How Personal Can Ethics Get? Essay

The level of ethics competency is determined by the individual’s ability to identify elements of ethics, assess issues with ethics that arise, apply knowledge and regulations when making ethical decisions, and communicate those decisions to others. As stated by Curry in his discussion of workplace ethics: Ethics are about making choices that may not always feel good or seem like they benefit you but are the â€Å"right† choices to make. They are the choices that are examples of â€Å"model citizens† and examples of the golden rules. We’ve all heard the golden rules: Don’t hurt, don’t steal, don’t lie, or one of the most famous: â€Å"Do unto others as you would have done to you. † These are not just catchy phrases; these are words of wisdom that any productive member of society should strive to live by. (Curry, n. d. ) Organizational ethics depends on the culture of the company or organization and the extent of the importance of codes of ethics within the company. Organizational ethics is the company’s codes and procedures that manage the actions and decisions of its employees and leadership. Personal difference and preference can impact this, however. There are occasions when organizational ethics and personal ethics are not in line with one another. A lot of times employees do not know how to balance the personal side with the business side. In businesses there are several factors that influence the morality of individuals. Those factors are peers, company policies and procedures, and superiors such as management. In our personal lives there are factors as well. Those factors include family and friends. Ethics are thought of by many people as something that is related to the private side of life and not to the business side. In many businesses, having ethics is frowned upon or thought of as a negative subject. This is because business is usually about doing what’s best for number one, not about what’s really the right thing to do. (Curry, n. d. ) With this in mind, there are occasions when business decisions are not made simply because the decision is really the right thing to do. Businesses are created for a number of reasons, but to stay in business the company must practice good decision making and make a profit. Over time, in the long run, the business that finds a way to balance personal differences and preferences with organizational ethics will last longer and be more profitable. Mary White, the co-owner of MTI Business Solutions addresses business ethics in her article. In one particular point White states: Companies and businesspeople who wish to thrive long-term must adopt sound ethical decision-making practices. Companies and people who behave in a socially responsible manner are much more likely to enjoy ultimate success than those whose actions are motivated solely by profits. Knowing the difference between right and wrong and choosing what is right is the foundation for ethical decision making. In many cases, doing the right thing often leads to the greatest financial, social, and personal rewards in the long run. (White, n. d. ) Often times, individuals in leadership positions put their own goals and preferences before that of the company. For example, a CEO might accept a deal with another company that includes an extra incentive or reward that solely benefits the CEO and deny a deal with another company because there is nothing extra that benefits the CEO. Although the company benefits by accepting another client, the ethics of the organization is compromised. Although the company with no included incentives may provide more value in the long run for the company looking to make a deal, the CEO may lose the opportunity to gain a deal in the future. When any individual becomes a part of a company, their own personal differences and preferences do not only impact the individual, but everyone around them including the company. Organizational Policies and Procedures and the Impact on Ethics In addition, organizational policies and procedures can impact ethics. The policies and procedures put into effect by businesses provide guidelines in efforts to allow the business to run smoothly. These procedures and policies set by the organization provide a means of what is right and what is wrong. This is the company’s code of conduct or set of organizational ethics. The organizational policies and procedures can either benefit the company or hinder the company. The purpose of setting this code of right and wrong is so that the company is providing employees with guidelines in hopes that employees will follow. The benefit is all employees are working towards a common goal in a common matter. This provides a sense of order within the business. Every position has its own guidelines so that employees know exactly what is expected. When an employee violates a code that is clearly documented in the company’s policies and procedures, the employee cannot state that he or she did not know what was expected. In the same sense, just as the organizational policies and procedures can benefit the ethics of the company, the policies and procedures can also produce a negative outcome. This can occur when employees refuse to follow these procedures. An employee may choose not to abide by policies when he or she has his or her own motive. For example, an employee does not agree with a company policy that states that no employee may release a certain type of information. In turn, the employee shares the information with a highly competitive company. This affects the ethics of the company as well as the individual. In this situation, the policy is clearly documented. Although the policy is set in place to provide order and give a guideline for employees to follow, the employee violated the policy. Ethical Dilemmas and Valerie When ethics become an issue within a company, ethical dilemmas occur. An ethical dilemma is a dispute between what is right and wrong between two opposing parties. Although ethical dilemmas occur every day, there is really no right or wrong solution. It is simply a matter of what one believes. In the case study, Valerie is facing an ethical dilemma. The ethical dilemma she is facing is not only about what she considers right or wrong, but also her job. As a result of her decision, she could lose several things. The ethical dilemma that Valeria is facing is if she tells anyone what she has learned, she could lose her job, her privilege to stay in the United States since she doesn’t have a Green Card, future education, and her career relationships. In this situation, Valerie can reveal the information and risk losing everything or keep the information to herself and work for a company of which she no longer respects. In either situation, Valerie is losing something. It is up to her to decide what is more important. If I were in the situation Valerie is in, I would keep the information to myself. Although neither decision is potentially right or wrong, if Valerie chooses to keep the information to herself, she does not have to risk losing her job and ability to stay in the United States. Even though Valerie does not reveal the information herself, the information may still come out in the future from another source. Another method that I would chose is to provide an anonymous explanation to corporate. Most businesses provide a means in which employees are able to provide information anonymously. In either case, Valerie will not have to jeopardize losing her job, right to live in this county, education, nor relationships within the company. Conclusion In closing, personal differences and preferences can impact organizational ethics. Employees must realize that their own decisions and beliefs affect the company they work for. In the same sense, organizational policies and procedures can impact ethics as well. Although companies set up policies to address what is right and wrong, there are positive benefits as well as negative outcomes.

Data Analysis and Data Modeling in Visio

Lab – Data Analysis and Data Modeling in Visio Overview In this lab, we will learn to draw with Microsoft Visio the ERD’s we created in class. Learning Objectives Upon completion of this learning unit you should be able to: ? Understand the concept of data modeling ? Develop business rules ? Develop and apply good data naming conventions ? Construct simple data models using Entity Relationship Diagrams (ERDs) ? Develop entity relationships and define various types of attributes Lab Goals Our lab goals are to: 1. Learn to build conceptual models in Microsoft Visio. 2. Create the 5 ERDs from class in Microsoft Visio. You will accomplish this by drawing the 4 diagrams from the class exercise. You will have to hand in all 4 diagrams by FTPing them to your account space on the IST-S-STUDENTS server and then pasting the url to the diagram in the text boxes for this week’s learning unit assessment. What you will need to begin 1. A copy of Microsoft Visio 2003 (or higher) 2. The Visio Conceptual Modeling Stencil conceptual modeling. vss (should be with the other files from this week’s lesson) 3. The class exercises from this week (should also be with the other files from week’s lesson. ) Part 1: Getting Ready for Using Microsoft Visio for Conceptual Modeling Overview This section will explain how to use Microsoft Visio to create conceptual Entity-Relationship data models. Microsoft Visio has built-in database tools for creating logical data models (those that apply the relational database theory to your entity-relationship diagrams), and not very good at conceptual modeling. As a result, using the MS Visio database tools to create the conceptual model diagrams can sometimes feel like trying to jam a round peg into a square hole. Since not many people are into shoving round pegs into square holes, this guide will explain how you can maximize the Visio database tools for creating conceptual models. For those of you familiar with Visio, here are the heuristics we will follow to make Visio conceptual model friendly: †¢ Use Database Model Diagrams †¢ Modify the settings to be more user-friendly †¢ Do not use the relationship tool – use my stencil instead Step 1: Create New Document The first step is to create a new document. From the Visio Menu, choose: File ( New ( Software & Database ( Database Model Diagram [pic] This will create your blank Visio page, and load the default database toolset. IMPORTANT: The default Visio stencils are for logical modeling. I’ve created a custom stencil for conceptual modeling. Step 2: Load the Conceptual Modeling Custom Stencil Download the stencil file from our learning management system and save the conceptual modeling. vss somewhere on the local computer. From the Shapes Bar, select Shapes ( More Shapes ( Open Stencil Use the Open Stencil dialog to browse for the conceptual modeling. vss and open it. You should see the following: [pic] Step 3: Configure Default Settings This is the most important step. In this step we will tweak the database document settings so that they are favorable to conceptual modeling. The benefits of doing this are there will be very little reworking of the document at the logical modeling step. From the Visio Ribbon, choose: Database ( Display Options The Database Document Options Dialog will appear. From this dialog, select Relational symbol set, and Conceptual Names visible on the diagram, as displayed in this dialog: [pic] Next, Click on the Table tab: From this section of the dialog, display everything except annotations and vertical lines, do not show data types, and place primary keys at top, as displayed in the following dialog: [pic] When you’re finished click ok. This will close the Database Document Options dialog. NOTE: You might want to save your document at this time. Now that you’ve got things set-up this file can serve as a template for future conceptual modeling diagrams. AS A MATTER OF FACT, YOU CAN DOWNLOAD A PRE-BUILT VISIO TEMPLATE FROM THE CLASS WEBSITE WITH THIS WEEK’S MATERIALS. Part 2: Microsoft Visio for Conceptual Modeling Walk-Thru Overview In this section, we will walk-through creating a conceptual data model with Microsoft Visio. We will use the vBay! (E-bay â€Å"like† website case study as an example for conceptual modeling. ) To Create an Entity: Drag the [pic] icon onto the page and drop. Name the entity in the database properties window: [pic] YOU DO IT: Now add these 4 Entities to your diagram: [pic] To Add Attributes to the entity: To add attributes to your entity, simply click on the columns section of the database properties window, and enter in your column names. Be sure to include the appropriate attribute descriptors [rucdm] with the physical name. Ignore the data type Req’d and PK columns. Those are used in logical modeling. [pic] YOU DO IT: Now add attributes to all 4 entities, like this: [pic] To Add Relationships among the entities: To Add Relationships, simply drag the appropriate relationship cardinality (for example: [pic]) onto the page and connect the ends to each entity. To â€Å"snap† the line to the entity drag the line end onto the box until it turns red, like this. Red symbolizes the shapes are glued together: [pic] After to glue both ends of the line to an entity, you can double-click on the line to assign it a label. For example: [pic] YOU DO IT: Now add all the relationships to complete the conceptual model, like this: [pic] Note: You might have to juggle the shapes and lines around to achieve a best fit. It takes time and a whole lot of patience! Other Tips You can place multiple diagrams in one file! Just keep adding pages. To add a page, from the menu select: Insert ( Blank Page [pic] To rename a page, right-click on the page and choose Rename You can add text to your diagram! Use the Text tool in the ribbon. Home ( Text. When you’re finished, be sure to select the Pointer Tool again. [pic] Part 3: Creating the 4 diagrams from class exercise & handing it in. Take the 4 diagrams from class and draw them in Microsoft Visio. †¢ Place one diagram on each page. †¢ Label the pages accordingly †¢ Save the document †¢ Upload the document to blackboard

