies and products within a market. Companies need to acknowledge the need to enter at an early stage within the market or late periods to maximize on the aspect of profit articulation. Market entry has been proved as a measure that determines the rate of prevalence of the policies implemented by a selected company. The behavioural pattern of market entry has been presented to advance in the two formulated theories that are constr ucted from the action taken by a firm to establish structures within a region. Bresser (1998) suggest that the first movers and late movers’ theories have been developed to indicate the behavioural pattern of companies within a market (Frawley & Fahy, 2006). First movers gain the upper hand within the market with the early timing of entrance within the market when the product has not been launched before in the region. The period offers minimal competition, and maximization of profit realized with positive reaction from consumers. Late movers, on the other hand, may gain advantage through implementing strategies that the first mover had applied to advance on the presentations and gain the lead within the market. These aspects have been the variations of the two theories and a careful analysis of both theories may witness the paramount effects. First movers Advantages Firstly, the measure offers leadership and progress through advanced technology in the market, preemption of t he available products, dictatorship of prices with an uninformed buyers trend. After inventing a technological progress, the advantage presented is included in attaining patents and legal ownership of products and services to retain confidentiality of their operational activities. The theory also offers access to product and services before any other company. The location of establishment may offer opportunities in

The rate of photosynthesis in the elodea Essay Example for Free

The rate of photosynthesis in the elodea Essay Put the boiling tube in a beaker surrounded by ice. Ensure the thermometer is standing upright in the beaker.   Note the initial temperature and maintain this throughout the experiment, either by means of adding or reducing the ice content.   Place the electric bench lamp towards the elodea specimen   Allow the elodea specimen to settle for five minutes or so.   On the fifth minute start timing for a further five minutes and count the amount of bubbles observed. Note: The same procedure must be carried out for the other two experiments, only altering the content outside the boiling tube. In order to keep the water temperature at 45o C, it is advised that cool water or some heated water (from the kettle) is added depending on the temperature observed. Prediction: I predict that when the elodea specimen is placed in ice, a few (one or two) oxygen bubbles will be observed, therefore photosynthesis will be limited. When the elodea specimen is placed in water at 45o C, more bubbles will be seen and hence the rate of photosynthesis will increase At room temperature, some bubbles will be seen but much less compared to the 45o C investigation, since the temperature is in between. Results: Ice: Time (minutes). Number of bubbles observed 1 1 2 1 3 3 4 0 5 0 Total: 5 Water maintained at 45o C: Time (minutes) Number of bubbles observed 1 3 2 10 3 12 4 3 5 1 Total: 29 Water at room temperature (tap water): Time (minutes) Number of bubbles observed 1 0 2 2 3 3 4 3 5 3 Total: 11 Discussion: From looking at my results, it appears to be that my prediction is reasonably accurate. As mentioned in my prediction, a few bubbles were observed when the elodea was placed in ice. This is because the cells within the elodea specimen eventually die. This can be explained by the concept of enzymes, which operate best at optimum temperatures. Placing the elodea in a cold environment, such as ice means that the temperature is extremely below the optimum. This inevitable leads to enzyme denaturation and only some bubbles are seen during the first two minutes prior to the denaturation. Consequently, there is some photosynthesis taking place. When the elodea cell is placed in water which is maintained at 45o C, the number of bubbles sighted increase rapidly (particularly in the second and third minutes). Notice for the fourth and the fifth minutes, the number of bubbles observed start to decline. This may well be to the fact that the temperature was not controlled as intended, and possibly exceeded 45o C, thus causing the enzyme to denature. Hence a decrease in photosynthesis is observed. When the elodea specimen is placed in water at room temperature, the number of bubbles observed are more or less the same. This is because the temperature of the water is fairly below the optimum, (which is believed to be 45o C) and therefore the rate of photosynthesis is limited. Evaluation: Despite the results fairly matching the prediction, the method used is rather unreliable. More repeats (i.e. three repeats) could have been put into practice as this would have allowed me to calculate an average and hence raising the reliability of the results. The temperature range is rather limited and so the results would have been more accurate by employing a variety of temperatures. This would have allowed me to pin-point exactly the optimum temperature of the enzyme, which is involved in photolysis. Looking at the results above, there was an incidence where the temperature was not properly controlled (the ice investigation in which 3 bubbles were noted in the third minute). I believe using a water bath would have allowed me to maintain the temperatures more precisely and save time as oppose to using a kettle. I recall whilst doing the experiment that the elodea specimen was placed somewhat close to the window. Light from the sun could have also played an important part of distorting the results because an increase in light intensity also contributes to an increase rate in photosynthesis. Therefore if this experiment is to be carried out again, it would be ideal to make use of the window blinds. Not forgetting to mention that the distance between the bench lamp and the elodea specimen was not fixed, and was varied during each investigation. This might have caused a slight degree of anomaly in the results. Having acknowledged this inconsistency has made me aware of what is required in the actual investigation. It can be argued that counting the number of bubbles can be deceiving and therefore another method should be put into consideration. An alternative way of doing the same experiment more accurately can be achieved by using a photosynthometer. A freshly cut strand of the plant is suspended upside down in a boiling tube. The healthy strand of elodea produces bubbles of oxygen gas when brightly illuminated (i. e. with a bench lamp 10 cm away from the elodea specimen) at different temperatures. The bubbles emerge from the cut end of the stem and are collected in a bulb at the base of the apparatus. From here, the oxygen gas can be drawn into the capillary tube by means of the syringe. The volume of oxygen gas collected in five minutes gives a direct measurement of the rate photosynthesis. Apparatus and Justification: Apparatus Justification of Apparatus x1 Clamp stand (with capillary tube). A lot of apparatus are involved, some of which that need to be held at a constant height above the water bath (i. e. the boiling tube with the elodea specimen). x1 Capillary tube with ruler.   Used to measure the length of the oxygen bubble(s).   Hence the volume of oxygen can be calculated. x1 Boiling tube   The use of a boiling tube is necessary as oppose to a test tube because its large enough to allow the elodea specimen to fit in with ease. x1 Elodea Canadensis specimen (10 cm long)   The elodea specimen is the basis for this investigation.   Allows the hypothesis to be tested. x1 5 ml syringe A 5 ml syringe is necessary to allow oxygen bubbles to be drawn in the capillary tube. No other apparatus can be substituted for this task. x1 30 cm Ruler   Used to measure the length of the elodea specimen, making sure that the length is constant for each investigation. To ensure a fair test. x1 Scalpel Used to cut the elodea specimen to the desired length with precision. x1 Plastic Tile   To aid in cutting the elodea specimen. To prevent any damage to the work bench. x1 Electric bench lamp with 100W filament bulb   Used to ensure a fair test as every investigation will be illuminated by a lamp at a set distance. To ensure the results are not influenced by light intensity but solely the temperature. x1 Thermometer   Used to ensure the temperature of water bath is correct, and hence to promote reliability of results. x1 Stopwatch   Used for timing the investigation for 10 minutes (five minutes for the settling of the elodea specimen and another five minutes for the investigation). x1 Beaker and ice blocks   To be used for the 0o C investigation.   To see if there is any photosynthesis evident at freezing level. Proposed Method: Diagram12: 1. Set up the clamp stand as shown above. 2. Get hold of a plastic tile and a scalpel and cut the elodea specimen at a length of 10 cm. 3. The cut end has to be inserted into the calibrated capillary tube as shown above. 4. Lower the capillary tube into the water bath, ensuring half of the boiling tube (containing the elodea specimen) is immersed in the water. 5. Place the bench lamp 10 cm away from the boiling tube. Ensure the light is directly facing the elodea specimen. 6. After setting all the apparatus up, pull the syringe on top of the capillary tube in order for the water to get into the capillary tube. This removes any air bubbles initially present in the capillary tube. 7. Place the thermometer into the water bath (or beaker in the case of the ice investigation) and turn the light on. The elodea must be allowed to settle for five minutes. 8. Time the investigation for a further five minutes by using a stopwatch. 9. On completion of the five minutes, switch the lamp off and remove the clamp stand along with the rest of the apparatus out of the water bath. 10. Pull the syringe to draw the oxygen bubbles into the capillary tube and measure the length of the bubble(s) simultaneously by making use of the ruler. 11. Note down the length of the bubble(s) on paper. 12. Repeat the same procedure three times for each temperature using the same elodea specimen. 13. Once the three trials are complete, move on to the next temperature. and carry out steps 1 -13 Ice investigation:   Get hold of the elodea specimen and place it in the boiling tube.   Put the boiling tube in a beaker surrounded by ice.   Note the initial temperature and maintain this throughout the experiment, either by means of adding or reducing the ice content.   Follow steps 5-13 above. Note: If an anomalous result is encounter during the duration of the experiment, it is advised to do that particular investigation again. Acknowledgements: 12- Diagram modified from A-Level biology Revised Edition by W D Phillips and T J Chilton, page 69. Analysis of Variables: Independent variable: The independent variable is the variable, which has to be manipulated in order to get the desired results. In this case, the independent variable is the temperature of the water baths. To obtain more accurate results, I have included temperature readings ranging from 0-65o C, in intervals of five. Three readings will be taken for each temperature and compared. Dependent variable: This is the variable which responds to the fixed conditions and which is used to test the hypothesis. In this case, the dependent variable is the volume of oxygen released by the elodea specimen. The length of the oxygen bubble(s) is going to be measured at the end of the five minute interval. This can be used to deduct the volume of oxygen produced by multiplying the length of the bubble(s) by pie, which is then multiplied by 0. 82 Fixed variables: These are variables, which have to be kept constant throughout the experiment in order to obtain accurate results. These variables cannot be manipulated at any time of the experiment. Some of the fixed variables are listed below: The light intensity (distance between the bench lamp and the elodea specimen): This can be kept constant by ensuring the elodea specimen is 10 cm away from the bench lamp. It may well be convenient reassure the distance with a ruler. The preliminary work I did have done has highlighted that 10 cm happens to be an ideal distance for sufficient photosynthesis to be followed and thus reliable results can be obtained. However if the distance between the bench lamp and elodea specimen is shorter than 10 cm, then this will have a major impact on the results. The increase in light intensity shall inevitably results in an increase in the volume of oxygen noted and thus distorting the results. Similarly if the distance is greater than 10 cm, then this decrease in light intensity shall contribute to a decrease in rate of photosynthesis and thence slowing down the rate at which the oxygen bubble(s) are released13. Therefore it is vital that this distance is kept constant throughout the experiment to ensure a fair test. * The number of leaves on the Elodea plant: The number of leaves will be kept constant throughout the whole experiment by using the same elodea specimen. The reason for keeping the same number of leaves is to ensure that the surface area provided by the leaves is the same in each investigation. Having the same number of leaves will provide the same surface area. If the number of leaves were different in each new investigation, then the number of leaves would be the independent variable. The more leaves there are the larger the surface area, and more light energy will be trapped by the leaves and a greater proportion of it will be converted into chemical energy14. Therefore more oxygen will be given off. On the other hand, a fewer amount of leaves shall results in a low yield of oxygen. In both cases, the results will be distorted if not controlled. Acknowledgements: 13- Letts Revise A2 Biology by John Parker, page 26 14- Revise A2 biology by Richard Fosbery and Jennifer Gregory; page 21 Reliability: To obtain more reliable results, three measurements would be taken in the same condition. The reason for this is that if in case, an error was made on the first attempt, the error can be amended and on the second attempt. After doing the experiment, if any of the results are anomalous then the experiment should be repeated. Results obtained can be compared to the previous results to see if there is an agreement. Light from the sun can also play an important part of distorting the results because an increase in light intensity also contributes to an increase rate in photosynthesis. Therefore it would be ideal to make use of the window blinds to promote reliability of results. Temperatures are monitored precisely by the water baths. However it is sometimes observed that the temperature of the water bath goes up or down by a degree or two. The temperature can be maintained by means of adding or removing ice to the water baths. Due to the limited number of water baths, there may well be the case of sharing a water bath to five others. This means five additional bench lamps would have an impact on my results (as light intensity increases rate of photosynthesis). The lamps may also contribute to the water baths getting hotter than required. Therefore it would be wise to carry out the investigation individually. When the apparatus are set up, the syringe (on top of the capillary tube) must be pulled to draw the water into the capillary tube. This will remove any air bubbles initially present in the capillary tube and thus leaving no ambiguity. Results: Table: showing the results I obtained during the investigation Temperature (o C) Length of Oxygen bubble (mm) Volume of Oxygen (mm) Rate of photosynthesis (mm3/min) Average rate of photosynthesis (mm3/min).

