Different Classes of Shares and the Benefits and the Disadvantages of Each Type of Shares.

Introduction First, we will mention about the purpose of this assignment, which is the benefit that we can gain from doing this project. From this project, it helps us to know the types of shares available in a company, definition of shares and the advantages and disadvantages of shares. From the information, this will enable a person who have interest invest in a company, purchase the shares that are suitable for them, based on the comparison between the advantages and disadvantages of each type of shares. Other than that, we can know the rights that attached to the shares. On the other hand, we will mention that under what relevant case law or relevant sections, the rights of the shareholders will be changed or affected. These circumstances are significant important to those shareholders who want their interest to be protected. For an example, when a company is going to winding up and under the normal situation, preference shareholders will have no right to participate in the surplus assets and profits but under when Section 66 Companies Act 1965, he has the right on it. Lastly, this project will give a fundamental or basic knowledge of each type of shares, the rights as being shareholders, which is useful in future, if we wish to success in our business field. Definition of shares According to Borlands Trustee v Steel Bros Co Ltd (1901), defines shares as the interest of a shareholder in the company measured by a sum of money, for purpose of a liability in the first place and of interest in the second but also consisting of a series of mutual covenants entered into by all the shareholders inter se. According to Section 4 Companies Act 1965 (hereinafter referred as CA’65) defines share as share in share capital of a corporation and includes stock except where a distinction between stock and shares is expressed or implied. In short, shares means that is the capital raised by a corporation, through the issuance and sale of shares. Section 98 CA’65 mentions the nature of share. The share or other interest of member in a company shall be moveable property, transferable in the manner provided by the articles, and shall not be of the nature of immovable property. It means that shares are movable properties, intangible in nature, chooses in action and transferable in nature unless the company is a private company. As according to Section 15 CA’65 private company has restriction of transferring share unless get the consent of all the members. There are various type of share in the market, such as ordinary share, preference share, deferred share, treasury share and others. However, the common one is ordinary share and preference share. Definition of Ordinary Share According to WorldReference. om Dictionary, ordinary share is share other than preferred share; entitles the owner to a share of the corporation's profits and a share of the voting power in shareholder elections. Definition of Preference Share Section 4 CA’65 defines preference share a share by whatever name called, which does not entitle the holder thereof to the right to vote at a general meeting or to any right to participate beyond a specific amount in any distributio n whether by way of dividend, or on redemption, in a winding up or otherwise. According to WorldReference. com Dictionary, preference share is share whose holders are guaranteed priority in the payment of dividends but whose holders have no voting rights. Benefits of Ordinary Share There are several advantages for subscribing the ordinary shares rather than preference shares. First, as an ordinary shareholder, he is a proprietor or owner of the company. A shareholder is entitled to membership rights of the company. It means that a shareholder as a member of the company has full voting rights at any general meeting. Through voting, a shareholder can participate in the management of the company. If the shareholder holds the majority rights (more than or equal to 51% of the rights) he can control the company financial and operating. Section 55 CA’65 says each member of a public company has one vote in respect of each ordinary share. Besides that, as a member of the company, he has the right to receive the notice of general meeting, to request the financial report, to attend and speak during the general meeting, to appoint the director during the general meeting. Moreover, he has the right to appoint proxies in the event that they cannot themselves attend the general meeting. As an ordinary shareholder, when the company is making a lot of profit, or in other word, in the event the company is prosperous, he stand to gain the most than preference shareholder as their dividend is higher compare to the fixed rate dividend received by preference shareholder. Furthermore, in the scenario of company winding up, an ordinary shareholder has the right to participate a share in any surplus assets of the company plus the repayment of his capital. Besides that, the Articles of Association require the company to offer any further shares it proposes to issue to the ordinary shareholders before offering them to outsiders, and usually the new shares are offered to the existing shareholders at a lower price than they would be offered to the outsiders. Disadvantages of Ordinary Share As a member of the company, ordinary shareholder is the main risk bearer of the company. It means that these shares carry a right to a dividend limited only by the size of the profit made by the company and are paid after the preference shareholders. They will be the last to receive the dividend. The dividend receive is in the form of non-cumulative dividend and the rate of dividend is not fixed, means when company did not declared dividends for this year, the dividends will not accumulated to next year and the amount is not secured. Under Section 365 CA’65, dividends are only payable out of the company’s profit. In the event that there are no profits, they will not receive any return of their investment. In fact, the company has no obligation to declare and pay dividend as the director can retain profits or capitalize the profits in the form of bonus share. However, when the company is making profit continuously for some years but director does not declare any dividend, the shareholders can apply to the court and sue the company under Section 33(1) CA’65 where Memorandum of Association and Article of Association constitute contractual effect between company and members, and where members right are affected, they can sue the company. In the scenario of winding up, ordinary shareholders will be the last to receive the repayment of capital. The next disadvantages of ordinary shares s that the issue of shares may result in diluting the shares held by the existing shareholders particularly directors who also are shareholders. It simply means the directors may lose control of the company unless they buy the new shares. Types of Preference Share There are several types of preference share: Cumulative preference share – If the dividends are cannot be paid in one year or the company does not pay the full dividend on preference shar es in any year the preference shareholder will be entitled to have the amount deficiency made up in later year before any dividend is paid on ordinary shares. Non-cumulative preference shares – the holder of such shares are only entitled to the specific rate of dividend out of the current year. If in a year the profits do not warrant payment of a dividend, the arrears are not carried forward to the subsequent year. Participating preference shares – the holders of such shares are entitled to a preferential dividend if the specified fixed rate before the ordinary shareholders. After the ordinary shareholder has received their dividends, the participating preference shareholder will participate further in any profit remaining together with the ordinary shareholders in the surplus assets. Moreover, they can also participate in surplus of assets with ordinary shareholders when the company is wound up. Redeemable preference shares – these shares may be redeemed by the company at a stated redemption price after a specified time. The redemption must be effected only on such terms and condition and in such manner provided by the Articles of Association. It means that the shares are not redeemable before the specific time and the company must buy back the shares at the price stated and at the specific time. Convertible preference shares – these shares carry the right to be made convertible, at the option of the holder, into another class of shares, normally into ordinary shares. General Advantages of Preference Shares Unless the Articles of Association or otherwise provided, generally, preference shares that are issued had the rights to a fixed dividend per share to be paid whenever there is sufficient profit, before any dividend is paid to any other member. The preference shareholders are more secured as ompare to ordinary shareholder as they have the priority to receive their return of investment than ordinary shareholder especially when the company is having ‘bad time’ where the profits is uncertain. Moreover, preference shares are presumed to carry a right to cumulative dividends where their dividends will become payable at the next year. Further more, preference shares are given the right to be repaid the nominal value of each share when the company is wound up before any capital is returned to other members. They are entitled to be repaid their capital of investment before the ordinary shareholders. General Disadvantages of Preference Shares Unless the Articles of Association or otherwise provided, generally, preference share does not entitle the holder to the rights to vote at a general meeting. Their voting rights to are often limited only during their dividends in respect of the share are in arrears, upon a proposal that affects rights attached to the share (variation of class rights), or upon a proposal to wind up the company. In short, they have limited right to vote, no right to attend general meeting, limited right to some of the company decision making. Thus, when a company is going to raise fund, they are willing to issue further preference share rather than ordinary share because of the limited voting rights. Even though directors issued more preference share to the stranger (public), they still maintained their majority voting and financial control of the company. Therefore, preference share are the best alternative for the directors of the company. The next disadvantage is they have no rights to participate beyond a specified amount in any distribution whether by way of dividend, or on redemption, in a winding up or otherwise. Different from the ordinary share, preference share is paid in a fixed dividend rate. They cannot participate in the surplus of profit or assets during the company are wound up. Thus, they have less return of investment especially during the company prosperous time. Rights of Holders of Preference Shares to be set out in the Memorandum of Association or Articles of Association Section 66(1) Companies Act 1965 mention no company shall allot any preference shares or convert any issued shares into preference share unless there is set out in its memorandum or articles the rights of the holders of those share with respect to: Repayment of capital – it should state that when the company is winding up, they would have the right to claim the nominal value of each share before any capital is returned to ordinary shareholder. Participation in surplus assets and profits – it should state that when the company is winding up and there is surplus of assets and profits, the preference shareholders entitled to have a share of it with the ordinary shareholders. Cumulative or non-cumulative dividends – it should state that the preference shareholders would receive either cumulative dividend as according to general rules or non-cumulative dividends as same as ordinary shareholders. Voting – it should state that either the preference shareholders would have the rights to vote in meeting or not. Priority of payment of capital and dividend in relation to other shares or other classes of preference shares – it should state that either the preference shareholders or ordinary shareholder have the priority to the issued or payment of capital or dividends or both of have the same priority? The purpose for such requirement is to enable the prospective and existing preferential shareholders to ascertain easily the rights attached to their shares. Section 66(2) CA’65 mention if default is made in complying with this section the company and every officer of the company who is in default shall be guilty of an offence against this Act. Penalty: Two thousand ringgit CONCLUSION Our assignment topic is â€Å"explain the different classes of shares and the benefits and disadvantages of each type of shares. † In our presentation, we had discussed about the different classes of share that is – ordinary shares and preference shares. We had explained about the definition of ordinary share and preference share and their characteristics. Beside that, we also discuss about the benefits and disadvantages of them. In our opinion, both of them got their advantages and disadvantages. When company is decide whether to issue ordinary shares or preference shares are depending on the situation. If the director wishes to maintain the control over the company then they should issued preferences shares to raised capital rather than issuing ordinary shares. However, the company also needs to consider the ability of paying back the interest and capital if issued the preference shares as they deem as external creditors that have the priority of repayment of capital than ordinary shareholders.

