Write a detailed marketing strategy for WizzAir low cost airline Essay

Write a detailed marketing strategy for WizzAir low cost airline - Essay Example It is projecting its investments in technology to provide safety and comfort for the low-cost traveler. Thus, it is differentiating the brand Wizz Air as an excellent quality, reliable, punctual and friendly airline. This differentiation is manifested in terms of its aircrafts technical quality and ambience, people, promotions, business processes, logos and all communications. With such a market strategy, Wizz Air hopes to maintain its leadership position and be seen as the best low cost airline. Wizz Air started its operations in 2004 with a seed capital of 34 million Euros. Within six months it became one of the leading low-cost airlines for the Central and Eastern European region. Wizz Air had carried over 1.9 million passengers in 2005, thus showing a 300% growth. It has carried a over a record 3 million passengers within 2 years It operates through flights from Poland, Hungary, Bulgaria, Croatia, Slovenia and Romania, and from 5 bases in the CEE - Katowice, Warsaw, Gdansk in Poland, and Budapest in Hungary. It plans to open another base in Bucharest, and has a target to carry 4.5 million passengers in 2007. It flies to 50 European destinations on 56 routes. The airline has been acknowledged as the largest low-cost airline, and the second largest airline of Poland by the Polish Civil Aviation. It was also chosen as the Best Airline of Hungary within 5 months of operations in Hungary. CEO of Wizz Air, JÃ ³zsef VÃ ¡radi, was awarded Brave Innovator’ by the Earnest&Young foundation. Wizz Air has a 15% market share of the Plolish airline market, with a 67% increase in its Polish passengers in 2006. It has a fleet of 9 Airbus 320, which are known for their operational efficiencies. (wizzair.com, 2007) The airline industry in CCE is experience a time of intense competition. There are a number of low-cost airlines that have entered the market, and the market is growing at a slow rate. This

Company law Essay Example for Free

Company law Essay Applying this doctrine to the case study, Alicia can be regarded as one of the promoters of Batco Ltd, since she had involved in the formation of the company and ranked as one of the three directors after the registration. It’s also noticeable that the other two directors, Adam and Robin, were former employees of Alicia. Thus, even though Alicia didn’t play an active role in the formation of the company, the connection between her and Batco before and after the registration was solid. According to Aequilas v AEFC (2011) 19T ACLC 1006, the legal consequence of a person being identified as a promoter is that such person owes stringent fiduciary duties to the company and its shareholders. They are required to act in good faith and place the company’s benefits over their own (Harris, Hargovan and Adams 2011). More specifically, in Erlanger v New Sombero Phosphate Co (1878) 3 CA 1218, the House of Lords held that promoters have the duty of fully disclosure to a board of independent directors of the material facts when they enter into contract relations with the company; Or, as stated in the in Aequilas v AEFC (2011) 19T ACLC 1006, the court also accepts an explicit disclosure made to shareholders. Taking these judgments into account, Alicia, as a director of Batco Ltd, as well as a promoter, breached her fiduciary duties. Because Alicia, as a party to the contract with Batco, didn’t make known the notification she received from a government clerk to the company before they entered into the contract. Although without official announcement, the rezoning of the area was only a speculation, the unveiling of this information could prevent Batco from buying the site at that price, as the reassigned area could have a change in value. What more, a secret profit was obtained by Alicia in the selling of property. Despite that she made a disclosure of the actual profit she earned to Adam and Robin, these two directors could not fall into the group of independent directors. Additionally, even after Alicia had informed them about her real gain, in the prospectus Batco Ltd made to its shareholders, the profit number was falsely presented. Thus, Alicia also contravened the promoter’s duty of disclosure to the company’s shareholders. Once the breach of fiduciaries is established, Batco Ltd and its shareholders can sue Alicia, Adam and Robin for remedies. Under s 729(1) in Corporation Act 2011(Cth), the damaged party has right to recover the amount of the loss or damage resulting from contravention of duty of disclosure. And under s 729(3), the time for taking a legal action under s 729(1) is limited to in 6 years after the happening of the breach of disclosure duty. In Erlanger v New Sombeoro Phosphate Co (1878) 3 CA 1218, the judgment rescinded the initial contract and the damaged party was allowed to recover the purchase price. Similarly, in Glukstein v Barnes (1900) AC 240, a promoter was required to account to the company on the secret profit he realized from the breach of fiduciary duties without voiding the contract. Therefore, one likely outcome in this case study is Batco and its shareholders suing Alicia to rescind the purchase contract within 6 years after the happening of the breach of disclosure duty. As a result, Batco can recover the purchase price and return the site to the vendor, Alicia. Another possibility is Batco suing Alicia for breach of fiduciary duties and only require her account to the company for the secret gain. However, considering the unpredictable effect of rezoning on the purchased site, the former one would be a better option for Batco. According to Frino and Segara (2012), there are two elements of transaction costs, being the explicit and implied costs. Explicit costs include brokerage fees, exchange fees and government taxes which will not be discussed in this report as the trading exercise was performed without incurring such costs. Implied costs emerge when share prices become unfavourable due to effect of the share trades. These unfavourable expenses are difficult to estimate and deduce as they usually happen in a random manner (Frino and Segara, 2012). There are three types of implied costs which will be discussed below. Firstly, every trader will be exposed to bid-ask spreads (Frino and Segara, 2012). Bid-ask spreads are the gaps between the highest purchase price and the lowest selling price at which the dealers are keen to trade upon. Thus, the median of the bid-ask spread is deemed as the reasonable price. According to Frino and Segara (2012), when a dealer needs to complete a particular transaction urgently, the deemed reasonable price mentioned above will be forgone as the dealer will require immediate liquidity by purchasing or selling the shares at the stated bid or ask price. There are many ways and choices for a company of fundraising their commercial scheme and activities. One of the choices is through corporate fundraising to offer securities to attract public and outside investors. The statutory provisions in related to the process is located under Ch 6D. Under the Corporate Law Economic Reform Program Act 1999, the required standard full-disclosure document while public companies undertaking fundraising is as prospectus (zuozhe 267). In the case, Jaan Company wants to expand its market and decides raising funds through offering securities and has two options to choose: the first one is raising 10 million and keeps domestic; another one is raising 20 million and expand international. They decide to use offer securities to raise fund which means they will need to face a standard required prospectus to the public. According to Section 709, there are four types of disclosure documents. First is prospectus, which is the most common form of disclosure document and under Ch 6D s709 (1), it must generally be prepared for an offer of securities. However, if the raising capital fund is not exceeding 10 million, the prospectus is not compulsory to be prepared. The second type is short form prospectus. This type is permitted to reduce the length and complication of prospectus that are distributed to potential investors. The third type is an offer information statement. Under an offer information statement, the amount to be raised from the issue of securities is 10 million or less. The last one is profile statements. This type is prepared as an addition to a prospectus and a reform to simplify policy objective and reduce the volume of disclosure objects. Under the circumstance, for the option 1, an offer information statement is appropriate. The offer information statement is comparative simplified and according to the Corporations Acts, it is intended to facilitate more efficient capital raising, especially for start-up and small and medium sized enterprises(zuozhe, 268). The disclosure requirements are lower level than for a prospectus. Under offer information statements, the company is required to state the information about the company (including xplain the company’s business and the nature of securities, the financial audited statements within the previous 6 months), explain why the company needs to fundraising, disclose details about risks involved and all amount payable. In addition, it also must state to investors that it’s different and lower level compare with prospectus, remind the investors should acquire professional advice. Furthermore, the copy has been lodged with ASIC who takes no responsibility for its contents is required. For option 2, a detailed, full-disclosure prospectus is required. The obligations are concluded as following (zuozhe, 266): firstly, all the information, which is also guaranteed reliable and available at the same time, need to be provided in a prospectus to all investors that they might realistically need to know in order to make a decision about the company’s investment proposal; secondly, the documents must enclose all the risks associated with the concerned industry in which the company operates; thirdly, it is necessary that the disclosure of material information is in an effective way for fundraiser to undertake inquiries as well as disclose details which can enable investors to make a more accurate assessments about securities in a cost-effective way. I will recommend option 1in this case. Jaan is a small manufacturing business and not a mature company; it has not enough experience and comparative low capital base as well less able to meet the costs of raising capital. Compare with mature company, Jaan is less able to meet the risks to challenge the market changes and adapt quickly. Offer information is particularly suitable for the small and mid-sized enterprises; it has lower requirements than prospectus and also more flexible for the company. Part 2 According to S 728, if a disclosure document has following characteristics, then it would contravene: misleading or deceptive conduct; omission form; a circumstance that is required to disclose in the document but the company has not and the circumstance is raised as a problem. In this case, Jaan has a very positive forecast in the sales and profit in the following years; however, it has not happened. The company said the market needs of snowboarding are huge and the company has confidence to forecast that they have made a right choice. Unfortunately, the company is circulated these forecast without reasonable basis and inadequate marketing research. Furthermore, in order to attract investors, the company is using New Zealand’s snowboarding popularity diagram rather than global or Australia. Under this circumstance, the company has misled the investors and make them have a wrong perception of the company’s vision. In addition, the company also comes out a new circumstance: abnormal weather patterns caused by global warming will make the company to face a huge loss. This is unexpected but this circumstance should have been disclosed in the document. Under the Ch 6D, the company should disclose all the relevant risks to enable the investors to make a cautious decision. Nevertheless, the company only focus on the bright side of the future and miss to present the potential external factors that may influence the sales of the company. All these would be the facts that the company’s disclose document has contravened and will face a remedy for the investors. Similar case for Jaan’s investors can look at is Cadence Asset Management Pty Ltd v Concept Sports Ltd (2005): the defendant were misleading the investors about the company’s outlook, the court decision is disagree the defendant’s defence and upheld the plaintiff to recover the loss suffered. Defendants may avoid their liability if they can satisfy the defences set out in ss 731-733. In this case, according to section 731, Jaan may avoid liability if they can provide evidence that their sales forecast is based on reasonable grounds, there is no misleading for the investors. And in order to defend successfully, the company also needs to show that they undertake that they can confirm their information is based on reasonable basis and the accuracy is creditable in the prospectus (zuozhe, 288). Furthermore, Jaan should also to prove that they were unaware of the changing weather to make the company to bear the loss. These can be potential defences for the company. However, the case Cadence Asset Management Pty Ltd v Concept Sports Ltd (2005) has shown that if the company has a behaviour of misleading the investors in breach of s 728 (zuozhe, 287), Jaan may not be succeed in the defences based on the following facts: they use the wrong popularity diagram to forecast the sales (besides, the company also know this fact), this is misleading to the investors; in addition, the changing weather should be a relevant risk which must be disclosed to the investors. Investors have rights to know the risks associated with the operation. Base on those facts, the company may fail to defence.

