Organizational Analysis Essay Example | Topics and Well Written Essays - 1500 words - 3

Organizational Analysis - Essay Example The company offers a wide range of mobile communication, personal computing products, portable digital music players and media services, as well as a range of related software, services, networking solutions, peripherals, and third party software and hardware products. The apple company has a well thought out plan to create an apple culture by delivering strong products. Apples’ fascinating products has seen the company enjoy fanatical brand loyalty. Apple products are a result of extensive research and strong designs; they always consider what the customer wants and they are out to satisfy their customers. Apple Inc. is a multinational company that holds its headquarters in Cupertino, California. It is the second largest information technology company in the world, second to Samsung Electronics and the third largest mobile phone manufacturer after Samsung and Nokia. Apple inc. maintains over 394 retail stores across fourteen countries as well as the online Apple store and iTu nes stores. It sells its products worldwide through its online stores, retail stores, and direct sales force, as well as through third-party cellular network carriers, retailers, whole sellers, and value-added resellers. Apple not only enjoys the theoretical popularity in fact, it topped the list with annual revenue above $100 billion and since 2010 having a profit mark of above $20 billion. Apple accommodates approximately 60,400 people in different departments such as software development, assembly and design, distribution, marketing and sales etc. Apple’s mission statement: â€Å"Apple Inc. is determined and committed to deliver the best personal computing experience by offering technologically ingenious products and services to students, educators, creative professionals and consumers around the world through its unique modern hardware and software.  Apple is  able to enhance resources for future generations and for continuous improvements.† Role of HR in accom plishing the Apple’s Mission: Employees of any organization play an important role in the organization's success and mission accomplishment. Moreover, they are the people who heightened the revenue generation and trades the company’s image worldwide to the people interested in their goods and services. Apple is fortunate in having a powerful human resource who is striving hard to maintain the positive image of Apple since its birth. The Apple’s workforce has marked the HR department as a highly goal-oriented and organized department. Apple’s HR is highly talented and knows how to implement latest HR practices to achieve company’s goal and mission. They appreciate the innovative behavior to establish a shared culture, nurture talent and to motivate the integration of mind and skill with the tasks a person performs. Being the leader in the gadget’s market Apple has introduced passion for work sort of attitude rather than employee-employer atti tude. (Snee, 1998). DELL, IBM and similar other gadget companies are not just a threat to this emerging company, but is a significant hindrance for the company to recognize its full abilities. In a walk to compete with these monstrous competitors Apple relies on the implementation of 3 vital strategies that is hiring, training and nurturing creative minds. Apple has

Sociology of Education Essay Example for Free

Sociology of Education Essay Education is a social institution that sociologists are very interested in studying. This includes teaching formal knowledge such as reading, writing, and arithmetic, as well as teaching other things such as morals, values, and ethics. Education prepares young people for entry into society and is thus a form of socialization. Sociologists want to know how this form of socialization affects and is affected by other social structures, experiences, and outcomes. Sociology of education is a field that focuses on two separate levels of analysis. At a macro-level, sociologists work to identify how various social forces, such as politics, economics, culture, etc. , creates variation in schools. In other words, what effects do other social institutions have on the educational system? At a micro-level, sociologists look to identify how variation in school practices lead to differences in individual-level student outcomes. That is, when schools have different teaching methods or have different practices, how does that affect the individual students and what are the individual outcomes? Example of Sociological Studies on Education A classic study by sociologist James Coleman done in 1966, known as the â€Å"Coleman Report† looked at the performance of over 150,000 students and found that student background and socioeconomic status were much more important in determining educational outcomes than were differences in school resources, such as per pupil spending. He also found that socially disadvantaged black students benefited and did better in school when they were in racially mixed classrooms rather than black only classrooms. This ignited controversy that still continues today. Major Sociological Theories of Education Like any other topic in sociology, the three major theoretical perspectives (functionalism, conflict theory, and symbolic interaction theory) each have different views on education. The functionalist perspective argues that education serves many important functions in society. First, it socializes children and prepares them for life in society. This is not only done by teaching â€Å"book knowledge,† but also teaching the society’s culture, including moral values, ethics, politics, religious beliefs, habits, and norms. Second, education provides occupational training, especially in industrialized societies such as the United States. Unlike in less complex societies or in the United States prior to 1900 when most jobs and training were passed on from father to son, most jobs in the United States today require at least a high school education, and many professions require a college or post-graduate degree. The third function that education serves, according to functionalist theorists, is social control, or the regulation of deviant behavior. By requiring young people to attend school, this keeps them off the streets and out of trouble. The symbolic interaction view of education focuses on interactions during the schooling process and the outcomes of those interactions. For instance, interactions between students and teachers can create expectations on both parts. The teacher begins to expect certain behaviors from students, which in turn can actually create that very behavior. This is called the â€Å"teacher expectancy effect. † For example, if a White teacher expects a black student to perform below average on a math test when compared to White students, over time the teacher may act in ways that encourage the black students to get below average math scores. Conflict theory looks at the disintegrative and disruptive aspects of education. These theorists argue that education is unequally distributed through society and is used to separate groups (based on class, gender, or race). Educational level is therefore a mechanism for producing and reproducing inequality in our society. Educational level, according to conflict theorists, can also be used as a tool for discrimination, such as when potential employers require certain educational credentials that may or may not be important for the job. It discriminates against minorities, working-class people, and women – those who are often less educated and least likely to have credentials because of discriminatory practices within the educational system. The sociology of education is the study of how public institutions and individual experiences affect education and its outcomes. Educational Sociology and Sociology of Education are two branches of study that are sometimes understood as one and the same branch, but they are actually not so. They indeed show some differences between them when it comes to the subjects of their study and the nature of the branches f study On the other hand educational sociology is the branch of study that deals with the various methods providing better education to society through an in depth research of our culture and society. Educational sociology is a subject that has to take both the sociologists and the educationists into consideration. This makes the subject an invaluable asset to all the students and researchers of social sciences, particularly sociology and education. It is a general belief that such of those who are involved in a deep study of education will benefit more from the branch of educational sociology In the poem of Okot p Biteks â€Å"My Husbands Tongue is Bitter† is evident in its use of the self  and other. The speaker of the poem is a black woman talking to her husband. The husband sees their colonizers as modern, progressive, civilized and educated. He considers learning English and following their acts would also make him one of them (colonizers), and by doing so, he will acquire the identity of the self. On the other hand, he offended his wife and his own people by citing and ennumerating their deeds as backward, primitive and ignorant.

The Hong Kong Chinese Community :: essays research papers

The Hong Kong Chinese Community The Hong Kong Chinese community is an affluent, educated, and swelling population in the Greater Toronto Area. The enigma is why they have only made marginal inroads into the political arena. Olivia Chow, a Metro councilor representing the Downtown ward says "this community has potential to be very powerful...it's nowhere near its potential." Chow is the highest-profile Hong Kong expatriate to win elected office in the GTA. Others include Tam Goosen, Soo Wong, Carrie Cheng, and Peter Lam. Many are convinced that the reason is because Hong Kong "is a colonial place where they had no say in government whatsoever." "In Hong Kong, there's never been any democratic procedure until a few years ago." "Chinese culture through thousands of years has never had an elected-representative type of Western democracy system. So it's not a surprise...(Hong Kong) is not a place where people exercise their democratic rights." There is a very common belief that you should not offend or challenge authority. People have lost a lot of confidence in politicians because of poor examples provided by ongoing tensions between Communist China and nationalist Taiwan. "We have to educate them and tell them politics in North America and Canada is very different from what they saw of politics in Hong Kong and China." Dr. Joseph Wong, whose community activism has earned him the Order of Canada, thinks that despite changes in Chinese attitudes, fear is still an obstacle towards political evolution. People are not afraid to demand for equal rights but the so-called mainstream politics and elected office is still baffling to the Chinese. The Chinese community's history in Canada also plays a major role in its reluctance to venture into politics. Following the completion of the Canadian Pacific Railway, the federal government imposed a heavy head tax on new Chinese immigrants. Only from the late 1960s and early 1970s, the Trudeau government liberalization of immigration that Chinese people came to Canada from Hong Kong. In 1979 , he organized a demonstration to urge the federal government to admit more "boat people" - community members were appalled. "Don't rock the boat" was exactly what they said. They said that Canada had given them a shelter and they should not demand any rights. Later that year, W5 - a CTV public affairs program - aired a segment called Campus Giveaway, which was about Chinese students taking over Canadian universities and leaving Canadian students out in the cold. Within 2 to 3 months, there were 16 anti-W5 committees. The protest eventually forced W5 to offer an unqualified apology. Those 16 groups went on to form the Chinese

