Antegren Case Study - 8261 Words

9-408-025 NOVEMBER 14, 2007 JOSHUA MARGOLIS THOMAS DELONG TERRY HEYMANN Antegren: A Beacon of Hope As Jim Mullen, CEO of Biogen Idec, drove into work on February 19, 2004, he considered both the tremendous hope and stiff challenge generated by the company the previous day. The company had announced its intention to submit an application to the U.S. Food and Drug Administration (FDA) seeking approval for Antegren, a drug that Biogen Idec was developing in partnership with Elan to treat multiple sclerosis (MS). While the patient community and investors greeted the news with excitement, Mullen knew that to fulfill the promise of Antegren, he would need to make a number of crucial decisions and the company would need to bring the drug to†¦show more content†¦This process could take months and typically required extensive lead time to schedule meetings and review data with insurers—data that had to be convincing. Early FDA approval would mean short-circuiting that whole methodical process, and it was unclear if this could be finalized before the drug was approved. Although all the signals from the FDA were positive, there was also the risk that the FDA, which itself had been going through a period of upheaval, would not approve Antegren. If this happened, the reputation risk to Antegren could be irreversible, even if it was approved at a later date after further trials. Mullen knew his responsibility was nothing short of transforming the promise of Antegren into reality. He had to determine how to get the drug made and accessible to patients, and he had to lead the company to execute—in record time—on those plans. Mullen knew Biogen Idec could fulfill the high hopes of patients and investors, and now his task was to lead the company to do so. Biogen Idec History2 Cambridge, Massachusetts-based Biogen was founded in 1978, in the early days of the biotechnology industry. The company’s underpinnings rested on a tradition of great lab science. The company was one of the first to develop recombinant proteins using genetic technology. Two of its co-founders, Phillip Sharp andShow MoreRelatedManagement and Teaching Note19520 Words   |  79 Pagesecch the case for learning case collections update 2007 Quarter 4 Visit the case search section of the ecch website at www.ecch.com to identify relevant cases from the ecch collection and view over 31,000 full text inspection copies. ecch provides a free monthly e-mail update service giving details of new cases from all sources. Visit www.ecch.com to subscribe. Economics, Politics and Business Environment 9-407-049 ALLIANZ AG: BECOMING A EUROPEAN COMPANY Lorsch, JW; Chernak, A Harvard

Essay on Hitler vs. Stalin - 859 Words

Stalin vs. Hitler If two men were to be tagged with having the most impact, good or bad, on twentieth century Europe the names Joseph Stalin and Adolph Hitler would ring loud and clear. Adolf Hitler and Joseph Stalin were the most recognizable and known totalitarian leaders in Europe. They both had a great impact on the worlds history. Adolf Hitler was the Fuhrer of the III Reich and a leader of the Nazi Party. He is to blame for the break out of the II World War and for the creation of an ideology which caused the holocaust and suffering of many nations. Stalin was a leader of the Soviet Union until 1953. He was the initiator of the Great Purges in 1937 and the collectivization which caused a huge amount of victims in his own†¦show more content†¦Stalins scheme looked differently because it started in a state which has already been authoritarian and had already been involved in it. He didnt have to win support of masses as Hitler did but had to eliminate his contenders and strengthen his position inside the party. The biggest difference in the twos method on becoming the central figure in their countries government was Hitlers was very short, and acted more on instinct to win over the respect of his country in a little over a year. While Stalins was more of a very strategic chess match, so he had to build his positions slowly and had to remove many contenders that would enable him in his goal. Then very carefully set up his last opposition for his crucial, checkmate. Both men were very influential people, both men were skilled users of propaganda, they could use their words t o twist and manipulate the minds of people into believing that what they were saying was the absolute truth. Using this power, they would use people as their individual puppets and wouldnt think twice as if it was morally right or wrong. Since their countries were still recovering from World War I it was easier for both men to gain support of the people, with their lies of a better life and the prosperity that was just ahead over the horizon. Restoring the power back into their countries was of great importance to both men. After World War I, Russia had 9,150,000 casualties and Germany hadShow MoreRelatedHitler Vs. Stalin : A Politically Influenced Era1289 Words   |  6 PagesBre Greene Mrs. Bartel English 9 16 April 2015 Hitler vs. Stalin The mid 1900s was a very politically influenced era. Many affairs were going on at this time, and many leaders were stepping up for their countries. Two leaders in particular were Adolf Hitler and Joseph Stalin. These two dictators made some of the biggest impacts in history. The impacts made were far from positive. They wiped out whole groups of people and civilizations in hopes to gain power for their country. These two combinedRead MoreEssay On World War816 Words   |  4 Pagesfamilies to cry their lives away over their losses. We have lost over 4,000 people, due to reasons such as disease, combat, and military training accidents. But, like all wars, there will be many upsetting casualties. War never changes. Curse you, Hitler! What an oaf. I was starting to get sick of hearing about the war every time I wake up. This war had lasted for four years and three months before it was finally called off. I’m ten now, going on eleven in December. So, here are some good things:Read MoreContexts of Metropolis and 19841295 Words   |  6 Pagesand the Nazi Party/Hitler Nationalism Socialist German Worker s Party, anti-Russian and very nationalistic Represented main force opposing socialist revolution 1924, Hitler attempted coup but imprisoned Mein Kampf written while Hitler was imprisoned May 1925 to October 1926, rise of Hitler coincides with making of Metropolis 1929, referendum for Law Against the Enslavement of the German People (halting reparations payments) wasn t passed, but attention and support of Hitler and the Nazis gainedRead MoreA War Does Not Require Weapons1567 Words   |  7 PagesWorld War One and World War Two, political leaders, states, and nations were fighting against each other with and without the usage of weapons. The ideology of great philosophers, and raising leaders, such as: Herbert Spencer, Leon Trotsky, Joseph Stalin, Great Britain, and Russia brought civil wars and battles during the small timeframe between world wars. Before we go into depth on the one 30-year war, we begin with the settings of this one-30 year war. In the beginning of the 19th century, EuropeanRead MoreWhy Germany Lost the World War Two946 Words   |  4 PagesWhy Germany Lost the World War 2 After WW I Germany had many economic and political problems that allowed Adolph Hitler to become ruler of Germany. After Hitler appointed himself chancellor he started rebuilding the German military. After years of no international response to breaking the Treaty of Versailles Germany attacked Poland. From 1939 to 1941 Germany had won many victories; however 1941 was a turning point in the war. By the end of 1941 Germany would continuously lose land to the alliesRead MoreThe Cold War And The Soviet War845 Words   |  4 Pagesartillery, it was a war between capitalism vs. communism, democracy vs. dictatorship. This War actually started when Stalin of the USSR had a conference during the end of WWII who promised the American president, FDR, that he would allow there to be elections, democratic elections, in the Eastern part of Europe which had the soviet dominance. But in the year of 1945, in the Potsdam conference, after the death of FDR, and during Truman s presidency, Stalin drew back on the promises he had previouslyRead MoreCompetition Is The Driving Factor Of Technological Innovations1440 Words   |  6 PagesTechnology Competition World War II: Atomic Bomb Race Germany and Japan both had WWII programs to build an atomic bomb. While German efforts are well documented in the Farm Hall transcripts, Japan s work and progress is still a guarded secret. Just after Hitler came to power in 1933, the Nuremberg Laws were passed forbidding employment in the civil service to anyone with Jewish backgrounds. This included the state-run universities. This caused many scientists to flee Germany among which was Einstein andRead MoreEnglish Creative Task : Holly Lowe, Microelectronics, Antibiotics, Laser Technology, The Smartphone And Nuclear Weapons1140 Words   |  5 Pagesthe rapid spread of terrorism, especially through social media propaganda. The events of the Salem Witch Trials, which are displayed through Arthur Miller’s play ‘The Crucible’, are largely based around the ideas of hysteria and the notion of good vs. evil. Hysteria plays a significant role, both in the play and throughout the actual event of the trials. The representation of the characters through their uncontrollable emotion of fear or irrational outbursts of anger or excitement display thisRead MoreGood Versus Evil and Democracy Versus Fascism1453 Words   |  6 Pagesresulted in the six year war. The united states became the strongest nation in the world, thus being named the â€Å"good war† due to the outcome of the â€Å"good vs. evil† war, economical status, military strength, women being put to work and the African Americans fighting part of war they were already in after the World war II ended. Good vs. evil and democracy vs. fascism were some of the ways the United States projected the war to Americans. Which lead to the contribution of the names for the war, known asRead MoreThe Olympic Games: Faster, Higher, Stronger1466 Words   |  6 Pagesoffered to host the games that year, four of which were under Nazi regime. (past Olympic host city election results, 2014) In the end, the IOC voted to let the games be held in none other than Berlin, Germany, three years before World War II. Adolf Hitler, who was in power at the time, saw an opportunity in the Olympic Games because of how much media attention they received. He used them as a medium to promote his government and Aryan superiority. He declared that there shall be no Black or Jewish

