Death of a Salesman Context Essay

Death of a Salesman is a play that consists of a HISTORICAL background which is key to understanding the play. It was written in 1949, just a few years after the World War ll was over, meaning the United States, where the play occurs, was going through many changes. For example, the war caused an increase in industrial production markets and non-farming business. For the poorest Americans, however, the economic situation was not improved as America started having high inflation, causing problems for the poorest citizens to purchase the basics. Also, the government started to create policies which helped larger corporate farmers but not smaller farmers. Happy, a sales clerk and Biff, a farm worker, had the lowest-paid jobs in the country, leading them to some trouble in maintaining dignity in society. For Americans, dignity and pride were very important things. Due to their victories during the war, Americans felt proud and had a feeling of superiority over the world. This lead to the ir need of proving that capitalism was better than communism. Because of this, Americans felt responsible for protecting their nation from any influences from communist Soviet Union. This period of time where Americans felt the obligation to achieve financial success in order to show gratitude for the liberty they had as a democratic society and also to defeat the Soviets is now called the Cold War era. During this period of time, people like Willy relied too much on long-term credit to show they were financially successful and ended up having trouble in giving their families the basics. In the play, this Cold War attitude is shown by Willy’s preoccupation with his position in society and financial status. Willy’s worry also represents some of the SOCIAL context in the play as he fears not being accepted in society; he wants to be â€Å"well liked†. American society changed after WWll. Before, people were motivated by morals and rules but after the Cold War era started, Americans became motivated bywhat others thought of th em. Willy represents the people in American society who lost their identity due to their need to achieve social standards. This idea is reflected at the end of the play where Biff says that Willy â€Å"didn’t know who he was.† This social change may have been a cause of POLITICAL change because, as a result of The Great Depression, American government became more influential on citizens’ daily lives.  Because of this, and also due to an increase in media communication such as radio and television, Americans started to feel like they belonged to a large, connected society and along came a desire to be accepted by their peers in society. Miller also shows some of the CULTURAL background behind the play through three of his main characters: Willy, Ben and Biff as the three of them, similar to many Americans at the time, show they are eager to achieve â€Å"The American Dream†. Two versions of the American Dream are mentioned in the play. One is represented by Willy, focused mostly on money which was a way Americans found to show they had the â€Å"freedom and liberty† to purchase material goods. The other version is shown through Biff and Ben with their â€Å"go West, young man† mythology representing the dream of having the liberty for new adventures. Leticia Hosang

Teoryang Feminismo

I. What is Calculus? Calculus is the branch of mathematics that deals with the finding and properties of derivatives and integrals of functions, by methods originally based on the summation of infinitesimal differences. a. Differential Calculus – concerned with the determination, properties, and application of derivatives and differentials. b. Integral Calculus – concerned with the determination, properties, and application of integrals.II. Brief History of Calculus Calculus was created by Isaac Newton, a British scientist, as well as Gottfried Leibniz, a self-taught German mathematician, in the 17th century.It has been long disputed who should take credit for inventing calculus first, but both independently made discoveries that led to what we know now as calculus. Newton discovered the inverse relationship between the derivative (slope of a curve) and the integral (the area beneath it), which deemed him as the creator of calculus.Thereafter, calculus was actively used to solve the major scientific dilemmas of the time, such as: a. calculating the slope of the tangent line to a curve at any point along its length b.determining the velocity and acceleration of an object given a function describing its position, and designing such a position function given the object's velocity or acceleration c. calculating arc lengths and the volume and surface area of solids d. calculating the relative and absolute extrema of objects, especially projectiles For Newton, the applications for calculus were geometrical and related to the physical world – such as describing the orbit of the planets around the sun. For Leibniz, calculus was more about analysis of change in graphs.Leibniz's work was just as important as Newton's, and many of his notations are used today, such as the notations for taking the derivative and the integral. III. Applications of Calculus With calculus, we have the ability to find the effects of changing conditions on a system. By stud ying these, you can learn how to control a system to make it do what you want it to do. Because of the ability to model and control systems, calculus gives us extraordinary power over the material world. Calculus is the language of engineers, scientists, and economists.The work of these professionals has a huge impact on our daily life – from your microwaves, cell phones, TV, and car to medicine, economy, and national defense. Credit card companies use calculus to set the minimum payments due on credit card statements at the exact time the statement is processed by considering multiple variables such as changing interest rates and a fluctuating available balance. Biologists use differential calculus to determine the exact rate of growth in a bacterial culture when different variables such as temperature and food source are changed.This research can help increase the rate of growth of necessary bacteria, or decrease the rate of growth for harmful and potentially threatening ba cteria. An electrical engineer uses integration to determine the exact length of power cable needed to connect two substations that are miles apart. Because the cable is hung from poles, it is constantly curving. Calculus allows a precise figure to be determined. An architect will use integration to determine the amount of materials necessary to construct a curved dome over a new sports arena, as well as calculate the weight of that dome and determine the type of support structure required.Space flight engineers frequently use calculus when planning lengthy missions. To launch an exploratory probe, they must consider the different orbiting velocities of the Earth and the planet the probe is targeted for, as well as other gravitational influences like the sun and the moon. Calculus allows each of those variables to be accurately taken into account. A physicist uses calculus to find the center of mass of a sports utility vehicle to design appropriate safety features that must adhere t o federal specifications on different road surfaces and at different speeds.An operations research analyst will use calculus when observing different processes at a manufacturing corporation. By considering the value of different variables, they can help a company improve operating efficiency, increase production, and raise profits. A graphics artist uses calculus to determine how different three-dimensional models will behave when subjected to rapidly changing conditions. This can create a realistic environment for movies or video games. Obviously, a wide variety of careers regularly use calculus.Universities, the military, government agencies, airlines, entertainment studios, software companies, and construction companies are only a few employers who seek individuals with a solid knowledge of calculus. Even doctors and lawyers use calculus to help build the discipline necessary for solving complex problems, such as diagnosing patients or planning a prosecution case. Despite its my stique as a more complex branch of mathematics, calculus touches our lives each day, in ways too numerous to calculate.

How well is neo-functionalism still able to account for the evolution Essay

How well is neo-functionalism still able to account for the evolution of the European Union - Essay Example Studied critically, the EU policies positions Europe as a silent superpower having power that equals or supersedes the one held by US in almost all aspects expect that of deployment of military forces (Moravscik, 2005, p. 349). The European Commission receives preferential treatment and recognition in international secretariats as the powers of the European Parliament continue to increase steadily over years. From 1950s, scholars have described European Union as an institution on an upward growth path and in course of achieving ever closer ties (Moravcsik 2005, 350). He asserts that such thinking is linked to neo-functionalism, forming one of the two main theories considered in analyzing EU integration; neo-functionalism and inter-governmentalism (Moga 2009, 796). Both theories have been criticized, amended although they consist of strong theoretical arguments useful in understanding integration. The theory of neo-functionalism emerged in mid 1950s and is used to explain regional integration where countries do away with barriers to trade to enforce free trade. Neo-functionalism is heavily connected to the strategies used in integration (Rosamond 2000, 10). Jean Monnet, described by various authors as the principal architect of the European integration and a founding father of EU adopted an approach that aimed at bringing integration in similar sectors with an aim of bringing attaining spi llover effects which would further the integration process (Rosamond 2000, 11). The theory was developed by Earns Haas where he reformulated the principles of functionalist and analyzed them in the context of regional organizations. Neo-functionalist views integration as driven by creation of institutions although they were not originally aimed to do this. Neo-functionalism postulates that with the formation central supranational sate, the role of nationalism and national states declines. In addition to positive spill over, the other mechanisms seen as driving integration include technocratic automaticity and change of domestic alliances (Moga 2009, 796). An example of positive spill over is a situation in which a sector such as coal and steel under the governance of a single central institution cause so much pressure to the other associated areas of policy including taxation and wages and influences integration (Wallace 2004, 15). Change in domestic alliance happens when various st ate interest groups, elites and associations transfer their loyalty to supranational institutions and away from national institutions. This is usually fuelled by a realization that supranational institutions offer better paths for achieving the desired goals rather than national institutions (Wallace 2004, 16). This leads to grouping of individuals having pro-European ideas and persuades national leaders to shift their alliance to an integrated region (Wallace 2005, 17). Technocratic automaticity views integration as being boosted by supranational institutions which become stronger than member states. This paper will evaluate how well neo-functionalism can still be used to account for the evolution within the European Union and the discussion will be based on the various developments that have occurred during the past two decades. Inter- govermentalism looks at integration from

Discuss a contemporary problem in penolog Essay Example | Topics and Well Written Essays - 500 words

Discuss a contemporary problem in penolog - Essay Example According to Pollock (2005), the Big House was depicted as a world inhabited by individuals who appeared deceased than alive. This maximum-security prison emerged in 1920s as well as 1930s. This system developed as an uncomfortable transition following the collapse of â€Å"factory† prison, which dominated the last part of 1800s. The Big House prison being a walled institution often contained several thousand inmates who were idle from decreased industrial work (Johnson, n.d). From plantation prisons, which were agrarian comparable to industrial prisons, emerged the Big House to offer discipline to inmates unable to work in the road works and in the fields. Plantation prisons had gross population of black prisoners since they were newly emancipated and were prone to being arrested for the flimsiest pretext to work in hard labour in prisons usually called chain gangs. The shackled prisoners were used to construct several public works like railroads and roads (Pollock, 2005). The Big House gave way to correctional Institution, which was the new prison system that first emerged in 1940s as well as 1950s. These prisons were typically large cell blocks with shops and a yard as well as industrial workstations. About 2,500 prisoners from rural and urban areas spend their time in every institution (Pollock, 2005). During the 1960s and 1970s, treatment programs were established in the correctional institution with the aim of establishing security, order, and discipline. As the number of offenders increased in the last 30 years, so was the prison population. The number of inmates from urban and rural areas greatly increased with many of them engaging in violent offenses. The shift from crime control that emphasized on the significance of incarceration in the previous establishments meant an increase of inmates in the correctional institutions (Cole, Smith &

Oxford castle development Assignment Example | Topics and Well Written Essays - 1000 words

Oxford castle development - Assignment Example All parties must be aware of financial budgets, regulatory controls and legal constraints. All goals and needs of the clients must be met. Challenges may arise due to different interests of the project partners. Public sector bodies hold the interests of the local community [OCC, OC] and/or the site’s heritage [EH, OPT] as their main priority. Commercial businesses such as the TOP on the other hand, are profit driven. The needs of all parties must be balanced by the project manager in order to represent the interests of all clients. The land is owned by OCC and the site of Oxford Castle and the ancient county gaol is an ancient scheduled monument containing 14 listed buildings and structures (English Heritage, 2010a). The project manager must ensure that developers work within the strict heritage guidelines of EH for listed buildings and scheduled monuments (English Heritage, 2010b) and meet the requirements of the land owner [OCC] and other public bodies. Problems may also arise in making listed buildings accessible to the disabled when EH refurbishment regulations conflict with accessibility. Funding must be secured and the roles of financers securely defined to enable the procurement of resources and contractors. The project manager must oversee organization of the project workforce, serving tenders for contracts. Specialist contractors such as historic building surveyors will be necessary to meet public body regulations. The project manager may also oversee the securing of tenants for commercial properties. All development contractors and tenants must adhere to all relevant building restraints and regulations posed by public bodies. Manage the entire project planning from inception to finish. The project schedule, budget and any anticipated future needs, foreseeable obstacles and resultant project alternatives must be planned in the preliminary stages. Budget authorization cycles/finance release