A Human Resources Management System Essay

A Human Resources Management System (HRMS) or Human Resources Information System (HRIS), refers to the systems and processes at the intersection between human resource management (HRM) and information technology. It merges HRM as a discipline and in particular its basic HR activities and processes with the information technology field, whereas the programming of data processing systems evolved into standardized routines and packages of enterprise resource planning (ERP) software. On the whole, these ERP systems have their origin from software that integrates information from different applications into one universal database. The linkage of its financial and human resource modules through one database is the most important distinction to the individually and proprietary developed predecessors, which makes this software application both rigid and flexible. A Human Capital Management Solution, Human Resources Management System (HRMS) or Human Resources Information System (HRIS), as it is commonly called is the crossing of HR systems and processes with information technology. The wave of technological advancement has revolutionized each and every space of life today, and HR in its entirety was not left untouched by it. What started off with a simple software to help improve the payroll processing of an organization, or a software to track the employee work timings has grown to become the Human Resources systems that helps improve the process efficiency, reduces the cost and time spent on mundane tasks and at the same time improved the overall experience of the employees and the HR professionals. In short, as the role of Human Resources function evolved, HR technology systems also changed the role they were playing. The function of human resources (HR) departments is administrative and common to all organizations. Organizations may have formalized selection, evaluation, and payroll processes. Management of â€Å"human capital† progressed to an imperative and complex process. The HR function consists of tracking existing employee data, which traditionally includes personal histories, skills, capabilities, accomplishments and salary. To reduce the manual workload of these administrative activities, organizations began to electronically automate many of these processes by introducing specialized human resource management systems. HR executives rely on internal or external IT professionals to develop and maintain an integrated HRMS. Before client–server architectures evolved in the late 1980s, many HR automation processes were relegated to  mainframe computers that could handle large amounts of data transactions. In consequence of the high capital investment necessary to buy or program proprietary software, these internally developed HRMS were limited to organizations that possessed a large amount of capital. The advent of client–server, application service provider, and software as a service (SaaS) or human resource management systems enabled higher administrative control of such systems. Currently human resource management systems encompass: 1. Payroll 2. Time and attendance 3. Performance appraisal 4. Benefits administration 5. HR management information system 6. Recruiting/Learning management 7. Performance record 8. Employee self-service 9. Scheduling 10. Absence management 11. Analytics The payroll module automates the pay process by gathering data on employee time and attendance, calculating various deductions and taxes, and generating periodic pay cheques and employee tax reports. Data is generally fed from the human resources and time keeping modules to calculate automatic deposit and manual cheque writing capabilities. This module can encompass all employee-related transactions as well as integrate with existing financial management systems. The time and attendance module gathers standardized time and work related efforts. The most advanced modules provide broad flexibility in data collection methods, labor distribution capabilities and data analysis features. Cost analysis and efficiency metrics are the primary functions. The benefits administration module provides a system for organizations to administer and track employee participation in benefits programs. These typically encompass insurance, compensation, profit sharing and retirement. The HR management module is a component covering many other HR aspects from application to retirement. The system records basic demographic and address data, selection, training and  development, capabilities and skills management, compensation planning records and other related activities. Leading edge systems provide the ability to â€Å"read† applications and enter relevant data to applicable database fields, notify employers and provide position management and position control. Human resource management function involves the recruitment, placement, evaluation, compensation and development of the employees of an organization. Initially, businesses used computer based information systems to: produce pay checks and payroll reports; maintain personnel records; pursue talent management. Online recruiting has become one of the primary methods employed by HR departments to garner potential candidates for available positions within an organization. Talent management systems typically encompass: analyzing personnel usage within an organization; identifying potential applicants; recruiting through company-facing listings; recruiting through online recruiting sites or publications that market to both recruiters and applicants. The significant cost incurred in maintaining an organized recruitment effort, cross-posting within and across general or industry-specific job boards and maintaining a competitive exposure of availabilities has given rise to the development of a dedicated applicant tracking system, or ‘ATS’, module. The training module provides a system for organizations to administer and track employee training and development efforts. The system, normally called a â€Å"learning management system† (LMS) if a standalone product, allows HR to track education, qualifications and skills of the employees, as well as outlining what training courses, books, CDs, web based learning or materials are available to develop which skills. Courses can then be offered in date specific sessions, with delegates and training resources being mapped and managed within the same system. Sophisticated LMS allow managers to approve training, budgets and calendars alongside performance management and appraisal metrics. The employee self-service module allows employees to query HR related data and perform some HR transactions over the system. Employees may query their attendance  record from the system without asking the information from HR personnel. The module also lets supervisors approve O.T. requests from their subordinates through the system without overloading the task on HR department. Many organizations have gone beyond the traditional functions and developed human resource management information systems, which support recruitment, selection, hiring, job placement, performance appraisals, employee benefit analysis, health, safety and security, while others integrate an outsourced applicant tracking system that encompasses a subset of the above. Assigning Responsibilities Communication between the Employees. The Analytics module enables organizations to extend the value of an HRMS implementation by extracting HR related data for use with other business intelligence platforms. For example, organizations combine HR metrics with other business data to identify trends and anomalies in headcount in order to better predict the impact of employee turnover on future output. Management of Employee Turnover and Employee Retention Employee retention refers to the ability of an organization to retain its employees. Employee retention can be represented by a simple statistic (for example, a retention rate of 80% usually indicates that an organization kept 80% of its employees in a given period). However, many consider employee retention as relating to the efforts by which employers attempt to retain employees in their workforce. In this sense, retention becomes the strategies rather than the outcome. A distinction should be drawn between low performing employees and top performers, and efforts to retain employees should be targeted at valuable, contributing employees. Employee turnover is a symptom of a deeper issue that has not been resolved. These deeper issues may include low employee morale, absence of a clear career path, lack of recognition, poor employee-manager relationships or many other issues. A lack of satisfaction and commitment to the organization can also cause an employee to withdraw and begin looking for other opportunities. Pay does not always play as large a role in inducing turnover as is typically believed. In a business setting, the goal of employers is usually to decrease employee turnover, thereby decreasing training costs, recruitment costs and loss of talent and organisational knowledge. By implementing lessons learned from  key organizational behavior concepts employers can improve retention rates and decrease the associated costs of high turnover. However, this isn’t always the case. Employers can seek â€Å"positive turnover† whereby they aim to maintain only those employees who they consider to be high performers. In human resources context, turnover or staff turnover or labour turnover is the rate at which an employer loses and gains employees. Simple ways to describe it are â€Å"how long employees tend to stay† or â€Å"the rate of traffic through the revolving door†. Turnover is measured for individual companies and for their industry as a whole. If an employer is said to have a high turnover relative to its competitors, it means that employees of that company have a shorter average tenure than those of other companies in the same industry. High turnover may be harmful to a company’s productivity if skilled workers are often leaving and the worker population contains a high percentage of novice workers. Companies also often track turnover internally across departments and divisions or other demographic groups such as turnover of women versus turnover of men. Retention Programs It is important to first pinpoint the root cause of the retention issue before implementing a program to address it. Once identified, a program can be tailored to meet the unique needs of the organization. A variety of programs exist to help increase employee retention. Career Development – It is important for employees to understand their career path within an organization to motivate them to remain in the organization to achieve their personal career goals. Through surveys, discussion and classroom instruction, employees can better understand their goals for personal development. With these developmental goals in mind, organizations can offer tailored career development opportunities to their employees. Executive Coaching – Executive coaching can be used to build competencies in leaders within an organization. Coaching can be useful in times of organizational change, to increase a leader’s effectiveness or to encourage managers to implement coaching techniques with peers and direct reports. The coaching process begins with an assessment of the individual’s strengths and opportunities for improvement. The issues are then prioritized and  interventions are delivered to target key weaknesses. Assistance is then provided to encourage repeated use of newly acquired skills. Motivating Across Generations – Today’s workforce includes a diverse population of employees from multiple generations. As each generation holds different expectations for the workplace, it is important to understand the differences between these generations regarding motivation and engagement. Managers, especially, must understand how to handle the differences among their direct re ports. Orientation and On Boarding – An employee’s perception of an organization takes shape during the first several days on the job. It is in the best interest of both the employee and the organization to impart knowledge about the company quickly and effectively to integrate the new employee into the workforce. By implementing an effective on boarding process, short-term turnover rates will decrease and productivity will increase. Women’s Retention Programs – Programs such as mentoring, leadership development and networking that are geared specifically toward women can help retain top talent and decrease turnover costs. By implementing programs to improve work/life balance, employees can be more engaged and productive while at work. Exit Interview and Separation Management Programs Retention tools and resources Employee Surveys – By surveying employees, organizations can gain insight into the motivation, engagement and satisfaction of their employees. It is important for organizations to understand the perspective of the employee in order to create programs targeting any particular issues that may impact employee retention. Exit Interviews – By including exit interviews in the process of employee separation, organizations can gain valuable insight into the workplace experience. Exit interviews allow the organization to understand the triggers of the employee’s desire to leave as well as the aspects of their work that they enjoyed. The organization can then use this information to make necessary changes to their company to retain top talent. Exit interviews must, however, ask the right questions and elicit honest responses from separating employees to be effective. Employee Retention Consultants – An employee retention consultant can assist organizations in the process of retaining top employees. Consultants can provide expertise on  how to best identify the issues within an organization that are related to turnover. Once identified, a consultant can suggest programs or organizational changes to address these issues and may also assist in the implementation of these programs or changes. Employee retention best practices By focusing on the fundamentals, organizations can go a long way towards building a high-retention workplace. Organizations can start by defining their culture and identifying the types of individuals that would thrive in that environment. Organizations should adhere to the fundamental new hire orientation and on boarding plans. Attracting and recruiting top talent requires time, resources and capital. However, these are all wasted if employees are not positioned to succeed within the company. Research has shown that an employee’s first 10 days are critical because the employee is still adjusting and getting acclimated to the organization. Companies retain good employees by being employers of choice. Recruitment- Presenting applicants with realistic job previews during the recruitment process have a positive effect on retaining new hires. Employers that are transparent about the positive and negative aspects of the job, as well as the challenges and expectations are positionin g themselves to recruit and retain stronger candidates. Selection- There are plethora of selection tools that can help predict job performance and subsequently retention. These include both subjective and objective methods and while organizations are accustomed to using more subjective tools such as interviews, application and resume evaluations, objective methods are increasing in popularity. For example, utilizing biographical data during selection can be an effective technique. Biodata empirically identifies life experiences that differentiate those who stay with an organization and those who quit. Life experiences associated with employees may include tenure on previous jobs, education experiences, and involvement and leadership in related work experiences. Socialization- Socialization practices delivered via a strategic onboarding and assimilation program can help new employees become embedded in the company and thus more likely to stay. Research has shown that socialization practices can help new hires become embedded in the company and thus more likely to stay. These practices include shared and individualized learning  experiences, activities that allow people to get to know one another. Such practices may include providing employees with a role model, mentor or trainer or providing timely and adequate feedback. Training and development- Providing ample training and development opportunities can discourage turnover by keeping employees satisfied and well-positioned for future growth opportunities. In fact, dissatisfaction with potential career development is one of the top three reasons employees (35%) often feel inclined to look elsewhere. if employees are not given opportunities to continually update their skills, they are more likely to leave. Those who receive more training are less likely to quite than those who receive little or no training. Employers that fear providing training will make their employees more marketable and thus increase turnover can offer job specific training, which is less transferable to other contexts. Additi onally, employers can increase retention through development opportunities such as allowing employees to further their education and reimbursing tuition for employees who remain with the company for a specified amount of time. Compensation and rewards- Pay levels and satisfaction are only modest predictors of an employee’s decision to leave the organization; however organizations can lead the market with a strong compensation and reward package as 53% of employees often look elsewhere because of poor compensation and benefits. Organizations can explicitly link rewards to retention (i.e. vacation hours to seniority, offer retention Bonus payments or Employee stock options, or define benefit plan payouts to years of services). Research has shown that defined compensation and rewards as associated with longer tenure. Additionally, organizations can also look to intrinsic rewards such as increased decision-making autonomy. Though this is important, employers should not Effective Leaders- An employee’s relationship with his/her immediately ranking supervisor or manager is equally important to keeping to making an employee feel embedded and valued within the organization. Supervisors need to know how to motivate their employees and reduce cost while building loyalty in their key people. Managers need to reinforce employee productivity and open communication, to coach employees and provide meaningful feedback and inspire employees to work as an effective team. In order to achieve this, organizations need to prepare managers and supervisors to lead and develop effective relationships  with their subordinates. Executive Coaching can help increase an individual’s effectiveness as a leader as well as boast a climate of learning, trust and teamwork in an organization. To encourage supervisors to focus on retention among their teams, organizations can incorporate a retention metric into their organization’s evaluation. Employee Engagement- Employees who are satisfied with their jobs, enjoy their work and the organization, believe their job to be more important, take pride in the company and feel their contributions are impactful are five times less likely to quit than employees who were not engaged. Engaged employees give their companies crucial competitive advantages, including higher productivity and lower employee turnover.