Discission Free Essays

â€Å"Consent for Treatment† Please respond to the following: * Ms. Davis, a patient at XYZ facility, had a difficult time sleeping and was given something to put her sleep at approximately 3:00 a. m. We will write a custom essay sample on Discission or any similar topic only for you Order Now A form was given to Ms. Davis to sign for surgery while going in and out of sleep at approximately 7:00 a. m. following the sleep medication. Was this an express consent or implied consent? Explain your answer. As the head administrator of the facility, discuss what concerns you have and what would you do with the person who presented Ms. Davis with the consent. A minor with a gunshot wound was rushed to the emergency room. The parents had not arrived yet. After rushing the minor to surgery, the medical team realized consent for surgery had not been signed. Explain what kind of consent should be obtained. Speculate on how often this kind of consent is applied and discuss your thoughts. According to our lectures in week 6, lecture 1, an express consent is done in words, written or oral. An implied consent is apparent by the actions that demonstrate the patient has agreed to the treatment. Either way both types of consent require the person to know all the facts about their treatment. This would include what they were being treated for, what types of procedures they are doing or would like to do and the risks and benefits for the treatment. They must be completely aware of what they are consenting to. In the above situation I would say that the type of consent they are seeking is the implied consent because they are trying to get the patient to sign a consent form for surgery. However she is, in my opinion not able to comprehend the facts of what she is consenting to because she is dosing off and on because of a sleeping aid she was given. She is under the influence of a medication that can have an affect of not also the obvious, sleepiness, but not really being able to comprehend their surroundings. People have a different reaction to medication therefore I cannot even fathom that even if they were able to get her to sign the consent form it should not hold up or be considered legal and standing because of the fact she was under the influence of a medication. It does not state that the surgery was an emergency in which if a surgery was a life-or-death situation where the consent was not needed. If I was the head Administrator of this facility, I would not allow this. The staff member who presented the patient with the consent under such circumstances would be reprimanded if not suspended for the lack of good judgment and lack of following policies and procedures of what is acceptable and legal for a consent to do surgery. I would not allow the patient to be put through the surgery because she, in my observation was not able to fully comprehend and understand what she was being asked to sign. According to our text it states â€Å"that an emergency eliminates the need to obtain consent because the law values the preservation of life and prevention of permanent impairment. However, this rule applies only when the patient is incapable of expressing consent and the healthcare surrogate is unavailable. The above situation states that the parents have not arrived therefore they do know what has happened to their child and with a gun shot wound the medical faculty made a choice to put the minor in an emergency surgery due to a gun shot wound Showalter, J. S. (2012). The Law of Healthcare Administration, 6th edition. Chicago, Illinois. Health Administration Press â€Å"A Tax-Free Health Care Organization† Please respond to the following: * Memorial Today Hospital is a teaching institution that provides community benefits and charity services to a large population of indigents in exchange for a tax-exemption status. Explain how the Health Reform Law of 2011 could impact the health care organization and its tax exemption status if it remains law. * Explain under what circumstances Memorial Today Hospital will be subject to income taxation. Discuss what this means to you as the administrator of the facility The 2011 Health Reform Law can impact the Memorial Today Hospital because it adds new requirements to the tax code and adds new standards regarding the care of the poor (Showalter, 2012). Now there must be a community health needs assessment conducted once every three years, an adoption and implementation of a strategy to meet health needs identified in the assessment, a written financial assistance policy must be publicized and implemented-essentially a charity care policy for services to indigent patients, adoption of a written policy on nondiscrimination in emergency services, limit the amounts charged for care to indigent patients, and non attempt â€Å" extraordinary collection actions† without first determining whether the patient meets financial assistance criteria. Memorial Today Hospital may be subject to income taxation if a charity earns revenue from a line of business that does not further its charitable purpose, that income is subject to unrelated business income taxation (UBIT) as though it were earned by a for-profit organization (Showalter, 2012). If I were the administrator of the facility, I would ensure I was working along with other non-profit companies for business that is not provided by the hospital setting. Showalter, J. S. (2012). The Law of Healthcare Administration, 6th edition. Chicago, Illinois. Health Administration Press How to cite Discission, Papers

A Discussion of Assessment and Feedback Issues free essay sample

A discussion of assessment and feedback issues Assessment is an important part of teaching and learning, the most obvious reason for carrying out assessment is to evaluate the students learning/achievement s and whether the student is heading toward the course of qualification. Teaching within NVQ the criteria is laid out for me as a teacher my role is to prepare the students to observe their performances, question them, and use assessment to make a decision as to whether my learners are competent or capable. I must also to ensure that the assessment meets the criteria and objectives of the NVQ qualification. We as the teachers/assessors want to know whether learning outcomes have been achieved, or if the student is of a standard required to pass and achieve the grade /qualification. It also helps me as the tutor up most to help determine the development the student needs during the course. Assessment is also a away to provide information on individual teacher or the institution. For example; are the teaching methods affective, are the learning objectives appropriate- are they too easy or to difficult. Assessment within my teaching domain comprises of different components, performances in the work places, the use of realistic working environment. With NVQ teaching we have specific criteria that must be covered and include skills as well as knowledge, we the assessors have the decision as to how and where the assessment takes place. NVQ level 1-2-3 hairdressing comprises of units which must be cover die, Level 3 consists of 53 credits minimum split into mandatory units -48 credits and optional unit of which is 6 credits to pass and obtain the qualification. Following VTCT/HABIA critia guide lines and assessment work book. VTCT/HABIA strongly advocates a holistic approach for assessment of learners. Examples include using one assessment method to gather evidence for a number of criteria integrating knowledge into practical observation (i. e. through oral or evidenced on analysis sheets i. e. consultation forms). I myself as a teacher of hair and beauty believe in Habia and VTCT Assessment learning and teaching strategies I believe in engaging and exciting the learner whether it means I need to change the way I assess or how I bring my knowledge forward for learners to understand and help them complete their course. I measure the achievements against the standards set out. One of the advantages of NVQs is that the whole area to be tested is set out from the start. NVQ assessment is usually internal or external or a combination of the two. Internal assessment means myself is responsible for devising and marking assessments be it using case study’s which also help develop functional/key skills, observation ,oral ,informal,ect. These then tend to be verified by the centre internal verifier. I myself am required to set work that will improve practical skills knowledge and understanding. It’s my responsibility to guide learners on the evidence that is needed to be gathered to satisfy assessment. Within my course criteria (NVQ) we use formative and summative assessment as the main hold of the course. Unlike summative assessment which relates to assessment of learning, feedback relates to assessment for learning. Assessment 1998: Torrance and Pryor 1998) which helps the learners progress (Black and William We use formative assessment as formal or informal. For assessment to function formatively, the results have to be used to adjust teaching and learning. † (Black and William 1998: pp. -16) With formative assessment we use a range of activitys, case studies, multiple choice test, practical test, projects, questioning alone or within a group. To help students understand the frame work and what is needed we use in NVQ or within my institution mile stones of 13 weeks covering formative summative and mandatory test assessment. I strongly believe in formative a ssessment for the students and me the teacher for my own evaluation as well as theses; it contributes to the learner’s progress provided guidance on how to bridge the gaps to achieve the desired results, we use ILPS to also help within this process. ILPs individual learning plans, we use these to encourage the students also for means of developing their own targets and to motivate and encourage the students learning development. These documents are updated by learner and teacher throughout the course and are used as part of the formal course assessment. Summative assessment is used for grading or within my teaching domain it’s a simple pass or fail. As stated in (Teaching skills in the further and adult education 3rd addition David Minton p 288) progression and new technology. There is no reason why a teaching session in a hairdressing salon should not be video-taped or photo graphed and presented with by the teacher to explain whys/he did what, what happened, what was observed in a group or individual work. It’s a valuable tool for evaluation as well as valid evidence. It can be shared with mentor or other tutor to compare and evaluate work, to review Atcual teaching session also and assessment of students. I myself have used this and found it a good tool to be used. In regards to questions and feed back during assessment, It’s important to be specific on what can be improved and how. Effective feedback tells the student what they have achieved and where they need to improve. Questioning is used not only as a pedagogical tool but also as a deliberate way for myself the teacher to find out what knowledge and understanding the leaner’s have gained, also to helps myself the teacher see how successful my teaching has been and what areas need to be improved . Questioning is fundamental to effective teaching and learning. As stated by ( Fisher amp; Frey 2007) Checking for understanding through questioning should not be thought as a simple two step process but rather as a complex progression as the teacher formulates and then listens to the responses of the learners, IE making them from easy to hard and simplifying them for students own level of learning. Self and peer assessment can also be beneficial in feedback and evaluation on own and peers works. As state many academic teachers still tend to retain all ownership and power in the assessment process (Dorothy spiller teaching development wahonga Feb 2012 assessment matters). Self assessment is used during formative assessment which students reflects and evaluates their own work. Seeing their strengths weaknesses and areas they feel they need to improve, helps set self goals becoming more motivated. Self assessment within my teaching area requires the student to fill out self assessment feedback forms in relation to a practical activities carried out, this help them self –evaluate their work strengths and weaknesses. â€Å"SELF ASSESMENT WITH ITS EMPHASIS ON STUDENT RESPONAIBITIY AND MAKING JUDGMENT IS NECESSARY SKILL FOR LIFE LONG LEARNING â€Å"(Bond, 1995, P. 11,). In the3 same contexts Peer feedback can also be beneficial to individuals or groups of students who are keen to experiment and use new ideas. Peers assessment involving students giving feedback on peers work can help students make sense of gaps in their own work. I see self and peer assessment beneficial where certain points are present. Designed to enhance learning ,involving learners in judging own work, help improve and motivated owns mind and work . Boud, D (1995). Enhancing learning through self-assesment. London:Koger page. Boud, (1995 P. 11. ). (Black and William 1998: pp. 5-16) Douglas Fisheramp; Nancy Frey 2007 www. reading,org questioning. (Teaching skills in the further and adult education 3rd addition David Minton p 288)

Affirmative Action3 essays

Affirmative Action3 essays There are many issues in todays society that have two solid sides to them, sides, or positions, that cannot be proven absolutely wrong or right. Issues such as capital punishment, abortion, labor unions, animal rights and the list goes on and on. But one issue of this sort haunts our schools, our industries, and the subject, or core, of the issue has haunted our country for the last century. The subject of race, and the issue of affirmative action. In the case of affirmative action, like other controversial issues, each side is strongly supported and neither side can be proven right or proven wrong. The supporters claim it is the best way to ensure equal opportunity in the schools and in the workplace, while those opposing it claim that it merely takes away opportunity from one race, and unjustly hands it to another. The side of this fine line that will be exploited in the following paragraphs is the side opposing affirmative action. The results of affirmative action are more ha rmful than helpful because it negatively affects the general public, denies opportunity to the deserving, and is an abuse of law and power by government. First, affirmative action negatively affects the public by setting quotas and standards in fields of life that race should have no preference to. For example: colleges and universities. Standards should not be set on which percentage of which race should attend a college or university. An Ivy League school shouldnt be required to have a percentage of students of each race and nationality. They should be allowed to enroll whom they feel best suits the educational requirements needed to be successful at the school. When standards are in effect students, who were accepted as a result of affirmative action, may find they cannot meet the educational requirements at the school and fail out. This in turn will more than likely either waste a years worth of work, and the individual will just a ...