Econ Macroeconomics

Approach to Learning and Teaching in the Course The philosophy underpinning this course and its Teaching and Learning Strategies are based on â€Å"Guidelines on Learning that Inform Teaching at NUNS†. These guidelines may be viewed at: www. Straightforwardness. Nuns. Du. AU. The specific approach to teaching and learning in Macroeconomics 1 is to engage students in the analysis of macroeconomic models and their applications in a relevant and interesting manner. The lectures, tutorials and assessment tasks have been designed to appropriately challenge students and support the achievement of the desired learning outcomes.A climate of inquiry and dialogue is encouraged between students and teachers and among students (in and out of class). The lecturers and tutors aim to provide meaningful and timely feedback to students to improve learning outcomes. With appropriate guidance, students are encouraged to take responsibility for their own learning. 4 3. 2 Learning Activities and T eaching Strategies The examinable content of the course is defined by the content of the lectures, the designated reading from the textbook (and any other required readings) and the content of the Tutorial Program.Lectures The purpose of lectures is to provide a social structure for the topics that make up the course; to emphasize the important concepts, models and methods of each topic, and to provide relevant examples to which the concepts and methods are applied. Not all examinable material can be covered in lectures. Lecture material is supplemented by required reading of the appropriate parts of the textbook and the material covered in the tutorial program. Tutorials The purpose of tutorials is to provide an opportunity for small group discussion of the issues to which economic concepts and methods developed in the lectures can be applied.Attendance at tutorials is compulsory. The Tutorial Program contains problems and questions that review and build on the lecture material. Th e economic concepts and models introduced in lectures. Students should attempt the set of weekly exercises before each tutorial and be prepared to contribute to tutorial discussion. Solutions to the problem and review questions will be posted on the course website at the end of each week. The Tutorial Program will be available on the course website. On-Line Multiple Choice Quizzes There will be a number of informal on-line quizzes provided for you to attempt during the session.This will give you the chance to acquire feedback on your progress and understanding of important concepts. There will be no grade attached to these quizzes. The quizzes can be accessed via the course website from the end of Week 3. The purpose of the quizzes is to allow ongoing review of the material covered and provide continuous feedback on your performance. Out-of-Class Study While students may have preferred individual learning strategies, it is important to note that most learning will be achieved outsid e of class time. Lectures can only provide a structure to assist your study, and tutorial time is limited.An â€Å"ideal† strategy (on which the provision of the course materials is based) might include: 5 Reading of the relevant chapter(s) of the text and any readings before the lecture. This will give you a general idea of the topic area. Attendance at lectures. Here the context of the topic in the course and the important elements of the topic are identified. The relevance of the topic should be explained. Attending the tutorials and attempting the tutorial questions prior to the tutorial. This will also provide a self-test of your understanding, and identify those parts of the topic with which you have problems.ASSESSMENT 4. 1 Formal Requirements To be eligible for a passing grade in this course, students must: ; achieve a composite mark of at least 50 out of 100; AND ; make a satisfactory attempt at all assessment tasks. This means attendance at 80% of tutorials and a ma rk of 40% in all assessments items. AND ; Achieve a satisfactory level of performance in the final exam. This usually means a minimum mark of 46 per cent. Any student having an overall mark of 50 or more but less than 46 per cent in the final examination will be given an IF grade (unsatisfactory fail). . 2 Assessment Details Weighting 10% 5% 20% 65% 100% Length As required As required 30 miss 2 hours University Exam Period Assessment Task Hand in Tutorial Questions Chart Book Submission In-Tutorial Test Final Exam Total 4. 3 Tutorial Participation No marks will be awarded for tutorial attendance. However a record of attendance at tutorial will be kept. Students should note that 80% attendance is required by NUNS and ASP rules. Attendance at 8 out 10 tutorials will be deemed as meeting the requirement.In certain circumstances, such as where a request for special consideration is made in relation to an assessment item, tutorial attendance will be oaken into account in determining your final assessment or whether special consideration is granted. 6 4. 4 Hand in Tutorial Questions Each week students are required to submit to their tutorial a written answer to one of the tutorial questions for that week. The questions for which a written answer is required will be indicated in the Tutorial Program. Answers must be submitted at the beginning of the tutorial and attendance at the entire tutorial is required.During the semester FOUR of the submitted answers (selected at random) will be graded and given a mark out of five. Each of the graded tutorials will have a weight of 2. 5% awards the overall assessment. 4. 5 Chart Book Submission In preparation to the guest lecture in Week 10, an assignment will be handed out (to be available online on Blackboard) where students will be asked to find various macroeconomic variables from the Reserve Bank of Australia or Australian Bureau of Statistics website, plot their time-series using Excel and Powering, and provide a one-page summary/analysis.Students will be asked to submit their findings online through Turning. Com as well as submit the hardcopy to the Assignment Box. More details will be announced close to the guest lecture in Week 10. In-Tutorial Test One short-answer test (the test has a weight of 20 percent) will be held during tutorials in the following week: ; Tutorial Test Week 8 (16-20 September) Students will have 30 minutes to complete each test. No notes, lecture or course material will be permitted to be used during the in tutorial test. The question must be answered on the answer sheet provided by your tutor.A list of potential questions the test will be provided on the course website (one week prior to the test). Questions asked in the tutorial test will be based on those posted on the website. However there may be some slight differences in the actual test questions, e. . Numbers could be changed for questions that involve calculations. Students must sit the tutorial test in the tutoria l group to which they have been allocated. There will be NO supplementary tests offered for the in tutorial test. You should make every effort to take the in tutorial test.Students who fail to attend the test will need to apply for Special Consideration. In cases of serious illness, students will need full and convincing documentation of that illness. Students who are found genuinely to be too ill to have attended an in tutorial test will have their mark on the final exam re sighted to include the mark reserved for the missing test. In all other cases on non- attendance by students will receive a grade of zero. Employment obligations or holiday plans of any kind are not acceptable reasons for absence from any test/ examination.Application for special consideration must be lodged through nylons with 3 working days of the assessment. (Log into mynas and go to My Student Profile 7 tab > My Student Services channel > Online Services > Special Consideration). Then submit the originals or certified copies of your completed Professional Authority form PDF – download here) and any supporting documentation to Student Central). 4. 7 Final exam The purpose of the final exam is to assess understanding of the macroeconomic concepts and models introduced in the course and to test the ability to use these to interpret and analyses real world situations.