Factors Influencing the Future Subspecialty Choice

Factors Influencing the Future Subspecialty Choice Ù†¦Ãƒâ„¢Ã¢â‚¬Å¡ÃƒËœÃ‚ ªÃƒËœÃ‚ ±ÃƒËœÃ‚ ­ Ù†¦ÃƒËœÃ‚ ´ÃƒËœÃ‚ ±Ãƒâ„¢Ã‹â€ ÃƒËœÃ‚ ¹ Ø ¨ÃƒËœÃ‚ ­ÃƒËœÃ‚ «Ãƒâ„¢Ã…   Research Project Proposal Ù ÃƒËœÃ‚ ¶Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ §Ãƒâ„¢Ã¢â‚¬ ¹ÃƒËœÃ…’ Ø ªÃƒËœÃ‚ ªÃƒâ„¢Ã¢â‚¬ ¦ Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ ·ÃƒËœÃ‚ ¨ÃƒËœÃ‚ §ÃƒËœÃ‚ ¹ÃƒËœÃ‚ © Ø ¥Ãƒâ„¢Ã¢â‚¬ ¦ÃƒËœÃ‚ § Ø ¨ÃƒËœÃ‚ §Ãƒâ„¢Ã¢â‚¬Å¾Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ ºÃƒËœÃ‚ © Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ ¹ÃƒËœÃ‚ ±ÃƒËœÃ‚ ¨Ãƒâ„¢Ã…  ÃƒËœÃ‚ © Ø £Ãƒâ„¢Ã‹â€  Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ ¥Ãƒâ„¢Ã¢â‚¬  ÃƒËœÃ‚ ¬Ãƒâ„¢Ã¢â‚¬Å¾Ãƒâ„¢Ã…  ÃƒËœÃ‚ ²Ãƒâ„¢Ã…  ÃƒËœÃ‚ © Please, type either in English or Arabic * Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ §ÃƒËœÃ‚ ³Ãƒâ„¢Ã¢â‚¬ ¦ Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ £Ãƒâ„¢Ã‹â€ Ãƒâ„¢Ã¢â‚¬Å¾: Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ ¨ÃƒËœÃ‚ §ÃƒËœÃ‚ ­ÃƒËœÃ‚ « Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ ±ÃƒËœÃ‚ ¦Ãƒâ„¢Ã…  ÃƒËœÃ‚ ³. Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ §ÃƒËœÃ‚ ³Ãƒâ„¢Ã¢â‚¬ ¦ Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ «ÃƒËœÃ‚ §Ãƒâ„¢Ã¢â‚¬  Ãƒâ„¢Ã…  : Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ ¨ÃƒËœÃ‚ §ÃƒËœÃ‚ ­ÃƒËœÃ‚ « Ø §Ãƒâ„¢Ã¢â‚¬Å¾Ãƒâ„¢Ã¢â‚¬ ¦ÃƒËœÃ‚ ´ÃƒËœÃ‚ §ÃƒËœÃ‚ ±Ãƒâ„¢Ã†â€™ Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ °Ãƒâ„¢Ã…   ÙÅ  ÃƒËœÃ‚ ±ÃƒËœÃ‚ ´ÃƒËœÃ‚ ­Ãƒâ„¢Ã¢â‚¬ ¡ Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ ¨ÃƒËœÃ‚ §ÃƒËœÃ‚ ­ÃƒËœÃ‚ « Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ ±ÃƒËœÃ‚ ¦Ãƒâ„¢Ã…  ÃƒËœÃ‚ ³ Ù„ÙÅ  ÃƒËœÃ‚ ªÃƒâ„¢Ã‹â€ Ãƒâ„¢Ã¢â‚¬Å¾Ãƒâ„¢Ã¢â‚¬ ° Ø §Ãƒâ„¢Ã¢â‚¬Å¾Ãƒâ„¢Ã¢â‚¬Å¡Ãƒâ„¢Ã…  ÃƒËœÃ‚ §Ãƒâ„¢Ã¢â‚¬ ¦ Ø ¨ÃƒËœÃ‚ §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ ¨ÃƒËœÃ‚ ­ÃƒËœÃ‚ « Ù Ãƒâ„¢Ã…   Ø ­ÃƒËœÃ‚ §Ãƒâ„¢Ã¢â‚¬Å¾ Ø ªÃƒËœÃ‚ ºÃƒâ„¢Ã…  ÃƒËœÃ‚ ¨ Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ ¨ÃƒËœÃ‚ §ÃƒËœÃ‚ ­ÃƒËœÃ‚ « Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ ±ÃƒËœÃ‚ ¦Ãƒâ„¢Ã…  ÃƒËœÃ‚ ³ Ø £Ãƒâ„¢Ã‹â€  Ø ªÃƒËœÃ‚ ®Ãƒâ„¢Ã¢â‚¬Å¾Ãƒâ„¢Ã…  Ãƒâ„¢Ã¢â‚¬ ¡ Ø ¹Ãƒâ„¢Ã¢â‚¬   Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ ¨ÃƒËœÃ‚ ­ÃƒËœÃ‚ «. First name indicates the Principal Investigator (PI). * Second name is the co-investigator designated by the PI to assume all responsibilities, in case of the absence of the PI. NOTE: For principal investigator from other college/hospital (outside KKUH) please provide contact details: Office Tel. No. 0114777714 ext 40805 Email: [emailprotected] Mobile: 0544660000 Ø §Ãƒâ„¢Ã¢â‚¬Å¾Ãƒâ„¢Ã¢â‚¬ ¦Ãƒâ„¢Ã…  ÃƒËœÃ‚ ²ÃƒËœÃ‚ §Ãƒâ„¢Ã¢â‚¬  Ãƒâ„¢Ã…  ÃƒËœÃ‚ © Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ ªÃƒâ„¢Ã‚ ÃƒËœÃ‚ µÃƒâ„¢Ã…  Ãƒâ„¢Ã¢â‚¬Å¾Ãƒâ„¢Ã…  ÃƒËœÃ‚ © Detailed Budget ** Ù Ãƒâ„¢Ã…   Ø ­ÃƒËœÃ‚ §Ãƒâ„¢Ã¢â‚¬Å¾ Ø £Ãƒâ„¢Ã¢â‚¬   Ù†¡ÃƒËœÃ‚ °ÃƒËœÃ‚ § Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ ¨ÃƒËœÃ‚ ­ÃƒËœÃ‚ « Ù†¦ÃƒËœÃ‚ ¯ÃƒËœÃ‚ ¹Ãƒâ„¢Ã‹â€ Ãƒâ„¢Ã¢â‚¬ ¦ ÙÅ  ÃƒËœÃ‚ ±ÃƒËœÃ‚ ¬Ãƒâ„¢Ã¢â‚¬ ° Ø ¥ÃƒËœÃ‚ ¹ÃƒËœÃ‚ ·ÃƒËœÃ‚ §ÃƒËœÃ‚ ¡ Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ ªÃƒâ„¢Ã‚ ÃƒËœÃ‚ §ÃƒËœÃ‚ µÃƒâ„¢Ã…  Ãƒâ„¢Ã¢â‚¬Å¾ Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ ªÃƒËœÃ‚ §Ãƒâ„¢Ã¢â‚¬Å¾Ãƒâ„¢Ã…  :- 1- Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ ¯ÃƒËœÃ‚ §ÃƒËœÃ‚ ¹Ãƒâ„¢Ã¢â‚¬ ¦. 2- Ø ªÃƒâ„¢Ã‚ ÃƒËœÃ‚ §ÃƒËœÃ‚ µÃƒâ„¢Ã…  Ãƒâ„¢Ã¢â‚¬Å¾ Ø §Ãƒâ„¢Ã¢â‚¬Å¾Ãƒâ„¢Ã¢â‚¬ ¦Ãƒâ„¢Ã…  ÃƒËœÃ‚ ²ÃƒËœÃ‚ §Ãƒâ„¢Ã¢â‚¬  Ãƒâ„¢Ã…  ÃƒËœÃ‚ ©. ** If the project is funded, please provide:- 1- Name of Sponsor 2- Details of the budget Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ ®ÃƒËœÃ‚ ·ÃƒËœÃ‚ © Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ ²Ãƒâ„¢Ã¢â‚¬ ¦Ãƒâ„¢Ã¢â‚¬  Ãƒâ„¢Ã…  ÃƒËœÃ‚ © للØ ¨ÃƒËœÃ‚ ­ÃƒËœÃ‚ « RESEARCH TIME SCHEDULE Ø ªÃƒËœÃ‚ §ÃƒËœÃ‚ ±Ãƒâ„¢Ã…  ÃƒËœÃ‚ ® Ø ¨ÃƒËœÃ‚ ¯ÃƒËœÃ‚ §Ãƒâ„¢Ã…  ÃƒËœÃ‚ © Ø §Ãƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃ‚ ¨ÃƒËœÃ‚ ­ÃƒËœÃ‚ «: 15 / 7 / 1435 Ù†¡Ãƒâ„¢Ã¢â€š ¬ starting Date : 15 / 7 / 1435 1