Horror movie review Example | Topics and Well Written Essays - 250 words

Horror - Movie Review Example When the family moved in, they experienced horrible experiences such as having falling picture frames, a clapping hand that is really scary. Such circumstances that sciences often do not accept as existent; make the story intriguing. Moreover, the characters express fears and other emotions common to viewers which make them relate to what is happening in the story. Such features of the aforementioned movie make the storytelling very effective, influencing the viewers as intended. Movies are often more powerful in their effects than written stories because the producers and actors help bring to life the characters and images described by the storyteller. When one is simply reading a story, he has to have an active imagination to really bring to life the written text. Although reading allows the reader boundless horrible images, experiences and knowledge tend to limit the imagination. On the other hand, watching movies is more powerful because one does not simply see the scenes but he also hears the sounds that help viewers imagine themselves witnessing the scenes as they happen in real

Peer response Assignment Example | Topics and Well Written Essays - 250 words - 15

Peer response - Assignment Example As such, the outcome could manifest some commonalities; yet, due to the diversity of people’s traits, personalities, preferences, as well as values and beliefs systems, some of the conceptual frameworks could generate disparate results. For instance, the belief that people get what they deserve could be contested when some factors beyond people’s control could have significantly changed their courses of life. A natural disaster, for instance, could simply wipe out an entire local population, despite the people’s striving to make their lives better. Overall, one share similar contentions that social psychology is an interesting field of study due to the multi-disciplinary endeavors that come into play. As such, people, as a social being, in a natural environment, could only do so much to plan and design their lives, according to factors that are within their control. Yet, we cannot dispute that the external environment poses both opportunities and threats which could be beyond people’s control. As such, our abilities to mitigate risks and develop resiliency assist in putting us back on track and achieving what we have planned in the first place, for personal and professional

River Woods TEAM Assignment Essay Example | Topics and Well Written Essays - 250 words

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Internal Marketing Essay Example | Topics and Well Written Essays - 3000 words

Internal Marketing - Essay Example (Tathman, 1978, no page) Creating an enabling kind of culture. This is only done when each and every employee is empowered by their management when they allow innovation, creativity and when they allow different kinds of initiatives and take further responsibilities. Ensuring rewards. Each and every kind of an organization must ensure that they are providing their customers and their employees the best thing and along with this when their employees perform well then they should reward them with extra amount, or with extra bonus. Fairness during hard period. There should be a fair treatment when employees are working together they should be treated equally so that they can perform better in an organization and when the performance improves, then automatically they will generate good results. When different people are working together in an organization they are thus there to perform in the most efficient manner. They should thus work very hard in order to generate the best results so that their organization can be prosper and remain competitive. (Tathman, 1978, no page) Internal marketing along with all its activities encourages their employee to perform better and more efficiently. Internal Marketing leads their employees to empower, give them a form of accountability and create a common mean and a common way of understanding their business organization. IM helps to encourage employees in order to offer superb service to all their clients by appreciating their valuable kind of contribution towards the successes of their business, it also helps the non marketing staff in order to learn and make them able in order to perform different forms of staff in the marketing field. It helps in improving the customer retention as well and in the development of the employees of the organization. (Tathman, 1978, no page) Along with this internal marketing integrates the business structure, business culture, the human resource management, social and professional needs and the strategies and vision of the employees. It helps in creating good cooperation and good coordination among the departments of their business. Following are some problems, which effect the implementation of an internal marketing Interpersonal managerial incompetence, the conceptual and technical skills are some of the hard blocks against the successful internal marketing. The poor understanding of all the concepts of an internal marketing. Different types of conflicts, which occurs between individuals and between the departments. Internal marketing is termed as an important tool for implementation. It helps a lot in communication and apart from this it also helps a lot to overcome any kind of resistance for any kind of change. Internal Marketing informs and involves all the staff members in any kind of new initiatives and in all the kind of

Operating system memory management Essay Example | Topics and Well Written Essays - 2500 words

Operating system memory management - Essay Example It takes place in the following steps: The mapping from one address space to another is termed as binding. For a program to execute it must be copied into main memory at a particular location. Many instructions use "fixed" addresses these must be bound to "fixed" locations in the memory. This binding of instructions and data to memory addresses Dynamic loading involves loading routines into memory only when required. This is done during execution. Dynamic loading reduces the memory requirements of large programs. This is especially the case if there is a large set of infrequently used routines. Dynamic linking is often used for libraries. Only a "stub" of the library is kept in the programs image. When a program calls one of these routines, the routine is loaded and linked into memory. All programs share the one copy of the same library routine. Dynamic linking requires the operating systems intervention as sharing between processes is required. Implementation is done through memory tables to keep track of both main memory i.e. real memory as well as virtual memory. Also there is a unit MMU(Memory management unit) that performs the following tasks: Sometimes there may be a shortage of main memory due to the size of various applications and also in some cases several active processes may need to share memory at the same time. In such cases partitioning of memory is done. Partitioning refers to systematic division of memory into blocks so that a process may be allocated to a block. This is of various types: 1. Fixed partition memory management: This is the simplest memory management scheme for multiprogrammed system. Here the memory is divided into fixed partitions. This is done when the system is initialized and won't be changed during the system operation. This again of two types: Single partition allocation: Here the user is provided with a bare machine and has full control of entire memory space. It's advantages are: Maximum