Imperialism in India Essay

Politics The effects of imperialism are both positive and negative. The positive effects are banning inhumane traditional practices such as sati and the dowry system, promoting widow remarriage and prohibiting child marriage. The negative effects are that Britain caused the traditional industries to crash. Also, poverty increased. British officials were paid out of the India treasury. Imperialism drained India’s wealth. It destroyed India economically and politically. India became dependent due to imperialism. It destroyed India’s handicraft and small scale industries. The imperialistic powers treated India as a place to extend their power. Imperialism gradually destroyed India. While destroying India economically and politically, imperialism also had some good effects on India. With the spread of imperialism and colonialism , foreign powers took an interest in India and thus introduced new means of transport and communication. Modern technology and education were also introduced. negative effects: Racism grew (british to the indains) economic hardship, british were upset by the indain desire for self rule and nationlism, loss of self sufficiency, reduced food production which led to famines. Positive effects: railroads were built, communication grew due to the building of telephones, and the telegraph, desire for unity, modern economy, public health improved, english language more commonly used and learned British Imperialism in India â€Å"All the leadership had spent their early years in England. They were influenced by British thought, British ideas, that is why our leaders were always telling the British â€Å"How can you do these things? They’re against your own basic values.†. We had no hatred, in fact it was the other way round – it was their values that made us revolt.† -Aruna Asaf Ali, a leader of the Indian National Congress. (Masani, quoted in Wood, 32, 1989) There is no doubt that British imperialism had a large impact on India. India, having previously been an group of independent and semi-independent princedoms and territories, underwent great change under British administration. Originally intended to consolidate their hold on India by establishing a population that spoke the same language as their rulers, the British decision in the 1830s to educate Indians in a Western fashion, with English as the language of instruction, was the beginning of a chain of events, including a rise in Indian nationalism, that led to Indian resentment of British imperialism and ultimately to the loss of British control over India. One of the most important factors in the British loss of control over India was the establishment of English as a unifying language. Prior to British colonisation, India was fragmented and multi-lingual, with 15 major languages and around 720 dialects. English served as a common ground for Indians, and allowed separate cultural and ethnic groups to identify with each other, something which had rarely if ever occurred before on a grand scale. Although it was mainly educated Indians of a privileged caste who spoke English, these were the most influential people in terms of acting as facilitators for nationalist ideas to be communicated throughout the populace. The publication of magazines and journals in English was also a great influence on the rise of Indian nationalism. Although most Indians received nationalist ideas orally, these journals allowed Indians who were literate in English to come into contact with the ideas of social and political reformers. Political and social reform in India was achieved as a result of the European political principles brought to India by the British. Indians were Anglicised, and the British ideal for an Indian was to be â€Å"Indians in blood and colour, but English in tastes, opinions and intellect†, as put by one British legislator (Rich, 214, 1979). This Western education inevitably led to well-read Indians encountering European principles such as human rights, freedoms of speech, travel and association, and liberalism. This was in direct contrast to the imperialism practised by the British in India and to the Indian experience – one third of the subcontinent was ruled by Indian princes under British supervision, and the rest was directly controlled by the Viceroy and administered by about one thousand members of the civil service, all of them English (Rich, 215, 1979). This knowledge of principles such as autonomy and freedom naturally led to many Indians desiring this for their own nation, understandable since it appeared that the world’s greatest and most powerful nations were self-governing democracies, and this system was obviously successful. Part of the newfound desire for freedom experienced by many Indians was the desire for native religion and customs to be respected. It is widely accepted that the Indian mutiny of 1857 was at least partly generated by Indian resentment of British interference in Hindu customs. Indian soldiers in the army were required to bite the ends off gun cartridges that contained pig fat and cow fat, which offended both Muslims and Hindus. When troops refused to use the cartridges, â€Å"eighty sepoys were thrown into gaol for disobedience, an act which finally triggered the uprising.† (Richards, 301, 1994). This showed a great lack of cultural and religious sensitivity on the part of British officers. Although the mutiny was put down quickly, it shook British confidence in their power, and resulted in tighter control of their hold on India. This in turn led to further resentment of British imperialism, and claims that military regulations were an attempt by the British to destroy the traditional caste system. (Richards, 301, 1994). In believing so vehemently that the British system was superior to the far inferior Hindu traditions, the British officers were essentially contravening the ideals of freedom that were an important element of the Western European political principles that they so wanted to instill in the Indian peoples. Following the Mutiny of 1857, Indian nationalism gained much more momentum than had previously existed in the first part of the century. This movement consisted mostly of British-educated intellectuals, and ironically was made possible by the British encouragement of higher education, originally intended to create a middle management that could carry out simple administration jobs. Most of the Indian nationalists – most notably Ghandi – were educated in Western Europe and were well-read in Western notions of freedoms, civil liberties and autonomy. The Indian National Congress was the largest and most obvious nationalist group, formed so that â€Å"educated Indians†¦could express dissatisfaction with the British colonial administration and suggest reforms.† (Cowie, 36, 1994) This Congress, however, had no power in terms of action and it can be seen as an attempt by the British to appease Indian nationalists who wanted progress. The seeming uselessness of the Indian National Congress in terms of enforcing changes and reforms can be seen as a great cause of Indian resentment of British nationalism. Even so, a nationalist organisation such as this would not have been possible had it not been for the fact that the British acquainted a group of Indians with European political principles (Cowie 27, 1994). As well as the moderate nationalism that grew within the Indian National Congress, extreme nationalism was also becoming prevalent. Aside from more violent protesters such as Tilak, nonviolent opposition to British imperialism emerged in protesters such as Ghandi. In response to the Rowlatt Acts, which enabled a protester or suspected terrorist to be imprisoned without trial, and the Amritsar massacre, in which 379 unarmed anti-British demonstrators were killed, Ghandi advocated a return to traditional Indian simplicity as opposed to Western materialism (Cowie 41, 1994). This dislike of materialism was owed in part to his experiences in England studying law, where â€Å"he discovered his Indian heritage through the work of 19th century British scholars who had re-created ancient Indian history and revived interest in ancient Indian literature and language† (Cowie 164, 1982). Ghandi also gained insight into his culture through â€Å"discussion with English friends on religion, both Christianity and Hinduism, which he now began to discover on a philosophical level† (Masselos, 121, 1972). Ghandi’s Western education allowed him to develop his radical technique of ‘satyagraha’ or ‘truth force’, whereby laws were opposed with the force of truth and moral consciousness instead of violence. This approach, though mostly a Hindu philosophy, in part derived its inspiration from Christianity, and the idea of turning the other cheek (Masselos, 122, 1972), and â€Å"drew upon humanist and radical strands in Western thought† (Masselos, 122, 1972). Studying Western history and ideas would have made Ghandi see that many Western approaches and ideas were extremely effective – and British forces may have reacted more positively to a method of protest that came partly from their own culture. Exposure to Western culture also aided Ghandi in seeing that satyagraha would be a powerful means of protest in an economic context – Ghandi claimed that the application of satyagraha against the British administration â€Å"could so paralyse the economy that the country would become ungovernable† (Cowie, 43, 1994). Ghandi used an approach that he had developed partly from his exposure to Western education to cause trouble in a facet of society that he knew was essential to the British consolidation of power in India. At this time, and while the world was in the throes of World War One, the British were committing more acts to instigate resentment amongst Indians. India had a large part in World War One, with more than a million pounds sterling voted from Indian revenues towards the cost of the war (Cowie, 39, 1994). With this in mind, the Montagu Declaration was issued in 1917, promising ‘gradual’ and ‘progressive’ self-government for India. There was, however, much suspicion that this declaration meant nothing and that Britain had no intention of relinquishing control beyond simple aspects such as health services, agriculture and public works (Cowie, 39, 1994). This of course caused much resentment – autonomy was essentially being denied, and in a condescending manner after India’s sacrifice for the Empire in World War One. During the 1920s and 1930s the Indian nationalist movement continued with strength. Ghandi’s campaign for independence went on, with his encouragement of peaceful protest and criticism of British administration and taxes. In 1921, Ghandi called for all Indians to boycott paying taxes on farming tools to the British, a strategy to have a negative effect on the economy. His non-cooperation campaign, despite its nonviolent aims, periodically became violent, and Ghandi was imprisoned in 1922 for instigating the movement. He was released two years later. The movement, however, was quite successful in terms of uniting the country in a movement under one leader (Masselos, 138, 1972), joined by their resentment of British rule. While earlier in the century, the English language and European political principles gave rise to the Indian nationalist movement, these were the tools used to strengthen the movement and to create unity among the Indian people. Many individual events associated with Ghandi’s satyahara approach, such as the Salt March in 1930 which demonstrated defiance of the British monopoly on salt manufacturing, and Ghandi’s â€Å"Quit India† campaign that lasted throughout the 1920s and 1930s, led to the eventual independence of India in 1947. The one movement that underpinned singular acts of patriotism was the nationalist movement, led by ‘Mahatma’ Ghandi. Ghandi was â€Å"†¦shrewd enough to utilise the nature of British rule in India to win independence without too much bloodshed† (Masani, quoted in Wood, 32, 1989). This movement was made possible by the establishment of English as a unifying language and by acquainting Indians with European political principles, which led to Indian resentment of British nationalism and ultimately to the British loss of control over India. The effects of imperialism are both positive and negative. The positive effects are banning inhumane traditional practices such as sati and the dowry system, promoting widow remarriage and prohibiting child marriage. The negative effects are that Britain caused the traditional industries to crash. Also, poverty increased. British officials were paid out of the India treasury. THE GREAT IMPACT OF IMPERIALISM Fundamentally, the imperialism idea comes from the early modernization concept that began with the 16th century. Afterwards renaissance, catholic reformation and reconnaissance actions follow this concept in order. Then geographical explorations take place in history and in this sense a lightening period exists by the help of these agendas. This lightening period consists of many different ideologies. We see these ideologies’ changing and shaping time to time and one of these specific action-oriented ideas is seen as imperialism with its impact on some African and Asian part, in particular, the response of conquered areas to the â€Å"west† in late 19th century and early 20th century. In order to express what the imperialism is, it can be said that imperialism is an ideology to make good society by being rooted in a particular economic system, capitalism, and benefits a particular class, which Marxists call the bourgeoisie or ruling class. (Butterfield, 2002) In this