The Static Character in Homer’s Odyssey Essay -- Homer Odyssey Essays

The Static Character in Homer’s Odyssey The Odyssey, by Homer, translated by W.H.D. Rouse (between 900 and 700 BC.) is "The best story ever written" (7). This is a story about a man named Odysseus Laertiades who went off to war. After winning the war, he and his men were heading home when their ship got off track. They ended up in the land of the Cyclops. They were held captive by a god's, Poseidon Earthholder, son. Odysseus came up with a plan to get out of there which involved poking the Cyclops' eye out. The Earthholder got mad and vowed Odysseus and his men would not make it back home to Ithaca. If Odysseus was to make it home, he was to arrive "There late and in misery, in another man's ship, ' lose all his companions, and ' find tribulation at home" (111). With the help of the gods, Odysseus finally does make it home, late, alone, and on another man's ship. He arrives there to find trouble in his house. In The Odyssey, the main character, Odysseus Laertiades is a static character; he doesn't change throughout the boo k. Yet Homer still retains the readers interests by the situations Odysseus finds himself in, how he always finds a unique way out, and how he triumphs in the end. Odysseus finds himself in many strange and difficult situations. One of the strange and difficult situations Odysseus finds himself at is the land of the Cyclops. Odysseus had taken twelve of his men to explore the island. They found a cave and decide to stay there until the Cyclops who lived there returned. The Cyclops returned and "Picked up a huge great stone and placed it in the doorway," so the men couldn?t escape (104). "The cruel monster? reached out toward my men, grabbed two like a pair of puppies and dashed them on the ground?. Then h... ...ss than a day. Odysseus finally met his son Telemachos, and the both fought to kill the men who wanted to marry Odysseus' wife. "Telemachos slung on his sharp sword, and grasped his spear, and took his stand by the seat, the son armed by his father's side" (242). They killed all the men who were eating up Odysseus' wealth. Odysseus finally met his wife and father after twenty years of being away. The Odyssey, by Homer, is good even though the main character, Odysseus, is a static character. In most good books, the reason they are good is because the main character changes. Homer manages to write a good book, even though the main character doesn't change, by the situations Odysseus finds himself in, how he always finds a unique way out, and how he triumphs in the end. Works Cited Homer. The Odyssey. Trans. Rouse, W.H.D.. New York: New American Library, 1937.

Managing The Human Resources Essay

INTRODUCTION: This assignment is based on a case study titled ‘Hot Work at the Aluminium Smelter in Lynmouth’, and it examines the current HRM principles being used within the organisation. The HR values that are being investigated are HRM or people management values, team effectiveness and the effect of motivation, communication and the culture in the organisation, and leadership qualities. The overall aim of this assignment is to provide appropriate business solutions that help in improving the effectiveness of the organisation, from the perspective of a HR consultant. HRM & PEOPLE MANAGEMENT VALUES: Armstrong (2000) argues that personnel practioners are often confused when asked about the difference between HRM and personnel management. According to Storey (1995) HRM is said to be fundamentally unitarist. This makes the management at Lynmouth more HR than personnel, as although the union’s membership levels were low and their influence was weak, they were recognised by management in respect of white-collar staff. Also teamworking was introduced with the cooperation of the plant’s trade union, and they were asked to recommend the number of posts required for the new line that was to open in 2000. This shows that the management did consider the unions before reaching a decision. The climate of employee relations could be characterized as suspicious and mistrustful, indicating to a model of personnel management (Sisson 1994). In HRM, rules, procedures and contracts are an obstruction to effective performances and there is an emphasis on strategy and devolved responsibility to line management (Storey 1996). At Lynemouth, there were rules and guidelines set for the team leaders and employee’s worked according to shifts, and pay was not performance related. Read more:  Personnel vs Human Resources Although these values point towards personnel management (Sisson 1994), Lynemouth also inculcates HRM values. Despite each plant having specialist staff that kept the plant within its operating limits, team leaders worked as line managers (Storey 1996) and were responsible for the coordination and scheduling of work. Also there are few job categories and teamwork is preferred to division of labour (Storey 1995). There is a great deal of task flexibility (Sisson 1994) in the teams, and in 2000 they were given greater autonomy. Boxall & Purcell (2003) states that HRM can be interpreted as having a ‘soft’ developmental humanist approach or a ‘hard’ situational contingent approach. The soft version emphasizes a people-centred approach to HRM, whereas the hard version emphasizes a resource-based approach (Thornhill & Saunders 1998). Although the organisation appears to be soft with the implementation of teams, they can be viewed as being hard economically, as the organisation aims were resource focused, there appeared to be low trust between employees, and there was also functional flexibility within the teams (Kane et al. 1999). Responsibility for hiring new staff, and for assessing applications for internal transfers, were devolved to shop-floor workers, thus making them more flexible. A hard approach is often seen as an essential part of cost-minimization strategy (Kane et al. 1999), which appears to be the situation at Lynemouth. TEAM EFFECTIVENSS & THE EFFECT OF MOTIVATION: A team is a work group or a unit with a common purpose through which members develop mutual relationships for the achievement of goals/tasks (Harris & Harris 1996). Vyakarnam et al (1999) states that a number of studies have confirmed that successful ventures are often established by teams rather than a single person, and the core competence of a successful team is to build and manage relationships around a common vision. The management team at Lynemouth haven’t clearly described the team goals or each individual’s specific task. It is essential that the first step in creating a team is to define the goal or goals that create the direction for the new group (Twomey & Kleiner 1996; Arroba 1996). Harris & Harris (1996) explain that teams are successful and effective when they overcome difficulties, achieved through interdependence. Teams also promote a sense of confidence and direction among the team members and helps becoming more flexible in nature (Arroba 1996). Among shop-floor workers at Lynemouth with regard to satisfaction and commitment, there was a greater sense of autonomy and participation. With regard to work organisation, there was an increase in multi-skilling, and there were clear examples of improved flexibility. For example, team members would work a crane as required, rather than waiting for a dedicated crane driver. The major difference between successful teamwork and unsuccessful teamwork is largely based upon team members sharing common goals and working together to achieve them (Tarricone & Luca 2002). They also state that ineffective communication, lack of resources and lack of trust are the key attributes that hinder the effectiveness of a team. At Lynemouth, the workers were clear that the divide between manager and worker was as sharp as ever and that the enforcement of discipline was not part of the team’s duties. There appeared to be low trust between them, and also communication with regard to specific tasks seems to be lacking. It is also advisable to establish a sense of urgency so that the teams don’t get complacent (Twomey & Kleiner 1996). Ritchie & Martin (2001) states that money and tangible rewards, the physical conditions and the structure are the three key factors motivating people in a working environment. Although teamwork was favourable from a shop-floor point of view, middle managers and technical staff had reservations about teamwork, feeling undervalued and lacking determination. Macaulay & Cook (2001) states that rewards and recognition processes help to focus attention on priorities, thus motivating individuals. Group leaders felt that the work they were being given was not sufficiently demanding, and technical staff felt that that their job territory was under threat. There seems to be a need for rules and guidelines in the work place, for direction and certainty (Ritchie & Martin 2001). Thompson (2004) concludes that people could be motivated further and made more effective if they were given appropriate encouragement and attention. COMMUNICATION & CULTURE: According to Connolly (1996) communication is a critical issue and everyone wants better communication within their team, between teams and across their organization. Employee communication should play a strategic role in an organization to work effectively (Barrett 2002). In the early 1990’s there was a wide perception at Lynemouth that communication was poor, and the climate of employee relations could be characterized as suspicious and mistrustful. Barrett (2002) also emphasizes that without effective employee communication, change is impossible, and in 1997 with Lynemoth’s future in doubt, the management realized the importance of communication and set about to win employee consent by reforming the communication system. With regard to this, teamwork was introduced with the cooperation of the plant’s trade unions, which encouraged further development in employee relations. However, with the success of teamwork, white-collar staff felt undervalued. Peng & Litteljohn (2001) asserts that structural arrangements may facilitate communication on the one hand, and create barriers for communication on the other. Group leaders felt that their status and authority were being eroded, and technical staff felt that their job territory was under threat, and changes were made without consulting the people involved, and there was a feeling that the appraisal system was not adequate, as the management did not seem to listen. Connolly (1996) states that to enhance communication, both the employer and the employee should realize the importance of effective communication. The author concludes by saying that perhaps the most effective ways of improving communication are also the simplest – taking the time to really notice the employees, listening to how they speak and more importantly to what they say. The management could create a system where employees are rewarded for their good work, as Storey (1995) states that the way in which employees are rewarded is central to the regulation of employment relationship. Handy (1986) states that every organization is different, and each organization has a different culture – sets of values and norms and beliefs. In 1990, many workers had been with the plant since it opened, and labour turnover was low. Majority of the workers were male, with few women being employed in clerical posts. There is a close and sometimes unclear relationship between organisational culture and it’s climate (Wallace, J et al. 1999). Although the climate of employee relations could be characterised as suspicious and mistrustful at Lynemouth, work organisation was considered to be fairly conventional. Handy (1986) argues that if organizations are to survive and meaningful jobs are to be created for all those who want to work, then both organizations and individuals will have to change the way they perceive jobs and careers. He also states that fewer, better-motivated people could create much more added value than large groups of unthinking, demotivated individuals. Lynemouth, with the introduction of teamworking could be seen as incorporating these values. However, the management at Lynemouth should create meaningful jobs for all employees. The structure of Lynemouth’s employees could be characterized under senior managers, middle managers and workers. Handy (1986) argues that organizations are not owned by anyone, but are a community of people who could be called citizens of the community rather than employees. Ogbor (2001) asserts that organisational culture should discourage dysfunctional work behaviours, and commit members of the organization to do things for and with one another that are in the best interests of the organization. LEADERSHIP QUALITIES: The American general, Dwight Eisenhower, once said that the essence of leadership is to make people do what you want them to with as much will, determination and enthusiasm as if they had decided for themselves (Popper & Zakkai 1994). Cacioppe (1997) suggests that recent reviews of the research and theories on leadership have consolidated the key areas of leadership into personality, transactional and transformational forms of leadership. He also states that honesty, inspiration, competent, fair-mindedness and supportiveness are the characteristics that people most admire in leaders, where as Tait (1996) suggests that vision, interpersonal skills, character and drive are the four attributes considered to be necessary personality traits for business leadership. Transactional leadership is based on the interplay between the leader’s guidance or direction and socio-emotional support, and the readiness or developmental level that followers exhibit on a particular task, function, or objective (Avery and Ryan 2002). The third major approach is the Transformational leadership which communicates a vision that inspires and motivates people to achieve something extraordinary (Cacioppe 1997). Transactional leadership remains highly popular among practitioners and it could be applied at Lynemouth. It appeals to managers because of its intuitive simplicity, ease of use, and perceived relevance to managerial roles (Avery and Ryan 2002). In 2000, with the end of direct supervision, management appointed team leaders from existing team members, following a formal application procedure. Team leaders were made responsible for team briefing and the coordination and scheduling of work, and they did receive an additional weekly allowance of à ¯Ã‚ ¿Ã‚ ½100. The management at Lynemouth could also try to incorporate the transformational leadership values by providing every individual and team with a vision and also motivating them, thus improving leadership effectiveness at the team levels (Cacioppe 1996). Silverthorne (2000) believes that the readiness and willingness of subordinates to perform tasks are the important aspects that contribute to a leader’s effectiveness. CONCLUSION: This assignment investigated the current HRM principles being used within the organisation. A few key points in improving the effectiveness of an organisation are effective teams, effective communication between the teams and good leadership skills. Lynemouth could improve the effectiveness of their organisation by motivating each individual, improving the communication between the employers and the management, and also by providing individual, team and organisational goals for the leaders to follow. REFERENCE: Armstrong, M 2000, ‘The name has changed but has the game remained the same?’, Journal of Employee Relations, vol. 22, no. 6, pp. 576-593. Arroba, T 1996, ‘Why are common objectives so uncommon in top management teams?’, Journal of Team Performance Management, vol. 2, no. 1, pp 17-21. Avery, G.C & Ryan, J 2002, ‘Applying situational leadership in Australia’, The Journal of Management Development, vol. 21, no. 4, pp 242-262. Barrett, D.J 2002, ‘Change communication: using strategic employee communication to facilitate major change’, Corporate Communications: An International Journal, vol. 7, no. 4, pp 219-234. Boxall, P & Purcell, J 2003, Strategy and Human Resource Management, Palgrave, New York. Cacioppe, R 1997, ‘Leadership moment by moment!’, Leadership and Organization Development Journal, vol. 18, no. 7, pp 335-345. Connolly, C 1996, ‘Communication: getting to the heart of the matter’, Journal of Management Development Review, vol. 9, no. 7, pp 37-40. Handy, C.B 1976, Understanding Organisations, Penguin Group, London. Harris, P.R & Harris, K.G 1996, ‘Managing effectively through teams’, Journal of Team Performance Management, vol. 2, no. 3, pp 23-36. Kane, B et al. 1999, ‘Barriers to effective HRM’, International Journal of Manpower, vol. 20, no. 8, pp 494-516. Macaulay, S & Cook, S 2001, ‘Rewarding Service Success’, Journal of Team Performance Management, vol. 5, no. 1, pp 4-8. Ogbor, J.O 2001, ‘Critical theory and the hegemony of corporate culture’, Journal of Organizational Change Management, vol. 14, no. 6, pp 590-638. Peng, W & Litteljohn, D 2001, ‘Organisational communication and strategy implementation – a primary inquiry’, International Journal of Contemporary Hospitality Management, vol. 13, no. 7, pp 360-363. Popper, M & Zakkai, E 1994, ‘Transactional, Charismatic and Transformational Leadership: Conditions Conducive to their Predominance’, Leadership and Organization Development Journal, vol. 15, no. 6, pp 3-7. Silverthorne, C 2000, ‘Situational leadership theory in Taiwan: a different culture perspective’, Leadership and Organization Development Journal, vol. 21, no. 2, pp 68-74. Sisson, K 1994, Personnel Management – A comprehensive guide to Theory and Practice in Britain, 2nd edn, Blackwell, Oxford. Storey, J 1995, Human Resource Management – A critical text, Thomson, London. Storey, J 1995, ‘Is HRM catching on?’, International Journal of Manpower, vol. 16, no. 4, pp 3-10. Storey, J 1996, Blackwell cases in Human Resource and Change Management, Blackwell, Oxford. Tait, R 1996, ‘The attributes of leadership’, Leadership and Organization Development Journal, vol 17, no. 1, pp27-31. Tarricone, P & Luca, J 2002, ‘Employees, teamwork and social interdependence – a formula for successful business?’, Journal of Team Performance Management, vol. 8, no. 3, pp 54-59. Thompson, J. L 2004, ‘Innovation through people’, Journal of Management Decision, vol. 42, no. 9, pp 1082-1094. Thornhill, A & Saunders, M.N.K 1998, ‘What if line managers don’t realize they’re responsible for HR?’, Personnel Review Journal, vol. 12, no. 6, pp 460-476. Twomey, K & Kleiner, B.H 1996, ‘Teamwork: The essence of the successful organisation’, vol. 2, no. 1, pp 6-8. Vyakarnam, S et al. 1999, ‘Exploring the formation of entrepreneurial teams: the key to rapid growth business?’, Journal of Small Business and Enterprise Development, vol. 6, no. 2, pp 153-165. Wallace, J 1999, ‘The relationship between organisational culture, organisational climate and managerial values’, International Journal of Public Sector Management, vol. 12, no. 7, pp 548-564.