Fast Food Nation Essay

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Ever since the age of three more than 75 percent of American children can recognize the face of Ronald McDonald. Since our nation is currently being raised around fast food it is only inevitable that as children grow, they only become more of a part of it everyday. The average American child begins to work around the age of 16 doing low wage low labor jobs. At anytime a teenager can walk into any fast food restaurant and apply for a job. Fast food restaurants prefer to employ teenagers because they are easily trained, less expensive to tend to than adults and are easier to control. Also since most teenagers still live at home they can afford to work for wages too low to even support an adult. â€Å"No other industry in the United States had a workforce so dominated by adolescents. About two-thirds of the nations fast food workers are under the age of twenty† (Scholosser, 68). Working in McDonalds is not difficult, but just tedious and long. Since most fast food restaurants are run my machines, it is up to these 17 year-old employs to push buttons and say commands. All Burger King wants is for things to get done faster, not how much effort is put into work, so teenagers feel working at Taco Bell or KFC won’t be as difficult as it will a strain. Any teenager working behind the counter at any fast food restaurant is given less respect than animals at the pet store. .†.. she hates the job and is desperate to quit. Working at the counter she has to deal with rude remarks and complaints. She is often yelled at by strangers angry that their foods taking to long or that something is wrong with their order. One elderly woman threw a hamburger at her because there was too much mustard on it† (Scholosser, 81). Though rudeness is a downside to a fast food job, there are perks for kids who do not need a lot. Many of the 200 dollar a week salary is used for teenage spending; clothes, nights out, cars and other desirable things. Teenagers run and continue the fast food work force every day, not because they have to but because it’s the best option available to them. Though we may not like the way the food is cooked or served; the way it tastes is still great. McDonalds makes a huge profit off of everything; soda fries and sandwiches all profit so largely, and teenagers are one of the most popular customers. A medium soda in McDonalds is $1. 29, it cost McDonalds $4. 25 per gallon of soda syrup, only about 9 cents worth of syrup is used in a medium drink, giving McDonalds almost a 95% profit. Soda consumption among teenagers has doubled within the past 20 years, reaching an average of twelve ounces of soda a day per child. (Scholosser, 54). With French fries McDonalds buy them frozen for 30 cents a pound, then sells them reheated in oil for 6 dollars a pound, pure profit pulled from the hands of teenagers. McDonalds makes billions upon billions of dollars annually by selling things for such a low price but really making the largest profit possible. Recently, fast food restaurants have become more attractive to armed robbers than a clothing store or gas station. Since fast food industries do almost all of their business in cash, others rely on credit card transactions. Robbery in fast food chains is not uncommon at all, even when most of it happens by their own employees, underage teenagers who are desperate for money. Though most of these robberies occur early in the morning or late at night when few people are working. â€Å"The typical employee stole about $218 a year and according to industry studies, about two thirds of the robberies at fast food restaurants involve current or former employees. † (Scholosser, 84). Employees have low pay, high turnover and know the restaurant, why not steal? McDonalds is already a billion dollar industry, many of the people think, its not going to hurt their business, they won’t even notice. However these robberies have led to deaths and injuries, and make teenagers realize what horrible conditions they are working in. All Americans effect the huge growth of fast food but adolescents play even more of a vital role in than the average consumer. Not only do teenagers consume fast food, but they work for it and steal from it because they are attracted to it the most. The fast food industry provides the easiest way for young people to get started and continue to succeed in our â€Å"Fast Food Nation. â€Å"