How to Use the French Preposition Contre (Against)

How to Use the French Preposition Contre (Against) Contre  is a French preposition that usually means against, while its antonym,  pour, means for. Contre is used often alone or as part of common idiomatic expressions, such as par contre,  which means, on the other hand, whereas and but. Contre  is required after certain French verbs and phrases that need an  indirect object. The term contre  also has other English equivalents, depending on the context. Common Uses of Contre 1. Contact or Juxtaposition   Ã‚  Ã‚  sappuyer contre le mur  Ã‚  Ã‚  to lean against the wall  Ã‚  Ã‚  la face contre terre  Ã‚  Ã‚  face down (face the ground) 2. Opposition   Ã‚  Ã‚  Nous sommes contre la guerre.  Ã‚  Ã‚  Were against war.  Ã‚  Ã‚  Ãƒ ªtre en colà ¨re contre quelquun  Ã‚  Ã‚  to be angry with someone 3. Defense or Protection   Ã‚  Ã‚  un abri contre le vent  Ã‚  Ã‚  a shelter from the wind  Ã‚  Ã‚  une mà ©decine contre la grippe  Ã‚  Ã‚  medicine against the flu 4. Exchange   Ã‚  Ã‚  Ãƒ ©changer un stylo contre un crayon  Ã‚  Ã‚  to trade a pen for a pencil  Ã‚  Ã‚  Il ma donnà © un livre contre trois magazines  Ã‚  Ã‚  He gave me a book (in exchange) for three magazines 5. Relationship / Rapport   Ã‚  Ã‚  deux voix contre une  Ã‚  Ã‚  two (votes) to one   Ã‚  Ã‚  un à ©tudiant contre trois profs  Ã‚  Ã‚  one student vs three teachers 6. After Certain Verbs, Phrases That Need an Indirect Object   Ã‚  Ã‚  sabriter contre (le vent)   to take shelter against (the wind)  Ã‚  Ã‚  sappuyer contre (un arbre)   to lean against (a tree)  Ã‚  Ã‚  sasseoir contre (son ami)   to sit next to (ones friend)  Ã‚  Ã‚  sassurer contre (lincendie)   to insure against (fire)  Ã‚  Ã‚  se battre contre   to fight against  Ã‚  Ã‚  se blottir contre (sa mà ¨re, son chien)  Ã‚  to cuddle up next to (ones mother, dog)   Ã‚  Ã‚  donner quelque chose contre  Ã‚  to give something in exchange for  Ã‚  Ã‚  Ãƒ ©changer quelque chose contre quelque chose  Ã‚  to exchange something for  Ã‚  Ã‚  something else  Ã‚  Ã‚  Ãƒ ªtre en colà ¨re contre  Ã‚  to be angry at  Ã‚  Ã‚  se fà ¢cher contre  Ã‚  to get mad at  Ã‚  Ã‚  se mettre contre le mur  Ã‚  to stand against the wall  Ã‚  Ã‚  serrer quelquun contre sa poitrine/son cÅ“ur  Ã‚  to hug someone  Ã‚  Ã‚  troquer quelque chose contre quelque chose  Ã‚  to swap something for  Ã‚  Ã‚  something els e  Ã‚  Ã‚  voter contre  Ã‚  to vote against

Lower division capstone IP 2 Essay Example | Topics and Well Written Essays - 500 words

Lower division capstone IP 2 - Essay Example tput of every industry and then takes away the intermediate inputs coming from other industries in order to come up with the residual value-added (Wells & Krugman, 2009). The income approach calculates the income gained by the several factors of production (Wells & Krugman, 2009). The last method is called the expenditures approach, which displays what is going on in all different types of spending all over the economy. This method is normally done every year (Wells & Krugman, 2009). While GDP can be determined in three different ways, the total value of the production, income and expenditure must be identical for all of these methods. In the case of the United States economy, the history of its GDP growth rate reveals erratic trends of highs and lows, particularly during the advent of the 2008 financial crisis and onwards. Based on the data gathered by Bureau of Economic Analysis (BEA), in 2011, the GDP growth rate has been observed to rise by 0.8% from its first two quarters of the year with a 2011 GDP of 2.5%. This data is an indicator of the growing potential of the United States despite the financial crisis in 2010 and the automobile industry crisis that cropped up recently. Additionally, in 2013, the Bureau of Economic Analysis, the United States economy gained a GDP of 3.2% in the final quarter of 2013 (BEA, 2013). This expansion has been attributed to several aspects of its economy. The United States has one of the most varied and most technologically advanced economies in the world. It embraces the industries of banking and finance, real estate, healthcare automobile, education, social assistance among ot hers, which contributes to more than 40 per cent of the United States’ GDP. The retail and wholesale industries also contribute to the 12 percent of the country’s GDP. As a leading center for all these services, the United States GDP growth rate is expected to growth in the succeeding years. Comparatively, between 2008, in which the global economic

Marketing. Definition of strategies Essay Example | Topics and Well Written Essays - 1000 words

Marketing. Definition of strategies - Essay Example Markets: The markets for BAT have expanded many times over. Though a section of the smoking population may have shifted over to cheaper variants or quit, due to overbearing tarrifs and taxed, newer clients have lined up in greater numbers. The organisation has also benefitted by taking a Glocal approach - where the global strategies have been implemented through skillful local initiatives. Political factors: These refer to the different policies of the government such as the degree of intervention, the political stability and the trade relations enjoyed by the economy. Political decisions can impact on many vital areas for business such as the education of the workforce, the health of the nation and the quality of the infrastructure of the economy such as the road and rail system. The political system in a nation also decides the face of the business in that economy. The political factors surrounding BAT are influential. The immense pressures being put on the restrictions of the sale of tobacco products as against the pro-tobacco lobbying presents a high stake game. International trade regulations have also meant that BAT products are available all across the globe and hence have a growing clientele to access. Social fSocial factors: Changes in social trends can impact on the demand for a firm's products and the availability and willingness of individuals to work and it can cause products and services to go out of fashion. Advertisement, surrogate at times, are being used to divert the youth towards cigarettes and other BAT products. This is also being aided by an 'ape the west' attitude being adopted by the Asian nations. Legal factors: These are related to the legal environment in which firms operate. Different categories of law include: consumer laws; these are designed to protect customers against unfair practices such as misleading descriptions of the product competition laws; these are aimed at protecting small firms against bullying by larger firms and ensuring customers are not exploited by firms with monopoly power employment laws; these cover areas such as redundancy, dismissal, working hours and minimum wages. They aim to protect employees against the abuse of power by managers health and safety legislation; these laws are aimed at ensuring the workplace is as safe as is reasonably practical. They cover issues such as training, reporting accidents and the appropriate provision of safety equipment It is here that BAT is facing the maximum resistance. Though the intensities are different, almost all the nations that the tobacco major operates in has anti smoking legalities involved. Huge investments have been made by consumer groups and pressures being created so asto engage the corporation into

Employee and Customer satisfaction Assignment Example | Topics and Well Written Essays - 1500 words

Employee and Customer satisfaction - Assignment Example In real sense, within the government, satisfied workers are individuals who the government could do better without them. Satisfaction of employees does cover the basic needs as well as concerns of employees. It happens to be a good point to start at, however, it typically stops short of what matters really (Susan, 2015). Inefficient HR department which does not place a right employee to do the right job as well as tracking the employees’ individual performance makes employees dissatisfied. The executives in HR department need to listen to the views of the department’s employees (MBA Lectures, 2011). Work pressure in the HR department could cause employee dissatisfaction. When the HR bosses mask the HR employees to finish many tasks within a stipulated time, it brings about work pressure on HR workers. The employees will develop some sort of aversion to the work (Rose, 2015). Employee educational background- where an employee lands on a job of distinct profession from his training then the employee will have to be dissatisfied with the work. This happens to be quite natural since the worker will not be able to match his/her preference for such job kind (MBA Lectures, 2011). Work politics within the HR department- as well as inability for an employee to fit in an office environment will definitely lead to dissatisfaction. It leads to reduced efficiency as well as productivity of an employee. Reduced salaries within an HR department will definitely make HR employees dissatisfied with their jobs. HR employees feel like they should be paid a suitable price for services they undertake. No one is willing to work for a trifling amount (MBA Lectures, 2011). Organization- when employees are dissatisfied their performance go down. This happens be a big blow to the organization in the sense low productivity leads to less profits as well as poor public welfare, not forgetting that these are the main goals for an