sense, we see the colonization action of the â€Å"west† under the name of imperialism against the African and Asian part of the world in late 19th and early 20th century. In some countries we see the entire-colonization and in some of them there was semi-colonization according to some reasons that are related with their understanding of modernity and the way that they show their reactions. In general sense it can be implied that the reaction of Sub-Saharan Africa against the impact of â€Å"west imperialism† was more strict than the one in Central Asia; in terms of economic reasons, nationalism and religion. To begin with the economic perspective of imperialism, imperialist countries’ need of row material and market and the change in the meaning of imperialism seem to be the crucial point. Up to 17th century, imperialism was not related with capitalism because in these times land power was important. However in later period of time, especially in the late19th century the spread of industrialization in the world had achieved the point where international competition for markets was becoming profoundly. After the third threshold of industrial revolution, the new imperialist political ideologies became the state politics of European countries. In this sense colonization action of â€Å"west† powers takes place. As a provision, we see the strict; but at the same time invalid reaction of Africans. In Asian side, we don’t see such kind of strict reaction as it is seen in Africa. This is because of their preparations against the probable imperialistic action of â€Å"west†, that can be regarded as the extension of rapid modernization of â€Å"west†. Especially European countries could not entirely colonized South Central Asian countries such as Iran and India. For example England could not fight with India; because India was not so weak in terms of economy and because of its economical interdependence, India’s military modernization had been taken place in order to fight with any power. However the situation in Sub-Saharan Africa was not so pleasing. They were still living as tribal societies and they were ready to be treated as slave. First of all, by the investigations of the European missionaries, â€Å"west† were aware of the row material sources that were not used, such as cool and diamond. By the power in their hand, â€Å"west† took the region under control and made the people work for their benefit. They also made African pay taxes. Actually that led revolt against foreign occupation. Africans tried to kill the tax collectors as time goes by. For example in 1902 a tax collection exercise in Bailundo, in the center of what is now Angola, went badly wrong when local people rebelled violently, attacking tax collectors and traders (both European and African). This was the first time that Africans had rebelled against the Portuguese in Angola. (BBC WORLD SERVICE, no date) That shows how deeply they were affected from the power of â€Å"west†. Also we understand that the gloom of Africans did not result from leaving their sources to â€Å"west† power. The main point that made them revolt was being made pay taxes. Secondly in terms of nationalism, liberation struggles of colonized countries come next. Fundamentally, the idea of these struggles relies on the French Revolution and the nationalism idea that comes next. In this sense there are structured similarities between Asian and African independence struggles. However the only point that they differ from each other is the process of their struggles. It is because the Asian nations were more ready in terms of military concept by the qualified commanders that came from â€Å"west† in the colonization process. Thus their armies were trained professionally by the Europeans and they were ready to fight with the â€Å"west† by the technology that came from â€Å"west†. Actually, it can be regarded as a contradiction in terms of training the nation and then loss of the colonized land because of the liberation action of that nation. In African side the situation was same; but their liberation process was too long. At that point the lack of modernization agendas can be shown as a reason. One other point about liberation is the modern education concept in Africa and Asia that was supplied by Europeans. Thus we are faced with the same contradiction again. â€Å"West† was supplying the modern education as one of the prerequisite of imperialism and many scientists and thinkers were brought up. As time goes by these thinkers were affected by the ideologies such as nationalism. For example Indian national leader Gandhi was one of them and played a big role on gaining the independence of India after the 2nd World War. (Cody, 1990) In this example we see the specific show of the contradiction that is mentioned above. Lastly to mention about the perspective of religion, the eurocenteric aim of spreading the Christianity all over the world under the idea of imperialism should be discussed. At that point, we see the similarity between South Central Asia and Sub-Saharan Africa again as we saw in liberation concept. In 19th century most of the Asian and African nations were Muslim and this was a big obstacle for the â€Å"west† to achieve their aim. â€Å"West† tried to assimilate the Asia and Africa; but they both showed their reaction similarly against the â€Å"west†. (Pappas, no date) If it is needed to combine religion with nationalism there is something to think about. If the African and Asian nations had been Christian; may be the nationalism idea would loose its validity and its impact on gaining the independence. Moreover, may be the colonized countries would be still colonized under the power of â€Å"west†. So it is obvious that the religion diversity made colonized nations fight for their independent conceit. To sum up the agendas of the impact of imperialist â€Å"west†, the insufficiency in the process of modernization and because of this, being under the control of â€Å"west† can be expressed as a summary. In the above examples we see that the impact of â€Å"west† and the probable reaction of South Central Asia and Sub-Saharan Africa are based on some economical, ideological concepts and religion in the light of many specific processes. Also it was obvious that there were both similarities and diversities between Africa and Asia in the period of â€Å"west† imperialism and economical perspective was the most distinct one in terms of diversities. On the other hand in nationalism, liberation struggle, the hope of independence and independent conceit were the common points; although there was a little bit diversity in the sense of the process of these concepts. Positive: Ending Poor Traditions †¢During the process of colonialism, the controlling nation has the power to revise or abolish certain social traditions of the region. This provides a means to eliminate damaging social trends and older ideals. For instance, after India was colonized, the long-standing practice of Sati was finally abolished. Sati was the practice where the first wife of a deceased husband would throw herself, or be thrown, onto the funeral fire with her husband as a show of mourning. It was not until the colonization of India that the rest of the world learned about the practice and moved to outlaw it. Positive: Modernization †¢Colonialism brought modernization to regions that were technologically underdeveloped. Modernization projects included building railroads for open trade, needed medical advancements and schools providing a modern education. These advances helped underdeveloped nations improve their global status as centers for trade. The improvements to education provided an opportunity for colonized students to compete with foreign students in fields including literature, art, math and science. Read more: Positive & Negative Effects of Colonialism | eHow.com http://www.ehow.com/info_8505011_positive-negative-effects-colonialism.html#ixzz2MmpHwOQ6 Negative: Segregated Benefits †¢Many of the benefits of colonialism, such as education, were restricted to specific classes of individuals, usually based on skin color or ethnic origin. This segregation lead to a natural segregation throughout colonized countries and established the foundation for a racially segregated future. As an example, the extreme racial segregation in South Africa, known as the apartheid, is a partial result of African colonialism. The education segregation left an economic disparity in South Africa that resulted in continued segregation after the colonial period and a legacy of poor civil rights and human atrocity. Negative: Resource Drain †¢One of the primary goals of colonialism was the establishment of a resource-generating system through which natural resources from colonized regions were gathered and traded by the colonizing nation. This process reduced the availability of natural resources in the colonized nations, leading to times of hunger, poverty and need. Some colonies were heavily farmed, with food stores shipped to feed populations elsewhere while locals survived on less. Further, this created a system where a colonized country could be farmed for its natural wealth, but receive no monetary benefits. Read more: Positive & Negative Effects of Colonialism | eHow.com http://www.ehow.com/info_8505011_positive-negative-effects-colonialism.html#ixzz2MmpLOLoP Imperialism in India: Bad or Good? Imperialism has been both positive and negative in the eyes of the Indians. It has helped them, but has also left them with no responsibility in their government. The British called the empire the British Raj. The European colonizers provided many things and helped solve old problems. They brought parts of civilization that most Indians were not able to create by themselves. They built roads and other means of transportation as well as telegraphs. They have helped India become more modernized and built a government that is strong and efficient. â€Å"To sum up the whole, the British rule has been- morally, a great blessing; politically, peace and order..† (Dadabhai Naoroji). Imperialism has brought new standards of humanity, like when they stopped infanticide and the slave trade in India. It has also brought industrialization and improved sanitation. Imperialism has also affected the colonizers in a positive way. They get cheap raw materials and make a profit off of what they provide for the Indians. All of this they got from a system of mercantilism. There were, however, a few negative effects of Imperialism. â€Å"All they do is live off of Indian while they are here. When they go, they carry all they have gained.† (Naoroji). Naoroji also adds that the natives call the system â€Å"the knife of sugar.† Another problem that arose was how the Europeans occupy all of the higher places in the government. â€Å"For a hundred years you have done everything for us. You have given us no responsibility in our own government.† (Mohandas Gandhi). Many of the old Indian industries were broken up, causing unemployment and poverty. Some also feel that they are treated as being inferior to the colonizers In 1990, Stephen Covey published The 7 Habits of Highly Effective People. A business-oriented self-help book, the volume was a huge bestseller and is still in print today. During the same decade-and-a-half, the American economy grew hugely. A coincidence? Perhaps not. Let’s face it: our crusade to extend the benefits of Americanism to the rest of the world, especially the Middle East, has not been Effective. Now clearly it’s time to work Covey’s magic on Uncle Sam’s faltering imperial effort. Here’s what think-tank tigers need to know, the 7 Habits of Highly Effective Imperialists: 1. Be serious about your imperialism —the Great Game is not for dilettantes. Thrilling to accounts of the Battle of Plassey, savoring the Sykes-Picot agreement, taking in seminars at AEI—that’s not good enough. Here’s how the Los Angeles Times recently described Doug Feith, undersecretary of defense and leading neo-imperialist, in his home: â€Å"sitting in his library surrounded by stacks of Commentary magazines and books on the British empire and the Middle East.† In other words, an armchair warrior—literally. Is it any wonder Feith has been Ineffective? By contrast, the Highly Effective Imperialist gets off his fanny and â€Å"goes native.† We might consider, for example, Richard Francis Burton—now he was Effective. In the days before jets or mints on your hotel room pillow, Burton made his way across five continents. He helped discover the source of the Nile; he was one of the first Westerners to visit Mecca, disguised as an Afghan Muslim. Yet in addition to all his journeys, in addition to writing a half-dozen books and innumerable monographs on people and places, he also learned the local languages; he translated works from Arabic and Hindi, notably the Kama Sutra and The Arabian Nights. Not surprisingly, Burton saw little of England during his adult life—he died in Trieste in 1890—which is to say, Burton lived out the self-sacrificing injunction of Rudyard Kipling: â€Å"Take up the White Man’s burden/Send forth the best ye breed/Go bind your sons to exile/ To serve your captives’ need.