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A Christmas Carol Analyized English Literature Essay Charles dickens novella, ‘A Christmas carol’ has been assembled in a delicate yet powerful in order to have the maximum impact upon the reader. Dickens has constructed the story in ‘staves’ to help support and reinforce the moral message of redemption. A stave is also commonly referred to as a staff it is a musical sheet that consists of 5 lines hence the reason for 5 staves.Charles dickens has cleverly chosen to defiy your stereotypical morale tale as it doesn’t contain chapters but instead staves .Dickens starts with potrayin him a heartless old â€Å"miser’ . Dickens has structured the novel in a effective and powerful way and has used the idea of Christmas a vehicle for his ideas .It is essential for Dickens to convince the reader that scrooge is mean but not evil this because a mean person has the potential to change whereas an evil person doesn’t . It is vital for Dickens to create an self serving character and show that he can b ecome charitable and caring this is so that even the worse can change .Dickens has divided the novel into 5 staves, stave 1 and 5 are a reflection of each other and staves 2, 3, and 4 are the ghosts of Christmas past, present and future. Dickens uses the novella to talk about moral responsibility and should help people less fortunate than us and reflect on it. Two charity workers approach scrooge whether he would donate money for charity and when asked how much money is he willing to give he says â€Å"nothing† the two men misinterpret him thinking that he wishes to remain â€Å"anonymous† .Scrooge replies â€Å"Are there no prisons â€Å"this show that scrooges soul is dead and his ability to be kind and to love Scrooge believed’s that the best way to get rid of the â€Å"Surplus population† as there are to many people. At the first stave Scrooge is presented as being woebegone by Marley the ghost who is condemned for the rest of time to drag heavy pad locks which represents the person he was in life and all the sins he has committed .Scrooge refuses to believe it and calls it † Humbug† which shows that he is completely skeptical. Dickens purposely uses the word â€Å"Humbug† repeatedly through the story so that we can remember scrooge’s ignorance and attitude towards the less fortunate. Marley confronts scrooge â€Å"Charity, mercy, forbearance, and benevolence â€Å"Marley is showing scrooge that’s what your business should be about. The Ghost of Christmas past take Scrooge to see his past .Dickens takes Scrooge to his past to show the audience that he was a decent child but had a tough childhood .At Christmas scrooge was left alone at his boarding school because his father holds a grudge against his as his mother gave birth to him and died. â€Å"A solitary child neglected by his friends is left there still† Even though he is a mean man he still shows emotion â€Å"And he sobbed † .Scrooge was so lonely the only friend he had was his imaginary friend the parrot from treasure island â€Å"There’s the parrot â€Å".Dickens wants the audience to feel sympathy towards scrooge for the childhood he never had .Even scrooge feels he has missed out and pity’s for himself † Poor boy†

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Character analysis on young Goodman Brown - Thesis Example In Young Goodman Brown, the character of Brown changes from faith and innocence to corruption and doubts as the devils distorts the way he thinks and perceives valuable people in his life. The faith and goodness of Brown are seen in the way he treats his father, grandfather, minister, and wife. He looks up to the goodness of his father and grandfather and the minister. Brown believes in the true Christina nature of the minister of Salem because he is a man of God. His wife Faith comes into his life a young immaculate and beautiful woman. He invests all his trust in the life of his wife, and life seems good in his belief that he has found a true partner to share his life happiness and glory. Faith is a staunch Christian, who is an epitome of good and purity but not until the devils come knocking on their doors. Brown’s innocence is lost when the devil visits his home and changes the way he views the valuable people in his life. Brown interjects, â€Å"what if the devil himself should be at my very elbow† (9). His wife Faith is no longer the pious and religious figure, and he hopes that the character would persist for the rest of her life. However, the arrival of the devil elicits doubts about the true nature of faith. He starts doubting her after seeing him in the evil ceremony in the forest. The devil also reveals the two followers, Deacon Gookin, and Goody Cloyse that Brown has known all along that they are staunch Christians (Hawthorne 16). The character of Brown here is seen to shaky because he is convinced to think otherwise about the community he has known his entire life. The arrival of the devil changes the faith and innocence of Brown to corruption. The evil nature of the people around him comes as a surprise, and that convinces him that the entire Puritan society is hypocritical. The revelations that come to him give him a different perspective of the society that he knows professes its Christian faith in