Margaret Atwoods The Handmaids Tale Essay examples -- Margaret Atwoo

Margaret Atwood's The Handmaid's Tale Chapter nine opening section two of the novel is mainly recalling the last chapters and about the narrator rediscovering herself, surfacing the truth. In section one we see the narrator talking in the present tense in a very descriptive form, outlining the novel. However in section two we see her talking in the past tense demonstrating the stories she is telling. The separation between the human and the natural world and the narrator’s struggle with language most directly portrays the novel's dualities. In chapter nine there are many areas’s in which specific linguistics are used to tell the story. This is evident in the very opening paragraph of chapter nine, when the narrator says â€Å"The trouble is all in the knob at the top of our bodies†. The noun euphemism ‘knob’ for the head has connotations of a mechanical device which links in to the â€Å"illusion that they are separate†. This creates a binary opposition between emotion versus reason (heart versus brain), creating the idea that the narrator is dislocated form herself. The narrator is sceptical about language as she blames words and makes it the culprit just like when the ‘husband’ kept saying he loved her on page 28. Another area where we see the narrator’s distrust in words is when she clearly states â€Å"I’ll never trust these words again†. The use of this future tense declarative reveals the narrator’s fear and suspicion of words (especially about the word love). The narrator seems to think the entire body should be called the same as she says â€Å"the language is wrong, it shouldn’t have different words for them†. Later we see Atwood displaying the narrator’s pessimistic language when she uses the declarative â€Å"Bu... ...r’s memories more. This is evident in chapter ten whist the narrator is view the scrapbooks, she says â€Å"I couldn’t remember ever having drawn these pictures† and â€Å"I was disappointed in myself, I must of been a hedonistic child†. The verbs clustered together suggest the narrator really struggles to recall her memories. Another key suggestion to the narrator’s fault memory is the way she intertwines the past and present, making the reader at times unaware of which is which, also the way in which the narrator continually contradicts herself. This is evident on page twenty when she is placed in a paradoxical position when she thinks â€Å"if you live in a place you should speak the language. But this isn’t where I lived†. We see the clear contradiction as earlier she stated â€Å"I can’t believe I’m on this road again† notifying the reader that she does belong there.

Early Childhood Education and Creative Learning Essay

1. Analyse the differences between creative learning and creativity. Creativity and creative learning are highlighted by the Early Years Foundation Stage (EYFS) framework as being a significant aspect in the holistic development of young children. Children need to have the opportunities to respond in an individual and personal way, make choices and follow new ideas uninhibited by adult expectations. Many people believe creative learning and creativity are the same but in fact they are very different. Creative learning is about how children are actively involved in their own learning and their ability to make choices and decisions. Ofstead states that among professionals, creative learning is seen as questioning and challenging, making connections and seeing relationships, envisaging what might be, exploring ideas, keeping options open and reflecting critically on ideas, actions and outcomes. (Ofstead 2010) Creativity however is about seeing things in a new way and using your imagination. Being creative is strongly linked to play and by allowing children to explore and express themselves through a variety of media or materials including, dance, music, craft, drawing, painting and role play, children are able to produce original outcomes in a variety of ways. The National Advisory Committee on Creative and Cultural Education (NACCCE) defines creativity as â€Å"imagination, fashioned so as to produce outcomes which are original and of value† (NACCCE, 1999) and believes all people have the capacity and democratic right, to be creative in all aspects of life. 2. Explain current theoretical approaches to creativity and creative learning in early childhood. Western society has for many years supported the idea of nurturing children’s creativity to enhance early childhood education, inspired by Swiss philosopher Jean-Jaccques Rousseau’s ‘Romantic’ view first voiced in the eighteenth century that acknowledged children’s curiosity and capacity to make new ideas and meanings. In 1999, Gopnik, Meltzoff and Kuhl supported this theory with revolutionised ideas on the human mind and childhood. They  believed that babies are born with the ability to make connections to the world around them and with this desire to explore is born curiosity, in turn developing our creativity. However, Woolf and Belloli (2005) state that children also need a supportive environment and the opportunities in which to develop the skills required to support their creativity. Adults should encourage children, provide new materials, such as stories, music and dance in order to explore and offer interest and praise to promote self value and a feeling of achievement. More contemporary theories support Woolf and Belloli’s ideas, such as the Effective Provision of Preschool Education Project (EPPE) 2004, which emphasises the importance of adult supported play. Interaction and acknowledgement during play is significant, for it is the process and not the final outcome that is central to creative learning. It is also believed that creativity and creative learning support holistic development in the early years, improving overall outcomes especially for those from disadvantaged backgrounds. By developing a child’s innate curiosity and creativity, practitioners are able to build on current skills and expand opportunities. The Thomas Coram Children’s Centre in Camden, London focuses on the Every Child Matters Agenda and the importance of creativity in the early years and shows from a study conducted in 2009, that 90% of the cohort of children who left that year, reached or exceeded expectations for their age, although only 56% were reaching expectations on entry to the centre. Studies have emphasised the importance of developing creative practice in the early years setting and fostering creativity directly from the child, encouraging a child’s ideas and promoting the possibilities. Jeffrey and Craft (2010) believe this practice to be ‘learner inclusive’ by providing young children with the means and resources to demonstrate their own unique skills, initiating their own ideas and developing their own perception of the world around them. 3. Critically analyse how creativity and creative learning can support young children’s emotional, social, intellectual, communication and physical development. Creativity and Creative learning can be delivered across the whole curriculum and can support each of the Early Learning Foundation Stage’s six areas of development: Personal; Social and Emotional; Communication, Language and Literacy; Problem Solving, Reasoning and Numeracy; Knowledge and Understanding of the World; Physical Development (Gross motor and fine motor) and Creative Development. All these areas must be delivered through a balance of child initiated and adult led activities and are all equally significant in the holistic development of young children. Personal, Social and Emotional Supports development through the process of selecting and using activities and resources independently and in taking turns and sharing equipment during imaginative play. Communication, Language and Literacy: Supports development through the listening to and the use of language, both through written and spoken. Uses this to communicate in play and in learning by talking about what they are doing and communicating with others. Problem Solving, Reasoning and Numeracy: Supports development through developing mathematical ideas and methods to solve practical problems and learning new concepts. Knowledge and Understanding of the World: Supports development through the use of senses and the investigation of objects and materials. Physical: Supports development through the use of handling tools, objects, construction and malleable materials, developing dexterity, had and eye co-ordination and general fine motor skills. Creative: Supports development through expressing and communicating ideas, thoughts and feelings, through imaginative play, designing, making, music and song, drawing and painting. Pompts aesthetic awareness and appreciation of shape, patterns, relationships and composition. Bibliography * www. hoddereducation. co. uk/SiteImages/f3/f3966925-d0a6-4 * www. educationstudies. org. uk/materials/comptonf4. pdf * www. ofsted. gov. uk/resources/learning-creative-approaches-raise-standards.