An Analysis of Roberto Matta’s “Eat Us Sir Fire, Eat Us”

UNIVERSITY OF NAMIBIA RESEARCH METHODS FOR VISUAL ARTS ANALYSIS OF A PAINTING YANA JAEGER 201124351 DUE DATE: 15 MARCH 2013 The purpose of this paper is to find a painting, describe it and analyse the piece. The structure of this assignment will be as follows: information about the artist, an overall description of the piece and a detailed analysis. For the conclusion, I shall attempt to interpret the work and give my personal views. The artwork I have selected is a painting done by Roberto Matta, titled â€Å"Eat Us Sir Fire, Eat Us†. Roberto Matta was born in Chile, Santiago 1911, and died in Italy, Civitavecchia 2002.Many artists influenced this painter, such as Dali, Duchamp, Picasso and Tanguy. The inspiration for his paintings and subject matter came from mythology, cosmology and microscopic images. Matta’s subject matter usually included paranoid visions of technology gone amuck, themes of Man versus Machine, otherworldly landscapes, alien beings involved in vari ous unexplainable activities, conflict, eroticism and whimsical fantasy. However, several of his works can be categorised as ‘inscapes’. ‘Inscapes’ is a word created by two other words (also known as a portmanteau): interior and landscape.This conveys some idea of the artist’s psyche and state of mind. Basically, ‘inscapes’ show what the artist’s mind would look like if it were splashed onto a canvas. Matta officially joined the Surrealist Movement in 1937. He was well-known as a Biomorphic Surrealist painter. For clarification: Surrealism was â€Å"A 20th Century movement in art and literature aiming at expressing the subconscious mind. † (The Concise Oxford Dictionary: 8th Edition, 1990, p. 1228) This movement was divided into two styles: Naturalistic and Biomorphic Surrealism.Biomorphic Surrealism can be described as natural occurring patterns or shapes indicative of nature. The images are usually not recognisable, but s ometimes they can be represented by cells or morphing shapes. â€Å"Eat Us Sir Fire, Eat Us† is an oil painting on canvas, created in 1988. The scale is rather large; due to the fact Matta was also inspired by Mexican Muralists, his work tended to be metres in size. It is in a landscape format, thus having a rectangular shape. The focal point is in the bottom left corner where one can see two animal-like figures and perhaps a human figure, holding a jug/vase, standing behind them.Above these figures there is a bright yellow dot, possibly representing the sun or a spark. In the centre is the fire, but it is not clearly recognisable. The only clue to knowing it is the fire is the bright red paint mixed within the shapes and patterns. In the centre right, one can see two feline-type figures facing the fire. The art elements I shall be using to analyse this piece are line, form, tone, colour, composition, style and emotion. Matta used both black and white lines in his artwork. He used them to outline his figures and create random shapes and patterns.The lines are very clear, juxtaposed, some are thin, some are thick and he also incorporated both straight and curved lines. Most of the straight lines lead the eye to the figures in the left bottom corner. There are a variety of small forms with a few dispersed larger forms in this image. The forms are angular and curved and slightly broken, similar to the Cubistic style. The larger forms are placed on either side of the canvas with the smaller forms/shapes placed clustered together in the centre. Matta was famous for using vivid and bright acidic colours in his work. This piece is no different.He used bright red, yellow, acerbic green, orange, a bit of brown, black and white. Red and orange was used for the fire in the centre, yellow for the sky in the top row and left column (Golden Section), green in the right column and bottom row (also Golden Section), black shadows in the entire bottom and centre rows, wh ite for the smoke in the top row and the figures on the left, and lastly brown in the left bottom corner on the rabbit-sort figure. The tones are quite dark, mainly in the bottom and centre where the black shadows are seen, with a bit of lighter tones on the animal figures and the sky.The composition is well balanced due to the placement of the colours and figures. The position of the animals on the sides and the fire in the centre creates a three panelled division in the image. The two Golden Sections created by the yellow and green, creates a sort of diagonal division from the top right corner to the left bottom corner. The lightness of the sky creates a division from the darkness of the earth on the bottom two rows. Clearly Matta used the Golden Grid Rule in this artwork. Matta’s style is very abstract and biomorphic.Nothing is really recognisable, but one is only given a sense of what is going on in this image. At first, feelings of panic, chaos, urgency, angst and heat a re generated from this artwork, but on closer inspection, one feels a sense of calm, warmth and amazement. I feel a sense of emergency created by the fire and its close proximity to the animals, fearing for their safety. However, I also feel a sense of awe and readiness from the animals staring into the fire, as if waiting for something. Possibly the fire is so beautiful that the animals do not feel the need to run away from it.They are all facing towards it, felling no fear. They could be looking at it admirably, or in wonder, transfixed. It reminds me of the Native Americans, the way they huddle near a fire while the sun sets, telling each other stories. It especially reminds me of the theatrics of the medicine-man, who flings dust into the fire creating sparks and heavy smoke, and then ghostly images form in the flames and smoke. This is a form of fortune-telling, to create assurance and set the people’s minds at ease, but this is also used to advise the people to remain a ware and head the warnings.In the title, Matta calls the fire ‘Sir’. This could have been his way of saying that the fire has a higher status and should be respected. It portrays the fire as noble and honourable. Even though the fire seems as if it is out of control, the animals and human look at it intently, and do not hurry in the opposite direction. This blends well with the title ‘Eat Us’, meaning that they are willing to be consumed by the fire. It is possible that this image could be erotic in some way. Dreaming of animals usually represents the subliminal animalistic tendencies of the dreamer, and fire symbolises passion, desire and sex.It could be conceivable that Matta was trying to portray an animalistic love or lust in humans, and we have a subconscious desire to be consumed by it. We secretly yearn to become wild, be devoured by lust, have sex with no attachments and do it for the physical pleasure alone. A very Freudian way of interpreting this painting, I think. Yet perhaps Matta was only trying to say that one should not be afraid of the fire, rather respect and be in awe of it. But what does the fire represent? Itself, or something deeper and more psychological?All in all, this is a very colourful and chaotic piece. It leaves many questions in one’s mind, but that is what makes Matta’s work so enticing; trying to figure out what he was thinking and what he may have revealed about himself, filling the canvas with landscapes of mystery and obscurity. Image Eat Us Sir Fire, Eat us Roberto Matta 1988 Oil on Canvas References 1. The Concise Oxford Dictionary: 8th Edition. (1990). New York: Oxford University Press 2. Rock, T. (1997). Matta Art. Retrieved 13 March 2013, http://www. matta-art. com/

Dealing with terrorists essays

Dealing with terrorists essays There are many different ways to fight terrorism, but two of them stand out more than the others. One way involves diplomacy and the belief that if you give in to terrorists demands they will leave you and your people alone. The other way includes diplomacy too, but there is a lot more ass kicking and name taking involved. One might think that there would be an agreed upon method to take on terrorism, but ideas and opinions on the subject vary as much as the terrorists reasons for hating their victims. Some people think appeasing terrorists is cool. Parts of the world have appeased evildoers before, and they are doing it now too. Neville Chamberlain, the once Prime Minister of Great Britain, thought it was cool too. In the late Twentys and early Thirtys, he and other world leaders where being nice or diplomatic or whatever, and let Hitler build an awesome war machine that terrorized Europe. Their inactions threatened the freedom of the rest of the world. Earlier this year in Madrid, Spain terrorists bombed a train station and killed 190 people getting on and getting off of the public transportation system. The national elections were days away and the party in the lead saw the election shift in favor of their opponent because their opponent thought it would be cool to just leave the terrorists alone. The end result of all this appeasing was millions of Jews dead, billions of dollars in damage, and an overall not cool situation. Appeasement did not work, and other people had to come in and help defend Great Britain. In the end, a good majority of Europe had to be liberated. That was not cool. The result of the Spanish elections showed that the terrorists actions had most definitely influenced a whole nation to placate the terrorists. On the other hand, preempting terrorist actions can seem cool too. Although it depends on whom you ask. Some will say, They hav ...