The Art of Japanese Management Essay Example for Free

The Art of Japanese Management Essay The art of Japanese management talks about the differences of the Eastern and Western management, and clarifies this differences by citing transnational companies and the ways they did or do solve social and cultural problems that the main management has nowadays. The book starts by sitting on the history of great western organizations like government, military and the church. Its divided in 8 chapters, but its mainly divided in 3 subjects: The 7 S framework, the japanese reflection and The American way. The first leadership concept that shows is the line of command. Contrasting with China and Japan, the occidental society evolves separately with separate influence spheres: The church was always taking care of the faith and the spiritual life of the men meanwhile the government and the commercial institutions had the role of providing the to the human beings to take care of the existence. The corporation started to growth acting as a dominant organization inside a society in this century. The western world was starting to leader the rest of the world, there was no surprise that we all know as modern management was a western invention. The new professionals have the same challenges as before in time: How to efficiently administrate the organization, how to delegate responsibilities, and how to gratify and motivate the employees. The main difference between Western and Eastern organizations is that the last ones use the organizational structure and formal systems to attack these issues. In general, comparing with Western organizations, Eastern organization pays more attention on social and spiritual subjects. The ideology takes persons to achieve organizational goals, but mainly and invariably, these are based on sanctions. Today, the most important tasks like the significance of punctuality, sense of belonging, sanctions against thievery, the importance of performance at work, and the ways to solve conflicts and issues are taking by society before their members take part of a company’s task force. Most of the times eastern societies are representatively big, and most of the time matters like public, private and spiritual are so integrated that the companies take control of these type of tasks as a whole in human being. Company takes another role rater to just being transactions between work and capital. The book gives us the advice to take the best practices of the Japanese administration and to adopt it to our environment, questioning some western â€Å"truths† and some management abilities. To explain the 7 S Framework, the book describes the actions of Konosuke Matsushita, founder of Panasonic, over the management of National and other companies. To start describing the Strategy, Matsushita broke all the existing rules about convention of company names, by naming his company National instead of Matsushita. He changed the way of product commercialization by selling it directly to the stores, without intermediaries, lowering costs. Matsushita gave importance to market shares, high volumes of production generates saving on production cost allowing the company to transmit this reduced prices to their customers. The third element of the strategy was the followership, in which Matsushita didn’t create or invent products, instead, the company’s research and development imitates it but the big difference was that the company offered the same product with an attractive improvement. His best concept of research and development was to take the product, imitate it to the maximum detail and to find a better and more attractive way to offer it to the competitor. Describing organizational structure, he fixed the goal of maintain the thing small and entrepreneurial. To start growing, he organized the company into divisions. When he saw that the manager’s skill were improving, he figured out that they were preparing to be general administrators of a growing company, but the issue were that all the managers were making this progress in their abilities independent and separately. For this, he centralizes the controllership’s functions, the personnel functions, he institutionalize a central bank and the centralized all the training. Regarding Systems, Matsushita was the pioneer of the effective financial systems, and he copied the planning system from Phillips, the Dutch electronics manufacturer. The planning system consisted on that every 6 months, the managers of each division had to deliver 3 plans: The first one was a plan to 5 years, in which he stipulates all the changes that the organization or division will suffer regarding on alterations of new technologies and the environment. The second plan was a plan of to 2 years, in which stipulates how the division will translate the long term strategy in the new plant’s capacity and the new products. The third plan was the â€Å"Program for the Next Sixth Months operation period†. In this plan, the division explained month to month the sales projections, productions, incomes, inventories, accounts receivable, personnel requirements, quality control targets and capital investments. In questions of style, Matsushita was distinguee for his â€Å"hands on† approach. Matsushita understands that a manager has to effectively communicate to people down the line, telling them what he cares about. His key success has been the ability to get to the employees seven levels down and motivate him to energically pursue the organization’s objective. Another future of Matsushita‘s style was the pragmatic approach to a conflict. As in real life, there will be adjustments and its means to pull together rather to push apart. About spiritual values, Matsushita philosophy provided a basis of meaning beyond production. Matsushita was the first company in Japan to have a song and a code of values. This song was singed every day at 8:00 am al across Japan. For Matsushita, It was unthinkable that work, which occupies at least half of the day, should deny its powerful role. The firm has a inescapable responsibilities to help their employee’s themselves. The basic business principles were: â€Å"To recognize our responsibilities as industrialists, to foster progress, to promote general welfare of society, and to devote ourselves to the further development of world culture† The employee’s creed was: â€Å"Progress and development can be realized only through the combined effort and cooperation of each member of Our Company. Each of us, therefore, shall keep this idea constantly in mind as we devote ourselves to the c continuous improvement of our company†. The seven â€Å"spiritual† values were: 1. National Service Through Industry 2. Fairness 3. Harmony and Cooperation 4. Struggle for Betterment 5. Courtesy and Humility 6. Adjustment and assimilation 7. Gratitude. This values foster consistent expectations among employees in a work force continent to continent spread. Regarding Staff, Matsushita experience started with the basics of business. Every employee, whether they were engineers, accountants, or salesman, began with spending 6 months selling or working directly in a retail outlet. Also, each spends time performing routine tasks on a assembly line. The distinctiveness of the firm is that everyone that stays come to be a part of a culture with common understandings and shared values that helped to facilitate the business needs. Employees weren’t view as participating in management, but their opinions are sought. About skills, it is difficult in a Japanese organization to separate the people from the company. The most salient skills of the founder were the versatility; sometimes he was intensely hands on and sometimes distant. Matsushita seems to combine the gifts of many men. The firm’s skills emerged from the consistent ways in which the parts of the organization all join together. Its organizational structure is reinforced by its system; these gain significant support from the Matsushita style, spiritual values, and staffing policies. Human values were promoted with efficiency. Following this and through extraordinary inter consistency between strategy and skills, it is able to replicate the Matsushita model. The American way is reflected in a chapter that resembles all the managerial methods of Harold S. Geneen, which was president of International Telephone and Telegraph for over two decades. At first sight, the managerial methods implemented are good, but they were created to work only in an environment with the same variables. The comparison between Matsushita and ITT wasn’t perfect but gives us a clear perspective of how things can be done perfectly as Japans in our cultural way. Geneen’s behavior and tension he created produced and intense competitive pressures which drove the executives persistently. His method of management was traditional. There were important and interrelated elements in Geneen’s management approach where he played a central role in his management design. The unshakeable facts, which are something hard and indisputable; at minimum it is the firsthand opinion of an expert, based on the most current information. The second part revolved around a design of checks and balances using staff as parallel and independent source of information from the line and permitting overlapping delegations of authority among and between line and staff functions. The third part of Geneen’s approach was the use of large structured meetings as the focal point of his decision-making process. The fourth part was to impose of a variety of rewards and pressures to ensure his total command. Geneen created tensions between line and staff. In contrast with Matsushita, division managers were seen to lead a challenging and precarious existence, while line staff half of the time exaggerated problems to make they look good under the boss eyes. One product manager traced the source of the problem between line and staff to the bonus system, because it represented 30% or more of the salary. The problem was that putting staff on individual performance bonuses resulted in the justification of their existence. They were always trying to prove what they had done in order to look good in the reports. This created an adversary relationship with people on the line. The reward system drove that kind of behavior. Geneen meetings were interrogatory, even adversarial,. The general manager’s report had already been written and everyone assumed to have studied it, but the meetings were held to identify new problems. Part of what made Geneen’s system to work was the fear. Fear of being caught uninformed and being humiliated in meetings and of being punished. It it’s often said that positive motivations are more powerful than negative ones. Geneens personal style can also be described as attentive, committed, determined, pragmatic, and forceful and disciplined. His managerial approach had powerful effects on others, and the labels they used to characterize these patterns in his behaviors, and thus his values and beliefs, were often charged with emotion. Seven elements were used to understand better both Matsushita and ITT. Strategy belongs to a firm’s plan of action that causes it to allocate it scarce resources over time to get from where it it’s to where it wants to go. Structure refers to the way a firm is organized, whether it’s decentralized or centralized, whether it emphasizes line or staff. Structure refers on how boxes are arranged. System refers to how information moves around within the organization. Staff belongs not to staff in the line/staff senses, but to demographic characteristics of the people who live in an organization. Skills are those things which the organization and its key personnel do particularly well. Style refers to the patterns of behavior of the top executive and senior management team. Super ordinate Goals or shared values include spiritual and significant meanings and shared values of the people within an organization and refers to the overarching purposes to which an organization and its members dedicate themselves.