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Plastic Gone Forever English 010

Complete Guide Writing a Strong Letter of Recommendation

Complete Guide Writing a Strong Letter of Recommendation SAT / ACT Prep Online Guides and Tips As an English teacher and college counselor working with high school students, I've had the privilege and responsibility of writing letters of recommendation. Starting out, I had a strong urge to help, but no clear sense of what exactly should go into a reference letter. If they all speak to students' impressive qualities and accomplishments, what makes some letters stand out among the rest? To answer this question, I researched recommendation letters from both sides of the college process, drawing on the advice of high school counselors and teachers and the perspective of college admissions officers. I also read dozens of recommendation letters, from the ones that admissions committees loved to the ones that were cast aside as mediocre, useless, or straight up negative about a student. This article compiles the most important lessons I learned through this research and my own work supporting students through the college process. Read on for a discussion ofwhat exactly needs to go into the kind of rec letter that effectively advocates for a student and boosts her admissions chances. First, let's take a deeper look at what purpose recommendation letters serve when they arrive before an admissions committee. The Goal: What's the Purpose of Letters of Recommendation? Admissions officers put a lot of weight on recommendation letters. Especially in selective admissions, when thousands of qualified students are competing for a limited number of spots, reference letters can go a long way toward differentiating one student from another. According to Harvard dean of admissions William Fitzsimmons, recommendation letters are "extremely important" and are read "with great care" (often projected onto large screens in front of the whole committee!). So what are all these carefully reading admissions officers looking for? Two main features. The first is an insightful, in-depth story of the student that reveals both her academic skills and personal qualities. As a teacher, you're in a great position to comment on a student's intellectual curiosity, creativity, and attitude towards learning. Additionally, you can speak to a student's admirable personal qualities, like her sense of integrity, compassion, and leadership skills, to name a few. This in-depth look gives an admissions committee a holistic view of your student beyond the grades and clubs listed on their application. It helps the student come to life. The second main feature that admissions committees typically look for is a student's potential to contribute positively to the college community, as well as to succeed after graduation. In your recommendation, you can state your confidence about a student's success on campus and future achievement. Certain qualities are especially impressive to admissions officers and hint at success in college, though this might vary somewhat by individual. Some of these qualities include love of learning, academic commitment, communication skills, commitment to mastery of a specific skill or area, and leadership capacity. Since these personal qualities may not be apparent on the rest of the application (apart from the student's own personal essay), the letters of recommendation can go a long way toward describing a student's best traits. Plus, they show that a student has teachers who are motivated to advocate for her. Of course, hopefully no one would agree to recommend a student and then write bad, sabotaging things in the recommendation letter. It's generally safe to assume that all recommenders want to support students in continuing their education. But mediocre letters can often be just as bad as ones that are outright critical, and merely "good letters" pale in comparison to excellent ones. So what must go into a letter of recommendation to make it particularly strong and effective? How to Write a Strong Letter of Recommendation The strongest letters of recommendation take time and thought to craft. They're individualized to each student and are thoughtfully revised for word choice and flow of ideas. First and foremost, what content is essential for a strong letter of recommendation? Include Key Content Perhaps the best way to describe what a letter of rec should include is to start out by describing what it shouldn't include. A rec letter should not simply be a restatement of a student's grades, clubs, and awards. All of these facts and figures should already be stated on the student's application. The most ineffective rec letters just repeat a student's resume. Admissions officers are hoping for deep insights into a student's character, rather than a list of data points that could apply to any number of students. This is not to say that recommenders shouldn't mention what a student has achieved or been involved in, but they shouldn't feel compelled to list every single accomplishment. Instead, writers can point to a specific involvement or story that demonstrates something meaningful about the student. For instance, you might be writing about Michael, whose powerful commitment to equality and education led him to establish a Gay-Straight Alliance at the school. In this way, you're discussing something a student has done to illuminate something significant and admirable about his character and motivations. Speaking about his establishment of the GSA is more illustrative than simply stating that he's committed to equality and social justice. So if reiterating the student's grades and activities (ie, resume points) shouldn't go into the rec letter, what should? MIT offers an insightful breakdown of the questions its admissions officers would like answers to in a letter. These questions are a useful guide for recommenders writing to any college. What is the context of your relationship with the applicant? Has the student demonstrated a willingness to take intellectual risks and go beyond the normal classroom experience? Does the applicant have any unusual competence, talent, or leadership abilities? What motivates this person? What excites him/her? How does the applicant interact with teachers? With peers? Describe his/her personality and social skills. What will you remember most about this person? Has the applicant ever experienced disappointment or failure? If so, how did he/she react? Are there any unusual family or community circumstances of which we should be aware? Source: MIT Admissions A recommender doesn't necessarily have to answer all of these questions, but they're great starting points for brainstorming. They shift the focus from what a student does to what a student is like, in terms of her intellectual curiosity, specific skills or talents, passions, and personality. Some other impressive qualities include communication skills, resourcefulness, and innovative problem-solving. Admissions committees often also look for demonstrated leadership and the ability to collaborate with others in an interactive and diverse environment. Beyond these personal qualities, letter writers might speak to unusual circumstances or challenges that the student has faced or survived. These can be especially meaningful to explain a dip in academic performance or to show how a student has overcome hardship. I would advise getting the student's permission before including personal family information, just to make sure she's comfortable with you sharing it. Finally, a recommender may want to demonstrate her own familiarity with the school to which the student is applying. If the school is particularly competitive, then you might express your confidence in the student's ability to thrive in an academically rigorous environment. If you're an alum of the school, then you can believably assert your confidence that the student would be a strong cultural fit. The strongest recommendation letters give insight into a student's intellectual orientation, motivations, and personal qualities. As a writer, how can you rave about your student in a sincere, genuine, and convincing way? One of the best ways to accomplish this is to focus your recommendation on the student's best assets. Highlight your student's most important strengths. Highlight the Most Important Themes Just as you don't have to feel compelled to repeat every grade, club, and award on the student's resume, you also don't have to speak about every quality that makes the student great. In fact, well-rounded students aren't necessarily what the most competitive schools are looking for. While selective schools look for academic excellence in most subjects, what they really appreciate is a student's singular commitment to a specific and distinct area. Developing a "big spike" in a certain area shows passion, dedication, and the ability to sustain long-term focus. As PrepScholar co-founder and Harvard alum Allen Cheng writes, top colleges are looking for students who are going to change the world. They're expecting deep achievement, and the best predictor of that is deep achievement in high school. Therefore admissions committees are especially impressed by a "huge spike" in science, writing, athletics, or whatever your commitment might be. Of course, not all or even the majority of students are applying to Ivy League schools, but the takeaway message still applies. Recommendation letters don't have to present the student as well-rounded and good at everything they do. Instead, they can paint a specific picture and highlight the qualities that are most important to understanding who the student is and what drives her actions. Some letters may highlight that a student is a top scholar, while others may speak to a student's leadership skills. Some may focus in on the student's passion for volunteer work, or her talent in acting, art, music, or athletics. For students with extensive international experience, recommenders may rave about their multicultural, global perspective or unusual maturity and sophistication. Other students may have had to overcome hardships in their life, and the recommender could speak to their resilience and strength as a survivor. As mentioned above, I would suggest discussing this kind of content with the student to make sure she's comfortable sharing it with admissions commitees.All in all, a recommender can brainstorm a list of the student's best assets (with the aid of the student's resume and "brag sheet"), and zero in on the most important themes. What if the student hasn't demonstrated interest in a particular area, but you're excited to see her further explore her interests in college? In this case, you could write earnestly about the student's room to grow and the potential you see in her. At the same time, be careful with this kind of wording, as it may suggest different things to different admissions officers. If you really feel not able or qualified to provide the student with a recommendation that will help her admission chances, then you shouldrespectfully decline or suggest someone else better able to write her letter. Once you've chosen the most important themes to highlight about a student, you can think about specific stories, experiences, or observations that demonstrate those strengths. The best recommendation letters "show," rather than just "tell." Bring your letter to life with meaningful stories and examples. Give Specific Examples Which sentence paints a better picture in the mind of the reader? a) Kate is a strong writer. b) Due to Kate's superlative writing and analytical skills, I'll be using her year-long thesis on representations of gender inJane Eyre as an example of the highest quality work to students in my future AP English classes. The second uses more powerful words, but more importantly it gives a specific example, thereby proving that Kate has strong writing skills. It explains the grounds on which the teacher draws her conclusion that Kate is a good writer. It additionally suggests that Kate can sustain focus in a long-term project and impressed the teacher so much that her thesis became a model for future students. The best recommendation letters support their praise of a student with specific anecdotes and observations. These stories accomplish a few things. One, they support the writer's claims. Rather than just listing adjectives, the writer backs up her description with examples. Secondly, they make the letter more interesting and help the student come to life in the eyes of admissions officers. Officers may be up all night reading through applications. The last thing they want is a generic, boring recommendation letter that blends into all the others. Interesting stories make both the letter and the student pop. Finally, the use of specific stories proves that the recommender is, in fact, qualified to assess the student. The best letters come from teachers who know a student well. Sharing anecdotes and observations prove that you've gotten to know the student thoroughly and your evaluation of her is trustworthy and reliable. In addition to sharing examples, you should take the time to be intentional with your word choice. Consider which phrases and adjectives will present the clearest and strongest endorsement of the student. Dance, words, dance! Use Powerful Words As with any piece of writing, the best recommendation letters are eloquent, clear, and don't fall into the trap of cliches. Calling someone a go-getter with a heart of gold who leaves no stone unturned and is a friend to all may elicit a yawn or eye roll from the admissions officer. Often finding just the right word happens in the revision stage. Check if you wrote interesting when creative or innovative would work better. Keep an eye out for nice when you meant to dive into a student's unique empathy or compassion for others. Perhaps you wrote hard worker when intellectual risk-taker would more accurately describe the student. Some words and phrases that can be used to described a student's academic strengths includeinsightful, analytical, curious, observant, innovative, or mastery of a specific subject area.Others that fall more in the arena of personal and professional strengths includemature, flexible, generous, empathetic, leader, versatile, ethical, motivated, ambitious, resourceful, and strong communication skills. Admissions officers have read hundreds, if not thousands, of recommendation letters, and they're used to reading between the lines. Be intentional with your wording so you don't accidentally communicate something negative about the student. For instance, a phrase like "leads by example" or "excels at working independently" could indicate that the student keeps to herself and has trouble working with others. While it's more important to be authentic and not worry too much about what an admissions officer may or may not think, this mindset can help you be purposeful with what you say and how you say it in your letter. You can also keep an eye out for sounding over the top with your phrase. While the best letters rave about their students, they have the examples to back up their praise. Simply listing superlative adjectives could come off as overblown and insincere. A second technique that may impress admissions officers is the use of a high ranking. Rank the Student Highly, When Appropriate Consider these ranking statements: Carla is the most talented and driven math student I have taught in my twenty years at High School High. James is one of the top three students I have ever had the pleasure of teaching. An impressive ranking, like the two above, certainly communicates a strong vote of confidence in a student, especially if it comes from a teacher with hundreds of students to compare her recommendee to. If your student is applying to a selective or Ivy League school, then a powerful ranking can go a long way toward testifying to a student's outstanding achievement and qualities. On the other hand, a ranking like "above average" or "relatively strong effort compared to her peers" may do more harm than good. If you can genuinely provide a statement of high ranking, then you can help the student by including it. If not, then it's probably advisable to leave that kind of statement out of your letter. Apart from a statement of ranking, there are a few other key components to include in your letter of recommendation. While you can be creative and customize your letters to each student, there are a few essential pieces of information that you should include in all your letters. Include all essential elements. State All Essential Information There are a few necessary pieces of information to include in all recommendation letters that I touched on briefly at the beginning of this article. The first is an explicit statement of who you're recommending. If you can customize your letter for each college, all the better. Second, you should state who you are, your position at the school, and the contexts in which you've gotten to know the applicant. If you've gotten to know the student both in class for a year and as editor of the school newspaper, then this shows you've taught and supervised her in different contexts and are especially qualified to evaluate her. Admissions officers usually prefer recommendations from junior year teachers, as they had the student recently and for a whole year. A senior year teacher probably doesn't know the student very well yet, and sophomore and freshman year was too far in the past. Exceptions to this general rule include having the student for more than one year or supervising her in other capacities, like clubs or sports. You can begin the letter with a creative or catchy hook, or a more straightforward statement of endorsement, as long as you include these key components in the introduction. Here are a few examples. It is my great pleasure to provide this recommendation for Kate, who I enjoyed teaching and getting to know as her th grade AP U.S. History teacher. I have known Joe since 2012 in my position as Lincoln High School's Biology teacher. I am delighted to write this recommendation for Rosa, whom I have known for two years as her Psychology teacher and academic advisor. Please accept this letter as my enthusiastic endorsement of Chris, the top student in my th grade AP Chemistry class. After introducing the student, your relationship with her, and your statement of recommendation, you can go on to provide your evaluation, while keeping in mind the above mentioned suggestions, like focusing on important themes and using specific stories, powerful language, and a statement of ranking. If you want to balance out your recommendation by presenting a weakness, I would suggest doing so in a mild way, perhaps with an explanation of how that weakness could be turned into a strength. In your letter's conclusion, it's a good idea to restate your support for the student, while also talking about how you envision the student being successful at college. Admissions officers want to build a strong, dynamic, and diverse class with a range of abilities and interests. By attesting to the student's potential for future success and contributions at campus, you can reassure admissions officers that she is a student they want at their school. Finally, you can conclude your letter with your contact information and an invitation to call or email you with any further questions. Use an official letterhead, and welcome them to get in touch for any further discussion of the student. To sum up, let's go over the do's and don't's of writing recommendation letters for students applying to college. Key Points to Remember Do: Include key content, like who you're recommending, who you are, how you know the student, and what makes you qualified to evaluate her. Be enthusiastic in your recommendation, discussing both a student's academic ability and potential and her character and personality. Highlight a few key qualities that you think are essential for admissions officers to understand who the student is and what she can accomplish. Use specific stories, examples, and anecdotes to support your evaluation. Be intentional in your word choice, making sure to powerful words and phrases and to avoid cliches. Provide a high and impressive ranking, when applicable. Conclude with a strong statement of support, vision of the student's future success, and invitation to the admissions committee to follow up with you if need be. Don't: Simply repeat resume points or quantitative data that are already listed on other parts of the application. Cast too wide a net and end up saying very little, because you tried to say too much. List adjectives without having examples to back them up. Use generic, bland, unenthusiastic language or cliche statements. Use similar letters for more than one student, especially if the students are applying to the same schools (the same admissions officers will see this!) Agree to provide a letter of recommendation unless you can honestly recommend a student. Finally, not all students develop strong connections with their teachers, perhaps because they have trouble participating in class or their school has a large teacher to student ratio. To help you write your recommendation, students may provide a "brag sheet," where they talk about their goals and what's important to them, as well as a resume. If you need more information or time to talk to the student, it can help to meet with her and have a conversation or two. I always found the easiest letters to write were for students who were open and eager to share their plans and personality. If you feel you haven't gotten to know a student as well as you need to to write a compelling and insightful letter, then it may help to elicit her thoughts and feelings, as well as make time to get to know her better. As long as you have the raw materials, in terms of a good relationship, stories, and observations, then you can use these suggestions and examples to craft a thoughtful, customized letter of recommendation that will help her get into college. As you write, remember your mission: to differentiate the student as a unique and impressive candidate, to shed light on both her intellectual and personal qualities, and to give admissions officers a holistic view of the person that will show up on campus in next year's class. What's Next? One of the most helpful resources for me as I wrote recommendation letters for students were examples of great and bad letters. Check back soon for our articles with great letters, bad letters, and a suggested recommendation letter template. While recommendation letters are important for all schools, they must be especially outstanding to help a student get into the Ivy League. Check out our complete guide to Harvard recommendation letters (coming soon). Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