History of the Sewing Machine

History of the Sewing Machine Hand sewing is an art form that is over 20,000 years old. The first sewing needles were made of bones or animal horns, and the first thread was made of animal sinew. Iron needles were invented in the 14th century. The first eyed needles appeared in the 15th century. Birth of Mechanical Sewing The first possible patent connected to mechanical sewing was a 1755 British patent issued to German, Charles Weisenthal. Weisenthal was issued a patent for a needle that was designed for a machine. However, the patent did not describe the rest of the machine. It is unknown whether a machine existed. Several Inventors Attempt to Improve Sewing The English inventor and cabinet maker, Thomas Saint was issued the first patent for a complete machine for sewing in 1790. It is not known if Saint built a working prototype of his invention. The patent describes an awl that punched a hole in leather and passed a needle through the hole. A later reproduction of Saints invention based on his patent drawings did not work. In 1810, German, Balthasar Krems invented the automatic machine for sewing caps. Krems did not patent his invention, and it never functioned well. Austrian tailor, Josef Madersperger made several attempts at inventing the machine for sewing and was issued a patent in 1814. All of his efforts were considered unsuccessful. In 1804, a French patent was granted to Thomas Stone and James Henderson for a machine that emulated hand sewing. That same year a patent was granted to Scott John Duncan for an embroidery machine with multiple needles. Both inventions failed and were soon forgotten by the public. In 1818, the first American sewing machine was invented by John Adams Doge and John Knowles. Their machine failed to sew any useful amount of fabric before malfunctioning. The First Functional Machine That Caused a Riot The first functional sewing machine was invented by the French tailor, Barthelemy Thimonnier, in 1830. Thimonniers machine used only one thread and a hooked needle that made the same chain stitch used with embroidery. The inventor was almost killed by an enraged group of French tailors who burnt down his garment factory because they feared unemployment as a result of his sewing machine invention. Walter Hunt andElias Howe In 1834, Walter Hunt built Americas first (somewhat) successful sewing machine. He later lost interest in patenting because he believed his invention would cause unemployment. (Hunts machine could only sew straight steams.) Hunt never patented and in 1846, the first American patent was issued to Elias Howe for a process that used thread from two different sources. Elias Howes machine had a needle with an eye at the point. The needle was pushed through the cloth and created a loop on the other side; a shuttle on a track then slipped the second thread through the loop, creating what is called the lockstitch. However, Elias Howe later encountered problems defending his patent and marketing his invention. For the next nine years, Elias Howe struggled, first to enlist interest in his machine, then to protect his patent from imitators. His lockstitch mechanism was adopted by others who were developing innovations of their own. Isaac Singer invented the up-and-down motion mechanism, and Allen Wilson developed a rotary hook shuttle. Isaac Singer vs. Elias Howe Sewing machines did not go into mass production until the 1850s when Isaac Singer built the first commercially successful machine. Singer built the first sewing machine where the needle moved up and down rather than the side-to-side, and a foot treadle powered the needle. Previous machines were all hand-cranked. However, Isaac Singers machine used the same lockstitch that Howe had patented. Elias Howe sued Isaac Singer for patent infringement and won in 1854. Walter Hunts sewing machine also used a lockstitch with two spools of thread and an eye-pointed needle; however, the courts upheld Howes patent since Hunt had abandoned his patent. If Hunt had patented his invention, Elias Howe would have lost his case, and Isaac Singer would have won. Since he lost, Isaac Singer had to pay Elias Howe patent royalties. Note: In 1844, Englishmen John Fisher received a patent for a lace-making machine that was identical enough to the machines made by Howe and Singer that if Fishers patent had not been lost in the patent office, John Fisher would also have been part of the patent battle. After successfully defending his right to a share in the profits of his invention, Elias Howe saw his annual income jump from three hundred to more than two hundred thousand dollars a year. Between 1854 and 1867, Howe earned close to two million dollars from his invention. During the Civil War, he donated a portion of his wealth to equip an infantry regiment for the Union Army and served in the regiment as a private. Isaac Singer vs. Elias Hunt The 1834 eye-pointed needle sewing machine of  Walter Hunt  was later re-invented by  Elias Howe  of Spencer, Massachusetts and patented by him in 1846. Each sewing machine (Walter Hunts and Elias Howes) had a curved eye-pointed needle that passed the thread through the fabric in an arc motion; and on the other side of the fabric a loop was created; and a second thread was carried by shuttle running back and forth on a track passed through the loop creating a lockstitch. Elias Howes design was copied by Isaac Singer and others, leading to extensive patent litigation. However, a court battle in the 1850s conclusively gave Elias Howe the patent rights to the eye-pointed needle. Elias Howe brought the court case against Isaac Merritt Singer, the largest manufacturer of sewing machines for patent infringement. In his defense, Isaac Singer attempted to invalidate Howes patent, to show that the invention was already some 20 years old and that Howe should not have been able to claim the royalties from anyone using his designs that Singer had been forced to pay. Since Walter Hunt had abandoned his sewing machine and had not filed for a patent, Elias Howes patent was upheld by a court decision in 1854. Isaac Singers machine was also somewhat different from Howes. Its needle moved up and down, rather than sideways, and it was powered by a treadle rather than a hand crank. However, it used the same lockstitch process and a similar needle. Elias Howe died in 1867, the year his patent expired. Other Historic Moments in the History of the Sewing Machine On June 2, 1857, James Gibbs patented the first chain-stitch single-thread sewing machine. Helen Augusta Blanchard of Portland, Maine (1840-1922) patented the first zig-zag stitch machine in 1873. The zig-zag stitch better seals the edges of a seam, making a garment sturdier. Helen Blanchard also patented 28 other inventions including the hat-sewing machine, surgical needles, and other improvements to sewing machines. The first mechanical sewing machines were used in garment factory production lines. It was not until 1889 that a sewing machine for use in the home was designed and marketed. By 1905, the electrically-powered sewing machine was in wide use.

Letting Your Challenges Define Youâ€Finding Your Niche

Letting Your Challenges Define You- Finding Your Niche I had every reason not to write. With all three of my kids having major disabilities, my life was about plate-spinning and hoping that my plates would not all come crashing onto the floor- at least, not all at once. I felt sorry for myself- for leaving teaching to play caregiver, and for quitting on the writing I loved. But, helping my kids was my callingand yet, also a challenge that stopped my career and defined who I was. Caregiver. Not writer. Sure, I wrote some lessons for their teachers. I had my teaching credential and a masters in educational curriculum development. Why not? But, mostly, I just volunteered. My kids are now 20-something; only my son has launched. Both of my girls still need help with crisis-management and life skills. It seemed like my life was all about helping kids navigate theirs. There was no room for a writing career. Until the day, twelve years ago, my sons teacher asked me for help. Federal law mandates schools teach transition skills to students with special needs. Students need to learn how to adultfrom cooking and cleaning, to finding and keeping a job. What she found was either too-print-rich or too ba It felt good. Here was a project I could do while my kids were asleep. It was creative and needed. Â  It was almost like Id been training my whole life to write this work. It took off. First, I sold hard copies to local teachers. Word spread. Soon, teachers wanted new topics for different populations- kids who needed basic life skills, kids on the autism spectrum, kids who were in workability programs- and Daily Living Skills emerged. As sales grew, I submitted to educational publishers. They rejected me because my niche market was too small. I continued to self-publish. I joined Teachers Pay Teachers (TpT). They sell digital lessons During this time, Hope wrote about a call for submissions from Chicken Soup for the Soul in Funds for Writers. I wrote about the miracles of life with special needs kids. Im now a regular author for them. Â  I soon added a bi-weekly column about parenting special needs teens on HealthyPlace.com. I began speaking at conferences and developed a following. A new family crisis inspired me to write a novel about a bipolar teen finding the hero within herself. The Edge of Brilliance was my first YA novel, published Ironically, I now write every chance I get. I speak at conferences and post on blogs, my articles appear in magazines all over the country and books on a regular basis, Ive published one novel and am working on another, and Im considered an expert in my field. I do this while still staying home as a caregiver for my daughters and helping them navigate the last steps of transition. And yet, I am a writerbecause I let my challenges define my niche. Links: www.susantraugh.com www.teacherspayteachers.com/Store/Susan-Traugh www.teacherspayteachers.com https://www.healthyplace.com/blogs/author/straugh https://www.facebook.com/transition2life.dailylivingskills/ susan.traugh@gmail.com

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Evaluation High School - Essay Example One alternative toward overcoming this disadvantage would be to form and write first in my own language and then translate to English, but I think that would not be productive. In fact, I believe it has been a valuable experience for me to learn to both think and write in English. I believe this experience, frustrating as it is, will make me not just a better writer, but a better student. One of the greatest lessons I have learned is the almost magical process of revision. Sometimes when I read, I cannot help but believe that writers just put down on paper what is inside their head, and these first thoughts is what winds up on the paper. I think maybe a lot of students who are not really good writers think this, and I believe it may be why so many find writing a challenge. I think if more students and children knew that what they are reading was maybe the fifth or tenth or hundredth revision, they would not be so afraid of writing themselves. Revising has taught me the power of making the thoughts in my head turn into what ends up on the paper. Helping me with the revision process has the been the writing center here at school. Everyone working there has been a great help. They are very knowledgeable and able to share their knowledge.