† If Americans are serious about imperialism, they will make a massive commitment to teaching little Justin and Jennifer the tongues of their new realms: Arabic, Pashtu, Dari, Farsi, Urdu, etc. And then, even more important, they will steel their children for lifetimes of overseas service. Of course, Effective Imperialists must combine ethnic and linguistic â€Å"ground truth† with high Machiavellianism. To keep control of India, for example, the British cultivated the Sikhs as a ruling elite. Why? Because the Sikhs were a tiny minority. Once they were installed in the upper reaches of the Raj, the Sikhs were anxious for the Brits to stay, so as to preserve their top-dog status. That approach proved Effective for a century. By contrast, today, is there any American clever enough to see the wisdom of dividing Iraq into three parts, so as to make all three mini-states—Sunni, Shia, Kurd—dependent on the U.S. for border protection? Evidently not. And in any case, we’re still fighting two out of three of these groups 18 months after liberating them. Feith & Co. navigated by â€Å"moral clarity,† not by historical or political landmarks. According to an August report in Rolling Stone, one U.S. Army colonel, a veteran of Middle East work, fluent in Arabic, was interviewed by Feith for a possible job. During the session, Feith looked down at his rà ©sumà ©, â€Å"I see you speak Arabic,† Feith said. When the colonel nodded, Feith snapped, â€Å"too bad† and dismissed him. To make matters worse, the Feithians appointed their unskilled friends and relatives—Michael Fleischer (brother of Ari) and Simone Ledeen (daughter of Michael)—to prominent positions in the Coalition Provisional Authority. After a few months of sightseeing and war profiteering, such folks have mostly come home—not Effective. 2. Get the locals to like you. This is hard, I know. It’s counterintuitive to expect that the people you’re killing will give you their hearts and minds. In the words of Voltaire, â€Å"It would be easier to subjugate the entire universe through force of arms than the minds of a single village.† It took the British two difficult decades to subdue the Sudanese Muslims in the late 19th century, but by the mid-20th century, Sudan had gained its independence—and also great hostility to the West. Other British colonial non-success stories include Zimbabwe, which is one of the few countries where London is hated more than Washington. We might also recall that the British â€Å"liberated† Iraq twice in the last century, in 1917 and in 1941. And what do they have to show for the gravestones they left behind in Mesopotamia? Today, it’s the Americans’ turn to score low as colonizers. One poll taken this spring showed that 92 percent of Iraqis saw Americans as occupiers; just two percent saw them as liberators. As George W. Bush himself conceded on April 13, â€Å"I wouldn’t be happy if I were occupied either.† During the Athens Olympics, the Bush-Cheney campaign sought to make re-election hay out of the Iraq soccer team’s success; yet an Iraqi player cut the Rovers off at midfield, telling the Americans: â€Å"We want to live. Stop killing civilians. Help rebuild Iraq instead of destroying it.† We might call this Mission Not Accomplished. So what to do? Once again, the Effective Imperialist looks to what’s worked in the past. England and Scotland had fought each other for eons—â€Å"Braveheart† and all that—but they merged in 1603 when James VI of Scotland inherited the English crown and became James I of England. Four centuries later, the relationship still works. So today, if some rising young buck in the Bush dynasty went to Iraq, married a girl named Sistani, embraced Shia Islam, and brought the new Mrs. Bush home to social and political prominence, that would be the beginning of a beautiful transnational friendship. A future American president with a Shari’a-worthy beard might not please American neocons, but he would be Effective at earning Iraqi allegiance. 3. Be ruthless. If Habit #2 doesn’t work, then try Habit #3. We might consider, for example, the Effectiveness Lesson in the Book of Samuel. God said to Saul: â€Å"Now go and smite Amalek, and utterly destroy all that they have, and spare them not; but slay both man and woman, infant and suckling, ox and sheep, camel and ass.† But while Saul mostly followed the Lord’s commandment, he spared a few folks and critters. God was outraged at this insufficient ruthlessness. As future-king Samuel explained to soon-to-be-ex-king Saul, â€Å"Thou hast rejected the word of the Lord, and the Lord hath rejected thee from being king over Israel.† So Samuel had to mop up, completing the earth-scorching. Now that’s Effectiveness. Similarly, when the Romans wanted to be rid of troublesome Carthage once and for all, they flattened the city and plowed the leveled ground with salt. Carthago was truly delenda, and it hasn’t been heard from since. More recently, when white Americans and Australians wanted to Manifest their Destiny over their respective continents, they mostly massacred the aboriginal peoples, occasionally deigning to miscegenate with them. The Chinese are using equally Effective tactics in Tibet today. In geopolitics, possession-by-domination is nine-tenths of the law; demography is political destiny. In the meantime, after 213 years of attempted subjugation, the Russians are still Ineffective in Chechnya. Vladimir Putin might be asking himself, â€Å"WWSD† —What Would Stalin Do? And the answer to that question might well be: total wipeout, by any WMD necessary. Note to other countries dealing with uppity populations: it’s genocide, but it’s been proven Effective. 4. Got allies? You’ll need some. The Venetian Republic lasted for a thousand years because the doges were wily enough to use mercenaries and surrogates in their endless wars with their fellow Italians, then Byzantines, then Ottoman Turks. For their part, the British didn’t succeed in taking down Louis XIV, Napoleon, the Kaiser, and Hitler all by themselves. For centuries, London built balance-of-power coalitions that enabled Albion to preserve its sea power, while not getting bogged down in losing ground wars. Similarly, when the U.S. has had allies—from World War I to Gulf War I to Kosovo to Afghanistan—the fighting has generally been Effective. But America’s more unilateral wars, such as Vietnam and Gulf War II, have been Ineffective. Having allies helps in other ways, too—especially if you have an ogre for an ally. The American occupation of Germany and Japan was eased by the menacing specter of the Soviets, just across the Elbe and the East Sea. The message was clear: if the surrendered Germans and Japanese ever became too troublesome, the Americans would exit and the Red Army would enter. No wonder we were so Effective. In the case of occupied Iraq today, suppose Turkey or Iran had invaded the country at the same time as American forces. By now the American sector might well seem like paradise compared to the Turkish or Iranian sector. Plus those occupiers would be no-nonsense in their â€Å"pacification†Ã¢â‚¬â€see Habit #3, above. 5. Be realistic. Politics is the art of the possible, said Bismarck. In the same vein, the Effective Imperialist doesn’t over-promise. In 2003, the Carnegie Endowment for International Peace did a study of the 16 major â€Å"nation-building† efforts conducted by the U.S. and found that just four—Germany, Japan, Grenada in 1983, Panama in 1989—had been Effective. The other 12, stretched from Haiti to Nicaragua to South Vietnam, were Ineffective. The basic lesson is that culture matters most. The Germans, for example, proved capable of utter barbarism under Nazi rule, but after having lost eight million in the war—see Habit #3 again—they were ready, post-1945, to change their ways and resume being a â€Å"normal† European country again. So Germany proved peaceful and prosperous, just like its neighbors; the death of Hitler helped restore the nation to the generally upward trend line of its neighborhood. It was good news that the Germans blended back into their environment, but it was also not surprising—Europe is a civilization. Arab Islam is a civilization, too. And it’s not surprising that Iraq seems to be reverting to its neighborhood trend line, which, of course, is not auspicious for American dreams of a â€Å"democratic transformation† of Iraq. To put it another way, Islam is a tough nut to crack. Nowhere in the world, except maybe Attica prison, does a white minority rule successfully over a Muslim majority, which leads us to the Sixth Habit of Effective Imperialists. 6. Leave quickly—and set up a puppet government. In July 1958, President Dwight Eisenhower ordered 14,000 U.S. Marines to go ashore in Lebanon to prop up the U.S.-backed government. Three months later, having accomplished that mission, they all pulled out; exactly one American was killed by hostile fire. By contrast, when President Ronald Reagan ordered the Marines back into Lebanon in August 1982, he kept them there for 18 months—and 254 Leathernecks lost their lives amidst growing resistance. Today, we have been in Afghanistan for almost three years, and in Iraq for 18 months. It’s safe to say that we aren’t growing more popular in either place. Instead, the Effective Imperialist uses surrogates for long-term country-control. The Shah, for example, gave us 26 good years of sway in Iran, although admittedly the 25 years since his fall in 1979 have been disappointing. But the search for new tools—human tools—continues. And so on to Baghdad. In October 2002, the Israeli newspaper Ha’aretz reported that Rep. Tom Lantos, ranking Democrat on the House International Affairs Committee, had soothed a visiting Israeli politician with these assurances about the future of Iraq: â€Å"My dear Collette, don’t worry. You won’t have any problem with Saddam. We’ll be rid of the bastard soon enough. And in his place we’ll install a pro-Western dictator, who will be good for you and good for us.† Enter Ahmad Chalabi. Exit Ahmad Chalabi. And while Chalabi did not meet expectations, Iyad Allawi is showing he’s tough—tough on press freedom at least. And while it might not be prudent to write a life-insurance policy for the new Iraqi strongman, it’s possible that he will survive and thrive. But whether or not Allawi makes it, Americans on the home front should develop a taste for hummus and biryani. Just as curry and couscous are national dishes of Britain and France today, thanks to the recasting of their populations as a byproduct of conquest, Americans, too, should prepare for demographic and culinary transition. Today, the difference between the colonizer and the colonized isn’t just firepower—it’s birthrates. One way or another, lots of Iraqis are going to end up in the U.S.; Allawi himself may live and die in his homeland, but lots of his friends and relatives will find new homes—next door to the late Shah’s kin and cronies, maybe in Beverly Hills. Of course, not every Iraqi coming to the American â€Å"mother country† will be carrying a suitcase stuffed with cash. Some will be carrying other things in their bags, which brings us to the seventh and last point in our Effectiveness tutorial. 7. Brace yourself for tragedy. It’s coming. At the height of Roman Imperial Effectiveness, the poet Juvenal wrote plangently, â€Å"The country weeps for its victories.† A study by the Cato Institute counted 98 wars and military campaigns waged by the British from 1800 to 1906. Kipling, the bard of imperialism, poeticized the fate of many of his countrymen: â€Å"When you’re wounded and left on Afghanistan’s plains/And the women come out to cut up what remains/Jest roll to your rifle and blow out your brains/An’ go to your Gawd like a soldier.† Sometimes, the tragedy comes later to the Imperial Country. After the fall of the Bastille in 1789, the young minds of Europe were aflame with thoughts of revolutionary restructuring. Nowhere was enthusiasm for the Aufklà ¤rung greater than among German intellectuals. As the historian Isaiah Berlin observed, â€Å"Almost without exception, they began by welcoming the French Revolution rapturously, planting trees of liberty and denouncing as obsolete and brutally oppressive the rule of the three hundred German princes.† But then the dialectical wheel turned, as the French overplayed their hand. â€Å"Horrified by the Terror and wounded by the national humiliation of Germany by the armies of Revolutionary France and, still more, those of Napoleon,† those same Germans, Berlin continued, â€Å"turned into patriots, reactionaries and romantic irrationalists.† One such was Beethoven. Living at the time in Vienna, the young composer intended to dedicate his Third Symphony to Napoleon, but after the French leader crowned himself emperor in 1804, he tore up the â€Å"Eroica† dedication. Less than a decade later, Beethoven composed a celebratory piece entitled â€Å"Wellington’s Victory.† And so the fervent Francophiles of not-yet-Germany were transformed into even more fervent Francophobes. Most likely, Napoleon went to his grave in 1821 without thinking much about the deep geysers of sentiment he had helped uncork. But the unifying Germans thought deeply about their humiliation and insult; for half a century they brooded and plotted. And then in 1870, 1914, and 1940, they crossed the Rhine, each time wreaking horrible vengeance and violence. In contemporary Iraq, our brave troops might be holding up well, but they aren’t just filling up future pages of glorious American military history. They are also unintentionally collaborating in the composition of future sagas of Sunni and Shia martyrdom. Today, the fighting in Iraq is asymmetrical: our F-16s, their AK-47s. But tomorrow, the asymmetrical action could shift to America: their WMD, our cities. That’s called â€Å"blowback,† and it’s a darn nuisance. To date, Americans have been Effective at spending money in Iraq, and little else. But it’s not too late to learn the Seven Habits of Imperial Effectiveness. If Americans are prepared to live—indeed, to die—by those Habits, we can look forward, at least, to pacifying Fallujah.