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Constantin Sergeyevich Stanislavski was the founder of the first acting "System." He had the most profound effect on the process of acting than anyone else in the twentieth century and the most influential acting system on stage and screen. He thought that if the theater was going to be meaningful it needed more than external representation. So, over forty years he experimented with the psychological and emotional aspects of acting. The result was the Stanislavski System, also known as "the method." In his system the actor’s main responsibility was to be believed. "Believable truth", was found by using "emotional memory." Which meant the actor would recall their own feelings and experiences and substitute them for those of their characters. For example, when preparing for a role that involves fear, the actor must remember something frightening. Also when preparing for a role the actor would research the situation created by the script, break down the text according to their ch aracter's motivations and recall their own experiences. This caused actions and reactions according to motivations. Then the actor would make his motivations for acting identical to those of the character in the script. He could then replay these emotions and experiences in the role of the character and its personality. Stanislavski also believed that an actor needed to take his or her own personality onto the stage when they began to play a character. By doing this they were able to achieve a special link with the audience. It was also his attention to detail that created this effect. For example he used long pauses and gloomy stares. He felt that life was exposed in these truthful emotions and actions of the performers. Stanislavski called this effect "psychological realism." Ironically, Stanislavski eventually believed that these emotional memory techniques could be psychologically damaging. So he created a new theory: the "Method of Physical Actions." Th... Free Essays on Constantine Stanislavski Free Essays on Constantine Stanislavski Constantin Sergeyevich Stanislavski was the founder of the first acting "System." He had the most profound effect on the process of acting than anyone else in the twentieth century and the most influential acting system on stage and screen. He thought that if the theater was going to be meaningful it needed more than external representation. So, over forty years he experimented with the psychological and emotional aspects of acting. The result was the Stanislavski System, also known as "the method." In his system the actor’s main responsibility was to be believed. "Believable truth", was found by using "emotional memory." Which meant the actor would recall their own feelings and experiences and substitute them for those of their characters. For example, when preparing for a role that involves fear, the actor must remember something frightening. Also when preparing for a role the actor would research the situation created by the script, break down the text according to their ch aracter's motivations and recall their own experiences. This caused actions and reactions according to motivations. Then the actor would make his motivations for acting identical to those of the character in the script. He could then replay these emotions and experiences in the role of the character and its personality. Stanislavski also believed that an actor needed to take his or her own personality onto the stage when they began to play a character. By doing this they were able to achieve a special link with the audience. It was also his attention to detail that created this effect. For example he used long pauses and gloomy stares. He felt that life was exposed in these truthful emotions and actions of the performers. Stanislavski called this effect "psychological realism." Ironically, Stanislavski eventually believed that these emotional memory techniques could be psychologically damaging. So he created a new theory: the "Method of Physical Actions." Th...