Charles Gershom Artist Analysis

Charles Gershom Artist Analysis Kalpana Vadnagara   As a student of Crafton Hills College, I got the opportunity to view a collection of still life paintings and drawings by the Los Angeles-based artist Gershom, which is on display at the Crafton Hills College Art Gallery from February 21 to March 10. An opening reception was held on February 21 at 1 p.m., followed by a lecture from Gershom, Precision and Soul: The Daily Practice of the Painting, at 2 p.m.  At the art gallery was a rare opportunity for student viewers to engage with this revered artist. The exhibition includes twenty-four different sized oil paintings on wood panel. It also includes the representation of his studio settings with some preliminary drawings, to show his art process, also some of the objects in a showcase, which has been used by the artist to draw, and a slide show of his emoji like drawings were moving on a computer. Gershom was born in the Netherlands and lived for many years in Amsterdam. Art has always been his passion, but he earned the degree in Psychology and Epidemiology at first and then moved to Los Angeles to study sculpture and painting. Currently, he teaches Neuropsychology of perception and imagination at different schools, and also teaches drawing studio and rendering in oil paint. To make paintings, he has been using classical techniques of layering and glazes. Most of his still life paintings are painted almost life size. During his lecture, he explains the process of his paintings, which sounds very interesting. After a lot of pencil drawings, he traces them on tracing paper and cuts them, which he uses to create a balanced composition with a grid method by following the rule of third. Gershom said that lines create drawings and shapes create paintings. He also discusses that how important the background of an artwork works. To generate a three dimensional illusion he uses differ ent values on two dimension surface. By creating the contrast, the objects automatically getting the attention and being a focal point of the whole picture.   Blue Bowl with Cherries, 2010oil on panel14 x 1617-1/2 x 19-1/2 framed From different paintings, I choose two different works to discuss about it. The first painting is titled Blue Bowl with Cherries was the heart of the show. Like all other work, this is also painted on panel with oil, size 17-1/2 x 19-1/2 framed. To make this work interesting, the artist uses white, greenish gray, blue, and red colors, and composed it with asymmetric balance. The missing shadow of the bowl and different forms like spheres, and cube create a mystery here. Soft, shallow curves recalls the curves of the human body and often have a pleasing, sensual quality and a softening effect on the composition. Most of the shapes are formed by lines and shifts in color and value. As we move from left to right the value changes into darker, this creates a sense of depth and dramatic contrasts emphasizing a strong light source from the left side of the artwork. The negative space of the work which is lighter greenish gray background enables the viewer to clearly distinguish the shapes, moreover the emptiness of the top part is creating the asymmetrical balance to the artwork. White Pot with Artichoke, 2005 oil on panel24 x 19 29-1/2 x 24-1/2 framed The second artwork I chose to discuss about is titled White Pot with Artichoke, which he created in 2005, five years ago than the first painting. The disproportionate amount of negative space accentuates the artwork vulnerability and isolation. The changing values of different shapes play a major role in establishing space relationships. The artist uses different values to create different textures. Somewhere it feels so soft with lighter value, at the same time, with more contrasting values, he creates a very harsh surface. Artists use color, line, and shading to imply textures in a two-dimensional work. The use of such lines, values, shapes, color and textures create the illusion of depth in space from the foreground through the middle ground to the background. As per my point of view the focal point of this painting is the green Artichoke textured shape on the right side, which emphasis the most that catches the viewers attention. Usually the artist will make one area stand out by contrasting it with other areas. The area could be different in size, color, texture, shape, etc. Compare to first painting, this one is more calm and soothing because of the muted colors. These kind of work is very thought-provoking and accommodating for art students to study and understand the elements of art. Bibliography Gershom. Precision and Soul: The Daily Practice of the Painting. Personal interview. 9 Mar. 2017. Gershom-art.com. WordPress.com, n.d. Web. 10 Mar. 2017. Gershom. Gershom. LORA SCHLESINGER GALLERY, n.d. Web. 10 Mar. 2017. .  