Compare Rule and Act Utilitarians Paper Essay Example | Topics and Well Written Essays - 1500 words

Compare Rule and Act Utilitarians Paper - Essay Example It thinks more of the long term goals (Hayry, 2002). There are two forms of Utilitarianism. That is act Utilitarianism and other is rule Utilitarianism. They both are different and opposite from each other. Act Utilitarianism tells us that the basis of utility should be directly applied for each individual situation. In this, there is a point of view that the most happiness is for the greatest number of humans. The humans decide what to do after looking at that from where the most happiness is generated. In rule Utilitarianism it is told that what we should do to achieve the most wanted consequences and then the act that is seen is best for the majority is chosen (Lyons, 1965). In act Utilitarianism first the consequences are taken into sight of an act. The one with the better consequence is chosen. While the rule Utilitarianism looks at the consequence and then decide which rule to follow. Only that rule is selected that has the greatest utility or happiness whether the law is applied with fairness or not. Its aim is to deal people with fairness. It gives great value to justice. While in act Utilitarianism, it is to benefit the majority but sometimes the feelings are also hurt. Rule and Act Utilitarianism have one thing similar that they are interlinked with the prediction of future however; it is also a fact that predictions are not always right. This can lead to abrupt results which does not benefit the people. As act Utilitarianism is mainly concerned with gaining more good. The rights of the individuals are violated for benefiting the majority. But sometimes it happens that the decision taken is good but at the same time, it is thought that it is not beneficial for the people. It is because of the things that are changed (Crisp, 1997). Rule Utilitarianism constrains its usefulness. Rule Utilitarian believes that the rules should be followed as they benefit the majority (Hayry, 2002). While in

Martha Peer review MS2 Essay Example | Topics and Well Written Essays - 500 words

Martha Peer review MS2 - Essay Example Many typographical mistakes were seen in your paper. If you go back and review it once again I am sure you will also see them. E.g. pg 1 â€Å"household andwhat better†, on pg 2 â€Å"can assessa critical†, on pg 3 â€Å"training andpassed the post- training† and many more. Some sentences were very long and thus were confusing e.g. on pg 4 â€Å"The primary goal was to support abusive and neglectful parents, change their unhealthy patterns of †¦..The hope is to improve their parenting skills so that they will begin to derive pleasure from being with their child(ren) and will no longer abuse or neglect them.† Here there is a sudden change tense. On pg 4 â€Å"However, her line of questioning made me†¦. I vacillated between feeling exposed and judged by her as she continued to try and get me to reveal experiences from my past† is unnecessarily long and could have been divided into two sentences. There was some repetition of word like â€Å" Abuse and neglect†, â€Å"albeit†, and â€Å"learned† that did not give a very good impression. Synonyms could have been used. There were some sentences that were poorly constructed like on pg 1† I knew I was a compassionate, sensitive, caring person and was often told by friends that I was easy to talk to† could have been written as I knew I was a compassionate, sensitive, caring and was often told by friends that I was someone who is easy to talk to, On pg 3 â€Å"I felt certain that if I encountered domestic violence, I too, could become a victim by merely being in the wrong place at the wrong time† could have been written as I felt certain that if encountered domestic violence, I too, could become a victim by merely being in the wrong place at the wrong time and on pg 10 â€Å"In situations where I couldn’t relate to a particular event, I explored my own feelings about the situation and handled it the best way I could with patience, tolerance and a sense of humor† as In situations where I couldn’t relate

Mobile Phone Survey EXCel Coursework Report Example | Topics and Well Written Essays - 1000 words

Mobile Phone Survey EXCel Report - Coursework Example Methods In order to gain some idea of the phone usage a sample of students was asked to complete a questionnaire (Appendix 1). The questionnaire included questions on the service providers used, the level of satisfaction with these providers, the type of payment method used and the amount spent on phones. A sample of students was chosen by selecting those students taking a particular first year module. In total 230 questionnaires were distributed by email and 150 were returned. Results and appropriate analysis of the survey are discussed below. Results and Discussion The paper wanted to know the distribution of students in terms of the mobile service provider that they use. Figure 1 shows that majority of students use OM service (24%), followed closely by Yellow service (22%), Modafone service (21%), and W-mobile service (18%). Very few students use AT mobile service (7%), and Verity service (5%). In addition, 3% of the students use other service providers. Figure 1. Percentage distr ibution of students using each mobile service provider. ... Around 13% of the respondents were not inclined to rate their service provider as either Good or Poor. The amount spent by students on the use of their mobile phones was also of interest to this investigation. Computations indicate that students spend an average of ?27.46 (SD = ?6.44) on the use of their mobile phones. Moreover, upper 25% of the students spend ?25, upper half of the students spend ?28, and upper 75% of students spend ?30. This actually tells us that 25% of the student population spend more than ?30 on their mobile phone services. In addition, the coefficient of variance was found to be 23.4%, which indicates moderate variability of the data. This means that there is quite a moderate chance that there were differences in the way each respondent was requested for data. When the respondents were grouped by gender, it was found that males (n = 81, Mean = ?27.25, SD = ?6.17) spent almost the same amount on mobile phone services as females did (n = 69, Mean = ?27.71, SD = ?6.77). The length of time that the students have owned their current mobile phone is also an important consideration because it will provide insights as to how frequent they changed their mobiles. Figure 2 clearly indicates that majority of the students have owned their current mobile phone for less than six months, indicating that they have most likely disposed of their â€Å"old† phone only a few months ago and went on ahead to acquire a new one. in fact, very few students have had their mobile phone for at least two years, indicating the fast turnover of mobile phones with the student population. Figure 2. Frequency distribution of students by length of time owning a mobile phone.

Performance Management (paraphrase) Human Resource Management Class Essay

Performance Management (paraphrase) Human Resource Management Class - Essay Example Starbucks works hard at providing a great working environment for each and every one of its diverse employees. Along with providing full healthcare benefits for both part and full time employees, the organization thoroughly trains each new staff member through 24-hr in-store training programs for at least 2-4 weeks (Hammers, 2003). This allows them to successfully learn their individual tasks and customer needs while becoming familiar and comfortable with their environment. Starbucks recognizes the fact that every one of its staff is an important â€Å"partner† in helping it to stay true to its mission statement: â€Å"to establish Starbucks as the premier purveyor of the finest coffee in the world while maintaining our uncompromising principles as we grow† (Austin & Reavis 2004). All partners, right up to the board of directors, are given a specific performance standard and code of conduct to abide by. This is effectively communicated through regular partner meetings, memos, and training (Hammers, 2003). When evaluating employees, supervisors, and managers the same appraisal techniques are used to ensure fairness to everyone.

Cng Crisis in Pakistan Essay Example for Free

Cng Crisis in Pakistan Essay Date: 18. 05. 2013 CHEMISTRY PAPER – II Max. Marks: 17 9:30 a. m. to 9:50 a. m. (Science Pre-Engineering Pre-Medical Groups) Time: 20 minutes SECTION ‘A’ (MULTIPLE CHOICE QUESTIONS) – (M. C. Qs. ) NOTE: i) This section consists of 17 part questions and all are to be answered. Each question carries one mark. ii) Do not copy down the part questions in your answerbook. Write only the answer in full against the proper number of the question and its part. ii) The code number of your question paper is to be written in bold letters in the beginning of the answerscript. 1. Select the most appropriate answer for each from the given options: i) The atomic number of an element belonging to group VA and 3rd period is: * 7 * 13 * 15 * 23 ii) Elements of group IB are called: * Normal elements * Rare Earth metals * Coinage metals * Alkali metals iii) Hydride ion and Helium atom have the same: * number of protons * number of electrons * number of neutrons * valency iv) The number of neutrons in Protium is: * zero * 1 * 2 * 3 ) The element having the symbol ‘Ga’ belongs to this family: * Carbon * Nitrogen * Boron * Beryllium vi) On burning in excess of Oxygen, Sodium forms its: * superoxide * peroxide * monoxide * dioxide vii) A mixture of Aluminium nitrate and Aluminium powder is called: * Duralumin * Ammonal * Carnallite * Alum viii) Ca2B6O11. 5H2O is the chemical formula of: * Cryolite * Colemanite * Bauxite * Borax ix) The formula of Hypochlorous acid is: * HOCl * HClO2 * HClO3 * HClO4 x) The metal ion having the highest number of unpaired electrons is: * Mn? 2 * Fe? 2 * Co? 2 * Ni? 2 xi) The chemical name of laughing gas is: Nitric oxide * Nitrous oxide * Nitrogen trioxide * Nitrogen pentoxide xii) This has the minimum hydration energy: * Na+ * K + * Rb+ * Cs+ xiii) Cycloalkanes have the general formula: * C Hn n2 2? * C Hn n2 * C Hn n2 2? * C Hn n2 4? xiv) Glycogen is a: * Monosaccharide * Oligosaccharide * Polysaccharide * Disaccharide xv) This gas was used in the First World war: * Phosgene gas * Mustard gas * Coal gas * Ammonia gas xvi) The hybridization in the Carbon atom of Carbonyl group is: * sp * sp2 * sp 3 * d sp 2 3 xvii) All noble gases fulfill the Octet rule except: * Kr * Ne * He * Ar