Ancient Chinese Inventions

Ancient Chinese Inventions Ancient Chinese Inventions Early Chinese civilization invented numerous basic and vital necessities that are presently used around the world. Some of the most valuable ancient Chinese inventions include but are not limited to the following: silk, printing, paper, mathematics, Seismograph, the compass, gunpowder, bamboo and medicine (About.com, 2012). It is wildly accepted that the four greatest inventions or contributions to the world were: the compass, the discovery of gun powder, papermaking and printing. One of the Chinese culture’s first inventions was paper. During the 2nd century the earliest form of paper was made from hemp fibers. Even before the end of the ancient times, the Chinese had already acquired a level of expertise with papermaking. During the Qin (221-206 BC) and Western Han (206 BC -220 AD) dynasties, the art of making floss (rough silk) from inferior cocoon was greatly utilized. The basic process of making the floss (named Piao Xu) included continuous â€Å"thrashes† and â€Å"stamp crushing† (which involved a mill for crushing). Afterwards, the same procedure was used in papermaking. During ancient times, Chinese people used limewater or plant ash water to separate raw silk from the gum component. This system paved the way for future papermaking, which utilizes degumming vegetable fiber in the papermaking process (ChinaCulture.org, 2012). During the Eastern Han dynasty, approximately 104 AD, a â€Å"eunuch† of the Imperial Court named Cai Lun invented a new type of paper. He took bamboo fibers and the inner bark of a mulberry tree, added water to these and pounded them using a wooden tool. Once pounded thoroughly, he poured the mixture over a flat woven cloth allowing the water to drain out. When the mixture dried, only the fibers remained. Cai Lun then realized that the material he made had a good writing surface and was lightweight. It was also easy to make. Cai Lun also used other materials when making paper. Materials such as remnants or hemp, tree barks, fishnets and linen rags were also used. In 105 AD, Cai Lun went to He Di, the emperor of China at that time and presented his invention. Once the emperor viewed the paper, it was then officially invented (Totallyhistory.com, 2012). Cai Lun paved the way for China to develop literacy more rapidly than the West. Even though paper had been made by Han for ove r 200 years, Cai Lun improved the techniques to make it and the quality. The process of making paper has been simplified by advanced technologies, but the process of making paper remains fairly the same-softened plant fibers, suspended in water, is formed in moulds into thin sheets, pressed, drained, and then dried (Sayre, 2011). Ancient historic records show that the Chinese had many natural remedies which included natural herbs and acupuncture. The foundation of Chinese medicine was thought to have occurred more than 2000 years ago. Much of ancient medical knowledge comes from the Han dynasty (206 BC-220 AD), which produced a guide that is even utilized today. The guide was called â€Å"The Treatise on Diseases Caused by Cold Factors† by Chang Chung Ching. It is regarded as perhaps the best Chinese medical work of the Materia Medica, compiled in the Ming dynasty (1368-1644 AD) by Li Shih Chen. This comprehensive journal paved the way for further advances in the world history of medicine. It includes 1,892 descriptions of different types of medicines and has been translated into several foreign languages. It has also been useful in East Asian and European countries (Thinkquest.org, 1998). Ancient Chinese felt the purpose in making medicine was to create an â€Å"elixir of life†; to make emperors immortal and help them live forever. In their quest to make the elixir, they instead, made numerous medicines and remedies. The Chinese got the idea to develop an elixir from Tao Ch’ien, a poet and philosopher. Tao Ch’ien believed that if the Chinese discovered a method of turning metal into gold, which last forever, then they could at the same time, find the elixir of life. This belief encouraged doctors and pharmacologists to begin searching for a method of making metal into gold. They also tried to learn other ways of becoming immortal, and that led to the discovery of the elixir. After creations made, resulted in the healing of various ailments, there was even more determination to make the elixir. Tsou Yen, a pharmacologist, formed of how he thought diseases were caused. His belief was that there were two spirit-like forces, called the Yin and Yang, w hich flowed throughout the body. He thought diseases were caused when either Yin or Yang were out of balance. This concept is still used today in medicine (About.com, 2012). Gunpowder was the next profound creation by ancient Chinese. Ancient Chinese alchemists spent centuries trying to develop an elixir for immortality and the use of saltpeter (potassium nitrate) was an ingredient in many of the failed elixirs. Around 850 AD, during the Tang Dynasty, an alchemist mixed â€Å"75 parts saltpeter with 15 parts charcoal and 10 parts sulfur†. The mixture failed as an elixir but was explosive when it was exposed to an open flame. The impact was severe enough to cause â€Å"smoke and flames†, which resulted in the hands and face of the alchemist being burnt. The Chinese proceeded to use the gunpowder for fireworks (About.com, 2012). It was also used by the Song dynasty’ (904 AD) armed forces against their enemy, the Mongols (About.com, 2012). Their weapons included â€Å"flying fire†, an arrow with a burning tube of gunpowder attached to the shaft. Flying fire arrows were like miniature rockets, propelled at the enemy, producing fear. Other Song dynasty uses of gunpowder included hand grenades, poisonous gas shells, flame throwers and land mines. Initially, artillery pieces were rocket tubes made from hollow bamboo shoots, but were redesigned to cast metal. McGill University professor Robin Yates, notes the world’s first image of a cannon comes from Song China, in an illustration from around 1127 AD (About.com 2012). Last but not least, and probably the most important, is the creation of print. During the Tang dynasty (618-906 AD) printing was inventing. It began as blocks of wood used to print fabric but was then used to copy Buddhist holy books. Later, scrolls and books were printed, initially via wood-block printing and by the 11th century, by portable printing. During the Song dynasty (960-1279 AD) affordable, printed books became widely available. As late as the Tang dynasty, block printing was limited in its use as the method for production of books. It was not until the time of the late Tang dynasty (923-936 AD), when the government sponsored the reproduction of the â€Å"Five Classics† via block printing, that all important books were block printed (Ross, 1982). The printing method advanced further during the Ch’ing-li period (1041-1048), with the invention of the movable type. However, during that time, the movable type faced constraints because the Chinese character ideograms were too strict. Consequently, thousands of characters were too difficult to mold. As technology advanced, the movable printing press, invented by Johannes Gutenberg, allowed printing to move to other cultures. Gutenberg is credited with transforming society with mass printing, thus enabling the dispersal of information to many. â€Å"This print invention is regarded by many as the invention of the millennium (Ross Jr., 1982). And I personally feel as though it is the most important invention that I as well as the world could not live without. Through many centuries, ancient Chinese inventions have had profound effects on human culture†¦ some more useful than others. References About.com (Part of The New York Times Company). (2012). China’s Science and Technology. Retrieved from About.com website: http://crystalinks.com/chinascience.html China Culture. (2012). The Birth of Paper Making. Retrieved from ChinaCulture.org website: http://www.chinaculture.org/gb/en_madeinchina/2005-06/28/content_70170.htm Oracle Think Quest. (1998). Destiny: The Culture of China. Retrieved from Thinkquest.org website: http://library.thinkquest.org/20443/g_medicine.html Ross, Jr., F. (1982). Ancient Chinese Science and Technology. Oracle Bones, Stars, and Wheelbarrows. Boston, MA: Houghton Mifflin Company. Sayre, H. M. (2011). The Humanities: Culture, Continuity and Change, Vol. 1. (Custom Ed.). Upper Saddle River, NJ: Pearson Education. Szczepanski, K. (2012). Invention of Gunpowder. Retrieved from About.com website: http://asianhistory.about.com/od/asianinventions/a/InventGunpowder.htm Szczepanski, K. (2012). Invention of Paper. Retrieved from About.com website: http://asianhistory.about.com/od/chineseinventions/p/Invention-of-Paper.htm Totally History. (2012). The Invention of Paper. Retrieved from Totallyhistory.com website: http://totallyhistory.com/the-invention-of-paper/

Dr Faustus :: Essays Papers

Dr Faustus In Dr. Faustus, Christopher Marlowe uses the resolution of the conflict between Dr. Faustus and the beliefs of his time to explore the idea of man’s place in the universe. In Faustus’ time, it was believed that man had a place in the universe, and man must stay within his boundaries. It can be shown that Dr. Faustus stepped out of his place, failed in his attempt repent his actions, and ultimately caused his own end. The conflict between Dr. Faustus and the belief system of the age of discovery is established when Faustus makes a pact with the devil to sell his soul. Faustus, a top scholar and doctor in many fields, feels as though he has reached the pinnacle of human achievement. Yet, he desires further knowledge and power, knowledge and power that are not humanly attainable. However, through his pact with the devil, Faustus gains the power necessary to perform black magic, cast spells, and perform other godly deeds. Although Faustus is repeatedly warned by Mephostophelis, he continues greedily and foolishly in his actions. Despite his high aspirations, Faustus still has desires of the flesh, as he requests a wife from Mephostophelis: â€Å"†¦I am wanton and lascivious and cannot live without a wife.† (p. 43) Here Faustus is shown to have internal conflict between godly aspirations and human aspirations. Nevertheless, it is shown that Dr. Faustus is intent on becoming more po werful than any human, and he has gone to great lengths to do so. After selling his soul for twenty-four years of power and knowledge, Dr. Faustus soon realizes what he has done. He tries to repent his bond with the devil, yet the devil will not have it and binds him to his contract. Following this, Faustus continues to have doubts about his actions. At the same time, Faustus wins fame and fortune for his magic skills, yet his doubts remain as strong as ever. Although Faustus bargained away his soul for super-human power, it is apparent that he uses it to play tricks and silly pranks on people, the opposite of his initial intent. Dr. Faustus continues to use his power meaninglessly for tricks and the like. He is later approached by the old man, who begs Faustus to consider the mercy of God, for Faustus has retained his human soul and can be forgiven by God.

Lineage of Sin and Death Essay

The Genesis account of Adam and Eve speaks about the commission of original sin as man first tried to disobey God’s command. It was when they first gave in to evil temptations that they sinned against their creator. From the very beginning, God said to Adam that He allows them to eat from any tree in the Garden of Eden but never from the tree of knowledge of good and evil (New American Bible). The Church preaches that the original sin corresponded to the loss of faith of man in their creator as well as an abuse of the freedom afforded to him or her by God. Having sinned against God opened their eyes to the existence of evil in the world. The original sin produced devastating results. It brought forth death and destroyed the loving relationship shared by God and the rest of His creation (Domning & Hellwig, 2006). Likewise, the will of man is permanently damaged as a consequence of the commission of original sin. Such sin may be characterized as the loss of original inviolability and justice affected the descendants of Adam and Eve due to the will’s weakness. Man does not uphold original justice and righteousness anymore but rather is tempted by sinful and self-seeking desires. The constant evil temptations as well as the loss of the benefits of original inviolability and justice tainted Adam’s soul, and being his progeny, the rest of humanity were similarly condemned. The mark of original sin is handed down to all of Adam’s descendants from the time of birth and with it are the effects of death, ignorance, and misery. In the end, the mercy of God still prevails (Humphreys, 2001). The salvation of humanity over sin and death was made possibly through the death of His Son, Jesus Christ on the cross. In obedience to His Father’s plan for salvation, the passion, death, and resurrection of Jesus Christ redeemed the world from the pains of hell. It was a blessing from a merciful Father for the expiation of original sin committed by His children against Him. References Domning, D. P. , & Hellwig, M. (2006). Original Selfishness: Original Sin and Evil in the Light of Evolution. Burlington, Vermont: Ashgate Publishing, Ltd. Humphreys, W. L. (2001). The Character of God in the Book of Genesis: A Narrative Appraisal. Louisville, Kentucky: Westminster John Knox Press. The New American Bible. (1987). Nashville: Catholic Bible Press.