Inclusive School And Inclusive Teacher

Inclusive School And Inclusive Teacher Providing a quality education for all students in inclusive settings has been acknowledged as perhaps the most challenging, yet most important issue in education. The concept of inclusion places the stress on altering the system rather than the child. The inclusive school system is often thought of as the inclusion of all students, regardless of ability into the same schools and classrooms with peers who are not considered to have disabilities. Inclusive school is a school where all children are taught to understand and appreciate human differences. Teachers and administrators receive the support necessary to include all students in regular education classrooms. Parents concerns for their children are taken acutely. In inclusive school special education is a service not a place. Inclusive teacher is a teacher who is equipped with general as well as special techniques of teaching and who can ensure quality education for all students. Introduction Inclusive school is a school where all children are taught to understand and appreciate human differences. Teachers and administrators receive the support necessary to include all students in regular education classrooms. Parents concerns for their children are taken gravely. Supportive learning and peer instruction are strategies used throughout the school. Where all kids are given the opportunity to develop real friends, not just peers buddies or helpers. In inclusive school the entire community honors diversity and supports quality education for all students. Philosophy of teachers about inclusion Heres what some teachers say about the philosophy of inclusion: Kliewer (2001) Inclusion involves all kinds of practices that are ultimately practices of good teaching. What good teachers do is to think considerately about children and extend ways to reach all children. Eventually good teaching is a relationship between two people. Good results acquire to the teachers because they enter into that relationship. Inclusion is very important and providing more options for children as ways to learn. Its structuring schools as society where all children can learn. But theres no formula for becoming an inclusive teacher or an inclusive school. Its not a preset system. Etscheidt (1999) Inclusion is based on the belief that people/adults work in inclusive communities; work with people of different races, religions, aspirations, disabilities. In the same stratum, children of all ages should learn and grow in environments that look like the environments that they will ultimately work in. Heston (2000) When good inclusion is in place the child who needs the inclusion does not stand out. Strong parental participation includes in the inclusive curriculum, students making choices, and a lot of hands-on and heads-on involvement. East (1995) Inclusive education means working of teachers with the students in that situation which is suitable to a miscellaneous population of students. It also means the teacher may need another prospect and goals for students, and its complex to get teachers to do this. Inclusive education Inclusive education means that achievement of education is the right of all the children in their own community schools. Inclusive education means that classroom teachers have the final authority and responsibility for educating them. This does not mean that all children will necessarily receive all instructional services in the regular classroom. Kronberg (1992) Inclusive education does not mean that students must waste every minute of the school day in general education classes, that students never receive small-group or individualized instruction, or that students are in general education classes to learn the core curriculum only. It means, rather, that if a trained disciplinary team decides that students require instruction beyond the normal developmental curriculum, need services beyond the ability of the classroom teachers (e.g. mobility training or speech reading) or specialized services, then them (which includes the classroom teacher) ensures that students receive this help in their community school. Moreover the classroom teachers are in charge of orchestrating all the required elements of his or her program plan. Stainback (1992) Some educators have suggested that inclusion means getting rid of special education special educators, and a continuum of services (e.g. individualized instruction and tutoring). We believe that inclusion means that those elements are brought into regular classroom. Inclusion embraces the concepts of integration and mainstreaming and promotes the idea that very one has a contribution to make, that a childs school experience should be one that is maximized, not restricted. We agree with Rogers, J. (1992) they note that inclusion means that the childs educational program is adapted to meet his or her academic or social needs and the child and teacher receive the support they need to succeed. Full inclusion never means simply placing a child with challenging needs in an ordinary classroom without adaptations or supports. Collier (1987) Inclusive education can function on many levels. In inclusive education the disabled student joins the general education classroom for part of the day, depending on the type and strictness of the disability. In inclusive education all students are in the general education classroom instead of the special education classroom. Theoretically this would eliminate the need of a special education classroom. Full inclusive education should allow disabled students to be part of the various setting, teach social skills, foster independence and provide opportunities to build friendships with non-disabled peers. Factors to be considered in the development of a full inclusion classroom should include age appropriate placement in local public schools, integrated delivery of services in the general education classroom, social integration, curricular expectations adapted to the level that best challenges the handicapped student, home-school partnership, staff development, team collab oration, and systematic evaluation and related services. Implementing inclusive classroom in schools Salisbury (1994) It is actually useful that the process of inclusion needs to occur within the larger context of a school where there is a clear philosophical foundation teaming practices and a commitment to shared decision making. Unfortunately not all schools and communities value the inclusion and or teaming model of intervention. Even though national mandates and policies call for the provision of intervention services in mainstream schools laws alone are insufficient for changing attitudes. Stainback, (1993) Opponents of inclusive classrooms often refer to barriers that inhibit effectiveness of this approach. Such barriers include lack of adequate training in general and special early education philosophical difference between the two disciplines lack of related services in many programs (e.g. speech language therapy physical therapy etc and lack of monitoring systems and negative staff attitudes. Additional barriers that have been identified by other researchers include the emphasis on academic achievement in the educational reform movement competition for shrinking fiscal resources lack of flexibility in teachers contracts and lack of clear policy directives. All of these identified barriers are indeed real issues and need to be addressed in planning and implementing inclusive programs for he/ she children with special education needs. Unless these barriers to inclusion are adequately addresses it will be difficult to convince reluctant schools and communities to move toward or adopt the inclusive approach. School-based learning All parents want their children to feel comfortable and competent when they enter school yet there is no way to build in assurance that this will be the case. While this is true whether or not a child has a disability the concerns are certainly magnified for children with special educational needs. Common concerns expressed by parents of children with disabilities relate to medical fragility and or special health condition (e.g. seizures asthma immune deficiency etc). Peer acceptance and making friends participation in group activities (e.g. listening to stories playing group games etc) and fear and distress in separating from parents. The transition from home-to school-based learning places new expectations and demands on the child and family. Bout child and family must become acquainted with new people in their lives and adjust to new schedules. Parents know there will be certain school-related behaviors that their child will be expected to adopt. Inclusive Teacher To be effective an inclusive teacher education program must instill in the pre-service teacher an understanding and appreciation of diversity. It means they must be equipped with both general as well as special education techniques through pre service, and in-service. Pre-service teachers must also become comfortable with change and they must learn early in their preparation to be flexible and creative. Our classrooms have undergone tremendous changes and those changes will continue in the future. It is one of the biggest roadblocks to inclusion has been the inability of many educators to shift from one operational standard to another. This can be proficient by providing experiences that require forthcoming teachers to develop creative problem-solving skills and to view situations from different perspectives. Some of the main essentials of inclusive teacher are as under: Teachers Beliefs, Values, and Attitudes inclusive education Many teacher characteristics affect the process of inclusive education, for example, the type and level of educational training and the number of years of teaching experience. Ostensibly, the more training and experience teachers have in special-needs education and programming, the greater their chances for successfully implementing educational programs and practices based on inclusive education. And if classroom teacher are willing to teach children with diverse learning and behavioral needs, the chances for effective inclusive education are greatly increased. Inclusive education also depends on certain necessary values. Teachers need to value learning as a lifelong process in which they share responsibility with parents for maximizing the quality of childrens loves; the need to enrich childrens academic and social competencies; their colleagues and the benefits of collaboration; and, perhaps most importantly, the goals of inclusive education. It has been suggested that the most critical element of inclusive education is the attitude of classroom teachers toward children with special needs. Teachers attitudes affect not only what happens in classroom settings but also the instructional option that is chosen for students. Unfortunately, many teachers are opposed to having children with diverse needs in their classrooms. This finding suggests that teachers must be given opportunities to confront their biases so that constructive and workable solutions can be developed. Attitudes vary according to types of disabilities, the types of perceptions people have about disabilities and the labels assigned to children with disabilities. Teachers attitudes influence the nature of the interaction between students and teachers, as well as the students achievement. Schrag (1994) point out those teachers constantly communicates important messages to students about individual differences. It becomes obvious to all students whether teachers favor high achieving students, feel respect, pity, or disgust for students who have special problems, believe that every person has inherent value, or are prejudiced against those who are different. Enabling Conditions for Incisive Education The merger of regular and special education will not happen quickly or easily. The process requires regular and special educations to consult and collaborate with one another and to plan provide adaptive instruction for all children. It also depends on teachers positive attitudes and the resources available. From our perspective the most important enabling conditions are professional training and development, pooling of resources and administrative leadership and support. Adaptive Instruction Inclusive education requires regular and special education teachers to respond and adapt innovatively and collaboratively to the unique learning needs of all students. Adaptive instruction assumes that each teacher will identify and provide a wide range of instructional supports that are needed by individual students to effectively master the learning and behavioral objectives. Wang (1984) Adaptive instruction requires teachers to, Assess the characteristics and capabilities of each student, collaborate and consult with others to plan developmentally appropriate instruction. Than make environmental and individual accommodations to facilitate student learning. Than manage and instruct students in ways that permit those to master content at a pace suited to their abilities, needs, and interests. This will result in promoting all students social ability and social integration. One of the basic premises of effective adaptive instruction programs is that a variety of educational objectives, instructional materials, and learning tasks is needed; furthermore, success in achieving instructional objectives requires a wide selection of teaching and learning strategies. Successfully implementing and practicing adaptive instruction procedures depends on teachers beliefs about student diversity, and on the enabling conditions of the educational environment. Professional Training and Development Teachers federations agree that present in-service training methods fail to provide successful integrated learning experiences. Teachers need information that will broaden their understanding and appreciation of children with special needs-for example, information on how to identify learning problems, and on how to adapt the environment and their instruction to accommodate those problems. Their courses should include such things as dynamic assessment, individual educational planning, adaptive instruction differentiated learning, multicultural education, and holistic curriculum development. Pooling of Resources Inclusive education will need a high quality of service, requiring well-trained teachers, support personnel (e.g. teachers aides), transpiration services, school building modifications, and material resources (e.g. assessment instruments program materials and instructional aides). Inclusive education will impose additional financial demands on school board. Therefore teachers must be trained to pull recourses for inclusion. Collaborative Teaming Smith (1993) The ultimate goal of collaborative teaming is the creations of a collaborative school. At its core are the professional relationships, particularly between teachers and administrators, and the unified goal of school-wide, continuous improvement, and shared responsibility for the continuous progress of all students within the learning community. Salisbury (1994) Collaborative problem solving to promote inclusive education is typically carried out between teachers and other support professionals who get together to solve specific problems, usually concerning a student or group of students, focusing on classrooms- based interventions increase the students chances for success. Assistance might involve interactions between classroom teachers and speech and language specialists, counselors, school psychologists, specialists in visual and auditory impairment, special-education specialists, or other specialists bilingual education, reading and mathematics. The relationship in collaborative problem solving is based on mutually defined goals and a common framework, and involves shared authority for idea generation, mutual accountability for success, and the sharing of recourse and rewards. Co-teaching Reynolds (1991) Co-teaching may refer to cooperative teaching or collaborative teaching, and is sometimes referred to as team teaching. Cooperative teaching requires a group structure and clearly defined roles for the participants. Collaborative learning requites only a collaborative goal. Team teaching is seen to be either the equivalent or a subset of co-teaching. Co-teaching as an activity in which special educators and general educators work together in one physical space in a variety if instructional activates in order to provide optimal instruction to the greatest number of students. Achieving social integration Research findings indicate that children with and without disabilities generally do not engage in high levels of social interaction with one another unless they are encouraged and supported in doing so. Factors frequently associated with this lack of interaction include language and cognitive delays poorly developed play skills and behavior disorders on the part of the children with special education needs. It takes a great deal of energy and creativity on the part of early childhood educators to achieve social integration between children with special education needs and their typically developing peers as the levels of social interaction skills of these two groups generally differ to a significant extent. Individualized curricular accommodations Salisbury (1994) Curricular adaptations are usually designed to serve two main goals to promote positive child outcomes and to optimize the physical social and instructional inclusion of the child in ongoing classroom actives. Do adaptations in an inclusive program actually achieve these goals? Results of studies relating to each of these outcomes lend support to the effectiveness of the inclusion-with-modifications model. Further studies however are certainly warranted. Such studies would do well to focus on the effects and perceived value of the process by stakeholder groups including school administrators teachers and parents.