Reflection Paper on Criminology Group Presentation

Reflection Paper on Criminology Group Presentation I found that making this academic presentation to be a very challenging experience. This was mainly down to working with a group of people that I dont know, another factor that may have contributed is that I had to study an area of London that Im not familiar with. Despite how challenging I thought the experience was I also found that working on, and presenting the presentation to be a rewarding experience, this was because I was able use theories I had learned and apply them to a specific area. The groups we were in were allocated at random, this was done by giving each person a number between one and four, the number you were given is the group that you are in, this led there to mixed groups with mixed levels of ability. I found the process to be quite bothersome as I was split from the friends I had formed in the seminar group, the group I was put into consisted of four people. After being allocated into are groups were told that for the presentation we could choose any post code to research as long as it was in London. After this we were then told that we had to gather information about that specific area and that we had to use different theorys to explain the information we had gathered. At the end of the seminar the group I was in all exchanged contact details so we could talk over the up coming independent learn week. Over the independent study week we decided as a group which area we want to study which was Harlesden. The task I was given was to pick a crime of my choice and gather statistics on the crime using the Metropolitan Police statistics website, later on I would use the theories that we had been taught in our lectures and seminars to explain the crime I had picked. Another part of my task was to find statistics and information about the housing in Harlesden and try and compare them with the crime statistics I had gathered. It took a bit of time but I did finally decided on the crime I was going to pick and the crime was robbery. After I decided I then looked on the internet for information and statistics for robbery, the main website I used was the Metropolitan Police statistics website as it was reliable and we were shown how to navigate the website in the seminar. Finding reliable robbery statistics was quite straight forward to do as the statistics on the website were up to date and were fairly easy to understand. This was quite the opposite to the information on housing on the MET Police statistics website, the most difficult part, for me at least, was trying to decide what information was relevant and useful and separating it from the useless irrelevant information. Another factor that hindered me was that the majority of the information was outdated which made it unreliable. This problem was not just isolated to me as other members of my group also faced being confronted with too much information and having to deal with outdated statistics. It was useful that the group I was in would meet up twice every week outside of the seminars to discuss the progress that we had each made, it also meant that we could discuss any issues that we were having and voice any concerns that we had about the presentations. One problem with this was that one member of the group almost always never showed up to the meetings which isnt useful for the group or the individual. During one of the first meetings we had I told my group about the problems I was facing trying to find reliable information on housing, the group helped me decided that I should just gather the statistics for robbery in Harlesden. After I have done this they told me I can then use these statistics and compare it with the previous year, the thinking behind this was that by comparing the robbery rates of this years and the previous year we can show whether or not the actions being taken by the police or preventions the police ha ve put in place to decrease robbery in Harlesden are truly working, they also suggested that I should compare Harlesdens robbery rate against the MET total as this would show how Harlesden compares with robbery rates in terms of the whole of London. In my presentation I used three theories to explain robbery, the three I chose to use were the classicist approach of rational decision, zones of transition theory and also the relative deprivation theory. All three of these theories had been taught in the lecture, nevertheless I found that by doing my own personal reading and internet research it helped me fully understand these theories and then be able to apply them to the statistical data and explain robbery. The readings and internet research that I did meant that I was able to write a great statement on why robbery in Harlesden is committed, whilst also knowing the theories to a degree that I would be able to explain them during my presentation. As a group before the deadline we decided that it would be easier and more useful to do four individual presentations instead of one big presentation. During my presentation I felt that my presentation skills could have been better, this was maybe because it was the first presentation I had to do at university and nerves may have played a part. The fact that we decided to do individual presentations may also have been a factor because when your in a group others could bring up points that maybe you might have forgotten in the moment and help you through moments when you need it. All but one of my groups individual presentations seem to go alright, the one that went quite wrong was the person that never showed up to any of the group meetings, there presentation was one slide long with not much information on it and they didnt seem to have tried to complete any of the tasks we set them to do. It was quite frustrating to see because if they had turned up to group meetings they would hav e found that completing the presentation to be quite easy. If I was to change anything it would most likely be to practice my presentation skills, as I felt that this was the part that let my presentation down, this would have made presenting the presentation easier and may have even improved the grade that I received. Before I began to look at Harlesden I little idea where it was, and had almost no information about the area. This meant that I got my first impression of Harlesden from the MET police crime statistics, this in turn gave me the feeling that maybe Harlesden was a area that was maybe rife with crime. This changed however after having done more investigating in to area and having spoken to the two people in my group that live there, my impressions have now changed and I now view Harlesden like most other place, there are some better areas and there are some worse areas. This shows how working in a group can be beneficial as they helped me see that I shouldnt judge a place on just statistics and that you need to speak to people that live in the area to fully understand the area. If I had been in a group with people that didnt live in Harlesden I believe that my first impression of the area would still be the impression that would have today, yet having people in my group who had experien ced Harlesden first hand and could talk about the experiences they have had helped assist in changing my first impression. I felt this presentation helped me because I was able to improve on my weakness which I had which was my presentation skills and this allowed me to improve this in a later presentation I did for another module. So reflecting on my experience of this presentation allowed me to improve the capacity to reflect on action so as to engage in a process of continuous learning (Schà ¶n, 1983:173). This experience also showed that I was able to complete my research and gather information and deliver it in a presentation which was a new thing for me. At first I didnt feel confidence that I would be able to deliver a good piece of work, but by working with others it has shown me that if you all work together on a piece of work it doesnt seem as daunting and it will make the experience more rewarding. Bibliography Schà ¶n, D (1983) The Reflective Practitioner: How Professionals Think In Action. New York: Basic Books

Why Australia Joined World War I In 1914 :: World War I History

Why Australia Joined World War I In 1914 In 1914, Australia joined the First World War. Although it was seen as a European war, the Australia government decided that Australia should support its 'Mother Country', Britain. The prime-minister at the time, Joseph Cook, stated Australia's position : "Whatever happens, Australia is a part of the Empire, right to the full. When the Empire is at war, Australia is at war." Many Australians objected to the country's involvement in the war, but the majority of the population agreed with the government's decision. Australia joined the war for many reasons, but two main reasons were : Australia (as a counry) felt a loyalty towards the 'mother country', Britaain and that the war would be a good opportunity to improve Ausrtalia's international reputation. Many individual Australians also joined the war for a variety of reasons. Some felt a strong loyalty to Britain who had supported Australia, and now, they felt, was the time for them to 'do their bit'. Others enlsted simply to prove they were brave enough to fight, but some enlisted because their friends had. Some simply enlisted because they needed a job, pay, and regular meals, but many enlisted in the army for an adventure, not knowing the true horrors of war. Private A.J. McSparrow (former railway worker from Parramatta, NSW), was one of the many men whwo enlisted because he felt that it was his duty to support the 'mother country' ..."I have (enlisted) ... and I don't regret it in the very least. I believe that it is every young fellow's duty" and "... we are the sort of men who should go."Private Antill enli sted because he needed the money, clothes and food and also because it was easier work than cabinet making ..."I tell you what I have just joined the Australan army ... it's not bad money here 5/- a day and clothes and food that's nearly as good as cabinet making and not half as hard."Lieutenant D.G. Armstrong (former bank clerk from Kyneton, Victoria), thought that the war would be great opportunity to prove his strength and to show that he was not a coward..."I am going to have a try for the war ... I think I ought to go, they want all they can get and ... I think it's the greatest opportunity for a chap to make a man of himself, those that come back from this war will be men of the right sort that anybody would be proud of.

A Career in Medicine Essay -- Medicine College Admissions Essays

A Career in Medicine    My experiences at home have helped prepare me for a career in medicine I grew up in an economically depressed area in San Francisco where my mother was a single parent. Growing up without a father, I developed self-confidence and a sense of independence at an early age. In order to help my mother financially, I unloaded produce trucks during my years in high school. As a result, I was unable to enjoy many of the activities most youngsters enjoy. However, I am thankful for the determination and inner-strength I developed while overcoming the hardships I faced.    After graduating from Lowell High School, I entered the University of California, Berkeley. The topic of nutrition interested me. Therefore, I embarked upon a rigorous course of study as a nutrition and food science major. My first year at Berkeley was very demanding academically. However, the toughest obstacle proved to be the separation from my family. Fortunately, I received great support from my loved ones during this p... ...s and to the understanding of the aging process.    My exposure to the clinical and research aspects of medicine have shown me that a career in medicine involves an extraordinary amount of sacrifice. I am willing to make the sacrifices necessary to achieve my goal to become a physician and practice medicine in my community. The trials I have faced and the lessons I have learned growing up in my community will allow make a special contribution to the medical profession and to the patients I serve.   

Personal Narrative- Playground Memory :: Personal Narrative

Personal Narrative- Playground Memory Looking back on a childhood filled with events and memories, I find it rather difficult to pick on that leaves me with the fabled â€Å"warm and fuzzy feelings.† As the daughter of an Air Force Major, I had the pleasure of traveling across America in many moving trips. I have visited the monstrous trees of the Sequoia National Forest, stood on the edge of the Grande Canyon and have jumped on the beds at Caesar’s Palace in Lake Tahoe. However, I have discovered that when reflecting on my childhood, it is not the trips that come to mind, instead there are details from everyday doings; a deck of cards, a silver bank or an ice cream flavor. One memory that comes to mind belongs to a day of no particular importance. It was late in the fall in Merced, California on the playground of my old elementary school; an overcast day with the wind blowing strong. I stood on the blacktop, pulling my hoodie over my ears. The wind was causing miniature tornados; we called them â€Å"dirt devils†, to swarm around me. I stood there, watching the leaves kick up and then settle. My friends called me over to the wooden playground surrounded by a sea of mulch chips. The bridge squeaked furiously under our weight. An unannounced game of tag started and we found ourselves weaving in and out of the wooden fortress and the trees that surrounded it. My shoe became untied and I took a time out to tie it with a method that no one uses here. We heard an adult voice; it was time to go in. We lined up single file, supposedly in alphabetical order but no one ever does. I liked that, I never liked being in the back. While waiting for everyone to line up, I looked up at the trees that line the walkway. Despite the time of year, I noticed sparse flowers growing on the trees.

Family Ties, Family Lost

The short story of Faulkner depicts the reality of life that is applicable to our world now. In most, if not all, societies, sons and daughters are below the level of the parents because they are younger and less experienced in life. Children are expected to obey their parents because parents know what is right and what is best for their families. After all, they have lived longer. Twinned with this obligation to obey their parents is the children’s duty to be loyal to the family.Blood if thicker than water, they say. Ties that bind the family are of a different kind, something that is not easily broken. In fact, his being a civil war veteran sealed the cuffs on his family. His wife could not say anything about his barn burning ways and neither can his sister. If the older people cannot stand up to Abner, there was no way that his son, Satry, can stand up for his own either. The way Abner Snopes had tied his son, Satry, to their family is not something that should be admired.A bner had so much influence over his family, especially over his son, that Satry cannot make a decision for himself. Blind adherence to the principles of obedience and family loyalty had tied him so tightly that when the time came that he was about to stand up for what he believed was right and moral, it was too late. His father was already dead. The last part of the story actually reminded me of the movie American History X, wherein the older brother was a convicted white supremacist who heavily influenced his younger brother.When the time came that the older brother was trying to reverse every single thing that he had taught his younger brother, somebody kills his brother. But even if he was too late, I admire the courage of Satry to leave behind the place that imprisoned his principles and to face the world on his own. In a sense, his father’s death was the baptism of Satry into the realities of the real world: that blind adherence to family can only get you so far and that at the end of the day, it is your principles, in Satry’s case justice, that will take you through this world.Parents will always have influence and power over their children, in the same way that Abner had so much influence of Satry. But it must be conceded that there should be a balance between the parents wanting what is best for their children and what the children think are the core principles and beliefs in their life. It is enough that the parents try to teach their children but at the end of the day, every single decision must be made by the child. After all, it would be the children who would live their lives and not their parents.