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Plan for positive influence - Essay Example There are several steps to motivation. First is to identify the goals and objectives, by being as precise as possible. Then the team has to decide on why you want to accomplish this objective and envisage the end result. Subsequently, visualize the goals and objectives of the team. Then, write these objectives and vision down. Then the team needs to break these goals into baby steps. Team will have to create an action plan for the upcoming year according to goals and objectives. This plan should be checked daily, and admit the team’s achievement, and make adjustments as you go along. This will create a hopeful atmosphere. The setbacks are to be learned from and the success be celebrated. The team members take responsibility for goal accomplishment. In the end, team needs to be in control of schedule and figure the resources and the determination that will assist the team (Peterson, 2007). A huge portion of the company’s success comes from the capability of team to meet the demands of the company, and also the customers’ demands. Therefore, it is the reason that keeps the employees content and satisfied in a way to make the business flourishing. There are certain steps to improve the satisfaction of team members. First of all make sure that each member knows about the business vision and mission. Team members should know about the business, comprising of basic necessities of customer satisfaction. Then the expectations need to be cleared among all the team members (Quick, 1992). Empowerment of employees needs to be on forefront for their satisfaction. Team members do better job and are more satisfied if they know they are trusted by team leader. Empowering the team members allows for enhancing customer relations as their satisfaction increases. Empowerment helps a team member accountable for the job and also productive for team as well. It allows the team to succeed in the organization and work for benefit of the company. Team members should be rewarded on their accomplishments, this improves their satisfaction level. The satisfaction of team members can simply be boosted by saying ‘Good Job’ to them. Many different types of rewards are gift card, cash bonus, promotion or initiative, and also a title, for enhancing the working conditions for the team members (Quick, 1992). To increase the morale and satisfaction of team members, several team building activities are to take place. To build on and improve the team should be the highlight of team members. These will include inviting team members on retreat where objectives and aims are discussed and new ideas generated. Also, a team building consultant can be hired to look after the team. A good remuneration always gives satisfaction to employees. It is not usually on the top of employee satisfaction but it is also mandatory for any organization (Bledsoe, 1995). The performance of employees will be increased by a three level formula. First of all, the aim is to get the teamwork and basic job skills in one place. This is achieved by differentiating for the members of the team a team and a crew. This will assist in moving from approach of crew to approach of team and instituting common aims and objectives which will agree on process and behavior. Level two aims at the performance measures. The change is in process in

Michael Jackson Essay Example | Topics and Well Written Essays - 1000 words

Michael Jackson - Essay Example This is exemplified by his keeping of a pet zoo, which was not fully compliant with laws governing animal rights and civic safety. He was also accused and later exonerated of charges of child molestation and abuse. Despite the factuality of these claims, his image was irreparably tarnished by them. Thesis statement: the three main aspects of Michael Jackson’s popularity was his family background, life style and his death. This essay will flesh out this thesis. 2. His Family Background: Michael Jackson was born into a family of musicians. His parents and all his siblings were musicians. Even before he turned 10, he was a star member of the pop group Jackson Five – named after the five Jackson brothers who comprised it. But the flip side of this early fame is the lack of a proper childhood for Michael. He was forced to grow up too fast and as a result his psychological development remained uneven in later life. This explains his fondness for private zoos and strong identi fication with children. That he had retained certain childish qualities well into adulthood is borne by his legendary boyish voice. This most unique gift of Michael’s is smooth, silky and subtle. Right from a young age, his parents recognized the genius of Michael’s talents and made him the central feature of their troop performances. The only other sibling who could rival his great musical gifts is his younger sister Janet Jackson, who went on to have a successful career of her own paralleling that of Michael’s. (Feller 34) ... He was also an extraordinarily talented dancer. The dance sequences to his super-hit songs ‘Billy Jean’, ‘Beat It’, ‘Smooth Criminal’, ‘Black or White’, etc are etched in the memory of all those who were privileged to witness it. The innovative dance move of Moon Walk served as a metaphor for the out-of-the-world inspiration he brought to bear on his songs. 3. His Lifestyle: Michael Jackson’s lifestyle was both colorful and controversial. The kind of attire that Michael wore has become his trademark symbols. The white glove, the slippery hat and the studded leather jacket are all integral parts of his appearance. His dressing sense was as much a source of his appeal as his musical and dancing talent. Just with a twitch of his hand or a tap of his hat, Michael Jackson could bring to his feet. The fast rhythmic R&B and pop numbers of his were particularly popular. They were remarkable in terms of the sheer energy they possessed . Michael’s high pitched voice was suited to this genre, as the pitch carried the energy to the audience. A good indicator of his widespread popularity is the number of impersonators he has had. During the 1980s, doing a moonwalk was a rite of passage for the youth of that generation. That was how they identified themselves as capable and special adults. It was part of their process of identification with a role model and individuation from parental control. (Cole 16) It is fair to say that Michael Jackson was the greatest entertainer of his era. Though there were competitors like George Michael, Madonna, Prince, Tina Turner, etc, Jackson had the greatest fan following due to his global appeal. In other words, while many of his contemporary singers had great fan following within the United States,

Plan for positive influence Essay Example | Topics and Well Written Essays - 750 words

Plan for positive influence - Essay Example There are several steps to motivation. First is to identify the goals and objectives, by being as precise as possible. Then the team has to decide on why you want to accomplish this objective and envisage the end result. Subsequently, visualize the goals and objectives of the team. Then, write these objectives and vision down. Then the team needs to break these goals into baby steps. Team will have to create an action plan for the upcoming year according to goals and objectives. This plan should be checked daily, and admit the team’s achievement, and make adjustments as you go along. This will create a hopeful atmosphere. The setbacks are to be learned from and the success be celebrated. The team members take responsibility for goal accomplishment. In the end, team needs to be in control of schedule and figure the resources and the determination that will assist the team (Peterson, 2007). A huge portion of the company’s success comes from the capability of team to meet the demands of the company, and also the customers’ demands. Therefore, it is the reason that keeps the employees content and satisfied in a way to make the business flourishing. There are certain steps to improve the satisfaction of team members. First of all make sure that each member knows about the business vision and mission. Team members should know about the business, comprising of basic necessities of customer satisfaction. Then the expectations need to be cleared among all the team members (Quick, 1992). Empowerment of employees needs to be on forefront for their satisfaction. Team members do better job and are more satisfied if they know they are trusted by team leader. Empowering the team members allows for enhancing customer relations as their satisfaction increases. Empowerment helps a team member accountable for the job and also productive for team as well. It allows the team to succeed in the organization and work for benefit of the company. Team members should be rewarded on their accomplishments, this improves their satisfaction level. The satisfaction of team members can simply be boosted by saying ‘Good Job’ to them. Many different types of rewards are gift card, cash bonus, promotion or initiative, and also a title, for enhancing the working conditions for the team members (Quick, 1992). To increase the morale and satisfaction of team members, several team building activities are to take place. To build on and improve the team should be the highlight of team members. These will include inviting team members on retreat where objectives and aims are discussed and new ideas generated. Also, a team building consultant can be hired to look after the team. A good remuneration always gives satisfaction to employees. It is not usually on the top of employee satisfaction but it is also mandatory for any organization (Bledsoe, 1995). The performance of employees will be increased by a three level formula. First of all, the aim is to get the teamwork and basic job skills in one place. This is achieved by differentiating for the members of the team a team and a crew. This will assist in moving from approach of crew to approach of team and instituting common aims and objectives which will agree on process and behavior. Level two aims at the performance measures. The change is in process in

Midas Case Study Essay Example for Free

Midas Case Study Essay Winners: From the customers perspective the winners which ensures they utilise Midas are Speed and Price. In order to assess the anticipated impacts of the introduction of maintenance services on the existing business process it is necessary to analyse the potential fit of the new business with the existing areas. This analysis will indicate whether or not the process can be effectively integrated within the existing production process without jeopardising the companys existing winning qualifiers. Potential negative impacts ?Need to new skills within taskforce ? training is necessary; ? Complicates the operation process; ?Demands on physical space and potential capacity constraints; ? Pressure on storage space of inventory ? may require offsite storage which may complicate the operation process; ? Additional labour demands; ?Planning complexity; ?New machinery will be required creating further pressures on location space; ? More time is required to offer all services; ?Possible bottlenecks in the operation process; ?Customer awareness of new services needs to be addressed. The problem with the proposed introduction of the maintenance services is that Midas is moving from specialised services, namely mufflers and brakes into more general services such as maintenance. The potential negative impacts have been outlined above, and the successful product line extension must be managed to ensure effective allocation of resources so that the existing businesses are not harmed. Suggested implementation We believe that the inherent nature of the maintenance services is different in form from the very specialised areas of replacement mufflers and brake servicing. Therefore we believe that effective product extension should be introduced in an isolated manner to ensure that the existing operation processes are affected as little as possible. Additional space, additional equipment and labour force retraining would be required in order to implement this new service. Certain information should be gathered from the shop owners. Midas should find out the amount of available resources (labour, space, etc? ) to gain a clearer picture of storeowners ideas/feedback, and to engage them in the product line extension. The storeowners are closer to day to day operations and therefore are better suited to assess the viability of the extension. Extension of the services should be restricted to those stores that have sufficient resources (including floor space, under-utilised labour, and inventory storage onsite) to allow product line extension so as to ensure that the Midas brand image in their main business of muffler and brake servicing are not harmed by capacity and service problems. Extension of the services should be monitored by preset criteria by the head offices in the various countries. If the service proves successful the viability of purchasing extra land to expand these services in other stores should be explored.