Hospitality Industry in the UK Essay Example | Topics and Well Written Essays - 2000 words

Hospitality Industry in the UK - Essay Example Moreover, this sector contributes greatly towards the country's Gross Domestic Product. With the current trend of globalization, the UK has come to the full realization of the importance of international trade to its expenditure. The importance of the traded goods sector is slowly but steadily diminishing. The service sector is quickly replacing the traded goods sector in terms of contribution to the UK economy. The UK's economy is the fifth largest in the world as far as purchasing power parity is concerned and sixth largest in terms of the market exchange rates. In Europe, the economy of the United Kingdom is the third largest after that of Germany and France. This presents the hospitality industry with numerous opportunities for growth. The UK was among the first countries in the world to adopt industrialization. It played a very big role in the world economy especially in the 19th century. The United States started coming into the picture in the late 19th century, posing a great challenge to the UK. This also means it was among the very first countries in the world to embrace the service sector. The UK is among the most globalised nations in the world, with its capital London being a main financial centre in the world together with other cities such as Singapore, Hong Kong, and New York City. The UK economy comprises numerous economies including England, Northern Ireland, Wales and Scotland, and is a member of the European Union. The UK privatized most of its state-owned companies in the services and industrial sectors in the 1980s. The UK Government currently owns just a few businesses and industries such as the Royal Mail. After suffering a slow economic growth after the Second World War through to the 1980s, the UK economy experienced an economic boom in the from the 1980s to 2008 when it entered a an economic recession due to the global economic crunch. Just like many of the developed countries, the UK manufacturing sector has been on the decline over the years in relation to its services sector. Currently, the services sector accounts for about 67 per cent of its GDP, with manufacturing accounting for less than 20 per cent of the national output. That means the service sector, which includes the hospitality industry, holds a good portion of the UK economy (Allin, 1999). The fall of manufacturing has been more pronounced in the UK than the rest of the industrialized countries, probably because it is the country where industrial revolution began. Sixty per cent of the food needs in the UK is produced by just one per cent of labour force, a strong indication that its agriculture is efficient, highly mechanized and intensive. The UK financial business services sector and the financial services sector generally account for more than 70 per cent of the country's GDP. This strongly indicates how strong economically London City is, and how rapid the business services sector has grown in the last decade or so. The UK communications sector has also experienced a rapid growth, even though its prices have been falling due to the rapid growth in productivity (Worthington and Britton, 2006). The country's construction sector went into recession in the 1990s as a result of reduced government spending and quick falls in the prices of houses, recovering only in 1997. With the

The Future of the Texas Political Ideology Assignment

The Future of the Texas Political Ideology - Assignment Example According to the essay findings, from the 17th century politics was influenced by English law. Later, the French revolution reshaped American politics. Now it is promoting an American liberal democratic culture with a mixture of both majority and minority communities. Every census since 1790 has seen a change in the racial composition of the country from the free male, free female, slaves to the current complex ethnic groups. Data on the current population indicates that ethnic diversity in the United States is rapidly growing. At present America consists of 75% white population but the census data predict the fact that the Anglo population, Asian population, and other minority population will increase very rapidly and it will contribute a major portion of the population in the near future. Hispanics are the fastest-growing minority, 90 percent of which is located in only ten states. It is observed that the political ideology of these groups will be a challenging factor for the futur e of Texas politics.  The economic and social infrastructure development of the country also has a great role in the future political situation of the country. Now, due to the advancement in the healthcare and improvements in the standards of life of the people, the mortality ratio of the population has decreased. The rapid increase in the aged population will be a challenging factor for every state and political Governance. It will result in the expansion of health care services, social security measures and public health services for the vast population. The productive age group will decrease and it will affect the economic growth of the country and accelerate the migration of labor forces from Asian countries.

A society & dominated Essay Example for Free

A society dominated Essay In a society dominated by pop culture, fashion always comes into play. For pop culture always requires novelty, and people has to keep up with the trends as time changes. Fashion has affected almost all aspect of the Homo sapiens way of living for it is the key to change. And because fashion takes many forms as time changes it had even infiltrated our mindset in setting a standard for a good physique—the very idea of sexy per se. In line with this, two writers discuss how fashion has greatly affected the psyche of both male and female of this generation as to how they perceive the image of a sexy person. Andrea Heiman in her article â€Å"When a Fad Does a Body Harm† and Rita Kemply’s article â€Å"Boys and the Beefcake Images† have pointed out that fashion has created a venue for other people to abuse their body and to live an unhealthy lifestyle. That is girls starving themselves to death to look perfectly thin and boys excessively using steroids to live up to the very concept of machismo today. Both Heiman and Kemply agree that a change in fashion as subject to the body form of both men and women has become hazardous to health. However the two authors have taken different sides to explain why this scenario happens. On the one hand Heiman, the feminist said that women starved themselves to death because being thin has become the epitome of looking really good to most men. As women strive to be part of the arena dominated by men, fashion has created ways to repress them. By looking frail men still claims their superiority over women. On the other hand Kemply perceive that the primary reason why men use steroids to maintain the so-called masculine image is that they are being judge with their physicality. Kemply said that women have created a standard that most men look attractive when they have muscles, lean body and no beer bellies. Both authors were able to explain how fashion can become hazardous to one’s health. However it is not sound that the reason why these circumstances happen is blamed on the perception of male and female toward the ideal look of a sexy body. For both genders are just victims of the so called pop culture. Moreover, pop culture has their psyche conditioned to that kind of notion to a point that their self-esteem becomes low. People should not judge a person based on how he or she looks. A standard of looking sexy should not be made for it is not the physical aspects of a person that counts most when we are trying to build a healthy relationship. In addition, fashion should be the melting pot of change that could benefit every regardless of gender. It should not be the key to affect the mentality of everyone that would cause to detrimental effects to our body.

The Indian Removal Period Essay Example for Free

The Indian Removal Period Essay The Indian removal period, just like the just and lawful wars fought against native tribes, was yet another attempt to acquire immense wealth and power over the American territories. Although this was much humane than the eradication of Indian populations, the removal in itself, both as a legal concept and its implementation, is debatable. It is unfair to take away or limit the Indians’ right to their property, as well as their way of life. The implementation of the Indian removal was based on fraudulent and fabricated assumptions and assertions regarding the tribes. It was baseless, and it steps on the culture and the traditions of the Indian tribes. The Indian removal was a way for the U. S. government to anchor the accomplishment of their goals for expansion and acquisition of natural wealth and resources, mostly concentrated in Indian territories. Moreover, Americans used the Indians as slaves, without some of them even knowing it. This is mainly due to the Indians’ loss of power to decide freely, for they were only given choices, and both were agreeable to the U. S. government. The Indian removal was implemented by the U. S. government because it is less risky when it comes to considering the predisposition of uprising. Perhaps the Americans wanted to avoid aggressive and forceful reactions from the Indian tribes; therefore, they initiated treaties with the tribes. The Indian population would also serve them purpose in order to achieve their goals, in terms of toil and labor. The Indian removal was successful in its efforts because most of the lands and territories were yielded to the government. Although the land and territorial exchange also provided for the demands of the tribe members, the result of the trade was more agreeable to the Americans because it paved way to the realization of their goals and objectives. For the Indians, the Indian removal cost them their land, their culture, and their identity. Indians who agreed to join the government suffered greatly as slaves or laborers without being provided rightful compensation. They were stripped off their right to become a valuable, notable, and contributory part of society. For those who entered the Indian country, they were not recognized nor respected as landowners. Either way, the Indians were cheated, persecuted, and tormented by the U. S. government.

Relationship Between Transformational And Transactional Leadership Skills Education Essay