Globalization and Its Merits and Demerits

[edit]Proto-globalization Main article:  Proto-globalization The next phase, known as  proto-globalization, was characterized by the rise of maritime European empires, in the 16th and 17th centuries, first the  Portuguese  and  Spanish Empires, and later the  Dutch  and  British Empires. In the 17th century, world trade developed further when  chartered companies  like the  British East India Company  (founded in 1600) and the  Dutch East India Company  (founded in 1602, often described as the first  multinational corporation  in which stock was offered) were established. [39]Animated map showing the development of European  colonial empiresfrom 1492 to present The  Age of Discovery  added the  New World  to the equation,[40]  beginning in the late 15th century. Portugal  and  Castile  sent the first exploratory voyages[41]  around the  Horn of Africa  and to the Americas, reached in 1492 by the Italian explorer  Christopher C olumbus. Global trade growth continued with the  European colonization of the Americas  initiating the  Columbian Exchange,[42]  the exchange of plants, animals, foods, human populations (including  slaves),  communicable diseases, and culture between theEastern  and  Western  hemispheres.New crops  that had come from the Americas via the European seafarers in the 16th century significantly contributed to world population growth. [43]  The Puritans migration to New England, starting in 1630 under John Winthrop with the professed mission of converting both the natives of North America to Puritan Christianity and raising up a â€Å"City Upon a Hill† that would influence the Western European world, is used as an example of globalization. [44]

Is Violence in the Media Controversial? Essay

Do you have a particular song or movie that you just really love. If you do, have you ever considered the kind of music you listen to or the movies you watch influence the decisions you make about almost everything. This may be really obvious, but a lot of people underestimate it: It’s the power of the media. Media is very powerful and extremely influential. And as teenagers, our minds are a lot more absorbent to the things we see and hear around us. That’s why I think media should be censored. Probably the most common example of the influence of media on teenagers is the Columbine shooting. Public controversy about violent content in the media has a long history that extends as far back as the first decade of the twentieth century in the United States. The earliest controversies revolved around depictions of criminality in the movies, and the very first case of movie censorship occurred in 1908, when the police in Chicago refused to provide a permit for the public display of the movie The James Boys in Missouri. Authorities objected to the content of the film because it focused on violent law-breaking (Hoberman, 1998). The scientific study of the effects of media violence may not extend as far back as 1908, but it was only a few years later that media violence became a focus of the first major investigation of the content and effects of movies. Violence in the media has become a contradictory topic. While some individuals believe that media violence places society in danger of chaos, others find that violence in the movies and on television has no negative effect on societal communities. Research has shown that there are pros and cons to having violence displayed in the Violence in the Media 3 media. The study of media sources (particularly violence in video games, television, and movies) with real-world aggression and violence over time. There doesn’t seem to be many positive aspects to violent television shows or movies, but there’s at least one advantage to watching violence, such as catharsis. There will always be the debate over why some people react with violence after watching violent media and some do not, but the fact remains that there are few good reasons to see so much violence in such explicit detail. Many social scientists support the correlation however; some scholars argue that media research has methodological problems and that findings are exaggerated (Ferguson & Kilburn, 2009; Freedman, 2002; Pinker 2002; Savage, 2004). Measuring aggression and its causes has always been an important focus for social psychologists, partly because excessive aggression isn’t tolerated in our society, and overly aggressive individuals often find themselves in jail because of their behavior. The first experiments on the impact of media violence on human behavior were conducted by psychologists and sociologists who applied theories of social learning and modelling behavior i.e. they thought that people saw violent behavior on TV and copied it. The more violent behavior they saw, especially violence that went unpunished, the more likely they were to behave in a violent manner themselves. Since the 1960s and Albert Bandura’s Bobo Doll experiments, there have been many studies by social psychologists attempting to establish a causal relationship between media violence and aggressive behavior. Violence in the Media 4 Complaints about the possible harmful effects of mass media appear throughout history; even Plato was concerned about the effects of plays on youth. Various media/genres, including dime novels, comic books,jazz,rock and roll, role playing/computer games,television,movies,internet (by computer or cell phone) and many others have attracted speculation that consumers of such media may become more aggressive, rebellious or immoral. This has led some scholars to conclude statements made by some researchers merely fit into a cycle of media-based moral panics. Several scholars (e.g. Freedman, 2002; Olson, 2004; Savage, 2004) have  pointed out that as media content has increased in violence in the past few decades, violent crimes among youth have declined rapidly. Although most scholars caution that this decline cannot be attributed to a causal effect, they conclude that this observation argues against causal harmful effects for media violence. A recent long-term outcome study of youth found no long-term relationship between playing violent video games or watching violent television and youth violence or bullying. Violence in the Media 5 Pro: Catharsis Theory The catharsis theory implies that daily interactions cause individuals to accumulate frustrations. These frustrations could lead to the individual committing violent acts if not released by other means. According to this theory, watching others engage in violent acts on television or in the movies relieves the individual of daily frustrations, and creates a society filled with less violence. In essence, the catharsis theory deems media violence as a positive attribute because an individual can release tension without physically harming another individual. Con: Violent Thoughts Researchers have undertaken studies that support the idea of media violence initiating violent thoughts in children and adults. According to the theory of observational learning, children learn through example. As such, kids who unable to decipher the difference between reality and fantasy will imitate behavior viewed on television. If not corrected, these children have the potential to exhibit violent as children and throughout their adult lives. From the perspective, violence in the media initiates violent thoughts that individuals eventually carry out. Violence in the Media 6 Pro: Reinforcement Theory The reinforcement theory holds that media violence reinforces prior beliefs about violence in society. When speaking of media portrayals, the reinforcement theory indicates that violent acts seen in the media occur in society when aggressive behavior already surrounds the viewer. Individuals  who learned that violence is wrong will not be influenced by the media to commit such acts. In fact, people whose believe violence to be bad will use such behavior in the media to strengthen their opposition. Con: Justifiable Violence Regardless of an individual’s beliefs about violence, The Center for Media and Public Affairs (CMPA) holds that aggressive behavior in the media presents the idea of violence being a justifiable solution to societal problems. According to CMPA, many television shows with a protagonist through violent acts. While good ruling over evil is a positive concept, some television shows and cinemas do not demonstrate the human consequences of violent acts. Failure to exhibit such consequences informs the viewing audience that violence is the only justifiable means of solving a problem and aggressive behavior has no consequences associated with it—a concept that is certainly untrue in society. On top of all that, seeing these themes at such a young age helps desensitize him to it when it occurs in reality. In an ideal world, all there would be more child appropriate television, and parents may do more to shield their kids from the guns and explosions that is today’s media. Unfortunately, we don’t live in an ideal world, so I think the media should set their violent content to â€Å"low†, not â€Å"overkill†. Also, not only is their proof that the lack of non-violent television is getting to our kids, but the media has, (whether intentionally or not), shown in a sense, what the violence on television has done to children. The Effect of Violence in the Media on Children Television, movies, and video games are a big part of children’s lives in today’s technologically advanced society. However, there is a big controversy questioning the effects of these media outlets on children. Much of society claims to have proof for the belief that media violence affects children negatively. However, I am skeptical of the evidence that is stated to prove that claim. I feel that society has placed the blame on these mediums for the violent acts, however serious or trivial, that children commit way too easily, before they even begin to examine the parenting of today’s society. National Association for the Education of Young Children supports the reinstitution of FCC standards  establishing limits on violent depictions during hours children are likely to watch television. Standards would also control the degree to which violence is depicted so as to be perceived by children as a normal and acceptable response to problems, as equated with power, as leading to reward or glorification of the perpetrator. An additional strategy would be to develop a parental guidance rating system for network. Violence in the Media 8 Conclusion There are many issues surrounding this age-old debate and the perceived effects of violence in the media. Over the past fifty years various studies have both proved and disproved the links between violence in the media and aggression in real life. But somehow the same questions keep coming up: Who is responsible for the violent content in the media? The arguments on each side of the debate are very powerful, and draw on years of discussion, and anxiety about the effects media violence might be having on our society as a whole. Parents need to be aware that much of what children watch on television is not specifically intended for children. It has been estimated that only 10% of children’s viewing time is spent watching children’s television; the other 90% is spent watching programs designed for adults. Parents can assist children in finding alternatives to viewing adult television. You need to sift through the research material and have a look at the different views of parents, psychologists, academics, audiences and media producers. Check who has authored any given report, and how that might affect their conclusions e.g. are they affiliated to a religious group, or an industry association? The irony at the heart of the Violence in The Media debate is that a lot of the media coverage of this topic which condemns violence, actually incorporates violence and is designed to stimulate violent reactions. REFERENCES 1. Savage, J., & Yancey, C. (2008). The Effects of Media Violence on Criminal Aggression; A Meta-Analysis,† Criminal Justice and Behavior. : Sage. 2. Berkowitz, L. (1965). â€Å"Some Aspects of Observed Aggression†. Journal of personality and social psychology 12 (3): 359–369 3. Bender, H.E., and Kambam P., Pozios V. (2013). Does Media Violence Lead to the Real Thing. 4. Brown, Governor of California Supreme Court of the United States (personal communication, June 27, 2011) Entertainment Merchants Association. 5. Freedman, Jonathan L. (2002). Media violence and its effect on aggression: Assessing the scientific evidence. Toronto 6. Ferguson, C. J.; Kilburn, J. (2009). â€Å"The Public Health Risks of Media Violence: A Meta-Analytic Review†. The Journal of Pediatrics 154 (5): 759–763 7. Singer, D., & Singer, J. (1984). TV violence: What’s all the fuss about? Television & Children, 7(2), 30-41.