Investigate the Effect of Moisture Content on Wheat Grain Seeds Respiration Rate :: GCSE Biology A2 A-Level Coursework

Investigate the Effect of Moisture Content on Wheat Grain Seed's Respiration Rate HYPOTHESIS: There will be a positive correlation between moisture content of wheat grains and their respiration rate. Therefore as the moisture content (independent variable) increases so will the respiration rate (dependent variable). The rationale behind the hypothesis came from studying photosynthesis in plants. During the light-dependent reactions of photosynthesis, the photolysis of water (H2O) occurs inside photosystem II. The products of photolysis combine with NADP from photosystem I, to form reduced NADP. This reduced NADP passes to the light-independent reactions of photosynthesis, where it is utilised to make triose phosphate from glycerate 3 phosphate. Without water, photolysis would not occur and therefore the light-dependent and light-independent reactions would not take place at all. Therefore I would predict that the higher moisture content of wheat grain seeds the higher the respiration rate will be, this is because the seeds will be able to utilise more water than a wheat grain seed with low moisture content. VARIABLES: The independent variable used in this experiment is going to be moisture content, and the dependent variable will be the respiration rate. The other variables; temperature, air pressure and air will be kept at fairly constant levels. Carrying out the experiment inside a fume cupboard will help achieve in keeping these variables to remain constant. However another variable sunlight cannot be controlled during this experiment, and will obviously vary during the experiment. The possibility of using a standard light bulb to keep light levels constant was considered, but was rejected due to safety fears e.g. overheating when the experiment was not being monitored during the time between readings. BACKGROUNG KNOWLEDGE: Deterioration of stored grain seeds is an important economic problem in agriculture, therefore it is important to find out the most suitable conditions for stored grain seeds to be maintained in. For this experiment wheat grain has been chosen, this is because it is widely cultivated around the world e.g. the Mediterranean and West Asia, and is used to make flour and pasta. This means wheat is a staple crop throughout the world, and its storage is essential. To store grain effectively it is important to stop germination from occurring at all. Germination is the onset of growth of the embryo in a seed, this usually happens after a period of dormancy. Dormancy is the state where germination will not occur, even if environmental conditions are favourable. This is often an advantage for seeds, as it allows germination to occur in a more favourable season. In the case of wheat seeds they need several weeks or months of prechilling before the will actually germinate.

Analysis of Argentinean Debt Crisis: IMF and Government Actions Essay

The Argentina debt affected the country between the late 90’s to the early 2000’s and can be attributed to misdiagnosis and ineffective policy. During this time the IMF and Argetina’s government worked closely together. Previous to the crisis Argentina had been celebrated for its economic policies and growth. The government worked to put in place conservative economic policy, including the privatization of companies, looser trade regulations, among other conservative changes. Economic growth in that period appears to have been in large part the result of increasing amount of international debt. Before the end of the 90’s, things began to fall apart. The crisis can be traced back to the 80’s, where the country experienced extreme hyperinflation. The currency inflated at over 5000% this was during the presidency of Carlos Menem and, his finance minister, Domingo Cavallo who attempted three ways to limit inflation. The first was a stabilization act with the backing of a large private firm; the second attempt was to buy up certificates of deposit into government bonds (Nataraj & Sahoo 2003). After the first two methods failed the third option was introduced, this was to peg the argentine peso to the US dollar. To fixate the exchange rate, the currency board kept up dollar reserves, and could not change the supply of pesos without the same change in dollars as well (Sergio L., Eduardo, & Augusto 2003). By the mid-1990s, inflation had vanished but the government were unable to alter many of the concretionary policies that stabilized inflation yet hurt growth. When debt crisis began to develop, the government could not exp and the money supply as a means of stimulating the economy, resulting in stagflation in the 90’s (Macewen 200... ...e World Bank. IMF. The IMF and Argentina, 1991–2001. Rep. International Monetary Fund: Independent Evaluation Office, 2004. Web. 24 Apr. 2012. . Krueger, Anne. "Crisis Prevention and Resolution: Lessons from Argentina." Speech. "The Argentina Crisis" Cambridge, Cambridge. 17 July 2002. IMF. Web. 23 Apr. 2012. . Macewan, Arthur. "Economic Debacle In Argentina: The IMF Strikes Again." Foreign Policy in Focus Jan. 2002, Latin America & Caribbean sec. Print. Nataraj, Geethanjali, and Pravakar Sahoo. "Argentina's Crisis: Causes and Consequences." Economic and Political Weekly 38.18 (2003). Print. Paddock, John V. "IMF Policy and the Argentine Crisis." The University of Miami Inter-American Law Review 34.1 (2003): 155-87. Print.

The Role of Female African American Sculptors in the Harlem Renaissance

The Role of Female African American Sculptors in the Harlem Renaissance The Harlem Renaissance, a time of global appreciation for the black culture, was a door opening for African American women. Until then, African Americans, let alone African American women, were neither respected nor recognized in the artistic world. During this time of this New Negro Movement, women sculptors were able to connect their heritages with the present issues in America. There is an abundance of culture and history to be learned from these sculptures because the artists creatively intertwine both. Meta Warrick Fuller and Edmonia Lewis, two of the most popular sculptors of this time, were able to reflect their native heritages and the dynamics of society through their artwork. Meta Warrick Fuller and Edmonia Lewis were two of the most renowned women sculptors during this time. Fuller and Lewis’ pieces showed how they connected with the social happenings of the time as well as portraying their African roots. Often their subjects were chosen to serve as a political mission or statement as to their feelings of societal issues. Often their subjects were chosen to serve as a political mission or statement as to their feelings of societal issues. Their sculptures support the idea that these women were products of living within a contact zone. As artists began to gain recognition in the artistic world, they continually represented what it meant to be black in America. Personalities and individualism were displayed through their work while simultaneously portraying the political, social, and economic conditions of being black. This idea runs parallel with Mary Louise Pratt’s (1990) definition of a contact zone. She defines it as a "term to refer... ...central rather than peripheral in the forging of a more liberating and intelligent visual culture in the United States" (p. 37). Works Cited Jackson, P. (1992). (in)Forming the Visual: (re)Presenting Women of African Descent. International Review of African American Art. 14 (3), 31-7. Kleeblatt, N. (1998). Master Narratives/Minority Artists. Art Journal, 57 (3), 29. Powell, R. (1998). Art of the Harlem Renaissance. American Art Review, 10 (2), 132-137. Pratt, M. (1990). Arts of the Contact Zone. Richardson, M. (1995). Edmonia Lewis’ The Death of Cleopatra Myth and Identity. African American Art. 12(2), 36-52 Savannah, G. (1998). African American Women Sculptors. American Art Review, 10, 162-5. Scwartz, B. (1997). African-Americans in the Visual Arts: A Historical Perspective. http://www.cwpost.linet.edu/cwis/library/aavaahp.htm