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Collaborative work in IDE development - Essay Example As a Project Manager, adapting to changing request is a crucial factor that can be the pinnacle of the success or the failure of any given project. The programmers are able to mimic the code and ‘lingo’ of the code in a very easy manner which makes development much more feasible. Visual Studio IDE also takes the workload of coding much more feasible. Visual Studios allows around the functionality of drag and drop to be supplemented with actual coding. This is perfect for even new developers who can drag and drop and then code with objects. An IDE that is somewhat similar to it is Java Eclipse. It allows individuals to have open source coding that be beneficial. IDEs are greater because even non-programmers can see the notes instead of just CLI. Java again is open source, but C-sharp is easier to program. It does diminish the value of coding because the complexity to code itself becomes easier. However even with IDEs, the role of programmers and scope has never been reduc ed. With the recent advent of enhancements, visual IDEs can even transform GUI based projects using Agile methodology, gathering business requirements, creating workflows and wireframes. Imagine a wireframe that can converted into actual OOP. Microsoft Visual Studio IDE allows each sprint to have something testable and can be given to the client much quicker than

The role of the IMF in helping poor and debt-troubled countries Case Study

The role of the IMF in helping poor and debt-troubled countries - Case Study Example Certain occurrences such as post-war rehabilitation or various crises could lead to a situation where a country would have minimal resources to support the running of its government. In order to replenish their reserves, the IMF lends money with certain conditions according to standards it has predetermined for compliance. In order for the countries to pay their international obligations as well as finance their local subsistence, the IMF would lend them the money. The loan is granted provided that they meet conditions set including interest and imposition of fiscal policies that must be enforced by the borrowing state. These prerequisites result to high-conditionality lending that must be adhered to before they can fully enjoy the loan. The IMF is essentially a bank, and, just as the common knowledge about banking institutions suggest, it is also for profit. First off, a member country may avail of financial assistance if there is a balance in its international payment that it cannot satisfy. It then requests an arrangement through a lending instrument where the IMF (2014) â€Å"stipulate specific economic policies and measures a country has agreed to implement to resolve its balance of payments problem† through a Letter of Intent (n.p.). This is then approved after presentation to the Executive Board and thereafter the funds are transferred in staggered basis according to their enactment of the programs. There have been many criticisms of the fund and how it’s policies of across the board conditions have led to the regression of many borrowing nations. Bird (2005) argues that the commonplace resentment proliferated during the 1990s to end the IMF would not have sat well decades earlier when countries severed communist ties left without funds (p.17). It is a commonplace scenario where countries in debt continue to be in debt unable to

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The strategy of international business - Essay Example The concept of liberalization involves the easing of trade regulations and relaxing any restrictions related to overseas trading. The government often intervenes with the trading policies of nation and makes necessary changes on the grounds of economic, political and social policies. Such intervention is mostly taken by the government to improve the national economy and to facilitate free trade (Danbolt, 2004). This paper is focused on the liberalization and how it has impacted the domestic firms by increasing the competition in the industry. It also discusses about different ways in which the domestic firms can face the competitiveness posed by the global firms. In several cases, in order for an industry to be fully liberalized, it takes several years to complete the process or in some cases may take decades. The liberalization virtually shortens the national boundaries and enables free trade between nations. This as a result allows several private firms from overseas locations to expand their business in the host countries which in turn helps the government to earn revenue through taxes paid by the foreign companies. Moreover, entry of foreign firms also increases the employment condition of the host economy along with infrastructure of the nation in certain cases. Liberalization in the UK allowed privatization of several sectors such as oil and energy sector, telecommunication, etc. The privatization has facilitated to reduce the monopoly business that was being conducted without the presence of any competition. Liberalization also allows the firm to improve the product and service quality and engage in innovative products. Liberalization creates a competitive environment and as WTO (2001) stated that competition is necessary to ensure that the firms are trying to achieve competitive advantage and in the process generates higher value for the

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The strategy of international business Essay Example | Topics and Well Written Essays - 4500 words

The strategy of international business - Essay Example The concept of liberalization involves the easing of trade regulations and relaxing any restrictions related to overseas trading. The government often intervenes with the trading policies of nation and makes necessary changes on the grounds of economic, political and social policies. Such intervention is mostly taken by the government to improve the national economy and to facilitate free trade (Danbolt, 2004). This paper is focused on the liberalization and how it has impacted the domestic firms by increasing the competition in the industry. It also discusses about different ways in which the domestic firms can face the competitiveness posed by the global firms. In several cases, in order for an industry to be fully liberalized, it takes several years to complete the process or in some cases may take decades. The liberalization virtually shortens the national boundaries and enables free trade between nations. This as a result allows several private firms from overseas locations to expand their business in the host countries which in turn helps the government to earn revenue through taxes paid by the foreign companies. Moreover, entry of foreign firms also increases the employment condition of the host economy along with infrastructure of the nation in certain cases. Liberalization in the UK allowed privatization of several sectors such as oil and energy sector, telecommunication, etc. The privatization has facilitated to reduce the monopoly business that was being conducted without the presence of any competition. Liberalization also allows the firm to improve the product and service quality and engage in innovative products. Liberalization creates a competitive environment and as WTO (2001) stated that competition is necessary to ensure that the firms are trying to achieve competitive advantage and in the process generates higher value for the

Watch Stagecoach Here movie Essay Example | Topics and Well Written Essays - 250 words

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Selection Strategies for Clapton Commercial Construction Essay Example for Free

Selection Strategies for Clapton Commercial Construction Essay Summary Atwood Allen Consulting has been retained by Clapton Commercial Construction (CCC) to assist them with their expansion into the Arizona market. We are in the final stages of assisting them with their transition, and the final step is to discuss recruitment and selection strategies for the expansion. We will provide details on how to proceed with recruitment and selection of employees to find the best candidates for their organization. Meticulous consideration and planning of staffing requirements, and the steps involved to find the ideal candidate with the right skill set is one of the most important jobs to perform. Cascio (2013) states that the first step in recruitment and selection is managing the candidate applications and creating a talent pool of potential participants that may be qualified for the position. 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CCC should choose individuals who share the similar values and beliefs to help them achieve  their organizational goals. Values are qualities and traits that an individual holds close and represents that persons driving force (Heathfield, 2015). Develop a mission statement of what Clapton Commercial Construction does and why it exists. Each employee should be able to address the mission statement verbally. The commitment to quality workmanship, customer satisfaction, and on-time completion of projects should all be included when developing the mission statement. This mission statement will be critical for your organization to be successful as you move into a new market. You need to brand yourself and let the market know you stand for quality and customer service. Demographic Changes According to The Associate General Contractors of America, Arizona lost more construction jobs than any other state in the nation in 2014 and the only state in the West to lose jobs. Experts warn that the declining numbers could be the states new average. It was reported that between December of 2013 and December 2014, Arizona lost 4,300 construction jobs. This number converts to a 3.4 percent job loss overall in construction (Fishler, 2015). According to Minter (2015) the construction trade is still hovering at the ground level of the 2008 recession. Following a recession a construction market usually does well, however, Arizona has not recovered and is operating at approximately half of the strength it was prior to the recession. The demand for housing is sluggish now because it was overbuilt prior to the recession, and the population growth has not been as strong. Because of this there is a high vacancy rate and no demand for new construction. However, the latest population estimates out by the States Office of Employment and Population Statistics, and the U.S. Census Bureau forecasts growth ahead. Future growth will eventually convert to an increase in construction workers (Hansen, 2015). Workforce Diversity â€Å"Diversity should be linked to every business strategy† including recruitment, employee selection and placement, reward structure, succession planning, and performance evaluation (Cascio, 2013 p. 160). There are several selection methods to choose from when looking to hire new employees. Let’s explore these one can see how they may affect decisions to hire. First, there is passive non-discrimination, this method treats all sexes and  races equally in regards to hiring practices. There is no attempt to recruit minority applicants actively. This method does not observe the history of discriminatory practices and may block candidates from seeking job opportunities. Second, pure diversity-based recruitment, this is a planned effort by the organization to expand the pool of candidates so that no one is ruled out based on past or present discrimination. And lastly, diversity based recruitment with preferential hiring. This method of selection goes one step further than pure-diversity based recruitment and favors ethnic minorities and women for hiring and promotions. This process is also referred to as the soft quota system (Farooq, 2011). Atwood and Allen Consulting would recommend the pure diversity method for CCC. The decision to choose one individual over another must be made based on multiple factors. The Supreme Court has ruled that staffing decisions must be made on a case-by-case basis, sex, race, age and other factors must be considered but ultimately the decision to hire or promote is based on the most qualified individual (Cascio, 2013). The United States Census Bureau 2014 estimates Arizonas population at 6.7 million. The percentage of white alone is 56.7, Hispanic or Latino is 30.3% and African American is 4.6%. Considering these numbers, it would be advantageous to have employees that are bilingual. It should not be required but should be strongly preferred since there is a large population of Spanish speaking individuals and would be an asset to the organization. Recruiting/Screening/Selection Clapton Commercial Construction should begin the recruitment process by posting the available positions internally. When you promote from within there is a positive impact on employee morale. Employees feel the company compensates hard work for better opportunities and can inspire employees to work at a higher level of productivity. Internal recruiting is also associated with lower costs. The HR department can post the position on the intranet and bulletin boards throughout the organization versus the high cost of external postings (Root, 2015). If an external recruiting effort is launched prior to considering the talents, desires and future of the current pool of employees it may cost the organization more money in both short term and long term. Ultimately, for a successful internal recruitment process to occur, strong management support is critical (Cascio, 2013). After posting the positions, internally it is recommended to move forward with the external process. If there are top management position to be filled, we would recommend a search firm that makes diversity a priority and one with good ethical reputation. There are many external sources that are valuable when searching for qualified applicants. Examples of online job engines where you can post an ad are, monster.com, Career.Builders.com, Indeed.com. Consider posting on the business social network site LinkedIn, Arizona Job Services, local trade publications, and Craig’s list. A benefit of hiring externally is bringing in new talent and ideas that can create growth and development in the organization. Once CCC is ready for the interviewing process, there are several methods available. However, we would recommend two different types. 1) Behavioral- style interviewing, this method of interviewing asks the individual to answer a question with a story of how they responded to a situation in the past. 2) Situational-style interviewing, this method asks an individual to solve a problem. They are given a situation, assess it and provide the best way they would resolve the situation (Doyle, 2015). In addition, prepare ahead of time and have the complete list of questions ready. Conduct the interview in a designated, quiet place free from distractions. Listen to what the person is saying, pay close attention, make eye contact and take notes. In addition to the previous measures discussed, Atwood and Allen Consulting would also recommend asking potential candidates to take an integrity test or a personality-based test. These are tests given to prospective employees to gauge their views on dishonest behavior and has shown to be a useful indicator of future disciplinary problems (Cascio, 2013). Selection of candidates will be the final step. CCC will analyze all the information during the recruitment and interviewing process and make their selections. Select the most qualified individual based on pure-diversity based recruitment. The best applicant for the position should always be the one considered as ruled by the Supreme Court. Conclusion The recruitment and selection process is critical to your expansion into the Arizona market. There is much to consider and a lot to accomplish before your arrival. Your future success is heavily dependent on the steps  we have discussed here. Take all necessary steps to hire the right candidates that are aligned with your values, organizational goals and mission. Ensure that you are doing everything possible to be a diverse organization, this will encourage success in your expansion and make your company more marketable. Atwood and Allen Consulting wishes you success as you move forward with your endeavors. It has been a pleasure working with you. References Doyle, A. (2015). Behavioral and Situational Interviewing. Retrieved from http://jobsearch.about.com/od/jobinterviewtypes/qt/situational-interview.htm Farooq, U. (2011). Employee Selection Methods Polices of Organizations. Retrieved from http://www.studylecturenotes.com/management-sciences/human-resource-management/108-employee-selection Fishler, M. (2015). Arizonas construction industry saw significant job loss last year. Retrieved from http://cronkitenewsonline.com/2015/02/arizona%E2%80%99s-construction-industry-lost-most-jobs-nationwide-in-2014/ Griffin, D. (2015). Goal Setting Definitions. Retrieved from http://smallbusiness.chron.com/goal-setting-definitions-1064.html Hansen, R. J. (2015). Arizona labor market finished 2014 on an upswing. Retrieved from http://www.azcentral.com/story/money/2015/01/22/arizona-labor-market-finished-upswing/22176861/ Heathfield, S. M. (2015). More About Building An Organization Based On Values. Retrieved from http://humanresources.about.com/od/str ategicplanning1/a/organizvalues_2.htm Root, G. N. (2015). Advantages and Disadvantages of Internal Recruitment. Retrieved from http://smallbusiness.chron.com/advantages-disadvantages-internal-recruitment-11212.html