Being a Change Agent

This paper will outline the concept of change agent. It will give us a brief description of what a change agent is. It will discuss the concept in detail further. In the first few pages, we discuss what basically a change agent is and what are the theories and concepts behind it. Later on, we discuss change agents with reference to the procurement process. The role that change agents play in the business environment has become very important in the past few years. Companies adopt and adapt to change often and to help them initiate the process and implement it completely we have change agents.Introduction A change agent is someone who can change an individual’s or organization’s ability and enable them to achieve higher levels of outcome and help them move up the needs hierarchy. (Stevenson, 2008) A change agent is, â€Å"a person who leads a change project or business-wide initiative by defining, researching, planning, building business support and carefully selecting volunteers to be part of a change team. Change Agents must have the conviction to state the facts based on data, even if the consequences are associated with unpleasantness. † (Six Sigma Dictionary, 2003)A change agent has to see the future and over look the present because if he starts to think of the present then he will not be able to bring about the changes that he wants. The vision leads the agent to act a certain way and perform certain activities and functions. Bringing about a change is not simple; it requires a lot of hard work. Hard work is not the only thing that can initiate and implement the change, the agent needs to be passionate about the change and believe in the vision. His passion will ultimately lead the others around him to be passionate and the change to be successful. (Stevenson, 2008)As we all know that motivation is one of the key factors for anything to be successful. Nobody else can motivate the change agent, he needs to motivate himself. He needs to be strong individual who can overlook the comments of others and be misunderstood and not appreciated and still do his job. Most important of all these things is that the change agent needs to be able to understand people and their needs. Without the people it is impossible for the change to be successful, the change agent should not forget them in the process of bringing about a change, because otherwise the change will be useless. (Stevenson, 2008)In today’s world change agents are a common phenomenon, businesses frequently have to redesign business operations to stay up-to-date and enhance their position in the business world by having a comparative advantage, the latest technology and business process. To enable this to happen in their company, the management hires change agents. The change agent analyzes the company and its operations and then develops a vision as to where he wants to see the company. Then he sees what the basic requirements for the change are, training for the employees, re-layering for the organization, new system, investment and many other things. (Hugos, 2008)Once all this has been established, the change process starts, the time period can vary according to the type of change and the extent to which the change is taking place within the organization. During this time period, the change agent interacts with all the people and helps them adapt to the new system and overcome any problems that they might be facing. Once the system has been implemented, the change agent also judges the successful rate of the change. If there has been a productivity increase and a generally better environment than the change has been successful otherwise another theory or method may have to be used for the change.(Hugos, 2008) People resist change, they do not like it when outsiders come and change something in their territory. They feel uncomfortable as the environment changes because they had become used to the previous environment and even thoug h it had some shortcomings, it was their haven. That is why change agents are treated badly and are not liked by the employees of the organization because they think he will change their territory which will change the way things are done and maybe the layout of the office. The change agent will enter their comfort zone and distort it. (Hugos, 2008)The first thing that the change agent needs to do is to get to know the people around him and especially those that are involved in the change process. The agent needs to talk to them and see what they want. He needs to make sure that these employees are comfortable around him and understand the change process and are willing to support him. The best way to get to know the employees and get them to talk to you is to get down working with them. The second thing that the change agent needs to do is take the information he finds during this time very seriously. Things he will learn here are the basic reasons for the change.This information w ill help in developing the vision later. The third and last thing that will happen and will be consequence of the first two steps will be that the employees will start to trust the agent and will open up to him. (Hugos, 2008) Up till now we have talked about how change agents need to maintain a relationship with the target group. We will now discuss who the target groups are. The target groups are the people on which the change will be implemented. In these include, the employees whose attitude, feelings, beliefs, values, and perceptions might need to be changed.Then there are groups or organizations, whose size, composition, structure of authority, hierarchies, communication styles and channels, and many other things may need to be changed. Another category is the community, in which change might be needed within the inter-group relations that exist on the basis of ethnicity, race, gender, class, religion etc. and finally there is the society as a whole. Change in the society will be on a very large scale, such as globalization, urbanization, modernization, a change in policies and international relations, the environment, agriculture, education and much more. (Hugos, 2008)The categories of change agents are the directors of a company, administrators, political parties or supporters, the financial backers, volunteers, employees, technical and professional people such as lawyers, sociologists, scientists etc. the types of change strategy that the change agent will adopt will depend on the situation and the type of change that is required, in some ways it will also depend on the relationship between the agent and the target of change. (Hugos, 2008) Change Strategies Then type of change that is needed and the way the change will be implemented is known as the change strategy.There are four strategies that a change agent can follow: empirical-rational strategies, normative/re-educative strategies, power/coercive strategies, and environmental-adaptive strategy. (U NCW, 2008) The empirical-rational strategy is used when the relationship between the target and the agent is unequal on some levels but on the other levels the inequality does not exist. This strategy is used so that the inequality can be reversed. The strategy is most effective when the targets of change are individuals and not groups and organizations.The aim of this strategy is to provide the targets with the information; it assumes that the targets are rational beings that can use this information to gain knowledge and make the best decision possible from the information that is available to them. (UNCW, 2008) The normative/re-educative strategy is used when the agent wants to convince the target. It is not a battle or a debate where the agent wants to defeat the target but the agent wants the target to understand his point of view and finally agree with him. In this strategy the target is brought face to face with the changed ideas and views.They are persuaded to adopt these ne w values and internalize them so that they become part of the group and are something that the group does unconsciously. To make people believe and accept these values, the emotional and the rational appeal are used. They can either be convinced with scientific facts and figured or can be convinced emotionally. The targets of such a strategy are organizations, groups and the communities. (UNCW, 2008) The third strategy is the power/coercive strategy. This strategy will only work when the target is dependent on the agent such as in the case of children.In this strategy there is the use of power, money and authority. The targets may be bribed to follow the change or otherwise face the consequences. The authority in this case may or may not be legitimate. The agents in this case want to be ahead of the target and want to defeat them. It can also be that the agents may be oppressed by the target and will eventually revolt against the target, there have been such cases in history but the y have been on a very large scale, for example; the French Revolution. (UNCW, 2008) The fourth strategy of change is the environmental-adaptive strategy.In this strategy the people are not immediately transferred into the new environment, it is a gradual process. The new organization is created and the employees are made to go through a transition phase. In this the targets will be upset with the change but will quickly adapt to the new environment. (Nickols, 2006) The Change Process The way the change is brought about or the processes that the change is brought about in are known as the change process and there are a few methods for doing this. Each will be discussed individually in the following paragraphs. The basic process of change is the unfreezing, changing and refreezing process.The things that need to be changed will be unlearnt by the employees; they will then learn the new way of doing things or can come up with their own way of doing the job. The best method will then be learned by all the employees. The method will then be refrozen, by learning it. Another process of change is by solving a problem and finding a problem. The thing that needs to be changed is referred to as the problem. The change agent needs to move the target from the state of problem to the solved state. This has to be done in an orderly and disciplined fashion. When this is achieved the problem is solved.This is basically known as the planned change model. (Nickols, 2006) When the change agent is trying to solve the problem he is basically looking for the solution thus, the problem solving part comes when a course of action is looked for to solve the problem. The problem finding part is when the action or thing that needs changing is being found. In this the change agent is finding the thing that is causing the problem and that which will eventually need to be changed. Thus, the problem is first found and then solved in a systematic manner. Some questions need to be answered abo ut the problem.The first thing that needs to be understood is that how the problem has occurred so that such situations can be avoided in the future. (Nickols, 2006) Another thing that needs to be analyzed is that what has caused the problem, so that that can also be solved. The problem has occurred because of a reason and that reason needs to be found and analyzed. There must be something that is lacking in the current situation, and to solve the problem the change agent needs to know these things so that in the solved situation these things are not present. (Nickols, 2006) ConclusionA change agent does not require a specialized set of skills, there is no professional degree needed to be a change agent. There are only a few things that an individual needs to be aware of and know how to manipulate. He needs to be aware of the people around him, but this he needs to limit. If he becomes too aware it can hinder his job or if he completely not aware then he will not be able to implemen t the change successfully. A change agent needs to know what the situation is and after careful analysis he should be able to solve it in his mind before actually solving it in real life because otherwise it might just end up as a disaster.One thing we can conclude from the paper is that the process of forming a relationship with the target is of extreme importance and that without the support of the people involved the change agent cannot achieve his goal. The whole process of will be useless. References 1. Dennis Stevenson (2008). What is a Change Agent? Retrieved on August 24, 2008, http://it. toolbox. com/blogs/original-thinking/what-is-a-change-agent-23764 2. Fred Nickols (2006). Change Management 101: A Primer, Retrieved on August 24, 2008, http://home.att. net/~nickols/change. htm 3. Mike Hugos (2008). How to become a Change Agent, Retrieved on August 24, 2008, http://www. cio. com/article/13091/How_to_Become_a_Change_Agent? page=3 4. Six Sigma Dictionary (2003). Change Agent , Retrieved on August 24, 2008, http://www. isixsigma. com/dictionary/Change_Agent-393. htm 5. University of New Carolina Wilmington (2008). Social Change Strategies. Retrieved on August 24, 2008, http://people. uncw. edu/pricej/teaching/socialchange/Social%20Change%20Strategies. htm

CRJS300 U1IP Research Paper Example | Topics and Well Written Essays - 1000 words

CRJS300 U1IP - Research Paper Example Boston Legal, on the other hand, shows judges and courts to be susceptible entities that can be manipulated and whose opinions can be changed in the favor of those accused. Castle and Dexter are shows highlighting operations and effectiveness of police department in solving crimes. There are limited instances where Policemen and detectives are shown as villainous characters. Mostly, they are law abiding professionals, following procedures and paying less attention to their human side which can introduce bias in their overall practice. It is important to note that Castle considers bad policemen to be an exception and a source of bad name for the whole department. On the other hand, Dexter’s leading character is a serial killer who assists Police department in forensic examination and only kills those who managed to escape from law. The overall approach portrays villainous nature of Dexter to have a just cause in murdering others. However, there are other detectives in the same show that support drug dealers like various real-life detectives (Edwards, 2013). Prison Break and American History X have shown correctional agencies especially prisons as hubs of ultimate corruption where punishment is more emphasized than rehabilitation and also as a centre of inmates politics. Furthermore, it is an institution run by corrupt officials like Bellick in prison break. There are also several real life examples of police corruption that support the theme of these shows about police corruption e.g. more than ten corrupt police officers in Atlanta charged with protecting drug dealers (Milligan, Paluska, & Starzyk, 2013, Edwards, 2013). A critical analysis of these shows would illustrate that a perception of a given authority in the show depends on its overall theme. Some of the shows have depicted criminal justice professionals as well as authorities to be righteous, law abiding individuals as well as

How would you evaluate the performance of a bank using published Essay

How would you evaluate the performance of a bank using published accounting data. What other data would you use in this evaluation - Essay Example And according to many industry experts, a new era of global banking is emerging (Kubris-Labiak, 2005). It is important to have a method of analysing banks’ performance, in order that problems could be threshed out early on and government intervention could protect the public’s savings and preserve the public trust in the safety of the banking system in general (Mishkin & Eakins, 2003). The basic function of a bank is to source funds from savers, and to deploy the funds into productive undertakings by producers. (Madura, 1992). The degree to which banks are capable of discharging this function is the measure of its performance. (Fraser & Ormiston, 2001) The fundamental source of data for measuring bank performance is the income statement. This is the financial report that describes the source of income and expenses that affect the bank’s profitability (Saunders & Millon Cornett, 2008). This paper will walk through a hypothetical bank’s financial statement, which is given here as ABC Bank, a typical commercial bank. A cursory inspection of the income statement above shows several important items. Operating income is the income that comes from a bank’s ongoing operations. It is comprised of the interest income and non-interest income. Most of a bank’s income is interest income, because the banking function is basically that of converting deposits to loans that earn income. In the above table, interest income is shown to account for 73.5% of ABC Bank’s operating income. Interest income fluctuates with the level of interest rates. Non-interest income, on the other hand, makes up about 26.5% of total income in the above example, and is generated partly by service charges on deposit accounts. Typically, however, the bulk of non-interest income comes from off-balance sheet activities, such as trading in financial instruments and generating income from fees and loan sales. The importance of these activities

Gender and History in Modern South Asia Term Paper - 1

Gender and History in Modern South Asia - Term Paper Example It is worth considering what other people perceive as being Chinese citizenship as opposed to the perspective of the Chinese themselves. Some of the ancient practices by Chinese people have faced stiff rejection especially over the course of the twentieth century by citizens who are believed to be from China. During the empire rulings, traditional rituals and practices were common among Chinese communities but cultural erosion has been greatly evident especially during the first half of the twentieth century. In the nineteenth century, Chinese were seen to uphold and respect their cultural practices such as marriage and burial rituals. However, things have significantly changed during the twentieth century where traditions have been greatly rejected by the Chinese. Instead, they are turning to modern life by abandoning indigenous ways of dressing and practices for the modern way of life. Chinese people have encountered a number of challenges as they try to transform from imperialism to modern way of life but by the help of educated people in the society, effective techniques have been used to liberate China from imperialism. The nation of China was a long time ago composited of small communities until when transformation took place over the nineteenth and twentieth centuries. The kind of leadership that was in place was quite different from the current one since centralization was in practice as opposed to decentralized leadership practiced today. The ruler of the state was an emperor the Son of Heaven who held the central position of cosmos (Harrison 2). Besides the emperor, there existed a bureaucracy education which, had characteristics that clearly portrayed the existence of modern China. However, it is worth noting the emperor was then perceived as a world but not as a country. Nevertheless, this did not mean that the Qing courts did not recognize the presence of other nations since they could have a negotiation with foreigners only that the negotiations could never be allowed to erase Chinese culture.  