Relationship Between Transformational And Transactional Leadership Skills Education Essay This paper will evaluate the relationship between transformational and transactional leadership skills in principals of kindergarten through eight grade schools. Seven various sources containing journals and studies have been critiqued and delineated. The discovery from these articles is that principals with transactional and transformational qualities lead effectively. The ultimate goal of a principal is to create a safe learning environment where students are able to learn to their highest potential. The focus of this paper is to explore grade schools ranging from kindergarten through eight grades and to provide the reader with ample qualities of an effective transformational and transactional leader. Problem Statement Recent studies suggest that kindergarten through eighth grade students in the United States are struggling to meet standards and are falling behind (Lucas Valentine, 2002). Educators and principals must be held accountable. Transformational and transactional leaders obtain skills that will promote student success and teacher accountability. Leaders that guide educators, peers, parents, and students within the transactional and transformational approach will result in a positive school environment and students will work to their highest potential. Purpose Statement The purpose of this research is to provide principals, or leaders with effective tools for guiding, creating, and leading efficient and successful schools. Principals need to have a clear, concise grasp on leading effectively. This dissertation will provide them with accurate studies that support transactional and transformational leadership. Research Questions and Objectives Transformational and transactional leadership defined Implementing transformational and transactional leadership skills for principals Educators effectively teaching under the guidance of a transformational and transactional leader Promoting student success and achievement for principals of kindergarten through eighth grade schools Body Transformational and Transactional Leadership Skills Defined Charisma, inspiration, and effectively communicating with subordinates are three qualities of transactional and transformational leaders (Anderson, 2008). Principals that obtain these characteristics will create a respectful rapport with educators, parents, and students (Hood, Poulson, Mason, Walker, Dixon, 2009; Lucas, Valentine, 2002). Transformational leaders inspire and create positive working environments (Bono Judge, 1004). Transactional and transformational leaders encourage team work and cooperative learning strategies. Educators that are led under the transformational and transactional approach will be able to share ideas with other members of the school community. Educators will be advised to observe other classroom settings and learn form other teachers (Chin, 2007). Principals that lead in this approach will create a positive working and learning environment. Students will be able to learn effectively and educators will be encouraged to work with and learn from fellow peers. One recent study explored the transformational leader and concludes that leaders whom hold subordinates accountable and continuously evaluate and critique in a positive manor will be successful leaders (Chin, 2007). This type of accountability can be measured though self evaluations (Pounder, 2008). Transformational and transactional approached to leadership must be implemented for a successful school environment (Lucas Valentine, 2002). Researchers studied teacher reports and focused on five areas consisting of shared goals, teaching collaboration, teacher learning, teacher certainty, and teacher commitment. The authors hypothesized school principals whom score high in the identified five factors are effective transformational leaders relating to student success in schools. They intended for educators to complete a survey that evaluates their principals transformational leadership style. These eighteen elementary principals and their faculties were asked to return the survey in order for the author to properly assess the evaluations (Lucas Valentine, 2002). With the collected data, the authors discovered that increased transformational leadership principals were associated with schools that demonstrated enhanced levels of social organizations reflective of effective schools. The study also investigated two research questionnaires. The first was questionnaire was from Bass and the second from Avolio. These questionnaires determined that increased transformational principals are associated with schools that show high levels of social organizations and student success, confirming the authors hypothesis (Lucas Valentine, 2002). Educators effectively teaching under the guidance of a transformational and transactional leader Variable One: Evaluation and Accountability One important quality of effective teaching is that educators are able to self evaluate and self examine their teaching strategies (Pounder, 2008). Prior to school beginning, teachers will be asked by the transactional principal to self evaluate one lesson per quarter of the upcoming school year. The lesson plan will be submitted to the principal. The educator will note the pros and cons of their lesson. Self evaluation will promote the educators ability to ensure that effective lessons and activities are taught and implemented in the classroom (Poulson, Mason, Walker, Dixon, 2009; Lucas, Valentine, 2002). Principals that lead in the transactional and transformational approach can also encourage educators to evaluate other peers. Educators can learn from one another, share ideas, and cooperatively teach under this type of leadership. (Poulson, Mason, Walker, Dixon, 2009). This environment will result in a positive atmosphere for parents, teachers, students, and staff members. Similar to self evaluation and peer evaluation, the transformational and transactional principal will be able to evaluate and observe the educator. The principal will meet with the teacher prior to the observed lesson. The principal will be provided with the educators lesson plan and together they will select a date for the observation. Next, the principal will observe the lesson. This transformational and transactional leader will ask the following questions (Anderson, 2008; Lucas, Valentine, 2002): Did the teacher grasp the students attention? Were the students engaged throughout the lesson? Was the material presented in a clear, concise manor? Were the needs of each type of learner met in the lesson? What were the students doing throughout the lesson? Did the teacher check for understanding and ask follow-up questions? How was the lesson concluded? These are seven questions that the principal will note throughout the lesson. Finally, the principal and teacher will have a post conference regarding the observation. At this conference, the principal will be able to provide the educator with notes and comments pertaining to the observed lesson. The principal will be able to discuss strengths and weaknesses and offer tools for improvement (Bono Judge, 2004. Variable Two: Professional Growth Transformational and transactional leaders must encourage members to continually enhance professional growth. Continuous learning for educators will promote effective educators. As a transformational and transactional principal, opportunities for growth and improvement must be available for educators. Workshops, seminars, and meeting are essential for effective education and for teacher accountability (Bono Judge, 2004). Promoting student success and achievement Students will excel under a transformational and transactional leader (Chin, 2007). Students respond positively to leaders that are charismatic, intellectual, and creative. Students are able to establish a respectful rapport with the administration and school personal (Chin, 2007). Principals whom establish the foundation of transformational and transactional leadership skills will promote student success and achievement. Data from 1,762 educators and 9,941 students in one large school district were obtained to explore the effects of transformational leadership practices on selected organization conditions and student engagement within the schools. The results confirmed that there were strong significant effects of such transformational and transactional leadership on student success rate. This partciular article was qualitative and provided copious amount of information relating to the field of transformational leadership and its benefit in schools (Leithwood, 2000). Transformational and transactional leaders obtain qualities that are inspiring and successful. Principals who lead in this approach will create a safe learning environment where students are able to learn to their highest potential (Hood, Poulson, Mason, Walker, Dixon, 2009). Teacher accountability and performance is the second step within the transformational and transactional approach (Chin, (2007). Teachers must be able to self evaluate, evaluate peers, and participate in principal-teacher evaluation. Educators must continue to grow professional and continue their education.

Benvenuto Cellini and the Creation of Perseus :: essays papers

Benvenuto Cellini and the Creation of Perseus My name is Bernardino Mannellini. I am now working on my own trying to succeed as a sculptor here in Rome. I have found the job extremely difficult, but it was expected after my apprenticeship with the great sculptor, Benvenuto Cellini. He was not the most famous but was equally deserving as such great sculptors as Michel Agnolo Buonarroti. This is why I write to you today. Cellini produced one of the most beautiful works of this time in his masterpiece of Perseus. It was a remarkable feat whose story cannot go untold (Huntley 251). Cellini and I had arrived in Florence from France for a short while. Although he was very successful in France under the encouragement of Majesty King Francis, Cellini wanted very much to revisit his birthplace of Florence. He quickly became known to the Duke and did a few works for him. First, the colossal bronze bust of his Excellency; secondly, a restoration of the Ganymede in marble which cost a great deal of difficulty; and thirdly, the Medusa head cast in bronze. Succeeding well with Medusa, Cellini wanted to start on a cast of Perseus holding the head of Medusa (Cellini 410). Cellini made the wax model which came out beautifully, but I was questionable to whether it would come out in bronze as did the Medusa. Apparently the Duke agreed with me when Cellini went to speak to him of the project he was working on. His Excellency was struck by the beauty of the wax model but questioned how it would succeed in bronze with Perseus grasping the head of Medusa so high. The statue would stand ten and a half feet tall if completed with Perseus’s hand holding the head of Medusa high in front of him. It was clear why his Excellency was concerned for how Cellini would complete the bronze statue. I was standing aside from Cellini as he tried to assure the Duke that the statue would succeed. Cellini pleaded â€Å"My lord, I know how very little confidence you have in me; and I believe the reason of this is that your most illustrious Excellency lends too ready an ear to my calumniators, or else indeed that you do not understand my art.

Narrative of My Escape from Slavery :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  This book is about a slave with a half-white mother and a white father. He was born in North Carolina and missed death in the first few days of his life. His mother’s mistress wanted to kill him because he was the son of his mother’s slave master. She went to his mother’s room at night with a knife but his Grandmother saved his life. Not to long after that he and his mother were sold.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  When he was about six or seven years old his mothers old master died which lead to all the saves being divided between the children. He was sent to his father’s wife’s brother-in-law; this separated him from his mother. The way they were divided was that different names of the slave’s were written on a piece of paper and put into a box. Then the children would all draw from the box and see whom they get.   Ã‚  Ã‚  Ã‚  Ã‚  He was then sent hundreds of miles away from his mother to the southern states of America. He caused this being sold to a negro trader. The Trader, Mr. Mitchell, was selling a lot of slaves on the way down south but found it hard to sell him. He was a lot whiter then the other slaves which was a problem. This resulted to him being sent to Mr. Seed who he stayed with for a year. He also had a hard time selling him.   Ã‚  Ã‚  Ã‚  Ã‚  He was finally sold to a man named Dr. Jones who was a Doctor and Cotton Planter. He was taught to mix medicines and sent to the cotton plantation. He also did work in the doctor’s home. A few months after he was then sold to a man named Mr. Smith. He was then about twelve years old. For the next eight years he would be sold to many different traders in many different places.   Ã‚  Ã‚  Ã‚  Ã‚  After many trades, a man named Mr. Gooch who lived in Cashaw County, South Carolina, now owned him. HE was immediately set to the cotton plantation to work. Mr. Gooch gave him bread and meat for allowance. That still wasn’t half enough for him to live on. He was giving hard labor with made him think of his fellow-slaves. HE became tired of the work and tried to run away. He was caught by a trader and set to Lancaster Gaol. Here slaves advertise for their masters to own them.