Locking Up “Surplus” Labor Greed Surplus, De

Locking Up â€Å"Surplus† Labor Greed Surplus, De The first chapter of the reading speaks mostly about the differences in the percentages of certain racial groups in crime. Throughout the periods, such as the 1980's; described here in this chapter, minorities including African-Americans and Latinos and have a higher rate of serving prison sentences however they either have equal or lower rates of criminal activities then whites. The differences the author tried to examine is that there is a racial stereotype that most people have against minorities as well as people below the poverty level which in most situations are minorities anyhow. The police and other authorities "feel" that they have more of a need enforce the law upon neighborhoods that are predominately populated by the minorities, and have less of a duty to protect them from crimes and acts of violence.If a person of color is driving a car and them don't fit the description of a person that should be driving that type of car, especially if the license plates are out-of-sta te, that person has a high chance of being pulled over by the police and questioned or harassed.WAIS-IV FSIQ Scores by Race and Ethnicity

Leadership and Management in Further Education The WritePass Journal

Leadership and Management in Further Education Abstract Leadership and Management in Further Education Abstract1. Introduction1.1   Rationale1.2   Research Aims1.3   Research questions1.4 Research Objectives1.5  Delimitations1.6  Ethical Issues/Permission 2.  Literature ReviewSummary3. Research Methodology3.1 Research designFocus GroupSemi–structured interviewsElectronic questionnaire4.   FindingsFormal Support  College PoliciesInduction and Probation Performance Management Reviews and AppraisalStaff Development and Training (SDT)Informal SupportConclusion4. RecommendationsReferencesRelated Abstract The aim of this assignment is to carry out a study into the support that managers at College X receive to enable them to feel a sense of satisfaction and value in their contribution to the college and its performance. The assignment reviews academic literature, on formal and informal mechanisms of support including induction, probation, performance management reviews, appraisal, and staff development together with informal methods such as peer support. The reviews, together with the use of primary research, seek to identify if the support offered to staff in college X enables them to feel as valued as the students, the education and training of whom is the core business of the institution. Analysis of the primary research has revealed that the College Executive together with the Governing Body is committed to ensuring effective support is available to managers in an integrated and meaningful way. In so doing ensuring that the performance of the individual and the college continually develop and improve. The main recommendations are that the performance management reviews and staff development support are firmly embedded into the college culture. This will ensure that strategic and operational level managers possess the skills required to effectively respond to the internal and, more importantly, external changes demanded of them whilst enabling them to develop a sense of achievement and job satisfaction. 1. Introduction 1.1   Rationale Further Education Institutions (FEI) have been charged by Welsh Assembly Government (WAG) through DCELLS and Estyn to ensure and make as their main priority that effective learner support mechanisms are in place to enable the learner to learn and succeed in a nurturing, safe and supportive environment. The research for this module will focus on the parity College X bestows on its managers, in respect of its responsibility to nurture and support them to achieve satisfaction in a similar way to its learners. In particular the use of formal and informal support mechanisms: their availability, deployment and level of effectiveness. The term ‘mechanisms’ is used to encompass the College policies and procedures that guide the manager and their teams to work effectively, the processes such as feedback on the performance of managers and the development and recognition required to create a sense of a job well done. According to Locke and Lathen (1976 cited in Tella, Ayeni Popoola) ‘job satisfaction is a pleasurable or positive emotional state resulting from appraisal of one’s job or job experience’. Estyn suggest that ‘Effective college leadership also requires that staff at all levels with leadership and management roles make an important contribution and understand, and are committed to their job roles’ ( Estyn 2010 p 33) in order for this to happen the use of support, training and feedback are required.   Support and feedback are ‘essential to the working and survival of all regulatory mechanisms found throughout living and non-living nature, and in man-made systems such as education system and economy’ (Business Dictionary seen 23.3.2011) so should be key to the continual improvement in the institution. 1.2   Research Aims To identify the effectiveness of the support mechanisms available in College X and how these impact on the performance of both strategic and operational level managers to positively increase their work effectiveness and sense of job satisfaction. To analyse the informal and formal methods of feedback, recognition and reward available to all managers to meet the needs of the institution, their personal needs and that ‘support and challenge them to do their best’ (ESTYN 2010 p 35). To examine the use of staff development as a tool for supporting continual improvements in the performance of strategic and operational managers and ultimately the performance of College X.  Ã‚   1.3   Research questions   What types of mechanisms are available in the college and to what extent managers are aware of and use these to give and receive support? To what extent does the senior management team create and maintain an environment that encourages individuals to feel valued by the institution? How does the use of feedback and recognition impact on the improvement of personal performance and accomplishment? How effective are staff development opportunities to support the strategic, operational and personal effectiveness of managers? 1.4 Research Objectives To identify the types of support available to all strategic and operational managers and their effectiveness in creating job satisfaction. To analyse the effectiveness of the performance feedback managers receive from their superiors. To assess the level of understanding managers have about their individual performance and its contribution to the college performance.   To evaluate the effectiveness in the provision of support offered through the use of learning and development opportunities.   To identify the processes by which outstanding performance is recognised. 1.5  Delimitations This research is practice based and has used College X as the only institutional focus. Should other researchers wish to use the information or primary evidence questions, anonymity and confidentiality must be assured. 1.6  Ethical Issues/Permission Permission was sought and granted by the Deputy Principal who has overall strategic responsibility for all staff development, performance management and quality. Full consent was given by participants in respect of collecting evidence through primary sources. Anonymity and confidentiality was assured by the author and the use of an electronic survey ensured only information on the responses was collected and not that of the respondent. No ethical policies or institutional regulations have been breached during the research of this assignment. 2.  Literature Review Whilst there are many management and psychological theories relating to job satisfaction and the concept of the positive effect of supportive relationships, the size of the body of literature available limits the author to use only some of the major theories as a starting point. The identification of what support is and how it effects job satisfaction is key to the content of this investigation, Soonhee suggests ‘that participative management that incorporates effective supervisory communications can enhance employees job satisfaction’ (Soonhee p1 seen 24.3.2011). The use of management texts, theories, reports and web based materials together with College X’s policies has resulted in a greater understanding in the assumption that ‘management support is seen as a key variable in the psychological well-being of employees.’ (Weinberg Cooper 2007 p160) and therefore need effective mechanisms by which they can support and be supported. Support can be given formally through policies and, as suggested by Everard and Wilson, ‘Recruitment, appraisal and training are three activities which should not be seen in isolation from each other but as part of a comprehensive approach to developing a proficient, well motivated and effective staff’ (Everard Wilson 2004 p 93). Informal and emotional support and feedback ‘may increase individuals confidence in their ability to deal with the challenges that confront them’ (Wainwright Calnan 2002 p 64) and ‘a well done or an objective signed off as completed can enhance the motivation to perform well in the future’ (Torrington Hall 1995 p318). ‘More and more companies are realising that while they cannot offer a cradle to grave security blanket, they have a responsibility to create an environment that nurtures the individual’s ability to grow and thrive’ (Couillart Kelly 1995 p 255). Maslow’s ‘hierarchy of needs’ addresses an individual’s base needs such as safety and security. In a work environment these can be clean work areas, positive personal relationships and sufficient work time.   The use of effective supervisory support can increase ‘self esteem’ needs through recognition, attention and confidence building. And the creation of ‘self actualisation’ can to some extent be achieved through the encouragement of individuals to be creative, demonstrate and utilise their innovativeness. Oldham and Cummings in 1996 (cited in Soonhee p 1 seen 24.3.2011) ‘found that employees produce the most creative outcomes when they work on complex, challenging jobs and are supervised in a supportive, non-controlling way’. To some extent Maslow’s classifications are similar, to the hygiene and motivation factors of Fredrick Herzberg’s two factor theory. As with Maslow, certain basic needs or Hygiene factors such as salary, status, working conditions, policies and psychological support have a direct effect on how a person functions within an institution. Herzberg’s motivational factors are therefore ‘ those aspects of the job that make people want to perform and provide people with satisfaction e.g. achievement at work, recognition and promotion opportunities’ (Kaur Kainth p 7 seen 25.3.2011). Recognition and reward should also be stimuli of job satisfaction, Steers and Porter in 1991 ‘identified the distinction between Intrinsic and Extrinsic rewards – extrinsic arising from an individual’s own sense of satisfaction and from financial benefits (pay, health support) and intrinsic – between the individual and system wide rewards such as pride in the organisation’ (Steers and Porter cited in Gess 1994 p 87). However within the current financial Further Education (FE) environment, extrinsic factors may be limited by college accountability for the use of publicly funded finances. Couillart and Kelly state that ‘whether held implicitly or explicitly, consciously or subconsciously each person has adopted a unique mental system of rewards. And whether informally consistent or not, that reward system is what motivates one on a day to day basis’ (Couillart and Kelly 1995 p 241). This suggests that employees can develop extrinsic and in trinsic rewards though their own and their institutions Mission, Values and Vision. Torrington and Hall suggest that ‘planning the training, development and resources necessary for employees to achieve their objectives is imperative. Without this support it is unlikely that even the most determined employee will achieve the performance required’ (Torrington Hall 1995 p 317). Managers, like students need the opportunity to learn and become proficient in the acquisition of new skills. Therefore, a key function of management is to ‘ develop an ability to help individuals recognise their needs for development and facilitate the professional and personal development needed’ (Murgatroyd Morgan 1992 p 146). The use of formal support mechanisms such as Performance Management Reviews (PMR) enable line managers to guide their subordinates to undertake development however ‘ a systematic and structured approach to identifying individual needs implies that there should be an equally structured approach to responding to those needs’ (Oâ₠¬â„¢Connell 2005 p 175). Policies are another form of support available to the manager. Mullins suggests that they ‘clarify the roles and responsibilities of managers and other members of staff and provide guidelines for managerial behaviour’ (Mullins 1985 p 301). Thus they enable a manager to be supported by institutional procedures and respond quickly without having to consult superiors as to the actions they take. This is a form of empowerment and implies a level of trust which has ‘been identified as one of the keys to successful management and indeed positive relationships at work’ (Weinberg Cooper 2007 p 162). The use of informal methods of support can be equally successful in developing job satisfaction, ‘supportive peer relationships at work are potentially more available to the individual and offer a number of benefits’ (Torrington Hall 1995 p 429) including ‘ accessibility, empathy, organisational experience and proven task skills’ (Cromer 1989 cited in Torrington and Hall 1995 p 429). Peer and team meetings also allow managers ‘ to have their say in an impartially led session, thus permitting emotion to be expressed’ (Weinberg Cooper 2007 p 170) Summary The use of formal and informal support enables the manager to work effectively as an individual, as part of a team and organisation. The need for College X to continue to develop responsive support mechanisms that parallel those given to learners is imperative. Senior managements need to ensure that whist the support mechanisms such as appraisal and staff development are in place, the basic physical and psychological needs of security, safety and satisfaction are addressed. 3. Research Methodology 3.1 Research design The use of a case study based on the real working application in College X is the most effective method of undertaking this small scale research. It presents an opportunity to focus on relevant aspects of the formal and informal mechanisms used to support managers at both strategic and operational levels ‘†¦ with a view to providing an in-depth account of events, relationships, experiences or processes’ (Denscombe 1998 p 32).   The research methodology centres on the involvement of managers and the mechanisms by which they are supported and how these affect levels of effective performance and job satisfaction. The primary sources of evidence come from a focus group, semi-structured interviews and the use of an electronic survey. The use of the qualitative responses from the focus group and semi-structured interviews contribute to the main bulk of the findings. Each group or individual was interviewed in privacy without the line-manager present to allow for a free and frank discussion, was shown a diagram illustrating the interaction of support systems (Appendix 1). All responses are anonymous and no information from the research sources was distributed or discussed with other participants. Focus Group The use of a focus group with six middle/operational level managers enabled the views of both academic and functional areas across the college to be identified. The managers were specifically selected, as they all have very different job roles and specifications within the college, and were therefore able to reflect on the different types of support they needed and received in respect of ‘clarity of performance goals and standards, appropriate resources, guidance and support from the individual’s manager’(Torrington Hall 1995 p 316). Each manager selected contributes to different facets of the strategic plan and where possible each has a different line manager so a possible correlation could be identified in respect of how management techniques and personality affect the support given – no formal measurement tools were used to identify this quantifiably. The participant’s views were given freely and no prompts were given by the interviewer, this all owed for a free discussion to take place. The results of the discussion are noted in bullet point form in the appendices. Semi–structured interviews Semi-structured interviews were held with the Human Resources (HR) officer; one of the two Vice Principals (VP); two of the four Faculty Directors (FD) and Clerk to the Corporation (CC) (Appendix 3). The findings from the interviews give an insight to the way support and job satisfaction is seen from the perspective of the Governing Body (GB) and how this is cascaded through the College Executive (CE) to the strategic and operational management levels. The questions used for the VP and FD were the same as those used in the focus group (Appendix 3), primarily to identify if there were any differences in the perception of support and job satisfaction across managerial levels. The HR officer (HRO) interview (appendix 4) identified formal college policies and processes in respect of support and job satisfaction. The HRO is currently tasked with reviewing the PMR and is therefore aware of some of the issues being researched. Electronic questionnaire The electronic survey (Appendix 5) was sent to twenty four cross college managers at operational and strategic levels after interviews to prevent prompting. Twenty responses (83%) were returned. As the group of respondents is small, actual numbers not percentages are used. The questions have been formulated as statements to identify the level of understanding felt by the participants, in relation to whether they agreed or disagreed; there is no neutral response as all participants have involvement with the college support mechanisms. The questions used were arranged in sequence from induction through to job satisfaction because ‘ order inconsistencies can confuse respondents and bias the results’ (Mora 2010 p1). Summary The use and responses from the primary research methods enable the author to identify some of the positive aspects and potential issues of management support within College X and to what extent they have in providing a level of job satisfaction to its managers. This together with the literature review will enable a greater understanding of the mechanisms used to ‘respond to the new needs of employees and the environmental changes of the organisationand that which executive leaders and managers should confront to facilitate participative management’ (Soonhee seen 24.3.2011). 