Competetive Strategy Analysis - Samsung Essay Example | Topics and Well Written Essays - 3000 words

Competetive Strategy Analysis - Samsung - Essay Example The current status of the firm’s competitiveness is evaluated using three strategic tools: the Five Forces model, the Value Chain analysis framework, and the Strategic Clock. The first two models were developed by Porter while the Strategic Clock has been designed by Bowman. These theoretical models allow the identification of all aspects of the firm’s strategic position in the global market. In this way, the understanding of the firm’s current position towards its rivals and of its future prospects in the particular industry becomes easier. Porter’s Five Forces Literature review The Five Forces model of Porter (see Figure 1 below) highlights the forces that a firm is likely to face when developing its daily activities. The identification and the evaluation of these forces are necessary in order to check whether a firm has prospects in its industry or not (Hill and Jones 2009). The forces included in the Five Forces model of Porter are the following: †˜a) new entrants, b) suppliers, c) buyers, d) substitute products, e) industry competition’ (Henry 2008, p.69). The analysis of this model’s elements would help to understand its value for evaluating the potentials of Samsung in the global electronics industry. ... The power of suppliers to ask for increase in prices is higher as the material/ product delivered to the client is rare and cannot be easily located through other suppliers (Roy 2011). This phenomenon is known as the bargaining power of suppliers (Roy 2011). In sectors that are critical in terms of the material used in products, the bargaining power of suppliers can be high: for example, the pharmaceutical industry or the luxury cars industry (Roy 2011). At the next level, reference should be made to the other element of Porter’s model: customers. Customers are able to press firms to proceed to the reduction of their prices in the following case: when the products/ services provided by a firm become common in the market, the customers of a firm may decide to leave their firm and prefer the products of a rival that are at lower price (Gordon 2004). The specific potential of customers can exist only if a product is widely expanded in the market or if a new entrant that offers th e same product at lower price has appeared in the local market (Gordon 2004). The term ‘substitute products’ is used for describing the products with similar characteristics but of lower quality (Ungson and Wong 2008). These products can be available at lower price since their production cost is significantly lower than that of the products with similar characteristics but of high quality (Ungson and Wong 2008). Consumers may prefer these products instead of those that used to buy until now in order to save money (Ungson and Wong 2008). Substitute products cannot particularly threaten a firm that offers products that cannot be easily replicated (Alrawashdeh 2013); Finally, reference should be

Supply Chain Case Study Example | Topics and Well Written Essays - 2500 words

Supply Chain - Case Study Example It is the world’s largest apparel retail store having chain stores in many countries. It is famous that the production, operations and then the supply chain activities are so well managed at Zara that it takes just two weeks to manufacture a new product and then launch at a display store. Whereas other competitors working in the Apparel industry take minimum of six months for manufacturing and then launching a new product in the market. This developed structure is really a source of competitive advantage for the Company Zara (Bhagwat 2011). Benetton is another Italian based Clothing Company, working globally regardless of the geographical boundaries. Benetton is famous for its dual supply chain system. The production is usually based on the quantity demanded from the stores themselves. This is also sometimes known as pull driven strategy. In addition, the last one, H & M is Swedish based Apparel Company working successfully in the market. The full name of H & M is Hennes and M auritz. The products are famous for its reasonable prices and the availability of variety of stocks within no time. It is famous that no single item remains on shop shelves more than a month duration. At Zara, the efficient operational activities and the processes are the real cause or the source of gaining competitive advantage as compare to many other competitor firms operating in the industry. The managers at Zara Company continue the research process throughout the whole season and not just in the end. For this reason, they are successful in the provision of new products within no time. The lower prices as compare to many other competitors may also give a positive impact to strengthen the competitive advantage of the company. Anyone can imagine the work efficiency at Zara Company that the product stay at distribution centre is only three days and after that, workers dispatch it to different retail stores. Another innovative thinking of marketing managers at Zara

Analysis of the Auditing Report Purpose Essay Example | Topics and Well Written Essays - 1000 words

Analysis of the Auditing Report Purpose - Essay Example The essay "Analysis of the Auditing Report Purpose" overviews the main objectives and principles of accounting and the process of auditing that help an auditor in reporting the financial condition and working result of the organization. During auditing, the auditor may come across some errors and frauds although that is not the primary objective of the auditor. The auditor can also disclose whether the accounting system adopted by the company is efficient enough, during which time he may mention some several glitches in the system. The auditor has to examine books of accounts and any other relevant document so that they can report the financial condition of the firm. During the process, the auditor may come across some errors or frauds which can be in the form of clerical errors or errors of principle. Clerical errors can be divided into errors of commission, errors of omission, and compensating errors. Some frauds can be so damaging that they lead to the company bankruptcy. A good example is The Enron scandal that led to the bankruptcy of the corporation that was a result of audit failure. There are the following principles in auditing: planning, honesty, impartiality, secrecy, evidence, consistency and legal framework. The auditor has to plan before starting their work. The auditor decides to account about the internal control procedure and the accounting. Honesty and sincerity are the second most important principles of auditing. The auditor should exhibit a high degree of loyalty and professionalism.

Political Science Coursework Example | Topics and Well Written Essays - 250 words

Political Science - Coursework Example Thus, denying the social media its freedom to air the content that is suitable for the public. The same applies to the content a person can upload on the internet since it will be monitored by the government and hence one is limited on the type and amount of content to share. Also, crucial information regarding the government is likely to be hidden from the public leading to people living in darkness. I agree with Shirky that both SOPA and PIPA are forms of censorship. This is because the government is in verge of monitoring everything being distributed which in turns denies the social media the freedom it deserves in running its business. Besides, it is an infringement of freedom of speech to American citizens since one cannot air their thoughts freely (Shirky, 2012). The media companies would want such bills passed into law for two reasons. First, they will have the freedom to produce and share their content freely. Secondly, it is not the government that will police their material and thus they will not be directly answerable to any violation that they make. Thus, the signing of the bill will affect the companies providing a way for media houses to create, produce and share their content. On the other hand, rejection of the bill will impact directly on media houses since they will have to directly answer to any violation. Either way, someone is going to be directly affected by the bill if signed or not

Learning Natural Resources and Energy Essay Example for Free

Learning Natural Resources and Energy Essay A Paper on the Ecosystem and on the Biodiversity General Questions General General Questions Write a 1,400- to 1,750-word paper on natural resources and energy. Include the following:  · Choose a specific ecosystem, such as a forest, a grassland, or a marine or freshwater aquatic ecosystem.  · Identify and discuss the effects that a growing human population may have on that ecosystem’s resources, including loss or harm to populations of wild species.  · Discuss one management practice for sustainability and conservation of natural resources in that ecosystem.  · Identify the risks and benefits of extracting or using one type of nonrenewable and one type of renewable energy resource from that ecosystem, or in areas near that ecosystem. Include at least two outside references. Format your paper consistent with APA guidelines. You can have a ton of fun in college, but it also involves a lot of work. Stay focused on the end result: a diploma. There will be many roadblocks along the way, and how you choose to approach them is important. Use the tips you have seen here to make college work on your behalf. This pack of SCI 256 Week 3 Learning Natural Resources and Energy Paper  contains: A Paper on the Ecosystem and on the Biodiversity General Questions General General Questions Write a 1,400- to 1,750-word paper on natural resources and energy. Include the following:  · Choose a specific ecosystem, such as a forest, a grassland, or a marine or freshwater aquatic ecosystem.  · Identify and discuss the effects that a growing human population may have on that ecosystem’s resources, including loss or harm to populations of wild species.  · Discuss one management practice for To download this tutorial follow the link https://bitly.com/1oJKyIe You can have a ton of fun in college, but it also involves a lot of work. Stay focused on the end result: a diploma. There will be many roadblocks along the way, and how you choose to approach them is important. Use the tips you have seen here to make college work on your behalf. General Questions General General Questions Write a 1,400- to 1,750-word paper on natural resources and energy. Include the following:  · Choose a specific ecosystem, such as a forest, a grassland, or a marine or freshwater aquatic ecosystem.  · Identify and discuss the effects that a growing human population may have on that ecosystem’s resources, including loss or harm to populations of wild species.  · Discuss one management practice for sustainability and conservation of natural resources in that ecosystem.  · Identify the risks and benefits of extracting or using one type of nonrenewable and one type of renewable energy resource from that ecosystem, or in areas near that ecosystem. Include at least two outside references. Format your paper consistent with APA guidelines.