Challenges, problems and conflicts that may occur in teams Assignment The WritePass Journal

Challenges, problems and conflicts that may occur in teams Assignment Introduction Challenges, problems and conflicts that may occur in teams Assignment ) assert that emerging reliance on organized research is a weakness that has the potential to slow the progress research. Others have widely utilized the challenges to the teamwork concept over the course of the past generation to produce quick and successful project results (Eddy, Tannenbaum and Mathieu 2013). Personal experience has shown that by working with a team and by being a vital part of the effort to find miniscule details in several literary research projects, the team potential for effective decision making is markedly increased (Ibid).   During the challenge to identify specific passages that related to research in the texts,   team efforts aided during the process of wading through a wide range of literature. The experience and camaraderie increased positive feelings, which in turn served to further enhance the research results (Ibid).   Hackman (2011) identifies the clear challenge that the concept of   shared responsibility created between the collaboration group and the team enables a better decision making model. The very first challenge to the concept of teamwork is for management to weigh the effort of team formation versus the streamlined and much less complex individual application (Ibid). However, with only one person on the task, the likelihood of delay or detriment increases (Eddy, Tannenbaum and Mathieu 2013). This is a very effective argument for teams: redundancy. Teamwork has been found to increase the potential for success substantially (Murase, Doty, Wax, Dechurch, and Contractor 2012).   As technology evolves and more resources became available, teams have evolved past the simple construct into a much more complex creation that are commonly able to meet challenges that exist at the start up stage. However, a question that must be asked is if the effort of forming a team offset by the potential knowledge gained from the experience (Ibid)? If the decision can be better   accomplished   alone, the effort of creating a team is not worth the result. Organisational theory is utilized in the effort to streamline business and predict human behaviour that occurs in the organisational setting (Dyer,Dyer, and Dyer 2007).   Teamwork has become a growing challenge in this field as the strength of the potential for gain has been recognized in the business world (Ibid). The Contingency Theory argues that there is no best method to the creation of a team, but each situation is unique and must be fit to the individual application (Decostanza, Dirosa, Rogers, Slaughter, Estrada, and O. 2012). This is a primary challenge that must be addressed in every team operation process. Others cite the process of teamwork decision process as cumbersome and a burden to individual potential (Zingone, Franks, Guirguis, George, Howard-Thompson, and Heidel, R. 2010).   The challenge to the   teamwork decision making concept is that it has the potential to be as positive or detrimental as the members allow.   Personal experience has illustrated how te am decisions and course correction was essential due to the fact that the work simply could not be done by one or two people and benefited from the teams input (Ibid). Further, there were many points of view that required a varied field of knowledge, making team decisions essential.   Finally, the deadline was very short increasing the pressure, which the team was able to minimize (Decostanza et al 2012). It took a team decision that served to guide the project past the difficult points in order to achieving the target goal (Ibid).   A primary challenge from the outset of any team effort is morale and energy (Ibid). Another challenge to an effective team decision making is the creation of a cross functional working environment that will be conducive to supporting the entirety of the effort (Tohidi 2011).   The process of team process requires that the members know how to function and provide incentive (Ibid). Personal experience has demonstrated that   especially as a project begins to develop, the pressure creates issues that cause members of the team to leave, or splinter from the original.   This form of teamwork friction can turn a small issue into a major problem (Beatty et al 2012).   Challenges in this area include disputes over leadership positions which in turn hobbles the entire decision making process and serves to skew the research (Ibid). Beatty et al (2012) Identifies four particular challenges that must be addressed in order to enable a team decision making process to be successful: a) Appropriate formation b) Members are accountable for both individual and team work c) Assignment promotes team development d) Timely communication In each case, careful consideration before implementation has the potential to increase effectiveness consequently reducing issues (Ibid). The creation and implementation of an effective team is essential in the decision making process and is faced with many challenges as the group comes together to find a solution (Dyer et al 2007).   A primary hurdle facing a team is the initial assessment of which person will be best suited to which specific task within the scope of the project (Ibid). As Dyer et al (2007) Illustrates, the role determination at the outset can have a tremendous impact on the subsequent performance of the entire team.   Personal experience has demonstrated the fact that the right leader can make or break a team project from the very beginning (Ibid). Further, primary challenge that the leader will mitigate is the identification of the proper employees to become part of the team decision making experience (Ibid).   Weak leadership in a team setting often leads to many voices, which in turn have a variety of directions and takes away from the capacity to make effective decisions (Ibid).   Leaders in a team provide resources, rewards and management that are effective focusing and maintaining the project goals (Schultz, Wilson, and Hess 2010).   Lacking any one of these elements will quickly become a challenge to the entire organization.   Teams have a real potential to start off well, and then flounder when the perceived leader does not provide the pieces necessary to progress as a group (Ibid).   If there is a method but no practical application for that method, the entire group is left at a standstill. Team leadership is responsible for guiding the members to produce the best effort for the benefit of the entire project (Ibid).   The style of leadership in a teamwork setting is important, as it must fit with the temperament of the project.   A successful team decision is due to the capacity of the leader and team to work together in a positive, upbeat environment (Sarrafzadeh and Williamson 2012).   Leaders that have instilled a sense of doom and gloom have seldom evoked the same level of skill from the teams (Ibid).   Management leadership that is worth their pay assists t development of the teamwork effort while integrating the individual goals with that of the group. Atkinson (2013) defines the role of organisational culture as reflecting the overriding assumption regarding the method of work and the limits of what is and is not acceptable. Principals are often at the heart of dissension in the teamwork environment if there is a lack of structure and coherence during the formation period (Ibid).   Personal experience has illustrated that different team approaches can cause substantial strife. With no clear structure the negative discussion took up vital research time (Ibid). The dynamic of teamwork issues will vary according to the size of the team, the bigger the effort the more complex the application (Goldman, B. and Shapiro 2012).   Research has shown that when working in larger groups, the difficulties are multiplied and the need for coordination is only enhanced as the group grows in scope (Ibid).   Conversely, personal experience with a small team of three or four individuals has the capacity to be as effective as much larger, less c ommunicative teams (Atkinson 2013). Once the team has begun to work issues such as Groupthink must be avoided in order to progress (Sikorski, Johnson, and Ruscher 2012).   As the establishment of routine sets in during the team environment, there is the threat of following the leader (Ibid).   There is the potential for team members   to follow the group, even if they had an opposite opinion (Ibid). This has clear potential to set the entire effort back as it is necessary to go back and deal with the issue.   Further, this mentality lacks creativity and innovative depth that can doom a team’s effort from the very beginning (Ibid).   Tannenbaum, Mathieu, Salas, and Cohen (2012) identify three modern challenges to the operation of an effective team: a) Dynamic composition of the members b) The distance and technology that are involved. c) Empowerment and delayering Personal experience has illustrated that there are significant challenges in each of these areas, particularly cross cultural challenges as research partners are often on completely different sides of the planet (Sweet and Michaelsen 2012). Recent projects commonly have had to include translation programs and uncommon times to meet. In each case the culture and area of my partner serves to influence the project (Ibid). Emerging technology has made it possible to extend the resources which can be a significant enhancement to the team potential (Ibid). Others argue the extreme increase in the cultural diversity of team makeup creates more issues than benefits and adversely impacts the underlying integrity of the study in question (Sweet and Michaelsen 2012).   When an international team first comes together, the very basic elements of language and cultural understanding are very critical points that must be considered as the team is given assignments.   A lack of adequate understan ding of the social dynamics has the potential to not only hobble and slow a team’s efforts, but in very many cases completely derail the process (Ibid). An emerging challenge to any team decision making model is the continuous upgrade and application of technology (Buchanan, and Huczynski 2010). With computers, tablets and mobile computers becoming a vital tool, the mix of the forms of technology can lead to a significant issue. Personal experience with this dilemma came when during the attempted transfer from an Ipad to a research partners PC.   This quickly became an issue as it was necessary to obtain the correct application to make the one program work with the other. Further, this same concept translates into the manner in which the entire team communication effort is managed (Child, 2005).   The method and manner of organization throughout the team process has the potential to create a myriad of issues. The issue of finding emails and means of transferring data from my platforms to the groups is a continuous challenge which creates a situation in which the group cannot fully share scheduling information and updates due to t he different nature of the programs used (Ibid).   Leadership must account for and adapt to the many layered technological nature of the modern work place (Ibid). Conclusion The concept of team decision making in organisational theory is credited with being the next evolution in business. With the evidence presented in the study illustrating many of the potential benefits, there were areas of concern that could serve to diminish many of the expected returns of implementing a team based network. The primary expectation for a team project is the increase in resources and depth, which in turn adds to the capacity to make more informed decisions.   Issues surrounding the team   itself ranging from organisation, leadership, technology and personal cohesiveness all serve to come together to impact the overall effectiveness of the concept.   There is clear evidence to support the assertion that a team can produce better decisions, yet, this is dependent on the unique factors that surround the formation, implementation and result of the team experience. If any one area of the teamwork process is lacking, so too is the final result. Beginning with the determination of needing to form a team, choosing leadership and structure, to communication and goal sharing the team decision making process is a highly complex, delicate instrument that has the potential to make better decisions than past models. In every case, the team has the potential to exceed expectations or fail miserably, which in turn will be determined by the members themselves.   In the end, a team is individuals that share a common vision and the will to make it happen. References Atkinson, P. 2013. Corporate Culture.  Philip Atkinson Consulting, 1 (2), pp. 1-10. [Accessed: 3 Dec 2013]. Beatty, S., Kelley, K., Metzger, A., Bellebaum, K. and Mcauley, J. 2009. Team-based learning in therapeutics workshop sessions.  American journal of pharmaceutical education, 73 (6). Child, J. 2005.  Organization. Malden, MA: Blackwell Pub.. Decostanza, A., Dirosa, G., Rogers, S., Slaughter, A., Estrada, A. and X, O. 2012. Researching teams: Nothings going to change our world.  Industrial and Organizational Psychology, 5 (1), pp. 3639. Doina, R., Mirela, S. and Constantin, R.. The Organizational Culture and the Factors of its Formation .ANALELE UNIVERSIT\uA\cTII DIN ORADEA, p. 561. Eddy, E., TANNENBAUM, S. and MATHIEU, J. 2013. Helping Teams to Help Themselves.  Personnel Psychology. Goldman, B. and Shapiro, D. 2012.  The psychology of negotiations in the 21st century workplace. New York: Routledge. Hackman, J. 2011.  Collaborative intelligence. San Francisco, CA: Berrett-Koehler Publishers. Hirst, G. 2009. Effects of membership change on open discussion and team performance: The moderating role of team tenure.  European Journal of Work and Organizational Psychology, 18 (2), pp. 231249. Huczynski, A. and Buchanan, D. 2013.  Organizational behaviour. Harlow: Pearson Education Limited. Johns, G. and Saks, A. 2011.  MGMT20001 Organisational behaviour. Sydney: Pearson Choices. Murase, T., Doty, D., Wax, A., Dechurch, L. and Contractor, N. 2012. Teams are changing: Time to â€Å"think networks†.  Industrial and Organizational Psychology, 5 (1), pp. 4144. Sarrafzadeh, M. and Williamson, K. 2012. Multicultural, Virtual Work Places: Opportunities and Challenges for LIS Educato.  International Journal of Information Science and Management (IJISM), 10 (1), pp. 89102. Schultz, J., Wilson, J. and Hess, K. 2010. Team-based classroom pedagogy reframed: The student perspective.  American Journal of Business Education (AJBE), 3 (7). Sikorski, E., Johnson, T. and Ruscher, P. 2012. Team Knowledge Sharing Intervention Effects on Team Shared Mental Models and Student Performance in an Undergraduate Science Course.Journal of Science Education and Technology, 21 (6), pp. 641651. Sweet, M. and Michaelsen, L. 2012.  Team-based learning in the social sciences and humanities. Sterling, Va.: Stylus Pub.. Tannenbaum, S., Mathieu, J., Salas, E. and Cohen, D. 2012. Teams are changing: are research and practice evolving fast enough?.  Industrial and Organizational Psychology, 5 (1), pp. 224. Tohidi, H. 2011. Teamwork productivity effectiveness in an organization base on rewards, leadership, training, goals, wage, size, motivation, and measurement and information technology. Islamic Azad University of South Tehran, 3(1) pp. 1137-1146 West, M. and Lyubovnikova, J. 2012. Real teams or pseudo teams? The changing landscape needs a better map.  Industrial and Organizational Psychology, 5 (1), pp. 2528. Zingone, M., Franks, A., Guirguis, A., George, C., Howard-Thompson, A. and Heidel, R. 2010. Comparing team-based and mixed active-learning methods in an ambulatory care elective course.  American journal of pharmaceutical education, 74 (9).