Prejudice and Racism - Home Ownership in A Raisin in the Sun and in Ame

The Black’s Quest for a Home Ownership in A Raisin in the Sun and in America    In the famous 1959 "kitchen debate" with Russian premier Nikita Khrushchev, Richard Nixon asserted the American Dream of homeownership was available to all Americans regardless of class, race, or any other social constraint. For Nixon, this claim was proof of America's dominance over Russia-of democracy's superiority over communism. Nixon, however, greatly exaggerated the availability of homeownership; owning a home in the suburbs was not an option for all Americans, particularly African Americans. Government subsidies, which were so important in making homes affordable, were not extended to blacks. Furthermore, suburban communities around the country sought to keep their neighborhoods segregated by prohibiting blacks from buying homes through "restrictive covenants." William Levitt, whose Levittown communities symbolized postwar prosperity and the American Dream, would not sell homes to blacks until the government mandated him to integrate in the late 1950s. And the black fami lies who were then successful in attaining a home in the suburbs risked constant threats and violence from their white neighbors who feared, among other issues, that their property values would decrease and their communities would decay. In her 1958 play A Raisin in the Sun, Lorraine Hansberry tackled these issues before they had fully exploded into the American conscience. Her play reveals the fears and restraints, which kept many blacks from achieving the 1950's American Dream.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The dominant theme in A Raisin in the Sun is the quest for home ownership. The play is about a black family living in the Southside of Chicago-a poverty-stricken, African Ame... ...58. Jackson, Kenneth. The Crabgrass Frontier: The Suburbanization of the United States. New York. Oxford University Press, 1985. Lemann, Nicholas. The Promised Land.   New York.   Vintage Books, 1991. Marling, Karal Ann.   As Seen on TV.   Cambridge. Harvard University Press, 1994. May, Elaine Tyler. Homeward Bound. New York. Basic Books, 1988. Patterson, James T.   Grand Expectations: The United States, 1945-1974. New York. Oxford University Press,1996. Riesman, David. The Lonely Crowd.   New Haven. Yale University Press, 1961. Rose, Jerry D. The Lonely Crowd: A Critical Commentary.   New York. Americn R.D. Corporation, 1965. Rosenberg, Rosalind. Divided Lives: American Women in the Twentieth Century. New York. Hill and Wang, 1992. Segrue, Thomas J. The Origins of the Urban Crisis. Princeton, New Jersey. Princeton University Press, 1996.

Full Stop, Why Apes Look Like People And The Escape :: essays research papers

Examine each opening sentence carefully. To what degree does each sentence give a clue as to the story, which is to follow, and the use of language within it? Refer to the sentences of â€Å"Full Stop†, â€Å"Why Apes Look Like People† and â€Å"The Escape†. A captivating opening is half the success for any story. The opening may be descriptive, full of sarcasm, unusual or exciting. It is the same with the opening tune to a song. Besides memorable lyrics and a beautiful melody, the friendly tune to a song makes it an all-timer in people’s minds and charts. However, I have missed out one important essence: the opening sentence. Honestly, if not for this essay, I would never have thought that opening sentences could act as a theme, or bring with it much significance to the story. I always look at the opening of a story as a whole paragraph, thus overlooking the significance of the opening sentence. In the story, â€Å"The Escape† by Millie Murray, the use of punctuation is very important as it adds ‘emotions’ to the characters and readers alike. The exclamation marks used showed extreme anger as two were used. The readers are suddenly plunged into the angry and abusive world of Millie. We are like the children, forced to face the â€Å"unreasonable† father. If a full stop had been used, the father would seem friendly and cordial, which is far from his image. The scene is so real to the readers because the language adds realism to the story. â€Å"Who put de clock back, eh!!† The standard or Jamaican English gives us the picture that the father is not a native speaker of English but a Jamaican, providing a clue to his background and culture later on, as we know that â€Å"My (Millie) father had trained as a teacher in Jamaica† and that â€Å"he was part Arawak Indian†. The use of patois gives the readers a ‘closer-to-life’ experience. It helps to guide us into the story. This is sometimes far better that a descriptive paragraph. This opening line has been carefully crafted by the author as it suggests a clue to the plot. â€Å"Who put de clock back, eh!!†, putting the clock back was the ploy used by Patsy (the mother) to escape and go home to her mother in Jamaica. It was originally Miz Ruby’s idea who chuckled about it. (â€Å"Yu know de woman leave de man sleeping inna bed, an take time to ease herself out de house, an when him wake up inna morning an she gone, him tink she it early an go back fi sleep.

An Analysis of the Character Du Tenth in the poem Essay

Du Mei is the lead female character in Feng Meng-Long’s poem â€Å"Du Tenth Sinks the Jewel Box in Anger†. She was a famous courtesan belonging to one of the brothels located in the Northern capital of China during the Ming Dynasty. Du Mei was also known as Du Tenth by virtue of being the â€Å"tenth-born of her generation† (837). She was described to be extremely attractive and alluring. Her beauty was said to be flawless and could only be compared to what is most beautiful in nature. Below is an excerpt from the poem: Two arcs of eyebrow traced with green of distant hills; a pair of eyes bright with welling autumn floods. Face like a lotus bud – just like Wen-jun of the Zhou clan; Lips like cherries†¦ (837) Her reputation was so renowned that a jingle was composed in her honor which remarked on her effect on men and how other women pale beside her. Du Tenth exhibited no qualms about taking advantage of her charms. She was more cunning than coy. From the age of thirteen when she lost her virginity and up until the age of nineteen when she met and chose her favored lover Li Jia, she enthralled men and controlled them to squander their fortunes on her. Her cunning once more came to the fore as she negotiated the terms of her freedom. As her greedy madam was trying to manipulate her to get rid of Li Jia who by that time had run out of money, Du Tenth outmaneuvered her and pounced on the prattle of her madam about Li buying her freedom. She worked on the madam’s innate skepticism and managed to get the price down and extend the deadline from three days to ten days. She even got the madam to commit to her word. She likewise worked on Li to commit to his word to buy her freedom and to take her away with him as his wife and start a new life. More so at that time, having a former whore as a wife was unacceptable to polite society and most especially to political families to which Li Jia was a member of. Du Tenth also showed her romantic side and her sense of loyalty by sticking beside Li in spite of his lack of financial capability, his weak personality and numerous shortcomings. She nudged him on and encouraged him by putting up half of the buy-out money and allowing him to save face by giving him the opportunity to complete the other half. She was able to accomplish this without causing undue embarrassment to him. She was level-headed and showed strength in her demeanor not even once shedding tears of frustration unlike Li who cried in torrents. Not once did she waiver on her objective. She was able to deliberate her actions, carefully plan each step and anticipated every need that may come up in her quest for a new life with Li. She also expressed gratitude freely and forged lasting relationships with her sisters in the quarters instead of envy and enmity for being far beautiful than they. Du Tenth’s intelligence and woman’s guile further manifested itself during her travel with Li. She made suggestions instead of outright commands on the best steps to take to gain acceptance back into his family. She demonstrated a keen sense of self-control. She kept her cards close to chest and did not reveal all her plans to Li perhaps in the hope that he just might be able to come up with a plan on his own that would benefit them both. However, in return, he betrayed her instead to Sun Fu. Sun belonged to a family of salt merchants who harbored a malicious intent towards Du Tenth after hearing her excellent singing. Li betrayed her to Sun by revealing her as a whore and he again betrayed her by selling her off for a thousand taels. Upon learning of this betrayal from Li herself, Du Tenth continued to outwardly look calm and collected while seething inside from disappointment and rage. True to form, Li missed the sarcasm of her remark, â€Å"The man who devised this plan for you is truly a great hero. The fortune of a thousand taels will enable you to restore your position in your family, and I will go to another man so as not to be a burden to you† (852). Regardless, she continued to harbor hope that Li might see the error of his ways and fight for their love as she did. However, as soon as the thousand taels exchanged hands, her anger boiled over. She was a woman scorned and she showed her anger in the same deliberate way she acted all her life. Her actions were controlled and measured. She did not scream and throw a fit. Instead, the embarrassment that she had been saving Li from, she finally used against him to maximum effect. She used her cunning and maneuvered to gather as much of a crowd as she can by gradually producing her precious jewelry and with spectacle, threw them overboard one by one. Once she had the attention of the crowd, she cursed Sun and unleashed her disdain for Li. She announced his betrayal of the devoted and everlasting love that she offered. She drove home his error in accepting the thousand taels and made it known to him that with her, he could have had more had he only shown the same loyalty and faithfulness. She had coped with a shameful life and Li further shamed her by casting her aside. In revenge, she shamed both by jumping into the river and drowned herself. Yet, even in death, she showed her gratitude for the kindness she had received while living. Liu Yu-chun, Li Jia’s friend who actually raised the remaining half of the buy-out money, found himself at the other end of Du Tenth’s eternal gratitude. It was because of him, he who believed in the power of the love and devotion that she had for Li, that she was able to experience life of a free woman, albeit fleeting, without the indignity of being a whore. In return, Du Tenth gifted him with the remaining contents of her jewel box. Du Tenth was a cunning and strong-willed woman. She knew what she wanted, had the ability to devise plans and was willing to work on the means to get it. Regardless, she had not failed to show appreciation to all those who helped her along the way. Her experience as a courtesan should have left her jaded. Yet, deep inside, she remained a romantic at heart.