The History Of The Bionic Eye

The History Of The Bionic Eye Here, we present a description of a block scheme, specific features of design and results of testing for a prototype of a bionic eye, types of them and its applications. The bionic eye is intended to provide vision, partially to the visually impaired by use of the modern day electronics devices like CCD cameras. The comprises a computer chip that sits in the back of the individuals eye, linked up to a mini video camera built into glasses that they wear. Images captured by the camera are beamed to the chip, which translates them into impulses that the brain can interpret. Although the images produced by the artificial eye were far from perfect, they could be clear enough to allow someone who is otherwise blind to recognize faces. The paper discusses the differences working methodologies used in each of them. During the tests and the clinical trails, this device made six blind people to regain their vision partially. The potential advantage of using bionic eye is to be able to remove t he blindness completely by making the advances in the present research and improving manufacturing technologies. This break through is likely to benefit approximately one crore world population who suffer from the most common causes of blindness, Retinitis Pigmentosa, Macular Degeneration. The implant bypasses the diseased cells in the retina and stimulates the remaining viable cells. This is a revolutionary piece of technology and really has the potential to change peoples lives. But we need to be aware it is still some way in the future. INTRODUCTION A Bionic Eye is a device, which acts as an artificial eye. It is a broad term for the entire electronics system consisting of the image sensors, processors, radio transmitters receivers, and the retinal chip. Based on the institute developed these devices are developed but with minor to major differences, of these the devices with functional capability and those which are clinically tested and results proved are discussed here. Here the designers objective is to go for a system that is technically perfect with no loop holes and that is harmless to the human body which receives the system and that is commercially viable both in terms of ease of manufacture, cost and the process of implanting. Blindness means loss of vision. Rods and Cones, millions of them are in the back of every healthy human eye. They are biological solar cells in the retina that convert light to electrical impulses impulses that travel along the optic nerve to the brain where images are formed. Without them, eyes lose the capacity to see, and are declared blind. Degenerative retinal diseases result in death of photoreceptorsrod-shaped cells at the retinas periphery responsible for night vision and cone-shaped cells at its center responsible for color vision. Worldwide, 1.5 million people suffer from retinitis pigmentosa (RP), the leading cause of inherited blindness. In the Western world, agerelated macular degeneration (AMD) is the major cause of vision loss in people over age 65, and the issue is becoming more critical as the population ages. Each year, 700,000 people are diagnosed with AMD, with 10 percent becoming legally blind, defined by 20/400 vision. Many AMD patients retain some degree of peripheral vision. Currently, there is no effective treatment for most patients with AMD and RP, the researchers say . However, if one could bypass the photoreceptors and directly stimulate the inner retina with visual signals, one might be able to restore some degree of sight. Need for the BIONIC EYE: It has been shown that electric stimulation of retinal neurons can produce perception of light in patients suffering from retinal degeneration. Using this property the eye and make uses of the functional cells to retain the vision with the help of electronic devices that assist this cells in performing the task of vision, we can make these lakhs of people get back their vision at least artially. A design of an optoelectronic retinal prosthesis system that can stimulate the retina with resolution corresponding to a visual acuity of 20/80-sharp enough to orient yourself toward objects, recognize faces, read large fonts, watch TV and, perhaps most important, lead an independent life. The researchers hope their device may someday bring artificial vision to those blind due to retinal degeneration. BIONIC EYE DEFINED: Bionic Eye, Bio Electronic eye, is a device that can provide sight the detection of light. It replaces the functionality of a part or whole of eye. it is used to replace functionality as well as add functionality. It is a complex combination of multiple devices which work together for restoration of the vision of the subject. The Diseases that cause blindness:  Ã‚ ® Retinitis Pigmentosa  Ã‚ ® Macular Degeneration Of these, retinitis pigmentosa is a disease, which is a hereditary genetic disease in which peripheral rods degenerate gradually progresses towards center of eye and results in tunnel vision. As for macular degeneration, it is also genetically related , it degenerates cones in macula region, causing damage to central vision but spares peripheral retina. MIT- HARVARD DEVICE: This device follows an Epi-Retinal Approach. In this Microelectrode array replaces damaged photoreceptors, which act in the place of rods and cones to send the signals to optic nerve. The power source Laser(820nm wavelength). For image acquisition it uses a CCD Camera. Patient spectacle holds the camera and power source. It consists of two systems, system-1 which senses and transmits image and power and other system which stimulates the cells, there by making brain visualize the image. System 1:  Ã‚ ® CCD camera input External light intensity  Ã‚ ® CCD output amplitude-modulates laser source  Ã‚ ® This hits photodiode array of implant  Ã‚ ® This in turn powers stimulator chip (SC) System 2:  Ã‚ ® SC drives current to electrodes facing retina  Ã‚ ® This excites the ganglionic cells > axons > optic nerve > visual cortex in occipital lobe of brain  Ã‚ ® Brain helps in perceiving an image Advantages:  Ã‚ ® Very Early in the visual pathway  Ã‚ ® No Batteries implanted within body  Ã‚ ® No complicated surgical procedure  Ã‚ ® Power Requirement  ¼ of milliwatt Disadvantages  Ã‚ ® Axons b/w electrodes and ganglionic cells  Ã‚ ® Other axons get excited unwanted perception of large blur  Ã‚ ® Extra circuitry required for downstream electrical input Artificial Retina Prosthesis using ASR (Artificial Silicon Retina) ASR is a solid state biocompatible chip which contains an array of photo receptors, and is implanted to replace the functionality of the defective photoreceptors .Current generated by the device in response to light stimulation will alter the membrane potential of the overlying neurons and thereby activate Visual ensationsthoerv iPsuhaolsspyhsetenmes. can be evoked by electrical stimulation of the different levels of the visual pathway. Phosphenes are evoked by the stimulation of the eyeball or the visual cortex. Artificial vision created by the controlled electric stimulation of the retina has color.  Ã‚ ® Epiretinal Approach involves a semiconductor based device positioned on the surface of the retina to try to simulate the remaining overlying cells  Ã‚ ® Sfutbhreerteintianla A pproach involves implanting the ASR chip behind the retina to simulate the remaining viable cells. IMPLANT DESIGN: Primitive devices Single photosensitive pixel(3mm in diameter) Neo devices The current micro photodiode array (MPA) is comprised of a regular array of individual hotodiode subunits, each approximately 20ÃÆ'-20-ÃŽÂ ¼m square and separated by 10-ÃŽÂ ¼m channel stops (37). The resulting micro photodiode density is approximately 1,100/m2. IMPLANT features The size of implant is 50um. And it needs no external power supply. The response 500nm to 1100nm wavelength response. Working: For the technique to work, the patient must still have some functioning ganglion cells nerve cells that transmit visual information from the retinal cells to the optic nerve as well as a fully-functioning optic nerve. A tiny electronic pad is placed onto the retina of one eye, so that the electrodes are in direct contact with the ganglion cells. Each of the devices 100 electrodes can stimulate 20 to 30 cells. Real-time vision: The user wears a pair of glasses that contain a miniature camera and that wirelessly transmits video to a cellphone-sized computer in the wearers pocket. This computer processes the image information and wirelessly transmits it to a tiny electronic receiver implanted in the wearers head. When received in the implanted chip, the digital information is transformed into electrical impulses sent into the ganglion cells. From there, the brain takes over as the information travels down the optic nerve to the visual cortex at the back of the brain. The whole process occurs extremely rapidly, so that patients see in real-time. This is important any noticeable lag could stimulate the vestibular-ocular reflex, making people feel dizzy and sick. Currently recipients of the device experience a relatively narrow view, but more electrodes should provide a greater field of vision. By stimulating more ganglion cells, he hopes that visual acuity will increase dramatically. His teams next goal is to design a device with 1000 electrodes. MANUFACTURING PROCESS: Implants are comprised of a doped and ion-implanted silicon substrate disk to produce a PiN (positive-intrinsic-negative) junction. Fabrication begins with a 7.6-cm diameter semiconductor grade N-type silicon wafer. For the MPA device, a photomask is used to ion-implant shallow P+ doped wells into the front surface of the wafer, separated by channel stops in a pattern of individual micro photodiodes. An intrinsic layer automatically forms at the boundary between the P+-doped wells and the N-type substrate of the wafer. The back of the wafer is then ion-implanted to produce a N+ surface. Thereafter, an insulating layer of silicon nitrate is deposited on the front of the wafer, covering the entire surface except for the well openings. A thin adhesion layer, of chromium or titanium, is then deposited over the P+ and N+ layers. A transparent electrode layer of gold, iridium/iridium oxide, or platinum, is deposited on the front well side, and on the background side. In its simplest form, the photodiode and electrode layers are the same size. However, increasing the photodiode collector to electrode area ratio can increase the current density available at each individual micro photodiode subunit. Post Implant function and Inference.  Ã‚ ®Measurement procedure  Ã‚ ® IR stimulation at 940nm on the ASR chip  Ã‚ ® Recorded at the corneal surface using contact lens electrode  Ã‚ ® Comparison of responses of gold, platinum and iridium electrodes  Ã‚ ® Iridium based device has a longer persistence  Ã‚ ® Stability of these electrodes BIO-COMPATIBILTY RESULTS: There is no progressive change in retinal appearance that may be associated with retinal toxicity. But there is loss of photoreceptive layer over the region of implant, which is expected due to deprival of oxygen and nutrients to those cells underlying the chip. Multiple Unit Artificial Retina Chipset (MARC): The other revolutionary bio electronic eye is the MARC , this uses a ccd camera input and a laser beam or rf to transmit the image into the chip present in the retina using this a resolution of 100 pixels is achieved by using a 1010 array. It consists of a platinum or rubber silicon electrode array placed inside the eye to stimulate the cells. THE MARC SYSTEM BLOCK: Outside Eye: The video input to the marc system block is given through a CCD camera. This image is further processed using a PDA sized image processor to transmit it , we do pulse width modulation in first stage and then ASK modulation is done. This signal is further amplified using a class E power amplifier and transmitted using RF telemetry coils. Inside Eye: The signal received from the RF telemetry coils is power recovered and then these signal is ASK demodulated and the data and clock is recovered from this signals and these signal are sent to the configuration and control block of the chip which from its input decode what information has to be sent to each of the electrodes and sends them this data. And the electrodes in turn stimulate the cells in the eye so as to send this stimulation to the brain through optic nerve and help brain in visualizing the image and while this process is going on the status of each electrode is sent to the marc diagnostics chip outside the eye Block Diagram Of Image Acquisition System: The image acquisition system consists of a CMOS digital camera which acquires images and sends it to the Analog to Digital Converter. It converts this analog input to digital data. This data is first sent into a video buffer where it is processed, the images are color mapped and this processed images are sent through RS232 interface. this serial data is then sent to the electrodes or testing monitor through a RF circuit or laser beam. Marc Hermetic Sealing And Positioning: The RF coils either intra ocular or extra ocular coil arrangement as shown in figure. This rf probes receives the transmitted RF energy and give it to the MARC chip. The AC wires from this coil is sent to the MARC chip. This chip is hermetically sealed in silicone gel and the other sides of the chips have the electrodes, which stimulate the cells in eye. Advantage of the Marc system: à ¢Ã¢â€š ¬Ã‚ ¢ Compact Size 66 mm à ¢Ã¢â€š ¬Ã‚ ¢ Diagnostic Capability à ¢Ã¢â€š ¬Ã‚ ¢ Reduction of stress upon retina Conclusion: Researchers throughout the world have looked for ways to improve peoples lives with artificial, bionic devices. Its been 40 years since Arne Larsson received the first fully implanted cardiac pacemaker. Researchers throughout the world have looked for ways to improve peoples lives with artificial, bionic devices. Bionic devices are being developed to do more than replace defective parts. Researchers are also using them to fight illnesses. Providing power to run bionic implants and making connections to the brains control system pose the two great challenges for biomedical engineering. But what ever be the pro and cons of this system. If this system is fully developed it will change the lives of millions of people around the world. We may not restore the vision fully, but we can help them to least be able to find their way, recognize faces, read books, above all lead an independent life.