Evaluative Analysis of Interview Essay -- Sociology, Social Workers

This essay is going to analyse and evaluate an interview between a service user (actor) and a social worker (myself) in regards to the use of communication skills and the theoretical framework that underpins those skills. Firstly, the essay is going to look into definitions of communication skills and secondly we will analyse the interview interaction and relevant communication theories. According to Trevithick (2005, p 116) ‘good communication skills, particularly listening and interviewing skills lie at the heart of social work practice’. Barker (2003, p83, cited in Trevithick 2005, p 116) defines communication as ‘the verbal and non verbal exchange of information, including all the ways in which knowledge is transmitted and received’. Moreover, the National Occupational Standards for Social Work (NOSSW, 2002) stipulate that communication skills are an essential requirement for social work practice / social workers. Wilson et al (2008, p297) further argue that effective communication is underpinned by fundamental skills such as ‘the ability to demonstrate empathy, respect and authenticity’. Looking at the above evidence, it could be argued that effective communication/ communication skills is an essential social work tool. This essay is now going to analyse relevant communication skills that were /could be used in the intervie w assessment/ exercise. Trevithick, (2005, p144-145) argue that interview preparation is essential in order to identify the needs and / or expectations of all parties involved. Prior to the interview I was given a scenario which described in detail the background of a service user, Michelle, and the issues that needed to be addressed. Michele’s girlfriend, Charlie had suffered a stroke and was recovering ... ...ace’. Egan (2010, p131) argues that empathic response can be very comforting when accompanied of body language which Egan (2010) refers to as ‘visibly tuning in’. Furthermore, Wilson et al (2008, p298) argue that in order to become emotionally attuned the interviewer should pay close attention to the service user’s verbal and body language. The final part of the interview focused on Egan’s second stage: ‘The preferred picture’. In this stage, the ‘counsellor helps clients to explore and chose possibilities for a better future’. Egan (2010, p75). It could be argued that due to time constraints we could not explore this stage in depth although we managed to identify and focus on one of Michelle’s main concern. Michelle said that she was worried about their future in terms of finances and how they would cope if Charlie was not able to go back to work in the future.

The Recruitment Process of Morgan Stanley

HRM Case 4 – Rob Parson The given case describes the general hiring process of Morgan Stanley and how their employees are evaluated. The main purpose of this text is the evaluation of Rob Parson and whether or whether not he is suited for a promotion becoming managing director of a certain branch of the company. The text gives a description about Rob Parson past, academically in his job career prior to Morgan Stanley and how his colleagues describe him. In addition to this Paul Nasr is also described as he is the person who has to evaluate Rob and he is also the person who initially hirer Rob at Morgan Stanley.Assessment of Rob Parson’s Performance All in all I would say that Rob Parson is doing a good job as you it is said that his skills of closing deals are very good. He might have problems to work in a team however he has to be told that other don't agree with the way he approaches his tasks. In addition to that I think that Rob Parson deserves a promotion however h e will need to change his team playing approach. It is necessary to be able to work with other efficiently in this fast moving market and he has to be aware of that.Evaluation and development summary (Rob Parson) Strengths| Development Areas| 1. Knows what he is doing| 1. Working in a team| 2. Commits to his work| 2. Leadership skills| 3. Knows how to make a deal| 3. Following the Morgan Stanley Culturc| Performance objectives for the next year| Business Goals: Increase the market share in CMS| Professional Development Goals: Be seen as a Team Player at Morgan Stanley| Career Goals: Eventually be promoted if attitude changes| Nasr’s Performance Appraisal, future goals and Issues that need to be raisedIf I were in Paul Nasr position to conduct the performance appraisal for Rob Parson I would approach it in a conservative way. First of all I think it would help to praise him for his success at the firm and that in general things are going good. When it comes to evaluating his p erformance as a team player at Morgan Stanley, I would first of all remind him of Morgan Stanley’s way of doing business and that teamwork is an important fact if you would like to be successful at the company.In addition to that I would then be important to tell Parson about the fact that some of his peers complained about the way he is pursuing business, leaving broken eggs. The goals I would set for Parson would be the advise to play more along the corporate culture of Morgan Stanley and he will most likely receive the desired promotion If you were Rob Parson, how would you conduct yourself in the performance evaluation meeting? What are your goals? How would you try to influence the process? In Rob Parson’s position I would approach the performance evaluation meeting in a confident way.He should listen to what the critics have to say about him and and try to work with that. Denying his mistakes will not help him for his desired promotion and thus he should accept t hem and try to work out a plan with Paul Nasr how he can develop him in the future. In addition to that he should also be assured of his skills and that tell Paul that in general he will become more of a team player, however that some situation in this sector require quick reactions that do not cohere with Morgan Stanley’s bureaucratic ways of doing things. The Recruitment Process of Morgan Stanley HRM Case 4 – Rob Parson The given case describes the general hiring process of Morgan Stanley and how their employees are evaluated. The main purpose of this text is the evaluation of Rob Parson and whether or whether not he is suited for a promotion becoming managing director of a certain branch of the company. The text gives a description about Rob Parson past, academically in his job career prior to Morgan Stanley and how his colleagues describe him. In addition to this Paul Nasr is also described as he is the person who has to evaluate Rob and he is also the person who initially hirer Rob at Morgan Stanley.Assessment of Rob Parson’s Performance All in all I would say that Rob Parson is doing a good job as you it is said that his skills of closing deals are very good. He might have problems to work in a team however he has to be told that other don't agree with the way he approaches his tasks. In addition to that I think that Rob Parson deserves a promotion however h e will need to change his team playing approach. It is necessary to be able to work with other efficiently in this fast moving market and he has to be aware of that.Evaluation and development summary (Rob Parson) Strengths| Development Areas| 1. Knows what he is doing| 1. Working in a team| 2. Commits to his work| 2. Leadership skills| 3. Knows how to make a deal| 3. Following the Morgan Stanley Culturc| Performance objectives for the next year| Business Goals: Increase the market share in CMS| Professional Development Goals: Be seen as a Team Player at Morgan Stanley| Career Goals: Eventually be promoted if attitude changes| Nasr’s Performance Appraisal, future goals and Issues that need to be raisedIf I were in Paul Nasr position to conduct the performance appraisal for Rob Parson I would approach it in a conservative way. First of all I think it would help to praise him for his success at the firm and that in general things are going good. When it comes to evaluating his p erformance as a team player at Morgan Stanley, I would first of all remind him of Morgan Stanley’s way of doing business and that teamwork is an important fact if you would like to be successful at the company.In addition to that I would then be important to tell Parson about the fact that some of his peers complained about the way he is pursuing business, leaving broken eggs. The goals I would set for Parson would be the advise to play more along the corporate culture of Morgan Stanley and he will most likely receive the desired promotion If you were Rob Parson, how would you conduct yourself in the performance evaluation meeting? What are your goals? How would you try to influence the process? In Rob Parson’s position I would approach the performance evaluation meeting in a confident way.He should listen to what the critics have to say about him and and try to work with that. Denying his mistakes will not help him for his desired promotion and thus he should accept t hem and try to work out a plan with Paul Nasr how he can develop him in the future. In addition to that he should also be assured of his skills and that tell Paul that in general he will become more of a team player, however that some situation in this sector require quick reactions that do not cohere with Morgan Stanley’s bureaucratic ways of doing things.