4.   Findings ‘When a Master governs, the people are hardly aware that he exists. Next, best is the leader who is loved. Next, one who is feared. The worst is one who is despised. If you don’t trust the people, you make them untrustworthy. The Master doesn’t talk, he acts. When his work is done, the people say â€Å"Amazing: we did it, all by ourselves!† (Lao Tzu, translated by Mitchell 1999 p16) The findings of the primary research and literature review seek to identify if the support mechanisms used by the college do in fact enable its managers to gain a feeling of satisfaction or achievement in their job roles without impinging on their sense of autonomy. Formal Support   College Policies College policies available on the intranet should give managers instant support in respect of specific issues and procedures. However, to address them they are not always aware that policies exist or how to use them. When a policy is introduced training should be given which as one interviewee responded is â€Å"meaningful and enables line managers to have a clear understanding of the support offered†, this in turn allows them to take ownership, and, for example, no middle managers interviewed were aware the college had a Stress Management Policy, a vital document which would have been useful as several of them have current issues with â€Å"stressed staff†. Induction and Probation College X provides all managers with a range of policies and processes that should offer effective cycles of support through the ‘ three key aspects of effective performance planning performance; supporting performance and reviewing performance’ (Torrington Hall 1995 p 317). Formal approaches to the giving of support provide a balance that encourages managers to feel confident and trusted to make the right choices within the confines of college procedures and ‘yet underline the feeling that there is not a stigma in asking for help’ (O’Connell 2005 p174).  Ã‚  Ã‚  Ã‚   When participants were asked about the formal processes of induction and probation the responses showed that although the processes were informative and well organised, there were limitations in the effectiveness of ensuring a new post holder felt adequately prepared to undertake their job effectively. These responses may in part be due to the lack of formal standardisation in the way line managers (LM) conduct the induction of new staff. Each adapts the process to suit their sections perceived priorities. Some have very supportive methods e.g. one manager gives new staff a memory stick with guidance to policies and procedures and a list of frequently asked questions. HR arrange a termly focus group to help new appointees, and these according to the HRO could be more timely as they often fail to be of use especially to new managers who have to react to rapid change usually brought about by external demands. The personality of the LM also affects induction and probation, several of the interviewees said their LM had been extremely supportive and that a â€Å"good working relationship had been established†, this was illustrated in the questionnaire responses to question 5.    The use of probation periods should allow an open platform for discussion however managers found difficulty discussing negative aspects partly because of fear of grievances being taken out against them. Where there is a conflict of interest, HR will try to match up managers who have the right approach for that subordinate. Performance Management Reviews and Appraisal PMR and appraisal should be the formal drivers of support in an institution, ‘an effective appraisal should not produce surprise: it should be an honest summative statement ’ (Tranter 2000 p 152) which ‘ offers a number of potential benefits to both the individual and the organisation’ (Mullins 1985 p 639). The PMR used in College X is currently under review as the GB feels there should more analysis of data and dovetailing of appraisal and staff development in the process, a view shared by several interviewees. The CE also recognise that the current provision/policy is not fit for purpose mainly because of the ‘one for all’ documentation which does not reflect the range of activities, duties and responsibilities staff. The questionnaire responses for 6 and 7 identify that PMR is not universally seen as a positive and constructive experience although it gives a positive sense of well being and satisfaction. The current PMR is an annual process; all interviewees felt this was ineffective as it was â€Å"difficult to remember and recognise performance across the year† and the idea of a phased or continual review based on both quantative and qualitative data would be more effective. There were however concerns that constant review could result in the ‘Big Brother’ effect and managers would lose their autonomy. The HRO tasked with reviewing PMR suggested â€Å"there is a need to incorporate appraisal and general performance into the Performance Policy†. As a result of the suspension, managers felt they have had to self evaluate relying on externally set performance indicators; these include Tribal Benchmarking, External Audits, Quality Development Plan (QDP) and the Self Assessment Review (SAR).   Formal feedback is essential, as suggested by Herzberg for increased motivation and ‘ for finding ways of challenging and renewing the work of a team so that it can continuously perform at increasingly high levels and transform its work from being acceptable to outstanding’ (Murgatroyd Morgan 1992 p 151). Therefore to ensure managers are challenged and perform effectively the development of a new policy tool is seen by the GB as key to ensuring adequate support is identified and appropriately given. The responses for question 12 indicate that almost half the respondents do not receive the encouragement and challenge to explore learning and new skills that could positively influence their job satisfaction.    Appraisal is an effective method of communication, especially in relation to strategic objectives and innovation; it can act as a sounding board for managers to propose the changes needed for team and personal performance, Interviewees, especially at senior levels, felt this mechanism was important however the â€Å"lack of opportunities due to workloads could be frustrating because of the limited time to talk – this is not a criticism, just that everyone is busy†. All interviewees felt a sense of loss because of the suspension as they felt it was as important a means of support for their teams as it was for them. PMR enables the work and innovation of managers to be formally recognised, and the CE and GB encourage feedback of good practice to be formulated as resolutions which are rolled out across the college. Middle managers (MM) questioned felt that although work was recognised by their LM but they felt disheartened when it was not always passed on the senior management.   According to HR there should be a formal and consistent vehicle to notify staff of a job well done. The GB do send letters congratulating staff and commendations are minuted. O’Connell suggests ‘we valued the ‘individual’ member of staff and thereby made him or her ‘feel valued’ (O’Connell 2005 p 157). At a recent prize giving ceremony the Principal thanked staff publicly for their hard work as ‘senior management need to recognise, celebrate and reward quality improvements’ (Torrington Hall 1995 p 303). This act made all managers feel proud to be a member of the college. Staff Development and Training (SDT) ‘The job holder is uniquely placed to understand his or her needs, although support and training are likely to be necessary’ (Wood, Barrington Johnson cited in Goss 1994 p 75). All managers in the college participate in development and training much of which is self motivated. One interviewee commented that they had received more SDT in the first six months of working at College X than they did in their previous employment of twelve years. The GB fully support staff development and have taken the decision to keep the SDT budget high for 2010-11. However they want the college to develop a more synergised approach to SDT by linking the needs of the strategic plan directly to PMR. Question 9 implies that there does need to be more focus on SDT via the PMR, thus supporting the GB’s strategic direction. Interviewees of all levels stated that no external development opportunity was rejected however there appears to be little evidence of how reports on training effectiveness and its methods of utilisation within the college are recorded and distributed, one suggestion for this was the use of SharePoint. SDT targets are set for each unit or school in the college. Most managers felt there was little initial training in operational management skills. It has been proposed that when the new PMR policy is introduced all new management appointees should have to undertake formal training in leadership and management skills, in line with Institute of Leadership and Management (ILM) criteria. Informal Support The majority of interviewees agreed that â€Å"their peers gave them a sense of companionship and support that really helped them in the college†, however others felt isolated due to the nature of the post. The introduction of a mentoring programme could alleviate this by ensuring all managers have the same level of security and collegiality.   FDs felt they rarely meet as a group and when they did â€Å"it tended to be due to crisis management, but it does allow us time to talk†. Informal and flexible support that was not rigidly monitored, i.e. an open door policy gave the majority of interviewees and questionnaire participants a sense of positivity and support. All participants emphasised the need for Away Days – planned time when ‘   effective teams will stop working and review the quality of their ways of working (Murgatroyd Morgan 1992 p 145) enabling those involved to reflect as a group on past performance and develop new initiatives. The concept was introduced by the CE as an opportunity to involve all managers in the development of the college strategic plan. The most recent event enabled the CE and GB to give managers a strong sense of psychological support and security in troubled transformational times and established a shared mission, vision and values (Appendix 6). Summary Through examining key issues it is evident that a well structured management support system is necessary in order for those involved to feel confident and valued and fulfil the performance targets set internally and externally.   The development of the new PMR, appraisal and induction processes together with a more integrated approach to SDT should enable managers to function to greater effect. The CE and GB are clearly aware of the need for proactive rather than reactive systems. The last staff satisfaction survey had a disappointing response of only 23.5%. Hence, the GB tasked the Principal, HR and Chair of the HR Committee to identify ways of increasing participation in future, as it is a key indicator of how the college is viewed as well a measure of job satisfaction amongst its employees. Effective PMRs, development and training, attention to the emotional and physiological needs of being valued, trusted and empowered should therefore create ‘ confidence, loyalty and ultimately improved quality in the output of the employed’. (www.emeraldinsight.com seen 23.3.2011). Conclusion The aim of this assignment was to identify the effectiveness of the formal and informal support mechanisms available to all managers of college X. And if the psychological, social and development needs of employees are supported to the same extent as that of its students. From the results of the primary research it is evident that the available support does enable managers to carry out their day to day job roles. However this is not consistent across the college and the experiences of managers varies greatly, as one interviewee said â€Å"if you open me up I will have the college name through me like a stick of rock† illustrating the feeling of well being and genuine job satisfaction created by good support†. However at the opposite end of the spectrum, another commented â€Å"there is no incentive – when you do introduce something innovative someone higher usually takes the credit and gets recognition†. Students have a plethora of support including; course tutors, learning coaches, counselling and financial support. To some extent this research does suggest that the majority of managers do have comparable support from their superiors, use of HR expertise and staff development. It is not sufficient to just have those resources, it is how their effectiveness contributes to the improvement in performance of the managers they support.   Managers at all levels receive feedback on strategic or operational targets and indicators that is the priority although much of the feedback is ‘ad hoc’ and not recorded although many managers liked this informal approach. Ensuring feedback is regular and consistently applied coupled with finding the appropriate time and arena is proving to be a more difficult aspect to resolve. The autonomy given to managers by the CE permits them to carry out their duties in a way they see fit, as one interviewee said â€Å"I’m paid to do the job, not continually ask what is to be done†, another commented â€Å"trust is absolutely a positive aspect, although there is no direction from my line manager, I feel empowered†.   Trust and value in the individual’s judgement is seen by the majority of managers as implicit for the mature and positive work environment at college X. The current support mechanisms are suggested by interviewees, as somewhat inadequate and outdated in respect of the feedback and development they need to undertake the roles and performance demanded of them in the fast changing climate of FE. Fletcher suggests that ‘ all systems have a shelf life – perhaps changes are required to the system to renew interest and energy ’ (Fletcher cited in Torrington Hall p 327) and it is evident that the GB and CE are pro-actively committed to creating an environment where all supportive systems are integrated, have meaning in their relationships and recognise positive contributions from the individual employee and their effect on the performance of the institution as a whole. 4. Recommendations At the end the focus group and interviews, all participants were asked what changes they would like implement so as to create a more supportive work environment which promotes job satisfaction. Many of these concur with the findings of the research undertaken. Develop a system of mentoring and continue more effective induction and probation periods, which is timely and enables new managers to have first hand guidance and support in respect of college procedures and procedure thus enabling them to undertake their duties effectively from the very start.   Improve lines of communication in respect of the recognition and distribution of good practice by developing greater use of peer groups so that managers of all levels do not work in isolation benefit from the support of others. And increase the use of ‘away days’ to inform, give direction and feedback to strategic and operational managers thereby engaging everyone in the improvement of performance in college. The anonymous data and findings collected for this research should, with the permission of all interview and questionnaire participants contribute to the current review of the PMR and appraisal processes. Introduce effective methods of development and training to ensure all managers are aware of and confident in the use of procedures identified in college policies, this has been identified by the GB as a priority. Establish through a skills audit or needs analysis a programme of management training for the next academic year in relation to actual issues such as conflict training, people management and motivational skills thereby ensuring their subordinates are effectively supported and managed. Develop a system that enables the information and knowledge gained from development and training events is available for circulation amongst managers and appropriate measures are introduced to ensure value for money and positive outcomes in performance. Use the findings of this report to act as a foundation for further research and literature review in preparation for dissertation. References Couillart, F. J. Kelly, J. N. (1995) Transforming the Organisation. New York. McGraw-Hill Cromer, D.R. 1989 cited in Torrington, D. and Hall, L. (1995) Personnel Management HRM in Action. London. Open University Press Denscombe, M. (1998) The Good Research Guide. Philedelphia. Open University Press Estyn (2010) As Self Assessment Manuel for FE Colleges. Cardiff. Estyn Everard, K.B. Wilson, G.I. (2004) Effective School Management (4th Edition) London. Sage Publishing Fletcher, C. 1993a cited in Torrington, D. and Hall, L. (1995) Personnel Management HRM in Action. London. Open University Press Goss, D. (1994) Principles of Human Resource Management. London. Routledge emeraldinsight.com/journals.htm?articleid=864997show=html seen 23.4.2011 Kaur, G. Kainth, G,S. papers.ssrn.com/sol3/papers.cfm?abstract_id=1784465    Locke, E, A. Latham, g. R. (1990) cited in Tella, A. Ayeni, C.O. Popoola, S.O. www.webpagesuidaho-ed/-mbolin/tella2pdf Mora, M. 2010 Using Questionnaires. Seen 10.11.2010    Mullins, L, J. (1985) Management and Organisational Behaviour. London. Pitman Publishing    Murgatroyd, S. Morgan, C. (1992) Total Quality Management and the School. Buckingham. Open University Press Neath Port Talbot College Staff Satisfaction Survey 2010 OConnell, B. (2005) Creating an Outstanding College. Cheltenham. Nelson Thornes Oldham, G. R. Cummings, A. (1996) cited in Soonhee, K. http://campus.murraystate.edu/academic/faculty/mark.wattier/Kim2002.pdf Soonhee, K. http://campus.murraystate.edu/academic/faculty/mark.wattier/Kim2002.pdf Steers, R. Porter, L. (1991) cited in Goss, D. (1994) Principles of Human Resource Management. London. Routledge Torrington, D. and Hall, L. (1995) Personnel Management HRM in Action. London. Open University Press Tranter, S. (2000) From Teacher to Manager. Harlow.   Pearson Education Weinberg, A. Cooper, C. (2007) Surviving the Workplace. London. Thomson Wood, S. Barrington, H. Johnson, R. (1990) Cited in Goss, D. (1994) Principles of Human Resource Management. London. Routledge www.businessdirectory.com