Process of Manufacture of Limestone Essay Example for Free

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Joint operation planning process

Joint operation planning process The Joint Operation Planning Process, or JOPP, supports planning at all levels and for missions across the full range of military operations. This planning process applies to both contingency planning and CAP. The JOPP is an orderly, analytical planning process that consists of a set of logical steps to analyze a mission, develop, analyze, and compare alternative COAs, or courses of action, select the best COA, and produce a plan or order. Step 1: Initiation. The Joint Operation Planning Process or JOPP begins when the President, SecDef, or CJCS recognizes a potential for military capability to be employed in response to a potential or actual crisis and initiates planning by deciding to develop military options. The GEF, JSCP, and related strategic guidance statements serve as the primary guidance to begin contingency planning. Military options normally are developed in combination with other nonmilitary options so that the President can respond with all the appropriate instruments of national power. Often in CAP, the JFC and staff will perform an assessment of the initiating directive to determine time available until mission execution, the current status of intelligence products and staff estimates, and other factors relevant to the specific planning situation. Step 2: Mission Analysis. The primary purpose of mission analysis is to understand the problem and purpose of the operation and issue appropriate guidance to drive the rest of the planning process. A primary consideration for a supported commander during mission analysis is the national strategic end state -the broadly expressed political, military, economic, social, informational, and other conditions that should exist after the conclusion of a campaign or operation. The primary inputs to mission analysis are the higher headquarters planning directive, other strategic guidance, the Joint Intelligence Preparation of the Operational Environment or JIPOE, and initial staff estimates. The primary products of mission analysis are a restated mission statement and the JFCs initial intent statement, the Commanders Critical Information Requirements or CCIRs, and planning guidance. The figure below describes the key inputs and resulting outputs of mission analysis. Step 3: Course of Action (COA) Development. A COA consists of the following information: what type of military action will occur; why the action is required (purpose); who will take the action; when the action will begin; where the action will occur; and how the action will occur (method of employment of forces). A valid COA will have the characteristics outlined in the figure below. Once a valid COA is developed, the staff converts the approved COA into a CONOPS. COA determination will consist of four primary activities: COA development, analysis and wargaming, comparison, and approval. Step 4: COA Analysis and Wargaming. The commander and staff analyze each tentative COA separately according to the commanders guidance. COA analysis identifies advantages and disadvantages of each proposed friendly COA. Wargaming provides a means for the commander and participants to analyze a tentative COA, improve their understanding of the operational environment, and obtain insights that otherwise might not have occurred. Based upon time available, the commander should wargame each tentative COA against the most probable and the most dangerous adversary COAs. Step 5: COA Comparison. An objective process whereby COAs are considered independently of each other and evaluated against a set of criteria that are established by the staff and commander. The goal is to identify the strengths and weaknesses of COAs so that a COA with the highest probability of success can be selected or developed. The commander and staff develop and evaluate a list of important criteria, or governing factors, consider each COAs advantages and disadvantages, identify actions to overcome disadvantages, make final tests for feasibility and acceptability and weigh the relative merits of each. Step 6: COA Approval. The staff determines the best COA to recommend to the commander. The staff briefs the commander on the COA comparison and the analysis and wargaming results, including a review of important supporting information. This briefing often takes the form of a commanders estimate. This information could include such factors as, the current status of the joint force; the current JIPOE; and assumptions used in COA development. The commander selects a COA or forms an alternate COA based upon the staff recommendations. The nature of a potential contingency could make it difficult to determine a specific end state until the crisis actually occurs. In these cases, the JFC may choose to present two or more valid COAs for approval by higher authority. A single COA can then be approved when the crisis occurs and specific circumstances become clear. Step 7: Plan or Order Development. The commander and staff, in collaboration with subordinate and supporting components and organizations, expand the approved COA into a detailed joint operation plan or OPORD by first developing an executable CONOPS, which clearly and concisely expresses what the JFC intends to accomplish and how it will be done using available resources. It describes how the actions of the joint force components and supporting organizations will be integrated, synchronized, and phased to accomplish the mission, including potential branches and sequels. Contingency planning will result in operation plan development, while CAP typically will lead directly to OPORD development. Voice: Planning initiation begins when the President, SecDef, or CJCS recognizes a potential for military capability to be employed in response to a potential or actual crisis. The primary purpose of the next step, mission analysis, is to understand the problem and purpose of the operation and issue appropriate guidance to drive the rest of the planning process. Next, planners must develop a COA to accomplish the mission. During course of action analysis and wargaming, the commander and staff analyze each COA separately according to the commanders guidance. COA analysis identifies advantages and disadvantages of each proposed friendly COA. Wargaming provides a means for the commander and participants to analyze the COA and improve understanding of the operational environment. During COA comparison, COAs are considered independently of each other and evaluated against a set of criteria, which are established by the staff and commander. The goal is to identify the strengths and weaknes ses of COAs to select the COA with the highest probability of success. Next, the staff determines the best COA to recommend to the commander, which is normally presented in the form of a briefing for approval or further guidance. Finally, the commander and staff, in collaboration with subordinate and supporting components and organizations, expand the approved COA into a detailed joint operation plan or OPORD by first developing an executable concept of operations, or CONOPS. The CONOPS clearly and concisely expresses what the JFC intends to accomplish and how it will be done using available resources. Most often contingency planning will result in operation plan development, while CAP typically will lead directly to the development of an OPORD. Title: Contingency Planning A graphic is shown, which represents the four levels of planning detail: 1) Commanders Estimate 2) Base Plan 3) CONPLAN 4) OPLAN. The following text is shown on the right of the screen in support of the narration: Initiated by publication of the Guidance for Employment of the Force (GEF) and the Joint Strategic Capabilities Plan (JSCP) Conducted during peacetime Develops plans for a broad range of contingencies Compliments and supports other Department of Defense (DOD) planning cycles Facilitates the transition to crisis action planning (CAP) Voice: Contingency planning usually begins with the publication of a new GEF and JSCP. It is a peacetime process that develops plans for a broad range of contingencies with apportioned resources. Its performed in a continuous cycle that complements and supports other DOD planning cycles and facilitates the transition to crisis action planning, or CAP. Contingency planning is accomplished through four planning levels based on JOPES policies and guidance. Title: Contingency Planning Levels Action: On the left side of the screen is a graphic representing the the four levels of planning detail: 1) Commanders Estimate 2) Base Plan 3) CONPLAN 4) OPLAN. The following text is included as pop-up boxes to the matching components of the graphic: Level 1 Planning Detail Commanders Estimate: Focuses on producing a developed Course of Action (COA) Provides the SecDef with military COAs to meet a potential contingency Reflects the supported commanders analysis of the various COAs potential contingency Level 2 Planning Detail Base Plan: Describes the CONOPS, major forces, concepts of support, and anticipated timelines for completing the mission Normally does not include annexes or a TPFDD Level 3 Planning Detail CONPLAN: CONPLAN is an operation plan in an abbreviated format Requires expansion and alteration to convert into OPLAN or OPORD Includes a base plan with annexes, as required by the JFC and a supported commanders estimate of the plans feasibility Produces a TPFDD, if applicable Level 4 Planning Detail OPLAN: OPLAN is a complete and detailed joint plan with a full description of the CONOPS, all annexes applicable to the plan, and a TPFDD Identifies the specific forces, functional support, and resources required to execute the plan Can be quickly developed into an OPORD Voice: Contingency planning encompasses four levels of planning detail with an associated planning product for each level. Level 1 planning detail is the commanders estimate, which focuses on producing a developed COA. These military COAs enable the SecDef to meet a potential contingency. The objective of Level 2 planning detail is a base plan which describes the CONOPS, major forces, concepts of support, and the necessary timelines to complete the envisioned mission. This level normally does not include a detailed transportation feasible flow of resources into the theater. In Level 3 planning detail, the concept plan or CONPLAN is formulated, which is an operations plan in an abbreviated format. It includes annexes as required by the JFC and the supported commanders estimate of the plans overall feasibility. The CONPLAN may have an associated time-phased force and deployment data, or TPFDD, if applicable. Finally, the objective of Level 4 planning detail is a fully-developed operati on plan, or OPLAN, containing a complete and detailed joint plan with a full description of the CONOPS, all annexes required for the plan, and a TPFDD. The OPLAN identifies the specific forces, functional support, and resources required to execute the plan. The OPLAN can be quickly developed into an OPORD. Action: The following text is shown to the right of the planning level detail graphic: An OPLAN is normally prepared when: The contingency is critical to national security and requires detailed prior planning. The magnitude or timing of the contingency requires detailed planning. Detailed planning is required to support multinational planning. The feasibility of the plans CONOPS cannot be determined without detailed planning. Detailed planning is necessary to determine force deployment, employment, and sustainment requirements, determine available resources to fill identified requirements, and validate shortfalls. Voice: Furthermore, an OPLAN is normally prepared under the following circumstances: if the contingency is critical to national security and requires detailed planning; the magnitude or timing of the contingency necessitates the planning; detailed planning is required for a multinational planning effort; the feasibility of the CONOPS demands detailed planning; or if a detailed effort is necessary to determine the levels of force deployment and sustainment. Title: Crisis Action Planning Action: A series of pictures representing Crisis Action Planning is presented on screen. The following text replaces the pictures when mentioned in the narration: Contingency Planning Planning activities that occur in non-crisis situations; relies heavily on assumptions and projections Crisis Action Planning Based on facts and actual planning as a crisis unfolds Action: The series of pictures is brought back with additional images added to it and is now used as a background. Voice: Because its difficult to predict where and when a crisis will occur, planners must be able to rapidly respond to problems as they arise. Unlike contingency planning, which prepares plans in anticipation of future events, crisis action planning allows planners to respond to situations based on circumstances that exist at the time of planning. Crisis action planning procedures parallel contingency planning, but are more flexible and responsive to changing events. In time-sensitive situations, the JPEC follows formally established CAP procedures to adjust and implement previously prepared contingency plans by converting them into OPORDs or to fully develop and execute OPORDs where no useful contingency plan exists. Title: Crisis Action Planning Activities Action: In the background is a graphic representing the activities associated with crisis action planning. When mentioned in the narration, the corresponding parts are highlighted. The graphic shows a graphic labeled Event, directly under a box labeled Situational Awareness. Boxes continue in two rows, showing a linear sequence connected by arrows in a zigzag pattern. An arrow labeled OPREP-3 PCA points from Situational Awareness to Decision. An arrow covered by a document labeled Warning Order points to COA Development. An arrow labeled Commanders Estimate points from COA Development to COA Selection. An arrow covered by a document labeled Planning or Alert Order points from COA Selection to Detailed Planning. An arrow labeled Operations Order points from Detailed Planning to Plan Approval. An arrow covered by a document labeled Execute Order points from Plan Approval to Execution. Graphic bands at the top divide the graphic into three portions. Situational Awareness stretches across the entire screen, lasting throughout the process. Planning covers COA Development, COA Selection, Detailed Planning, Plan Approval, and Execution and the intermediary products. Two arrows across the bottom, labeled Prepare to Deploy Order and Deployment Order, extend across the same region as the Planning band. A band labeled Execution extends from near the end of Plan Approval through the Execution activity. Voice: CAP activities are similar to contingency planning activities; however, CAP is based on dynamic, real-world conditions rather than assumptions. CAP procedures provide for the rapid and effective exchange of information and analysis, the timely