The Issues of Sexuality and Femininity in Carson McCullers A Member of the Wedding

The Issues of Sexuality and Femininity in Carson McCullers A Member of the Wedding Feminism as the theory is based on the discussion of many points among which it is possible to determine the issues of sexuality and femininity. These concepts are closely associated with the gender questions.Advertising We will write a custom essay sample on The Issues of Sexuality and Femininity in Carson McCullers’ A Member of the Wedding specifically for you for only $16.05 $11/page Learn More The sexual expression is traditionally discussed as the male prerogative, and femininity is considered as an absolute quality which should be characteristic for each woman. The theory of feminism rejects the mentioned ideas, and there are a lot of examples that these statements are not reasonable. In her novel A Member of the Wedding, Carson McCullers discusses many points connected with the woman’s development, including the issues of sexuality and femininity. McCullers’ approaches to presenting the aspects of the main character Frankieâ€℠¢s development and awareness of herself as a woman depend on rejecting the traditional vision of the problem, and they can be discussed as rather feministic and provocative in their nature. Young Frankie can be characterized as a tomboyish girl who begins to discover her femininity and sexuality. Frankie begins to pay attention to â€Å"a feeling that she had never heard named before† (McCullers 98). It is possible to speak about Frankie’s inner conflict when she discovers her feelings for her cousin and his bride, and when she struggles with her femininity as well with her tomboyishness. On the one hand, Frankie should act according to the social visions of the gender roles. On the other hand, the girl experiences some unfamiliar and strange feelings. Free states that young Frankie’s â€Å"lack of knowledge about the existence of homosexuality contributes to her confusion, isolation, and perception of herself as grotesque-ironic† (Free 438).Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More That is why, Frankie’s feelings are the real challenge, and they cannot be explained with references to the traditional social visions of the fact. Frankie feels confused when it is necessary to speak about her emotions because they can be discussed as opposite to the appropriate views on the woman’s sexuality. Thus, Frankie is confused when Berenice pays attention to her jealousy which can be seen â€Å"from the color in [her] eye† (McCullers 4). Furthermore, Frankie does not like strange and â€Å"queer† conversations about love or about â€Å"a thing known and not spoken† (McCullers 100). The problem is in the fact women cannot experience some specific feelings in relation to the definite stereotypes developed in the society. These feelings are often hidden and not named that is why Frankie even thinks about herself as being a freak who has some wild and forbidden feelings. The main character of the novel tries to find some features in her inner world which can connect her with the other people. This search is caused by Frankie’s feelings that the world is â€Å"somehow separate from herself† (McCullers 24). According to Free, â€Å"the universalized loneliness† which is experienced by Frankie can be combined with the issues of â€Å"homosexuality or androgyny† which are rather challengeable for the young girl (Free 428). If the traditional public’s views on the problem can be different and often negative, the theory of feminism concentrates on these issues as the significant ones for understanding the women’s identity and their role in the society.Advertising We will write a custom essay sample on The Issues of Sexuality and Femininity in Carson McCullers’ A Member of the Wedding specifically for you for only $16.05 $11/page Learn More The story of Frankie depicted in A Member of the Wedding can be discussed as the female author’s provocative vision of such typical problems as the adolescent’s development which is based on the development of the girl’s sexuality. Such notions as homosexuality, androgyny, femininity, and masculinity are also connected with the issue, and their indirect discussion with the help of depicting Frankie’s personality accentuates the feministic approach to the problem’s presentation. Free, Melissa. â€Å"Relegation and Rebellion: The Queer, the Grotesque, and the Silent in the Fiction of Carson McCullers†. Studies in the Novel 40.4 (2009): 426-446. Print. McCullers, Carson. A Member of the Wedding. USA: Mariner Books, 2004. Print.

25 Quotes About Laughing and Laughter

25 Quotes About Laughing and Laughter Writer Madeleine L’Engle once quipped: A good laugh heals a lot of hurts. Indeed, CPF, the official journal of the College of Family Physicians of Canada, stated that laughter and humor have great medical benefits. And prescribing laughter is free, the medical organization notes. It makes sense, then, to find ways to include laughter in your daily life.  People who laugh more live longer and happier than worrywarts. These quotes from famous people, great thinkers, and even a few comedians will show you that laughter is no laughing matter. Lighten your life with a chuckle every day. Audrey Hepburn I love people who make me laugh. I honestly think its the thing I like most, to laugh. It cures a multitude of ills. Its probably the most important thing in a person. Henry Ward Beecher Beware of him who hates the laugh of a child. Will Rogers An onion can make people cry but theres never been a vegetable that can make people laugh. Woody Allen If you want to make God laugh, tell him about your plans. Mary H. Waldrip A laugh is a smile that bursts. Arthur Marshall Laugh it off, laugh it off; its all part of lifes rich pageant. Thomas Szasz When a person can no longer laugh at himself, it is time for others to laugh at him. Jonathan Davis You laugh at me because Im different, I laugh at you because youre all the same. Abraham Lincoln With the fearful strain that is on me night and day, if I did not laugh I should die. Charlie Chaplin To truly laugh, you must be able to take your pain, and play with it! Kurt Vonnegut Laughter and tears are both responses to frustration and exhaustion. I myself prefer to laugh since there is less cleaning up to do afterward. Maya Angelou Perhaps travel cannot prevent bigotry, but by demonstrating that all peoples cry, laugh, eat, worry, and die, it can introduce the idea that if we try and understand each other, we may even become friends. Max Eastman Dogs laugh, but they laugh with their tails. Max Frisch When you say a friend has a sense of humor do you mean that he makes you laugh, or that he can make you laugh? Jane Austen For what do we live, but to make sport for our neighbors and laugh at them in our turn? David Herbert Lawrence One could laugh at the world better if it didnt mix tender kindliness with its brutality. Richard Pryor Theres a thin line between to laugh with and to laugh at. Anthony Burgess Laugh and the world  laughs with you, snore and you sleep alone. Eminem Anybody with a sense of humor is going to put on my album and laugh from beginning to end. Bryant H. McGill Why do we laugh at such terrible things? Because comedy is often the sarcastic realization of inescapable tragedy. Jay Leno You cannot be mad at somebody who makes you laugh - its as simple as that. Mahatma Gandhi First they ignore you, then they laugh at you, then they fight you, then you win. Voltaire God is a comedian, playing to an audience too afraid to laugh. Jerry Seinfeld The Four Levels of Comedy: Make your friends laugh, make strangers laugh, get paid to make strangers laugh, and make people talk like you because its so much fun.