Review of Accounting Ethics Research Paper Example | Topics and Well Written Essays - 1250 words

Review of Accounting Ethics - Research Paper Example Accounting ethics is a vast term and have a lot of minor details in it. Looking at just the basics, it can be defined as providing right financial details to the company and to its stake holders. Numbers are something which can be manipulated very easily for one’s own interest and that is where the rules and regulations are made to make sure that the accounting ethics are not breached at any level. Businesses make sure that each and every account is made and maintained in the right manner (Cohn, 2013). Accountants work in many different areas and fields. They are not focused on one particular subject but have to handle a lot of work at a single time. The accounting areas majorly include performing audits, making tax statements, making budgets and planning for the future, manage the ongoing accounts, consultancy and of course, preparing general accounts. Having so many things to handle, there is an opportunity for them to make frauds at each level or subjects they are working o n. The greed of making huge amount of money in no time makes them get onto the wrong track and that’s where the ethical issues start coming into action (Mele Carne, 2005). Although having all the right code of conduct, there are still some loopholes in the system which the accountants and the senior officials of the company identify and then use it for their own good. One of the biggest examples we can find in the history which was charged of the allegation of breach of accounting ethics is the Lehmon Brothers Inc. Lehmon Brothers was one of the giant companies and had a big name when it comes to the investment market of the United States of America and due to its unethical accounting methods it got bankrupt. The business of Lehmon Brothers can be described as borrowing money from the general public and then investing that money into different assets. They earned interest from their investment into the assets and then share the interest earned with the people they borrowed lo an from (Jeffers, 2011). Lehmon Brothers were considered a good company to invest in as they showed people their artificially made financial statements to the people. After they filed bankruptcy in 2008, the position of Lehmon Brothers came in front of the eyes of the people. We will now discuss about how they betrayed people by showing artificially made good financial statements. A report was made by Jeffers, Agatha E. in which all the details regarding Lehmon Brothers bankruptcy and how they did breach the accounting ethics was presented. Lehmon Brothers used a Repo 105 accounting policy to misguide their investors. Repo 105 policy suggests that when an asset is given out and cash is received, it should be recorded as sale of asset. Although in accounting methods, an asset is not considered and written as sale until it is completely transferred to the second party and is fully non-operational by the company. Lehmon Brothers accustomed to give assets as a guarantee to purchase loan s from the institutions abroad. They recorded this transaction as sale of assets and showed people that they have got rid of non worthy assets and have earned good money from that. In this way their balance sheet looked less leveraged as they have less unproductive assets and more cash. Secondly they used to pay off some liabilities with the

No need for topic Assignment Example | Topics and Well Written Essays - 750 words

No need for topic - Assignment Example This will make the currency appreciate because there are more local currency than foreign currency especially if there is no trade surplus. It will now take more local currency to buy the same amount of foreign money making foreign exchange rate to appreciate. Inflation meant that it now takes more money to buy certain goods and services. It also meant more money circulating in a given economy. Being such, it will take more money to buy same amount of foreign currency making the exchange rate to appreciate. Tax breaks given to business to encourage capital expenditures meant businesses will be buying more equipment. If the equipment is bought locally, foreign exchange will depreciate because there will be less need for it. If such equipment will be bought abroad through imports, then foreign exchange rate will appreciate. Good stock market performance will encourage more investment and more demand for the local currency. This will make the foreign exchange rate to depreciate while the dollar to appreciate. This is because foreign money would need more dollars to be able to invest in the stock market. Government intervention in the capital market will make foreign exchange rate to appreciate and the dollar to depreciate. This is typically done to make the imports competitive by making it cheaper. To make this happen, central banks will put more dollars in the system to depreciate the dollar. Monetary growth or the strengthening of economy through high exports will make the local currency to appreciate. It is because there are more foreign money coming in through trade. It has the effect of converting local currency into greater value through export or trade. Increase in GNP and real economic growth will make the local currency stronger. It will be able to buy more goods. It will have the effect of depreciating foreign exchange rate because of its stronger purchasing power. Forward premiums is a situation of trading