preparation of military COAs for consideration by the President or SecDef, and the prompt transmission of their decisions to the JPEC. The exact flow of the procedures is largely determined by the time available to complete the planning and by the significance of the crisis. The following steps summarize the activities and interaction that occur during CAP. When the President, SecDef, or CJCS decide to develop military options, the CJCS issues a planning directive to the JPEC initiating the development of COAs. Next, a WARNORD is issued that describes the situation, establishes command relationships, and identifies the mission and any planning constraints. In response to the WARNORD, the supported commander, in collaboration with subordinate and supporting commanders and the rest of the JPEC, reviews existing joint OPLANs for applicability and develops, analyzes, and compares COAs. Next, the feasibility that existing OPLANs can be modified to fit the specific situation is determined. The CJCS then reviews and evaluates the supported commanders estimate and recommends a COA selection. On receiving the decision of the President or SecDef, the CJCS issues an Alert Order to the JPEC to announce the decision. The supported commander then develops the OPORD and supporting TPFDD using the approved COA. The supported commander then submits the completed OPORD for approval to the SecDef or President via the CJCS. Finally, in CAP, plan development continues after the President or SecDef decides to execute the OPORD or to return to the pre-crisis situation. Title: Campaign Planning Action: The following bullet point list and quote from Joint Publication 5-0 are shown on screen, along with a picture representing campaign planning, in support of the narration: May begin during contingency planning and continue through CAP Primary way combatant commanders achieve unity of effort and guide planning of joint operations Operationalize combatant commander theater and functional strategies and integrate steady-state-activities, including current operations and security cooperation activities Require the broadest strategic concepts of operation and sustainment for achieving multinational, national, and theater-strategic objectives A campaign plan describes how a series of joint major operations are arranged in time, space, and purpose to achieve strategic and operational objectives. Joint Pub 5-0 Voice: It is important to note how campaign planning relates to the two categories of joint operation planning. Joint operation planning and planning for a campaign are not separate planning types or processes. Campaign planning may begin during contingency planning and continue through CAP, thus unifying the entire process. A campaign plan describes how a series of joint major operations are arranged in time, space, and purpose to achieve strategic and operational objectives. Campaign planning is a primary means by which combatant commanders arrange for strategic unity of effort and through which they guide the planning of joint operations within their theater. Campaign plans operationalize combatant commander theater and functional strategies and integrate steady-state-activities, including current operations as well as security cooperation activities. They require the broadest strategic concepts of operation and sustainment for achieving multinational, national, and theater-strategic objectives. Title: Types of Campaigns Action: Background image shows combatant command AOR map of the world. The following text is shown to support of the narration: Global Campaign Encompasses strategic objectives on multiple AORs. More than one supported GCC possible and competing requirements for transportation, ISR assets, and specialized units and equipment. The Global War on Terrorism is an example of a global campaign. Theater Campaign Focuses on activities of a supported combatant commander. Accomplishes strategic or operational objectives within a theater of war or theater of operations. Operations DESERT SHIELD and DESERT STORM comprised a theater campaign in the 1990-91 Persian Gulf Conflict. Subordinate Campaign Describes the actions of a subordinate JFC, which accomplish (or contribute to the accomplishment of) strategic or operational objectives in support of a global or theater campaign. Subordinate JFCs develop subordinate campaign plans Voice: There are three general types of campaigns, which differ generally in scope. A global campaign is one that requires the accomplishment of strategic objectives in joint operations in multiple areas of responsibility ,or AORs. In this case, there could be more than one supported geographic combatant commander, or GCC. Planners must be aware of competing requirements for potentially scarce strategic resources, such as transportation and ISR assets, as well as specialized and unique units and equipment, such as special operations and tankers. Global campaigns will often establish the strategic and operational framework within which theater and subordinate campaigns are developed. The Global War on Terrorism is an example of a campaign that spans all AORs. A theater campaign encompasses the activities of a supported combatant commander. It accomplishes strategic or operational objectives within a theater of war or theater of operations, primarily within the supported commanders AOR. An OPLAN for a theater campaign is the operational extension of a commanders theater strategy, and translates theater strategic concepts into unified action. Adjacent combatant commanders may conduct supporting operations, within the AOR of the supported commander or within their own AORs, under the overall direction of the supported commander. Operations DESERT SHIELD and DESERT STORM comprised a theater campaign in the 1990-91 Persian Gulf Conflict. A subordinate campaign describes the actions of a subordinate JFC, which accomplish, or contribute to the accomplishment of, strategic or operational objectives in support of a global or theater campaign. Subordinate JFCs develop subordinate campaign plans, if their assigned missions require military operations of substantial size, complexity, and duration and cannot be accomplished within the framework of a single major joint operation. Subordinate campaign plans should be consistent with the strategic and operational guidance and direction developed by the supported JFC. Title: Campaign Plan Design Action: A collage of images representing Campaign Planning are shown on screen. The following text is shown in support of the narration: Mostly art, not science-no best way to develop campaign plans Requires thinking creatively to make best use of resources to achieve objectives Involves Operational Art-the employment of military forces to attain strategic and/or operational objectives through the design, organization, integration, and conduct of strategies, campaigns, major operations, and battles Voice: Campaign planning is relatively unstructured compared to contingency and crisis action planning. Campaign planning is mostly an art, not a science; there is no set recipe or best way to develop a campaign plan. It requires a thorough knowledge of enemy and friendly capabilities, forces, and tactics, as well as out-of-the-box thinking and creativity in order to make the best use of resources to achieve the desired objectives. Because campaign planning is mostly art, it is inextricably linked with operational art, most notably in the design of the operational concept for the campaign. Operational art refers to the employment of military forces to attain strategic and/or operational objectives through the design, organization, integration, and conduct of strategies, campaigns, major operations, and battles. This is primarily an intellectual exercise based on experience and judgment. Action: A diagram is show to represent the three key elements of operational design in the following narration. The diagram shows: understand the strategic guidance, bracketing the first and second levels of the diagram, which are national strategic objectives with conditions (effects) branched underneath; next level is identify critical factors which brackets level three in the diagram, centers of gravity; finally, develop an operational concept is the last section bracketing actions under the centers of gravity boxes. Voice: There are three key elements of operational design. First, planners must understand the strategic guidance from the civilian leadership. This involves determining what the desired end state is and what has to be accomplished militarily to get there. Once planners understand what military conditions must exist to achieve strategic objectives, they must determine how to effect those conditions. The key to this is identifying the adversarys critical factors-their strengths and points of vulnerability, called Centers of Gravity (COGs). Finally, the planner must develop an operational concept, which describes the sequence of actions and the application of forces and capabilities necessary to neutralize or destroy the enemys COGs. Title: Joint Air Estimate Action: On the right of the screen, operational airpower images are shown. The following text and footer are shown on the left of the screen in support of the narration: Culminates with the production of the Joint Air and Space Operations Plan (JAOP) May be employed to support deliberate and crisis action planning The Joint Air and Space Operations Plan (JAOP) guides the employment of air and space capabilities and forces from joint force components to accomplish the missions assigned by the Joint Force Commander (JFC) Voice: Weve discussed joint operation planning in a very general sense, but how does the Joint Force Air Component Commander (JFACC) fulfill his specific responsibility to develop the air and space portion of the Joint Force Commanders (JFCs) campaign plan? The Joint Air Estimate Process is a six-phase process that culminates with the production of the Joint Air and Space Operations Plan (JAOP). The JAOP is the JFACCs plan for integrating and coordinating joint air and space operations. It guides the employment of air and space capabilities and forces from joint force components to accomplish the missions assigned by the JFC. A Joint Air Estimate Process may be employed during contingency planning to produce JAOPs that support Operation Plans (OPLANs) or Concept Plans (CONPLANs). It may also be used during crisis action planning in concert with other theater operation planning. Title: Joint Air Estimate Process Action: The following text is shown in support of the narration: Mission Analysis Joint Intelligence Preparation of the Operational Environment (JIPOE) is initiated; JFCs mission and guidance analyzed Situation and Course of Action Development JIPOE refined; Friendly and adversary COGs are analyzed to assist in COA preparation Course of Action Analysis Advantages and disadvantages of each COA are identified Course of Action Comparison COAs are compared to predetermined criteria to identify best employment options Course of Action Selection Staff briefs recommended COA to JFACC Joint Air Space Operations Plan (JAOP) Development Selected COA developed into JAOP Action: A link to Joint Publication 3-30 is provided at the bottom of the page. Each of the bold text above are linked to the following pop-up text: Mission Analysis: Mission analysis is critical to ensure thorough understanding of the task and subsequent planning. It results in the Joint Force Air Component Commanders (JFACCs) mission statement that includes the who, what, when, where and why for the joint air operation. Anticipation, prior preparation, and a trained staff are critical to a timely mission analysis. Staff estimates generated during mission analysis are continually revisited and updated during the course of planning and execution. Situation and Course of Action (COA) Development The first two tasks of situation and course of action (COA) development are expanding and refining the initial JIPOE completed in Phase I and COG analysis. Expanded JIPOE is essential to developing and analyzing both enemy and friendly COGs. This is especially critical for air and space planning given the perspective and scope of air and space operations. The third task is the development of friendly COAs. Air and space planners develop alternative COAs by varying the ends, ways, means, and risks. The operational objectives normally fill the what guidance for COA development; the supporting tactical objectives, effects, and tasks help define the how for planners. Once planners define the objectives and supporting effects, they further refine potential air and space COAs based on the priority, sequence, phasing, weight of effort, matched resources, and assessment criteria. The result of COA development is a minimum of two valid COAs or a single valid COA with significant branches or s equels. The final step is a risk analysis of the COA in terms of both operations and combat support Course of Action (COA) Analysis COA analysis involves wargaming each COA against the adversarys most likely and most dangerous COAs. Wargaming is a recorded what if session of actions and reactions designed to visualize the flow of the battle and evaluate each friendly COA. Wargaming is a valuable step in the estimate process because it stimulates ideas and provides insights that might not otherwise be discovered. Course of Action (COA) Comparison Comparing the COAs against predetermined criteria provides an analytical method to identify the best employment options for air forces/capabilities. This begins with the JFACC staff comparing the proposed COAs and identifying the strengths, weaknesses, advantages and disadvantages of each. This is often followed by rating each COA based upon the established criteria. Course of Action (COA) Selection COA selection begins when the staff presents their recommended COA (usually in the form of a briefing) to the JFACC. This briefing includes a summary of the estimate process that led to the recommended COA. Based on the amount of JFACC involvement throughout the planning process and the degree of parallel planning the commander accomplishes, COA selection will vary from choosing among alternatives to direct approval of the staff-recommended COA. Joint Air Operations Plan (JAOP) Development The JAOP details how the joint air effort will support the JFCs overall Operation Plan (OPLAN). The JAOP accomplishes the following: integrates the efforts of joint air and space capabilities and forces; identifies objectives and tasks; identifies measures or indicators of success; accounts for current and potential adversary COAs; synchronizes the phasing of air and space operations with the JFCs plan; indicates what air and space capabilities and forces are required to achieve the objectives. Voice: While the phases of the Joint Air Estimate process are presented in sequential order, work on them can be either concurrent or sequential. The phases are integrated and the products of each phase are checked and verified for coherence. The Process begins with Mission Analysis. This first phase incorporates: a