Single-Sex Education

Term Paper April 2, 2010 Single-Sex Education Have you ever been sitting in a classroom and wondered what it would be like to have an entire class with just girls or just boys? What about an entire school? The drive for gender equity in American education occurred during the 1970’s and 1980’s, which was pushing coeducation forward. The Title IX legislation, passed by Congress in 1972, sharpened public awareness of equity issues that were related to gender.Public concerns about sexual freedom; a rise in unmarried–especially teenage– pregnancy; and the growth of sexually transmitted diseases led to a reconsideration of coeducational guidelines. In the late 1970’s, researchers began to note the higher levels of women academic achievements at single-sex colleges compared to coeducational institutions. In a 1992 published report, the American Association of University Women questioned whether or not coeducation was the best way to achieve the higher leve ls of accomplishments for young women.They claimed that women were more likely to be ignored in class discussions and subjects to threats of sexual harassment. Educational reformers were concerned about the low academic performances of young African-American males. They began to explore the possibility of all-male academies, to provide an environment that would be free of distractions in which these students could focus on achievements. (Rury, 2008) When tolled together, the numbers are not in favor of single-sex education because ninety-six percent of private schools are coeducational (Kennedy, 2010).Kennedy stated that only one point eight percent of girls and two point two percent of boys are educated in single-sex schools (2010). But this could be because out of the ninety-three thousand public schools in America, only two hundred and forty-one of them even offer single-sex classes (McNamara, 2006). According to CBS Evening news reporter, Melissa McNamara stated, â€Å"Three ye ars ago, Woodward Elementary near Orlando, Florida, separated boys and girls. The school's standardized test scores have jumped for both genders.After two years of same-sex classes, seventy-one percent of students beat the national average in reading, and seventy-nine percent beat it in math (2006). † The first academic source I found that directly relates to my topic is called â€Å"Effect of single-sex education on progress in GCSE,† written by Eva Malacova. A recent study found that boys in single-sex schools do better on average GCSE, while girls on total GCSE scores. If you do not know what GCSE is a public examination taken by sixteen year old school pupils in England, Wales, and Northern Ireland at the end of Year Eleven.Another study was done that showed boys performed better in single-sex grammar schools compared to their peers in mixed schools. Also lower ability boys did better in single-sex comprehensive schools than coeducational schools. (Malacova, 2007) A nother study that was done, reported that girls in single-sex independent schools achieve on average 0. 179 GCSE points more than those in coeducational independent schools for prior performance, but they achieved 0. 175 points lower progress on average for grammar schools. The same study also stated that boys in single-sex independent schools seem to achieve on average 0. 04 GCSE points more than boys attending coeducational independent schools, but they achieved 0. 273 points lower progress on average for grammar schools. In conclusion for this academic journal source, girls that attended single-sex independent schools achieve higher progress from GCSE when compared to peers in coeducational independent schools. It was the same for boys, as it said that boys in single-sex independent schools seem to achieve a higher mean GCSE score compared to their peers in coeducational independent schools. (Malacova, 2007)The second academic article I found was entitled â€Å"Single-sex school ing: is it simply a ‘class act’? † written by Georgina Tsolidis and Ian R. Dobson. They stated that single-sex education will not provide students with the full range of curriculum options, role models, and experience of each other, which make an easier successful social interest into future study and work. This source stated that the National Association for Single-Sex Public Education reported on a study by the National Foundation for Educational Research which discovered that both boys and girls did significantly better in single-sex schools than in mixed schools. Tsolidis ;amp; Dobson, 2006) The final academic journal source I found is, â€Å"Cross-school Mentoring: training and implementing a peer mentoring strategy† by Gill Pyatt. This journal talked about a mentoring program that United Kingdom has been using that started early 1980’s and then was later improved after Topping combined a variety of practices. The program has Year Seven students , ages eleven to twelve, from a United Kingdom inner-city girl’s school, get cross-mentored by Year Twelve, ages sixteen and seventeen years old, from another local girl’s school. (Pyatt, 2002)The Year Twelve girls had to go through a training program that lasted a total of twelve hours, to advance them for what was to come when they were start mentoring and throughout the mentoring program. The training consisted of listening skills which taught them to become better listeners, how to find solutions to the Year Seven girls’ problems, and confidentiality. The program also taught the Year Twelve girls how to look at it from the Year Seven girls’ perspectives and how to encourage the younger pupils to recognize and read moods of other people, adults and peers. Pyatt, 2002) After the training program the Year Twelve girls were introduced to the forty girls that they were going to mentor of Year Seven. The four Year Twelve girls mentored the five Year Seven g irls which occurred weekly, throughout the summer, for seven weeks for about a quarter of an hour on every occasion. As the autumn term came a new team of four mentors was recruited from the Year Twelve group and twenty new Year Seven students were chosen. (Pyatt, 2002)By the end of the autumn term it was agreed that the cross-mentoring program had been very helpful, beneficial, and was a complete success. The program benefitted both the Year Seven girls and Year Twelve girls. Especially the Year Seven girls though because they gained more self-confidence and had a more settled beginning to their new secondary stage of education. The current project was said to continue for years to come and there are plans to expand the mentoring strategy to include identified students from Year Eight and Year Nine. Pyatt, 2002) There are multiple sociological view points that a person could use to describe single-sex education. The first view point a person could use is the functionalistic view. T he functionalist theory could be applied to single-sex education because it limits the amounts of sexual temptations that normal coeducation high schools students have to deal with. This will then result in you getting a better grades because you will not have to worry about how pretty you look or how you can make yourself to look more sexually attractive.Furthermore males will not feel the urge to try to impress the women and to be physical fit and perfect. From both the male and female perspective, it reduces the amount of stress that normal coeducational high school students have to put up with. Single-sex education also provides fewer distractions that can be created by the students of the opposite sex, which can, in the end, increase your grades because you will be provided with a lot more opportunities to work harder and longer on your school work. The second view point a person could use is the conflict view.The conflict theory could be applied to single-sex education because usually only the people that are supplied with enough money and are well off are able to have their children attend to these schools. If you really think about it, how many people with money problems or of middle class have children that attend a single-sex school? Single-sex schools tend to be very pricey and cost way too much for people of middle class and below to afford. Usually only the rich are sent to these schools, which only enables well off people and students to usually only associate with other well off people or students.Another view point a person could use is from a religious view. A religious view point could be applied to single-sex education because it makes it easier to assist students to prolong their practice absence. This is because they are only attending school with students of the same gender so it limits their options of places to meet boys and to date. Single-sex schools also gives support to and helps with premarital sex. This is also because they are no t attending school with the opposite gender which enables them to focus more on other things such as academics, athletics, and other activities.In single-sex schools students that already have boyfriends or girlfriends will be less temped and will have fewer opportunities to be able to cheat on their boyfriend or girlfriend. The culture I selected was the United Kingdom. The similarity between the United Kingdom and the United States on the topic of single-sex education is an obvious fact, which is that students that attend the schools are the same. Another thing they have in common is that in both places the studies usually showed that single-sex schools was the better choice because the boys and girls had higher test scores.The difference between the United States and the United Kingdom is the number practicing single-sex teaching has shot up in the United Kingdom in the last four years from seven to two-hundred-and-twenty-three. As opposed to the United Kingdom, in the United Sta tes the overall trend is in the opposite direction because in the last decade one-hundred-and-thirty independent schools that were single-sex schools have either become coeducational schools or closed down. In the state sector the number of single-sex schools has fallen in the past forty years from nearly two-thousand-five-hundred to just over four-hundred. Asthana, 2006) When I search the internet I found, and got the following information from Marian High School’s web page at marian. dev, an all girl school called Marian High School located in Northwest Omaha; it is the only Class A, college-prep school for girls.The school is also religious and says that it is committed to teaching and living the six core values, which are inspired by our sponsoring order, the Servants of Mary. At this school, the web page also said, you are enforced to wear a uniform which consists of either a uniform sweatshirt, Dennis hunter green top with he school’s logo, or club sweatshirt or shirt for the top. For the bottom half of the uniform you have to wear either a Dennis, black watch, plaid skirt or skort that is not shorter than the extended finger tips, zipped and not rolled at the waist or Dennis khaki slacks or khaki walking shorts that is not shorter than the extended finger tips. One way single-sex education is depicted into the media is through the television show â€Å"Fresh Prince of Bel-Air. † In the show all the children attend a single-sex school.This television show supports what I said earlier about how usually only the people who are well off are able to send their children to single-sex schools. In the show the dad, Phillip Banks, is very rich because he is a judge. In the show, it obviously demonstrates how rich the Banks are because they live in a mansion, have a pool, have a pool house, and even have a butler named Geoffrey Barbara. Another way single-sex education is depicted in the media is through â€Å"The Amy Oliver Show: Single-Sex Education. In this podcast it is mostly about encouraging single-sex education and talks about various topics. Some of the topics are the options, who should decide whether or not you go to a single-sex school, and Title IX and single-sex education. (Kasic, 2008) In my own views about single-sex education in light of the information I have just reviewed I found out that single-sex schools seem like the better choice when looking for a better education. Numbers obviously have proved my point about when separate girls and boys do better with their studies then when together.I do agree that, especially girls, sometimes focus more on how sexually attractive we are or how to look more attractive than we do on our school work, which I think is really sad. I also know that in school kids can get sexual temptations to want and feel the need to skip class to go screw around with a person of the opposite sex in the library or backstage or something. As for suggestions for social change that I would make if change seems to be needed, the only thing I could think of is to somehow have social events, like once a month or so, that included an all boy’s and all girl’s school.This way they will develop some type of social skills with the opposite sex without having to see them and trying to impress them every day. This way they will not have to put up with the distractions the opposite sex causes for the other or the sexual temptations that normal coeducational high school students have to go through five days a week.