Comptia a+

CompTIA A+ Essentials (2009 Edition) Objectives Exam Number: 220-701 Introduction In order to receive CompTIA A+ certification a candidate must pass two exams. The first exam is CompTIA A+ Essentials, exam number 220-701. The CompTIA A+ Essentials examination measures necessary competencies for an entry-level IT professional with the equivalent knowledge of at least 500 hours of hands-on experience in the lab or field.Successful candidates will have the knowledge required to understand the fundamentals of computer technology, networking, and security, and will have the skills required to identify hardware, peripheral, networking, and security components. Successful candidates will understand the basic functionality of the operating system and basic troubleshooting methodology, practice proper safety procedures, and will effectively interact with customers and peers. CompTIA A+ is ISO 17024 Accredited (Personnel Certification Accreditation) and, as such, undergoes regular reviews and updates to the exam objectives.The following CompTIA A+ Essentials objectives reflect the subject areas in the 2009 Edition of the exam and result from subject matter expert workshops and industry-wide survey results regarding the skills and knowledge required of an entry-level IT professional. The percentages in this document represent the relative importance of the subject areas (domains) in the associated body of knowledge, and together establish the foundation of an entry-level IT professional. This examination blueprint includes domain weighting, test objectives, and example content.Example topics and concepts are included to clarify the test objectives and should not be construed as a comprehensive listing of all the content of this examination. Candidates are encouraged to use this document to guide their studies. The contents of the examination blueprint help prioritize topics and provide a guide of what to expect on the CompTIA A+ Essentials exam. The table below lists the domains measured by this examination and the extent to which they are represented. The CompTIA A+ Essentials (2009 Edition) exam is based on these objectives. Domain 1. 0 2. 0 3. 0 4. 0 5. 0 6. Hardware Troubleshooting, Repair & Maintenance Operating System and Software Networking Security Operational Procedure Percentage of Examination 27% 20% 20% 15% 8% 10% 100% Total **Note: The lists of examples provided in bulleted format below each objective are not exhaustive lists. Other examples of technologies, processes or tasks pertaining to each objective may also be included on the exam although not listed or covered in this objectives document. CompTIA is constantly reviewing the content of our exams and updating test questions to be sure our exams are current and the security of the questions is protected.When necessary, we will publish updated exams based on existing exam objectives. Please know that all related exam preparation materials will still be valid. CompTIA A+ 220-701 Obje ctives Version 2. 0 1 of 17 Copyright  © 2008 by the Computing Technology Industry Association. All rights reserved. The CompTIA A+ 220-701 Objectives are subject to change without notice. 1. 0 Hardware 1. 1 Categorize storage devices and backup media ? FDD ? HDD o Solid state vs. magnetic ? Optical drives o CD / DVD / RW / Blu-Ray ? Removable storage o Tape drive o Solid state (e. g. humb drive, flash, SD cards, USB) o External CD-RW and hard drive o Hot swappable devices and non-hot swappable devices 1. 2 Explain motherboard components, types and features ? Form Factor o ATX / BTX, o micro ATX o NLX ? I/O interfaces o Sound o Video o USB 1. 1 and 2. 0 o Serial o IEEE 1394 / Firewire o Parallel o NIC o Modem o PS/2 ? Memory slots o RIMM o DIMM o SODIMM o SIMM ? Processor sockets ? Bus architecture ? Bus slots o PCI o AGP o PCIe o AMR o CNR o PCMCIA ? PATA o IDE o EIDE ? SATA, eSATA ? Contrast RAID (levels 0, 1, 5) ? Chipsets ? BIOS / CMOS / Firmware o POST o CMOS battery ?Riser c ard / daughterboard 1. 3 Classify power supplies types and characteristics CompTIA A+ 220-701 Objectives Version 2. 0 Copyright  © 2008 by the Computing Technology Industry Association. All rights reserved. The CompTIA A+ 220-701 Objectives are subject to change without notice. 2 of 17 ? ? ? ? ? AC adapter ATX proprietary Voltage, wattage and capacity Voltage selector switch Pins (20, 24) 1. 4 Explain the purpose and characteristics of CPUs and their features ? Identify CPU types o AMD o Intel ? Hyper threading ? Multi core o Dual core o Triple core o Quad core ? Onchip cache o L1 o L2 ?Speed (real vs. actual) ? 32bit vs. 64 bit 1. 5 Explain cooling methods and devices ? Heat sinks ? CPU and case fans ? Liquid cooling systems ? Thermal compound 1. 6 Compare and contrast memory types, characteristics and their purpose ? Types o DRAM o SRAM o SDRAM o DDR / DDR2 / DDR3 o RAMBUS ? Parity vs. Non-parity ? ECC vs. non-ECC ? Single sided vs. double sided ? Single channel vs. dual channel ? Speed o PC100 o PC133 o PC2700 o PC3200 o DDR3-1600 o DDR2-667 1. 7 Distinguish between the different display devices and their characteristics ? Projectors, CRT and LCD ? LCD technologies o Resolution (e. . XGA, SXGA+, UXGA, WUXGA) o Contrast ratio o Native resolution ? Connector types o VGA CompTIA A+ 220-701 Objectives Version 2. 0 Copyright  © 2008 by the Computing Technology Industry Association. All rights reserved. The CompTIA A+ 220-701 Objectives are subject to change without notice. 3 of 17 ? o o o o Settings o o o o HDMi S-Video Component / RGB DVI pin compatibility Refresh rate Resolution Multi-monitor Degauss 1. 8 Install and configure peripherals and input devices ? Mouse ? Keyboard ? Bar code reader ? Multimedia (e. g. web and digital cameras, MIDI, microphones) ?Biometric devices ? Touch screen ? KVM switch 1. 9 Summarize the function and types of adapter cards ? Video o PCI o PCIe o AGP ? Multimedia o Sound card o TV tuner cards o Capture cards ? I/O o SCSI o S erial o USB o Parallel ? Communications o NIC o Modem 1. 10 Install, configure and optimize laptop components and features ? Expansion devices o PCMCIA cards o PCI Express cards o Docking station ? Communication connections o Bluetooth o Infrared o Cellular WAN o Ethernet o Modem ? Power and electrical input devices o Auto-switching o Fixed input power supplies o Batteries ?Input devices o Stylus / digitizer CompTIA A+ 220-701 Objectives Version 2. 0 4 of 17 Copyright  © 2008 by the Computing Technology Industry Association. All rights reserved. The CompTIA A+ 220-701 Objectives are subject to change without notice. o o Function keys Point devices (e. g. touch pad, point stick / track point) 1. 11 Install and configure printers ? Differentiate between printer types o Laser o Inkjet o Thermal o Impact ? Local vs. network printers ? Printer drivers (compatibility) ? Consumables 2. 0 Troubleshooting, Repair and Maintenance 2. Given a scenario, explain the troubleshooting theory ? Ide ntify the problem o Question the user and identify user changes to computer and perform backups before making changes ? Establish a theory of probable cause (question the obvious) ? Test the theory to determine cause o Once theory is confirmed determine next steps to resolve problem o If theory is not confirmed re-establish new theory or escalate ? Establish a plan of action to resolve the problem and implement the solution ? Verify full system functionality and if applicable implement preventative measures ?Document findings, actions and outcomes 2. 2 Given a scenario, explain and interpret common hardware and operating system symptoms and their causes ? OS related symptoms o Bluescreen o System lock-up o Input/output device o Application install o Start or load o Windows specific printing problems ? Print spool stalled ? Incorrect / incompatible driver ? Hardware related symptoms o Excessive heat o Noise o Odors o Status light indicators o Alerts o Visible damage (e. g. cable, pla stic) ? Use documentation and resources o User / installation manuals o Internet / web based o Training materials 2. Given a scenario, determine the troubleshooting methods and tools for printers ? Manage print jobs ? Print spooler ? Printer properties and settings CompTIA A+ 220-701 Objectives Version 2. 0 Copyright  © 2008 by the Computing Technology Industry Association. All rights reserved. The CompTIA A+ 220-701 Objectives are subject to change without notice. 5 of 17 ? Print a test page 2. 4 Given a scenario, explain and interpret common laptop issues and determine the appropriate basic troubleshooting method ? Issues o Power conditions o Video o Keyboard o Pointer o Stylus o Wireless card issues ? Methods o Verify power (e. . LEDs, swap AC adapter) o Remove unneeded peripherals o Plug in external monitor o Toggle Fn keys or hardware switches o Check LCD cutoff switch o Verify backlight functionality and pixilation o Check switch for built-in WIFI antennas or external antenn as 2. 5 Given a scenario, integrate common preventative maintenance techniques ? Physical inspection ? Updates o Driver o Firmware o OS o Security ? Scheduling preventative maintenance o Defrag o Scandisk o Check disk o Startup programs ? Use of appropriate repair tools and cleaning materials o Compressed air o Lint free cloth o Computer vacuum and compressors ?Power devices o Appropriate source such as power strip, surge protector or UPS ? Ensuring proper environment ? Backup procedures 3. 0 Operating Systems and Software – Unless otherwise noted, operating systems referred to within include Microsoft Windows 2000, Windows XP Professional, XP Home, XP MediaCenter, Windows Vista Home, Home Premium, Business and Ultimate, Windows 7 Starter, Home Premium, Professional and Ultimate 3. 1 Compare and contrast the different Windows Operating Systems and their features ? Windows 2000, Windows XP 32bit vs. 64bit, Windows Vista 32 bit vs. 64bit, Windows 7 32-bit vs. 4-bit o Side bar, Aero, UAC, minimum system requirements, system limits o Windows 2000 and newer – upgrade paths and requirements ? Windows OS Upgrade Advisor ? Microsoft Assessment and Planning Toolkit CompTIA A+ 220-701 Objectives Version 2. 0 6 of 17 Copyright  © 2008 by the Computing Technology Industry Association. All rights reserved. The CompTIA A+ 220-701 Objectives are subject to change without notice. o o o Terminology (32bit vs. 64bit – x86 vs. x64) Application compatibility, installed program locations (32bit vs. 64bit), Windows compatibility mode User interface, start bar layout 3. Given a scenario, demonstrate proper use of user interfaces ? Windows Explorer o Libraries in Windows 7 ? My Computer ? Control Panel ? Command prompt utilities o telnet o ping o ipconfig ? Run line utilities o msconfig o msinfo32 o Dxdiag o Cmd o REGEDIT ? My Network Places / Home Group ? Location of basic network settings between OS versions ? Task bar / systray ? Administrative tools o Perfo rmance monitor, Event Viewer, Services, Computer Management ? MMC ? Task Manager ? Start Menu 3. 3 Explain the process and steps to install and configure the Windows OS ? File systems o FAT32 vs. NTFS ?Directory structures o Create folders o Navigate directory structures ? Files o Creation o Extensions o Attributes o Permissions ? Verification of hardware compatibility and minimum requirements ? Installation methods o Boot media such as DVD, CD, floppy or USB o Network installation o Install from image o Recover CD o Factory recovery partition ? Operating system installation options o File system type o Network configuration o Repair install ? Disk preparation order o Format drive o Partition CompTIA A+ 220-701 Objectives Version 2. 0 7 of 17 Copyright  © 2008 by the Computing Technology Industry Association.All rights reserved. The CompTIA A+ 220-701 Objectives are subject to change without notice. ? ? ? ? ? o Start installation Device Manager o Verify o Install and update device s drivers o Driver signing User data migration – User State Migration Tool (USMT) Virtual memory Configure power management o Suspend o Wake on LAN o Sleep timers o Hibernate o Standby Demonstrate safe removal of peripherals 3. 4 Explain the basics of boot sequences, methods and startup utilities ? Disk boot order / device priority o Types of boot devices (disk, network, USB, other) ? Boot options o Safe mode o Boot to restore point o Recovery options ?Automated System Recovery (ASR) ? Emergency Repair Disk (ERD) ? Recovery console 4. 0 Networking 4. 1 Summarize the basics of networking fundamentals, including technologies, devices and protocols ? Basics of configuring IP addressing and TCP/IP properties (DHCP, DNS) ? Bandwidth and latency ? Status indicators ? Protocols (TCP/IP, NETBIOS) ? Full-duplex, half-duplex ? Basics of workgroups and domains ? Common ports: HTTP, FTP, POP, SMTP, TELNET, HTTPS ? LAN / WAN ? Hub, switch and router ? Identify Virtual Private Networks (VP N) ? Basics class identification ? IPv6 vs. IPv4 o Address length differences oAddress conventions 4. 2 Categorize network cables and connectors and their implementations ? Cables o Plenum / PVC o UTP (e. g. CAT3, CAT5 / 5e, CAT6) o STP o Fiber o Coaxial cable CompTIA A+ 220-701 Objectives Version 2. 0 8 of 17 Copyright  © 2008 by the Computing Technology Industry Association. All rights reserved. The CompTIA A+ 220-701 Objectives are subject to change without notice. ? Connectors o RJ45 o RJ11 4. 3 Compare and contrast the different network types ? Broadband o DSL o Cable o Satellite o Fiber ? Dial-up ? Wireless o All 802. 11 types o WEP o WPA o SSID o MAC filtering o DHCP settings ? Bluetooth ?Cellular 5. 0 Security 5. 