Demand and Factors that Determine the Demand for Rail Transport Assignment

Demand and Factors that Determine the Demand for Rail Transport Between London and Preston - Assignment Example According to the law of demand, with other factors held constant, generally, the demand decreases/increases with the increase/decrease in price of the good. This relationship between demand and price is plotted on a graph as a â€Å"demand curve† as shown in Figure 1. What factors determine the demand for rail transport between London and Preston? The demand for rail transport between London and Preston depends on the following factors: 1. Price of rail travel between London and Preston: The most important factor that determines demand of this transport is the price of rail ticket to travel between London and Preston. Travelers would compare this price of ticket to cost of using alternative transport. This is important not only for people travelling once in a while but also for frequent travelers. If there exists considerably reduced fare possibility for frequent travelers, the demand could be expected to be higher from these frequent travelers would have lower cost of travel. 2. Time taken by rail travel between London and Preston: Time taken to travel by train is another important factor. If the time taken by train is considerably longer than other means of transport, the demand may be lower for rail travel. 3. Quality of rail service between Lo ndon and Preston: The quality of service could also be an important factor. It includes not only the quality and comfort of travel by train but also other factors like the frequency of trains, on-time arrival, and the time of departure/arrival of trains. Frequency of trains is important so that if consumer(s) change their itinerary suddenly, if there are alternative trains frequently running, they would not be forced to shift to another means of transport. Next, if the trains are frequently running late, consumers may not find the rail travel very efficient. Also, if the departure and arrival times of trains are not convenient, consumers would not find rail travel very attractive. For example if trains arrive only late at night or if the trains run during the entire length of the day, consumers may be put off. 4. Attractiveness of alternative modes of travel between London and Preston: There could be several other ways consumers to travel between London and Preston. If these service s are more attractive, then demand for rail travel would be low. The attractiveness of these alternatives also depends on the relative price of these modes, relative comfort, and other factors. Some of these are discussed below for the three other possible modes of transport a. By car: Several factors could influence the attractiveness of going by car instead. These factors include: fuel price (cost of taking the car), relative length of time taken to drive compared to rail travel, and quality of highways (comfort of ride). b. By air: Factors influencing the relative attractiveness of air travel are: price of air travel, relative total time taken to get from â€Å"door to door†, and of quality air transport services. However, there is another important factor here which is the distance of nearest airport from Preston. c. By bus: Factors influencing the relative attractiveness of bus travel are: price of bus tickets, time taken by buses, and the quality of bus services. 5. Day of the week and seasonal effects: The day of the week could be an important factor. For example, if business travel is frequent on this route, then weekends may see a much lower demand. Also, Seasonal effects are likely to significantly influence demand. For example, during Christmas the demand may be

Jack Kerouacs on the Road - a Biography Essay Example for Free

Jack Kerouacs on the Road a Biography Essay On the Road was published in 1957 by Viking Press. Apart from criticism by traditional conservatives, Jack Kerouac’s novel gained huge popularity with a younger generation of rebels (point to Sam’s pencilcase). Commonly viewed as an autobiography combined with a biography of Neal Cassady, it is considered a testament to the Beat legend. Fascinated by the myth of the King of the Beatniks, I examined the authenticity of On the Road and found several issues: the method in which it was written, spontaneous prose; lack of primary sources; and the author’s intention. Jean Louis Lebris de Kerouac was born on the 12 March 1922 in Lowell, Massachusetts. He gained a football scholarship to Columbia University in New York, where he met Allen Ginsberg and William S. Burroughs, who together form the three literary musketeers of the Beat Generation. The Beat Gen were a stalwart literary movement active during the 50s, whose iconoclastic texts dissented formalist constriction of expression, experimentation and individualism, and viewed post-war prosperity, and materialism as antithetical to social equality. Their works pushed the boundaries of censorship, including underground elements sinister to the establishment such as homosexuality, drugs, bop jazz, impulsive desire, preference for marginalised cultures, like Buddhist and Native American, and unconformity to the typically American dream of white picket fence within which your three cherub children can safely frolic. The traditional conservatives called it unrefined and anti-intellectual, and politicians labelled aspects of the Beat Gen psyche as Communist. The popularity and resonance Beat Gen lit had with the youth rebellion generation made it a prominently influential movement in American literature. The Beat Gen members, being life long friends, shared these views and were inspired by figures of the counterculture, in the case of On the Road, Neal Cassady, who was the Beat beliefs personified, â€Å"the holy con-man with the shining mind† (p11). On the Road is about Sal Paradise, an amateur writer struggling with inspiration when he is introduced to Dean Moriarty, a walking legend, the epitome of a Beat man. The novel marks distinct stages of Sal’s growth and development, and his relationship with Dean as he â€Å"shambled after as I’ve been doing † Narrated by Sal, he meets and travels with other characters, bumming and hitchhiking across America. Kerouac developed spontaneous prose, inspired by improvisation in jazz and passionate excitement, its highly confessional, immediate, producing a raw, liberal and intense stream of consciousness, establishing spiritual and personal connections with the narrator. This convinces the reader of a high degree of honesty and vulnerability, and authenticity. Also, there’s an infamous story that adds to the legend of Kerouac and On the Road: the manuscript was typed in 2 weeks fuelled by coffee and Benzedrine, on a seriously lengthy scroll, of teletype paper taped together so that changing the roll wouldn’t disrupt his writing. Tim Hunt wrote in Kerouac’s Crooked Road that Kerouac â€Å"hoped that drafting Although it’s important that there is a high connection between the writer and the reader, it’s also important to note that this sort of spontaneity compromises the detail and accuracy of Sal’s accounts, which brings into questions the subtleties and chronology of small-scale action. Also, his emotional investment makes his narration highly opinionated and being so influenced by Cassady as to travel across the country, Kerouac’s opinions transferred into Sal the persona are influenced heavily by De an. The authenticity and honesty that spontaneous prose conceptualises is undermined by the deliberation and large revision of the manuscript. The published edition was the fourth, and he had been working on On the Road for 2 and a half years, within which he was experimenting with his writing style. He loathed and complained when his editor, who he called a â€Å"crass idiot†, forced several revisions of contextually pornographic sections. In Essentials of spontaneous Prose, released in 1958, he claims that the conscious critical mind might censor richness of imagination. And I think richness of imagination is a euphemism for â€Å"high†, considering the evidence, fictional and factual, of drugs like Benzedrine and weed that reduce clarity of mind, but stimulate the inventive senses. The high levels of intimacy of the actions, events, dialogue and lives of the characters and their real life counterparts means that we cannot satisfactorily negate or authenticate a large amo unt of content, considering the verbose and opportunistic nature of the characters, in particular Dean, and the introverted thoughtfulness of Kerouac. For instance, after his time with Remi Bonceour, an old friend of Sal’s, he sees â€Å"the cutest little Mexican girl in slacks† and he says: â€Å"I wished I was on her bus. A pain stabbed my heart, as it did every time I saw a girl I loved who was going the opposite direction in this too-big world. † Then lo and behold, he gets on his bus to LA and there she is sitting alone, he befriends/propositions/seduces in the proper gentlemanly way of the 50s as you would a â€Å"strange girl†, offering her his jacket for a pillow. Terry and Sal spend fifteen days together, Sal experiencing the Mexican labourer’s life, and at the end, he leaves with an empty promise of New York together. The truthfulness of this encounter is intimate to Kerouac and the girl that is dubbed Terry if she even exists. On the bus from St Louis to Pittsburgh, days after his parting with Terry, he â€Å"made the acquaintance of a girl and we necked all the way to Indianapolis. She was nearsighted. † He had just described his parting with Terry with â€Å"love is a duel, and looked at each other for the last time. Still, we have dates that correlate with the chronology of On the Road, but this doesn’t really authenticate the text, because the majority of it is thoughts, words, actions, affairs of people and these are not things that would have been recorded by the public or the media or any historically interested people. The limit on primary sources thanks to the Kerouac estate closing most of his original manuscripts and letters, means that even his biographies are dependent on very little, written post-mortem and supplemented by his friends who were close to his work, like John Clellon Holmes and Allen Ginsberg. Still, other publications that overlap time periods with On the Road include Vanity of Duluoz and Visions of Cody. Visions of Cody was intended as a sequel and replacement of On the Road, and the obscure structure and style seeming dependent on pure recollection, contrasts with the narrative style of On the Road. Kerouac struggled with the rejection of his first novel, The Town and the City, so in order to appeal to more people and find success, On the Road’s surprisingly conventional narrative structure furthers it away from biography and autobiography. The separation of four different trips emphasises the stages of plot development. It has a protagonist, Dean, who solicits the narrator, Sal, throughout their time together on the road. In fact every part begins revolving around Dean. So it’s understandable to think of On the Road as a biography of Neal Cassady, however, it’s highly biased, considering the obvious love, admiration and dedication Dean’s disciple shows, which then means that the biography would undoubtedly contain bias, hyperbole, neglect, forgiveness, and judgement. There are also motifs and allusions to great American stories – influenced by writers such as Melville, Hemingway, Saroyan and Twain, he makes reference to their work: â€Å"here came a melancholy Armenian youth along the red box-cars, and just at that moment a locomotive howled, and I said to myself, Yes, yes, Saroyan’s town† (p78). He had even planned to write in a black man to draw stronger connections to Huckleberry Finn, but decided against it. This is evidence of thematic concern, deliberation and careful consideration, which further undermines the whole spontaneous prose thing. It might be because I’m an avid fan of Kerouac, I just think he’s beautiful and beautifully written, but I think that the mysteriousness of the veracity of On the Road contributes to the aura that has accumulated throughout its time, and doesn’t degrade it as a milestone in literature and America. I think the authenticity of On the Road shouldn’t be brought to light in the first place because it wasn’t meant to be a biography of anyone, and it should just be read to marvel at the wondrousness of words and their meanings, just like any literature, and I really recommend you read it Sam because it’s totally cliche but it changed my life.