Different Types of Narration Essay

There are a variety of ways to narrate a story, but essentially they can be broken down into two main groups: first person narrative, and third person narrative. In the use of the first person narrator, the story is told through the eyes of the ‘I’ narrator. The first person narrator can only relate incidents that he or she has witnessed, and only he or she can interpreted the situation, therefore in this respect the first person narrative is limited. We must remember that a first person narrator in a novel is not the novelist but a character who sees things only in the light of his or her own point of view and coloured by his or her personality, therefore events are biased to the narrator’s opinion. This of course can be used to effect in books where the first person narrator is unreliable and therefore we are forced to see a false picture of events. For example in ‘The Beach’ by Alex Garland, events are told by Richard, a backpacker in Bangkok. In the extract I have chosen, Richard recounts an encounter with ‘Mister Duck’, who, at the beginning of he book, commits suicide. In the extract below, it is only the second time that Richard ‘meets’ ‘Mister Duck’, the first being when Richard was feverish. Therefore we can easily presume that Richard was hallucinating when he first ‘met’ ‘Mister Duck’ but in this extract, it is hard to tell, from the way Richard narrates it, that ‘Mister Duck’ is imaginary: Mister Duck sat in his room on the Khao San Road. He’d pulled back one of the newspapers that covered the window and was peering down to the street. Behind him, strewn across his bed, were coloured pencils, obviously the ones he’d used to draw the map. The map was nowhere in sight so maybe he’d already tacked it to my door. I saw that his shoulders were shaking. ‘Mister Duck?’ I said cautiously. He turned, scanned the room with a puzzled frown and, then spotted me through the strip of mosquito netting. ‘Rich†¦ Hi.’ Of course, through first person narrative, we develop a more intimate relationship with the narrator because we have their character and way of thinking forced upon us, which in cases can make you sympathise more with this character, as you know their private emotions that they would not show openly. For example in ‘The Remains of the Day’ the use of the first person narrator creates suspense and mystery over the intense relationship between Stevens and Miss Kenton. Also in this extract, we feel Steven’s character imposed on the story as his unquestioning faith and dedication to his job cost him dearly his personal life. And finally Stevens unwavering sense of duty and reserve at all times leading him to deny his emotions eventually drive away the woman he loved. As demonstrated in the extract I have chosen: As I was bolting the door, I noticed Miss Kenton waiting for me, and said: ‘I trust you had a pleasant evening, Miss Kenton.’ She made no reply, so I said again, as we were making our way across the darkened expanse of the kitchen floor; ‘I trust you had a pleasant evening, Miss Kenton.’ ‘I did, thank you, Mr Stevens.’ ‘I’m pleased to hear that.’ Behind me, Miss Kenton’s footsteps came to a sudden stop and I heard her say: ‘Are you not in the least interested in what took place tonight between my acquaintance and I Mr Stevens?’ ‘I do not mean to be rude, Miss Kenton, But I really must return upstairs without further delay. The fact is, events of a global significance are taking place in this house at this very moment.’ ‘When are they not, Mr Stevens? Very well, if you must be rushing off, I shall just tell you that I accepted my acquaintance’s proposal.’ ‘I beg your pardon, Miss Kenton?’ ‘His proposal of marriage.’ ‘Ah, is that so, Miss Kenton? Then may I offer you my congratulations.’ ‘Thank you, Mr Stevens. Of course, I’ll be happy to serve out my notice. However, should it be that you are able to release me earlier, we would be very grateful. My acquaintance begins his new job in the West Country in two weeks’ time.’ ‘I will do my best to secure a replacement at the earliest opportunity, Miss Kenton. Now if you will excuse me, I must return upstairs.’ I started to walk away again, but then when I had all but reached the doors out to the corridor, I heard Miss Kenton say: ‘Mr Stevens,’ and thus turned once more. She had not moved, and consequently she was obliged to raise her voice slightly in addressing me, so that it resonated rather oddly in the cavernous spaces of the dark and empty kitchen. ‘Am I to take it’ she said, ‘that after the many years of service I have given in this house, you have no more words to greet the news of my possible departure than those you have just uttered?’ ‘Miss Kenton, you have my warmest congratulations. But I repeat, there are matters of global significance taking place upstairs and I must return to my post.’ Pages 218-219 In this extract we are frustrated by Stevens reserve and lack of emotion, and without the story being told form his side we might have felt Stevens to be cold hearted and distance and therefore dislike him. But in fact we pity his actions and feel moved. An autobiographical persona such as Pip in Dickens ‘Great Expectations’, are not to be taken as complete or even accurate portraits of their authors – they are often no more than studies in self criticism: I was quite as dejected on the first working-day of my apprenticeship as in that after-time; but I am glad to know that I never breathed a murmur to Joe while my indentures lasted. It is about the only thing I am glad to know of myself in that connexion. For, though it includes what I proceed to add, all the merit of what I proceed to add was Joe’s. It was not because I was faithful, but because Joe was faithful, that I never ran away and went for a soldier or a sailor. It was not because I had a strong sense of the virtue of industry, but because Joe had a strong sense of the virtue of industry, that I worked with tolerable zeal against the grain. It is not possible to know how far the influence of any amiable honest-hearted duty-going man flies out into the world; but it is very possible to know how it has touched one’s self in going by, and I know right well that any good that intermixed itself with my apprenticeship came of plain contented Joe, and not of restless aspiring discontented me. In the same way the innumerable portraits by artists of their friends, enemies or acquaintances are notoriously one sided, exaggerated and even on occasion, libellous. In a first person narrative, the use of interior monologue can be used where the reader is allowed inside the mind of the narrator and so we can hear their inner thought. For example in Ernest Hemingway’s ‘A farewell to Arms’, when Henry hears that his wife is gravely ill we receive an interior monologue: The nurse went into the room and shut the door. I sat outside in the hall. Everything was gone inside of me. I did not think. I could not think. I knew she was going to die and I prayed that she would not. Don’t let her die. Oh, God, please don’t let her die. I’ll do anything for you if you won’t let her die Please, please, please dear God, don’t let her die. Dear God, don’t let her die. Pleas, please, please don’t let her die, God, please make her not die. I’ll do anything you say if you don’t let her die. You took the baby but don’t let her die – that was all right but don’t let her die. Please, please, dear God, don’t let her die. Here we feel that the character is deeply involved in his surroundings and what is happening, the events he is recounting are extremely emotional and moving, but this is not always the case. In ‘Nausea’ by Jean-Paul Satre, it is the story of an observer of life in a small cafà ¯Ã‚ ¿Ã‚ ½, and here the narrator is totally withdrawn from his surrounding, as though watching it on television. The narrator is distanced from events and the book is almost like a third person narrative in the sense that he is telling the story of the lives of those sitting around him, but of course true to first person narration he is interpreting the situation into how he sees it: It is half past one. I am at the Cafà ¯Ã‚ ¿Ã‚ ½ Mably, eating a sandwich, and everything is more or less normal. In any case, everything is always normal in cafà ¯Ã‚ ¿Ã‚ ½s and especially in Cafà ¯Ã‚ ¿Ã‚ ½ Mably, because of the manager, Monsieur Fasquelle, who has a vulgar expression in his eyes which is very straightforward and reassuring. It will soon be time for his afternoon nap and his eyes are already pink, but his manner is still lively and decisive. He is walking among the tables and speaking confidentially to all the customers: ‘Is everything all right, Monsieur?’ I smile at seeing him so lively: when his establishment empties, his head empties too. Between two and four the cafà ¯Ã‚ ¿Ã‚ ½ is deserted, and then Monsieur Fasquelle takes a few dazed steps, the waiter turn out the lights, and he slips into unconsciousness: when this man is alone, he falls asleep. The second type of narrative is third person narration. The narrator is omniscient, that is, able to move between characters, situations, and locations at any point, and granted full access to characters’ thoughts, feelings, and motivation. This is the advantage that third person narration has over first person, yet a sense of intimacy with the characters is harder to achieve. Some narrators might comment on the events taking place in the novel as they unfold, and even interpose their own views; the Victorian novelists such as Charles Dickens were adept at this manner of intervention, for example in ‘A Christmas Carol’, Dickens talks directly to the reader to convey his thoughts and ideas: Marley was dead, to begin with. There is no doubt whatever about that. The register of his burial was signed by the clergyman, the clerk, the undertaker, and the chief mourner. Scrooge signed it. And Scrooge’s name was good upon ‘Change for anything he chose to put his hand to’. Old Marley was dead as a door-nail. Mind! I don’t mean to say that I know, of my own knowledge, what there is particularly dead about a door-nail. I might have been inclined, myself, to regard a coffin-nail as the deadest piece of ironmongery in the trade. But the wisdom of out ancestors is in the simile; and my unhallowed hands shall not disturb it, or the country’s done for. You will therefore permit me to repeat, emphatically, that Marley was as dead as a door-nail. Alternatively, the author might limit the narrator’s overt presence, and recount the narrative’s events as directly as possible. A third-person narrator might have a limited point of view, confined to only one or a few characters, as in much of Emily Brontà ¯Ã‚ ¿Ã‚ ½Ã¢â‚¬â„¢s ‘Wuthering Heights’, where the author is wholly absent and uses the characters to tell the story. Therefore she never directly interrupts the story to make a direct comment or moral judgement on the action of the characters. We notice that Emily Brontà ¯Ã‚ ¿Ã‚ ½ in ‘Wuthering Heights’ uses narrators that are involved in the proceedings and therefore these people try to inflict their point of view on the reader. In this case it is to emphasise the point that the relationship between Heathcliff and Cathy is unique and not something that Nelly, or Lockwood (Wuthering Height’s two main narrators) will never fully comprehend as only Heathcliff and Cathy can explain their love for each other. She rung the bell till it broke with a twang: I entered leisurely. It was enough to try the temper of a saint, such senseless, wicked rages! There she lay dashing her head against the arm of the sofa, and grinding her teeth, so that you might fancy she would crash them to splinters! Mr Linton stood looking at her in sudden compunction and fear. He told me to fetch some water. She had no breath for speaking. I brought a glass full; and, as she would not drink, I sprinkled it on her face. In a few seconds she stretched herself out stiff, and turned up her eyes, while her cheeks, at once blanched and livid, assumed the aspect of death. Linton looked terrified. ‘There is nothing in the world the matter,’ I whispered. I did not want him to yield, though I could not help being afraid in my heart. ‘She has blood on her lips!’ he said, shuddering. ‘Never mind!’ I answered tartly. And I told him how she had resolved previous to his coming, on exhibiting a fit of frenzy. In some cases the events of the story are told through an impersonal narrative. This impersonal narrator then relates the story through the senses of different character, presenting the reader with a more rounded picture. For example in ‘The Tesseract’ by Alex Garland, the story is told from many points of view, quickly changing between one character’s perspective to another, each time the story being told from that characters sense and feeling. In the extract below we witness the situation from three of the character point of view The telephone made for an indifferent witness. But Sean’s reflection in the bathroom mirror, making contact as he turned away from the vent, was less detached. Even under pressure, the sight was arresting. His face seemed to be in a state of flux. Unable to resolve itself, like a cheap hologram or a bucket of snakes, the lips drew back while the jaw relaxed, the stare softened while the frown hardened. Fear, Sean thought distantly. Rare that one got to see what it actually looked like. Other people’s, sure, but not your own. Intrigued, he leaned close to the mirror, ignoring the footsteps that were already working their way up the stairs. ‘Aaaah, we’re going to be late,’ said Don Pepe, breaking the tense silence of the last five minutes. Jojo nodded and nervously pushed his thumbs into the padding around the steering wheel. ‘Yes, sir, we are. I’m sorry.’ Jojo paused a moment before saying ‘Yes, sir’ again. He was leaving time for Teroy to add his own apology. After all, he’d been the one who had suggested Hotel Patay in the first place. But Teroy, sitting in the passenger seat, wasn’t saying a word. No sense diverting Don Pepe’s irritation on to him, when he could keep his head down and his mouth shut and let Jojo take all the abuse. Fair enough. Jojo would have been doing the same if their roles had been reversed. The narrator is very important in a story as the narrator is responsible for the way a story is conveyed to its reader, or its point of view. The variety of ways that the author can manipulate the narrator and his or her point of view in order to gain maximum control over the work as a whole is often the essence of whether the reader gained the desired effect set by the author.