Importance of Community in El Tonto Del Barrio Essay -- Tonto Del Barr

Importance of Community in El Tonto Del Barrio  Ã‚     Ã‚   The title of Jose Armas’ story, "El Tonto Del Barrio" (or "The Barrio Dummy"), may be interpreted two different ways. The first interpretation is literal and applies to the simple-minded Romero, who with the help of his community is able to function in the real world. The second interpretation is ironic; it applies to the Harvard-bound Seferino, who though he means well is so lacking in experience that he turns Romero’s world upside down and nearly gets him committed to an institution. Many readers see the second interpretation as the more interesting, but to see the story in this light is to overlook a very important element. This element is the significant role of the community that is the setting for this story. If we consider the importance of the community, Romero is justly the title character. Romero gives the community character through his positive attitude, and he is a great role model to the children in terms of his work ethic. In return, the neighbor s treat Romero with kindness, loyalty, and respect. In a successful community, everyone must work together and help one another. Sometimes there are people in the community who seem strange to outsiders. They may even seem strange to the community members. The more peculiar residents may be ridiculed and put down, but not in Romero’s community—he is both respected and well-treated, and in return he treats members of the community with consideration. In this way Romero’s situation demands the best of his community, and in demanding their best, he makes the community stronger. Although Romero was not quite normal, he has a mature attitude towards his job, and he always made sure his work was done thoroughly: "R... ... everyone is taught to help anyone who needs it and to respect everyone, no matter how odd he or she seems. These values come through strongly in Armas’ story. Overall, the reader can see that this community does band together to support Romero. Romero is a bit touched, but he manages to teach everyone in the town some important lessons. He exemplifies a work ethic that is probably stronger than any else’s in the community. Despite his affliction, Romero is always cheerful and full of vitality. Even though he is the "village idiot" by conventional definition, he is a blessing to this barrio. Works Cited Armas, Jose. "El Tonto Del Barrio." Harper Anthology of Fiction. Ed. Sylvan Barnet. NY: HarperCollins, 1991. 1137-1142. Works Consulted Armas, Jose. Cuban Consciousness in Literature: 1923-1974. Miami, Florida: Ediciones Universal, 1978.      

Stone Walls Of New England :: essays research papers

Introduction Stonewalls of New England are rich with history and archeologists are still trying to determine who may have built the first stonewalls or if our concept of when North America was first settled is wrong. Items of stone and metal lead archeologists to believe that the archaic period is when the Northern New England portion of America was first inhabited. There have been many different types of fences built in New England, natural debris, wood, and stone included. Stemming from these different fence types American ingenuity flourished and inventions arose. Agriculture was a big part of the fencing of America; the cultural differences of the colonists and the Indians also played a big role in the ideas of fencing and laws. Stonewalls are important to our culture as not only North Americans but also as humankind in general. Overview of the ancient history of New England The Wisconsin continental ice sheet retreated about 15,000 BC, causing the climate to warm, sea level to rise, and the habitat was changed from tundra to spruce-lichen. The Pleistocene mammals (mastodons, mammoths, and caribou) were attracted to the new habitat, this caused the Paleo-Indians or Big Game hunters to arrive armed with Clovis fluted point projectiles (Salisbury, 1982). Many sites have been found in New England that shows evidence of tool-making, ritualized inter-band exchanges and other non-hunting activities. By around 8,000 BC, the spruce-lichen forest was mostly replaced by pine and hardwoods, this evolved into other types of food causing the Paleo-Indian era to give way to the early archaic. In New England, early Archaic projectile points were found, these differ from the Paleo-Indian points because the archaic points are generally stemmed and notched for more effective specialized hunting (Salisbury, 1982). Salvatore Trento tells of one point found in Monhegan, Maine:   Ã‚  Ã‚  Ã‚  Ã‚  A tiny arrowhead or possibly a small dagger was recovered from an excavation of a rubbish heap by the island archeologist. A C14 test of the organic material associated with the deposited metal artifact gave an approximate date of 1800 BC. During the summer of 1975, William Nisbet of the Early Sites Research Society submitted a tiny fragment of the artifact to a laboratory for analysis. The results were shocking. The seemingly insignificant arrowhead was composed of copper in tin. There are no tin deposits in either the eastern of middle states of America. The closest mines are in Bolivia, but these were not worked in 1500 BC.

Organizational Culture and Cultural Values Essay

One of the most prominent instrumental values of 3M’s culture, and which has contributed to its success is employee risk-taking and encouragement of the same (Mitsch, 1990). 3M’s policy of creating room for employees to experiment and conduct research means that the researchers are more exposed to the risk of failure than they would be were risk-taking not encouraged. However, risk-taking also enhances chances of making improvements on existing products and developing new products. Another instrumental value in 3M is efficiency. Management of new technologies and innovations, assessing, reacting to and anticipating market trends, and assessing customer needs can be very challenging for the management. Research and Development can be costly yet some results are not always positive or available for immediate use. The management of available resources requires efficiency in management. Efficiency is therefore central to 3M’s culture. An important terminal value of 3M’s culture is high quality of output to meet customer expectations. 3M improves the quality of its output by encouraging research and development for long-term and short-term purposes. By encouraging risk-taking, allowing researchers to spend 15 percent of their time researching for new products and technologies, and scaling up R&D budget from 4. 6 percent to 6. 5 percent within a decade, 3M declares its intention to ensure that consumers get a continous supply of high quality products (Mitsch, 1990). A second terminal value is innovation. As noted above, 3M attaches high premium on research and development of new technologies and improvement of existing technologies and products (Mitsch, 1990). Innovation is one of the factors which separate market leaders from mediocre organizations and 3M invests heavily to sharpen its innovative edge. Question 2: Human interactions, property rights and ethics do influence 3M’s cultural values. The involvement of marketing, manufacturing, quality, laboratory, financial and packaging staff in production of new products promotes healthy relationships between staff members working with the different units. This team-work reduces the frequency of inter-departmental rivalry and exchange of blame for mistakes and failures. Healthy interactions among units and sub-units are instrumental to increased productivity and staff motivation. An important property right at 3M is access to and right to use laboratory resources and technologies developed within one’s operating unit, as well as technologies developed by other units. A leading cause of failure in many organizations is unhealthy rivalry among units, which lead to some units keeping technologies and resources to themselves and barring others from accessing them. The management of 3M ensures that workers, regardless of which unit they come from, can access laboratory resources and technologies easily (Mitsch, 1990). Such property rights encourage inter-unit co-operation and cohesion, reduce R&D costs, and promote productivity in the long-term. They also enrich the organization’s cultural values. Reference Mitsch, R. (1990). Case: Three Roads to Innovation. Journal of Business Strategy (Sept/Oct 1990), pp 18-21.