Capital Punishment Research Paper Example | Topics and Well Written Essays - 1250 words

Capital Punishment - Research Paper Example According to recent statistics only 58 countries actively practice capital punishment, while 96 countries have abolished it. This goes on to show the changing trends in the global arena where countries have opted to treat their prisoners in a more civilized manner instead of using inhumane ways of executing them. Capital punishment is a topic of active controversy and debate in various countries, and positions vary drastically within a single political ideology, cultural region, religion and government entities. EU member states are prohibited the use of capital punishment as stated in their Charter of Fundamental Rights. Amnesty International considers most countries abolitionist now since United Nations has taken steps to eradicate Capital Punishment. Nevertheless, it is interesting to know that more than 60% of the world’s population currently lives in countries where death penalty is used on a regular basis as a means of punishment for serious offenders. These countries in clude China, India, US and Indonesia, which are also the four most populous countries in the world. The most common way of performing capital punishment in the US is by lethal injection. Hanging, gas chamber and electric chair have become less popular as they are regarded more painful for the victim. More historical ways of executing include breaking wheel, slow slicing in China, firing squad and beheading. A very prominent way to punish people in France during the 18th century was beheading them. A special purpose â€Å"guillotine† was made in which the decapitation was made fast and easy. Thousands were beheaded in front of public gatherings to give everybody a lesson to never forget. In 2010, there were a total of 46 executions in the US, 44 by lethal injection and one each by electric chair and firing squad. Latest polls by The Gallup Organization show that 61% of Americans favored Capital Punishment in cases of murder while 35% opposed it. The opponents of death penalty opt for life in prison without parole as a better and more humane option than taking away the life of a human being. The Supreme Court of US essentially nullified the death penalty in 1972 and ordered the conversion of the death sentences of hundreds of death row inmates to life in prison. Nevertheless, a future ruling by Supreme Court in 1976 declared capital punishment to be a part of Constitution and therefore allowed states to reinstate it under certain circumstances. (Times, 2011) Hence, from 1976 to 2009 there have been roughly 1,160 executions in the US. China tops the list of most executions in one year, with nearly 1,700 executions in 2008 alone while Iran and Saudi Arabia followed by 346 and 102 executions each. United States is ranked 4th in 2008 with an estimated 37 executions. This number varies from year to year within the same range but opponents of capital punishment struggle to abolish execution from the legal proceedings of the court’s verdict. This decreasi ng trend in the execution by lethal injection can be attributed to one prominent factor that is the shortage of one of the three drugs that is used in most lethal injections. This national shortage backed by reluctant European manufacturers has created a sense of disarray among several prison authorities who have run out of doses to carry out their pending executions. This has resulted in several delays as international groups and communities continue to persuade US government to completely abolish capital punishment

European Business Practice Essay Example | Topics and Well Written Essays - 750 words - 1

European Business Practice - Essay Example These include free movement of goods, free movement of people, free movement of services and free movement/transfer of capita (McCormick, 2011). Some of the benefits are as discussed below. Businesses have greatly benefited from the single market. The EU being a free trade area, single market allows the businesses to operate and conduct their business activities in an unhindered manner. Companies have the freedom to invest in any of the member countries as international trade has been fostered. Goods can be accessed at cheaper prices, and the transportation has become easier due to improved infrastructure (Euromove, 2011). The policies for conducting business between the EU member countries have been made more favourable and hence, companies have increased the rate at which they carry out activities and operations. Countries have also benefited greatly from the European Union. This union has boosted and promoted the development of infrastructure, telecommunications and development of trade centers (Weresa, 2010). One example of a country that has benefited from such is Scotland, which is a member country. In the country, roads have been developed, security has been boosted due to the combined armed forces and the level of living standards has been raised as the EU, through structural funds, has given and funded a big percentage of people who are below the poverty line (McCormick, 2011). Another benefit can be seen in terms of economic growth and creation of employment opportunities. Research conducted shows that between 1992 and 2006, the Single market program fostered development as the European Union GDP rose by 2.2 % to 233 billion euros. This, in return, led to the creation of 2.75 million jobs spread across the member countries (Daneshku, 2014; European Union, 2013). Personal benefits can also be realised from being EU members. One has the unlimited

Literature Review Essay Example | Topics and Well Written Essays - 1250 words - 2

Literature Review - Essay Example Illustrations are also given in the article such as how to attract viewers by personalizing the sites with music, pictures and information. As a reader, this article - although it is short and written simply – interests and excites me because of the way the writer expresses his ideas. The tips and examples given are really informative and useful. The second article is also written by Richard Lowe, Jr.; it is entitled â€Å"Web site Design: Who is your audience?†. The article intends to scrutinize the arguments propounded by the writer in defining the group audience expected to view the site. The article is written in an informal style and is a clearly understandable piece of work. The objective of the article is for the new web designers and creators, as well as for the old amateur web designers, to be on familiar terms with their audience. The article is presented with tips and example of the possible procedures. What makes it more interesting is that the explanations and the evidences written in the article are based on the author’s own experience since the author is the Webmaster of the Internet Tips And Secrets. The examples and contents are well developed, organized and structured; the framework is also explained clearly. Therefore, as a reader, the tips are pretty interesting since the discussion concerns the contemporary issues like the quality and attraction and of websites; subjects that are in demand at the moment. â€Å"Don’t lose visitors because of poor site design†, the article written by Tony Murtagih, is the third article I wish to review. The intention of the article is to help people in avoiding common mistakes that novice as well as expert designers make. The clearly stated article and the simple, informal writing is addressed to the entire website designer. The main aspects of the article include how website design influences the visitors to stay browsing within a website. The writer, Tony Murtagih, who has ten years of experience in

Different Phases of Talent Management in National Oilwell Varco Essay

Different Phases of Talent Management in National Oilwell Varco - Essay Example Two senior executives were given the assignment to prepare for the changes, resulting in a plan labeled â€Å"Next Generation.† To generate a supply of potential leaders, technical professionals, and others, NOV had to broaden its recruiting process beyond the normal oil-based states, such as Texas, Louisiana, and Oklahoma. Miller also demanded that foreign candidates be considered, because of the expanding global oil market.   A specific focus of NOV recruiting efforts included foreign students at U.S. universities who had high English communication skills and other relevant capabilities. Up to 40 individuals at 10 universities were interviewed, and then the primary candidates went through two more interviews by NOV middle managers. Those candidates who â€Å"passed† this phase spent two days in Houston going through additional interviews and selection means. Finally, the individuals selected were offered jobs at NOV. This process has continued during the past several years.   Once the selected individuals go to work at NOV, they spend one year in job rotation, with four assignments of three months for each in different business areas. This rotation provides the individuals with a broader view of NOV and its operations. During the rotation, candidates participate in various efforts, including development programs and mentoring by various division managers.   A unique part of NOV’s talent management process is that after the individuals complete their one-year job rotation, they become â€Å"draft candidates.† Modeled after the NFL draft, each business unit identifies which individuals they want on their â€Å"team.† After completing the draft, individuals get jobs in the different business units.   NOV’s â€Å"Next Generation† program has been successful. The retention rate for the drafted candidates is over 90%, higher than normal in the industry.

Who Done It Business Communications Assignments Essay

Who Done It Business Communications Assignments - Essay Example This is a flaw, which the management seeks to address. Consequently, the management has audited the system and discovered the causes of the flaws. The most affected workers were the tellers who deal directly with the clients (Campion). The management has discovered that teller conducted reconciliation in an inappropriate order. The inappropriate reconciliation resulted in the system malfunction. Therefore, the system failed to post such transactions by the end of the business day. The management has realized that most tellers were running close, registering, posting and merging. Execution of the 2.00 P.M in that order meant once the employee click on the post option there would be nothing for the system to merge. Additionally, the consolidate option failed to pop up. Consequently, the teller assumes that the system will deal with such inconsistencies since it is advanced and it executes much functionality automatically. The above malfunction has affected the functioning of the bank greatly. The IT (information technology) department was vested with the task of correcting the above malfunctions. Therefore, this communication seeks to elaborate what corrective measure the entity has adopted to streamline the system (Campion). It is imperative for employees to understand that the system is its initial stages of installation. Subsequently, the system may have several flaws that the developer had not foreseen. The measures that this department has adopted include elaborating the correcting reconciliation procedure to the tellers. The proper procedure is running close, registering, merging and posting. This ensures that the system has data to consolidate and post. Once the tellers conduct in the reconciliation correctly, the cheques will not bounce. Additionally, all the above transaction will be reflected in the appropriate accounts. The new features will include an enlarged merging icon, which is visible to all workers. As such, the tellers will no fail

Business Level Cooperative Strategy Term Paper Example | Topics and Well Written Essays - 1750 words

Business Level Cooperative Strategy - Term Paper Example According to the study findings  strategic alliances can be defined as co-operative agreement and arrangements between the two or more partners, and hence, the co-operative relationship management is one of the prime requirements in strategic alliances.   The strategies aim to meet this requirement are known as the business level co-operative strategies. Co-operation is one of the basic attributes of the strategic alliances and the partners must have a clear understanding of this attribute for framing a set of business level co-operative strategy. Kwok and Hampson have identified the very specific parameters to measure and frame the co-operative strategies in case of strategic alliances. Firstly, the level of co-operation should be out of any kind of mutual desire or need. Secondly, a partner must co-operate for sharing risk. Thirdly, partners’ co-operation should determine a strong foundation for business growth. Finally, the co-operation must aim to minimize â€Å"the l ikelihood of opportunistic behavior†.This paper highlights that  the need for greater consolidation within the highly capital intensive aerospace and defense industry segment has paved the way for greater alliance and collaboration among various organizations for an effective supply chain management.  The need to develop high-end research has also promulgated the need to have greater strategic alliances with international partners.  For example, the NATO partners are actively trying to enter into greater collaborations and strategic alliances with the US and European companies in a bid to improve upon the efficiency of the companies.