1 Explain the basic principles of security concepts and technologies ? Encryption technologies ? Data wiping / hard drive destruction / hard drive recycling ? Software firewall o Port security o Exceptions ? Authentication technologies o User name o Password o Bio metrics o Smart cards ? Basics of data sensitivity and data security o Compliance o Classifications o Social engineering 5. 2 Summarize the following security features ? Wireless encryption o WEPx and WPAx o Client configuration (SSID) ? Malicious software protection o Viruses o Trojans o Worms o Spam o Spyware o Adware o Grayware ?BIOS Security o Drive lock CompTIA A+ 220-701 Objectives Version 2. 0 9 of 17 Copyright  © 2008 by the Computing Technology Industry Association. All rights reserved. The CompTIA A+ 220-701 Objectives are subject to change without notice. ? ? ? o Passwords o Intrusion detection o TPM Password management / password complexity Locking workstation o Hardware o Operating system Biometrics o Fingerprint scanner 6. 0 Operational Procedure 6. 1 Outline the purpose of appropriate safety and environmental procedures and given a scenario apply them ? ESD ? EMI o Network interference o Magnets ? RFI o Cordless phone interference o Microwaves ?Electrical safety o C RT o Power supply o Inverter o Laser printers o Matching power requirements of equipment with power distribution and UPSs ? Material Safety Data Sheets (MSDS) ? Cable management o Avoiding trip hazards ? Physical safety o Heavy devices o Hot components ? Environmental – consider proper disposal procedures 6. 2 Given a scenario, demonstrate the appropriate use of communication skills and professionalism in the workplace ? Use proper language – avoid jargon, acronyms, slang ? Maintain a positive attitude ? Listen and do not interrupt a customer ? Be culturally sensitive ? Be on time o If late contact the customer ?Avoid distractions o Personal calls o Talking to co-workers while interacting with customers o Personal interruptions ? Dealing with a difficult customer or situation o Avoid arguing with customers and/or being defensive o Do not minimize customers’ problems o Avoid being judgmental o Clarify customer statements ? Ask open-ended questions to narrow the s cope of the problem ? Restate the issue or question to verify understanding CompTIA A+ 220-701 Objectives Version 2. 0 10 of 17 Copyright  © 2008 by the Computing Technology Industry Association. All rights reserved. The CompTIA A+ 220-701 Objectives are subject to change without notice. ? Set and meet expectations / timeline and communicate status with the customer o Offer different repair / replacement options if applicable o Provide proper documentation on the services provided o Follow up with customer / user at a later date to verify satisfaction Deal appropriately with customers confidential materials o Located on computer, desktop, printer, etc. CompTIA A+ Acronyms Introduction The following is a list of acronyms which appear on the CompTIA A+ exams. Candidates are encouraged to review the complete list and attain a working knowledge of all listed acronyms as a part of a comprehensive exam preparation program.ACRONYM AC ACL ACPI ACT ADSL AGP AMD APIPA APM ARP ASR ATA ATAPI ATM ATX BIOS BNC BTX CD CD-ROM CD-RW CDFS CFS CMOS COMx CPU CRT DAC DB-25 SPELLED OUT alternating current access control list advanced configuration and power interface activity asymmetrical digital subscriber line accelerated graphics port advanced micro devices automatic private internet protocol addressing advanced power management address resolution protocol automated system recovery advanced technology attachment advanced technology attachment packet interface asynchronous transfer mode advanced technology extended basic input/output system Bayonet-Neill-Concelman or British Naval Connector balanced technology extended compact disc compact disc-read-only memory compact disc-rewritable compact disc file system Central File System, Common File System, Command File System complementary metal-oxide semiconductor communication port (x=port number) central processing unit cathode-ray tube discretionary access control serial communications D-shell connector, 25 pins Version 2. 0 11 of 17 CompTIA A+ 220-701 Objectives Copyright  © 2008 by the Computing Technology Industry Association. All rights reserved. The CompTIA A+ 220-701 Objectives are subject to change without notice. DB-9 DC DDOS DDR DDR RAM DDR SDRAM DFS DHCP DIMM DIN DIP DLT DLP DMA DMZ DNS DOS DRAM DSL DVD DVD-RAM DVD-ROM DVD-R DVD-RW DVI ECC ECP EEPROM EFS EIDE EMI EMP EPROM EPP ERD ESD EVGA EVDO FAT FAT12 FAT16 FAT32 FDD Fn 9 pin D shell connector direct current distributed denial of service double data-rate double data-rate random access memory double data-rate synchronous ynamic random access memory distributed file system dynamic host configuration protocol dual inline memory module Deutsche Industrie Norm dual inline package digital linear tape digital light processing direct memory access demilitarized zone domain name service or domain name server denial of service dynamic random access memory digital subscriber line digital video disc or digital versatile disc digital video disc-random acce ss memory digital video disc-read only memory digital video disc-recordable digital video disc-rewritable digital visual interface error correction code extended capabilities port electrically erasable programmable read-only memory encrypting file system enhanced integrated drive electronics electromagnetic interference electromagnetic pulse erasable programmable read-only memory enhanced parallel port emergency repair disk electrostatic discharge extended video graphics adapter/array evolution data optimized or evolution data only file allocation table 12-bit file allocation table 16-bit file allocation table 32-bit file allocation table floppy disk drive Function (referring to the function key on a laptop) Version 2. 0 12 of 17 CompTIA A+ 220-701 Objectives Copyright  © 2008 by the Computing Technology Industry Association. All rights reserved. The CompTIA A+ 220-701 Objectives are subject to change without notice.FPM FRU FSB FTP FQDN Gb GB GDI GHz GUI GPS GSM HAL HCL HDD HDMi H PFS HTML HTTP HTTPS I/O ICMP ICR IDE IDS IEEE IIS IMAP IP IPCONFIG IPP IPSEC IPX IPX/SPX IR IrDA IRQ ISA ISDN ISO ISP JBOD Kb KB fast page-mode field replaceable unit Front Side Bus file transfer protocol fully qualified domain name gigabit gigabyte graphics device interface gigahertz graphical user interface global positioning system global system for mobile communications hardware abstraction layer hardware compatibility list hard disk drive high definition media interface high performance file system hypertext markup language hypertext transfer protocol hypertext transfer protocol over secure sockets layer input/output internet control essage protocol intelligent character recognition integrated drive electronics Intrusion Detection System Institute of Electrical and Electronics Engineers Internet Information Services internet mail access protocol internet protocol internet protocol configuration internet printing protocol internet protocol security internetwork packet exchange i nternetwork packet exchange/sequenced packet exchange infrared Infrared Data Association interrupt request industry standard architecture integrated services digital network Industry Standards Organization internet service provider just a bunch of disks kilobit Kilobyte or knowledge base Version 2. 0 13 of 17 CompTIA A+ 220-701 Objectives Copyright  © 2008 by the Computing Technology Industry Association. All rights reserved. The CompTIA A+ 220-701 Objectives are subject to change without notice. LAN LBA LC LCD LDAP LED Li-on LPD/LPR LPT LVD MAC MAPI MAU Mb MB MBR MBSA MFD MFP MHz MicroDIMM MIDI MIME MMC MMX MP3 MP4 MPEG MSCONFIG MSDS MUI NAC NAS NAT NetBIOS NetBEUI NFS NIC NiCd NiMH NLX NNTP NTFS NTLDR ocal area network logical block addressing Lucent connector liquid crystal display lightweight directory access protocol light emitting diode lithium-ion line printer daemon / line printer remote line printer terminal low voltage differential media access control / mandatory access control messaging application programming interface media access unit, media attachment unit megabit megabyte master boot record Microsoft Baseline Security Analyzer multi-function device multi-function product megahertz micro dual inline memory module musical instrument digital interface multipurpose internet mail extension Microsoft management console multimedia extensions Moving Picture Experts Group Layer 3 Audio Moving Picture Experts Group Layer 4 Moving Picture Experts Group Microsoft configuration material safety data sheet multilingual user interface network access control network-attached storage network address translation networked basic input/output system networked basic input/output system extended user interface network file system network interface card nickel cadmium nickel metal hydride new low-profile extended network news transfer protocol new technology file system new technology loader Version 2. 0 14 of 17 CompTIA A+ 220-701 Objectives Copyright  © 2008 by the Computing Technology Industry Association. All rights reserved. The CompTIA A+ 220-701 Objectives are subject to change without notice. NTP OCR OEM OS PAN PATA PC PCI PCIe PCIX PCL PCMCIA PDA PGA PGA2 PIN PKI PnP POP3 POST POTS PPP PPTP PRI PROM PS/2 PSTN PSU PVC PXE QoS RAID RAM RAS RDRAM RDP RF RFI RGB RIMM RIP RIS RISC RJNetwork Time Protocol optical character recognition original equipment manufacturer operating system personal area network parallel advanced technology attachment personal computer peripheral component interconnect peripheral component interconnect express peripheral component interconnect extended printer control language Personal Computer Memory Card International Association personal digital assistant pin grid array pin grid array 2 personal identification number public key infrastructure plug and play post office protocol 3 power-on self test plain old telephone service point-to-point protocol point-to-point tunneling protocol primary rate interface prog rammable read-only memory personal system/2 connector public switched telephone network power supply unit permanent virtual circuit preboot execution environment quality of service redundant array of independent (or inexpensive) discs random access memory remote access service RAMBUS ® dynamic random access memory Remote Desktop Protocol radio frequency radio frequency interference red green blue RAMBUS ® inline memory module routing information protocol remote installation service reduced instruction set computer registered jack Version 2. 0 15 of 17 CompTIA A+ 220-701 Objectives Copyright  © 2008 by the Computing Technology Industry Association. All rights reserved. The CompTIA A+ 220-701 Objectives are subject to change without notice. RJ-11 RJ-45 RMA ROM RS-232 or RS-232C RTC SAN SATA SC SCP SCSI SCSI ID SD card SDRAM SEC SFC SGRAM SIMM SLI S. M. A. R. T. SMB SMTP SNMP SoDIMM SOHO SP SP1 SP2 SP3 SP4 SPDIF SPGA SPX SRAM SSH SSID SSL ST STP SVGA SXGA TB TCP TCP/IP egistered jack function 11 registered jack function 45 returned materials authorization read only memory recommended standard 232 real-time clock storage area network serial advanced technology attachment subscription channel secure copy protection small computer system interface small computer system interface identifier secure digital card synchronous dynamic random access memory single edge connector system file checker synchronous graphics random access memory single inline memory module scalable link interface or system level integration or scanline interleave mode self-monitoring, analysis, and reporting technology server message block or small to midsize business simple mail transport protocol simple network management protocol small outline dual inline memory module small office/home office service pack service pack 1 service pack 2 service pack 3 service pack 4 Sony-Philips digital interface format staggered pin grid array sequenced package exchange static random access memory secure shell service set identifier secure sockets layer straight tip shielded twisted pair super video graphics array super extended graphics array terabyte transmission control protocol transmission control protocol/internet protocol Version 2. 0 16 of 17 CompTIA A+ 220-701 Objectives Copyright  © 2008 by the Computing Technology Industry Association. All rights reserved. The CompTIA A+ 220-701 Objectives are subject to change without notice. TDR TFTP TPM UAC UART UDF UDMA UDP UNC UPS URL USB USMT UTP UXGA VESA VFAT VGA VoIP VPN VRAM WAN WAP WEP WIFI WINS WLAN WPA WUXGA XGA ZIF ZIP ime domain reflectometer trivial file transfer protocol trusted platform module user account control universal asynchronous receiver transmitter user defined functions or universal disk format or universal data format ultra direct memory access user datagram protocol universal naming convention uninterruptible power supply uniform resource locator universal serial bus user state migration tool unshielded tw isted pair ultra extended graphics array Video Electronics Standards Association virtual file allocation table video graphics array voice over internet protocol virtual private network video random access memory wide area network wireless application protocol wired equivalent privacy wireless fidelity windows internet name service wireless local area network wireless protected access wide ultra extended graphics array extended graphics array zero-insertion-force zigzag inline package CompTIA A+ 220-701 Objectives Version 2. 0 17 of 17 Copyright  © 2008 by the Computing Technology Industry Association. All rights reserved. The CompTIA A+ 220-701 Objectives are subject to change without notice.