Business, government and society Essay

Business, government and society – all 3 are inter-related with each other. Things remain unchanged for all companies. Robi is not different from that. Govt. is a system through which policies and rules are made and implemented for the society. Society is a network of human relation. Consumer of a product comes from the society and govt. is a part of total social system. Robi and other telephone operators company once decided that they will close the access of new company in the market. So they gave money to some powerful person of govt. So, now new comp can’t access in the telecom market. Robi’s consumer – who belongs to the society are confined in these old telecom companies. They are also disturbed over the government and Robi. That’s how Robi, govt. and society are inter-related. There are four models of BGS relationship: 1. Market Capitalism Model 3. Dominance Model 2. Dynamic Force Model 4. Stakeholders Model Robi stands in Dominance Model. Robi and other 4 companies are all of the telecom market. No new competitor can come here. Robi and other 4 companies with the help of government control the market. A company’s stakeholders are those who can affect and affected by the operations of that company. If it is done directly they are the internal stakeholders and if it is done indirectly they are the external stakeholders. Robi’s internal stakeholders are its Board of directors, Managers, Employees and all the people who have direct influence over the firm’s action. External stakeholders are Customer, Government, Potential buyers, Competitors etc. A Board of Directors of Robi can easily change its operations and if Robi losses he will be responsible for that. Robi changes its packages according to its customer choice, otherwise they will not use Robi. Business Environment of Robi: Every company has its own environment. There are two types of environment, external and internal. As the method Robi has the maximum control over its internal environment and has no or less control over its external environment. Now Robi needs to know the environment for its strategic planning and to create link with society. Its environment depends on their strength like technology, law, social responsibilities, government, and local competition over telecom business. Robi is a mobile operator in Bangladesh which concentrates on offering GSM communication services for private and corporate customer. Their intention is to promote the wireless lifestyle -the complete mobile society. And that is their mission. Their structure based on the services they provide like internet and mobile networks. And their resources are international server and national networking system through which their system process is running. Robi’s management includes their all employees, board of director, owners and key stakeholders etc. is maintaining the culture of this company. And these are inter-related to each other to make their internal environment. In the sense of environment, through better technologies than other telecom companies Robi try to attract more customers. Robi take care of all labor force and suppliers to create a link in society by abiding the government policy. And that’s there external environments. Robi is jointed with a foreign company. So we can assume that government has given them an entry to our market. And letting them doing business here. So it’s a governmental or political environment of this company. This company is profiting day by day. This money comes from us and that changes our economy. So they have clear connection with this economical issue which is their economical environment. Consumers of this company are enjoying cheap rates and good network. So, more people are finding attraction. The attitude and behavior is changing slightly. That is how the society is working for the company as its environment. The one most important part of this company is technology. Telecom companies are depended on technology. Good server and network is their main key to maximizing their profit. But technology changes very fast. So, the company has to keep pace with their technological environment. This company also obsessed with natural environment like bad weather, bad network. Business Power of Robi: Power is the force or strength that can change something. Business power is the Strength of business that can change a society. Robi made its sim card and call rate more cheep. So, more people are using Robi now. There are different types of business power and that do different changes. When Robi reduces its call rate, people talk more over telephone. Their expenses for telephone increase. This is creates economical change. Robi sponsors various cultural programs on various occasions. So, these programs are regaining its lost glory. Thus Robi makes cultural change. Robi is introducing new services like- mobile ticketing, 4G, internet services etc. through their technology. This technological power is making our life more easy. After the availability of mobile phone people talk so much over phone. Robi is changing our habit by giving special offers and talktimes. There are also various power inside Robi like – political power, positional power, coercive power, reward power etc.

Emile Durkheim Essay

Emile Durkheim was a French sociologist who is considered to be the founding father of sociology. His contributions were in sociology, Anthropology and religions studies. He published and lectured sociological studies in topics like education, crime, religion, suicide and division of labor. Durkheim was born in Pascoag province of Lorraine, formerly in Germany but presently in France, in 1859, April 15. His family line was of rabbi but he rebelled against this title while still a kid. Much of his work was to show that religions bases were from social issues and not a divine issue. Though he rebelled against his family rabbi tradition, his relationship to the family and the Jewish community was still intact. Most of his collaborators and students were drawn from the Jewish community and was even confirmed under the Jewish traditions at the age of thirteen. He followed the regular system in the secular school and at the same time studied Hebrew, Talmud and Old Testament. He at one time acquired some numinous skills in Catholicism from his female teacher who was a catholic herself. However, soon after, he developed some doubts in religion and withdrew his involvement in it. In the college d’Epinal, he was a precocious scholar and this earned him some prizes and honors. This motivated him towards his ambition and transferred to Lycee Louis-le-Grand, a French high school in Paris. Later in 1879, he joined Ecole Normale Superieure a training institution for French scholars. In the ground, he met some major scholars marking French intellectual life. These were; Henri Bergsona a vitalism philosopher, Jean Jaures a social leader, Rauh, Golot and Blondel all philophers and Peirre Janet a psychologist. His interest is a scientific view to society earned him some opposition towards Ecole Normale academic system. It contained no social science which was Durkheim interest. Instead, humanistic studies dominated the academic system. He rebelled against a course that privileged reading of Latin prose and Greek verse and felt recent scientific discoveries and philosophical doctrines should have been the privileged. He was for a solid and structured learning rather than elegant dabbling system which was even rewarded. In 1882 he finished 2nd last in his graduation class. Despite his rebel nature, he had some good friends like Jean Jaures – a socialist leader. He was known to be intelligent, dedicated, a good moral and scientific instructor. (Caser 143) After spending a year in Germany studying sociology, he returned to Bordeaux where a teacher’s training school had just been started. There, he taught social sciences and pedagogy. He was credited for introducing social sciences in the French curriculum. However, his argument that social science could easily explain morality and religion was criticized. Thereafter in 1890s, it became Durkheim’s period of his significant contribution. In 1893, he published his doctoral dissertation â€Å"The Division of labor in Society†, which was a study of how social order was maintained in differing societies. 1895 published â€Å"Rules of the sociological method† manifesting on sociology definition and how it is supposed to be done. One the same year, 1895, he founded Department of Sociology at the University of Bordeaux. In 1898 he published his increasing students and collaborators works in â€Å"LAnnes Sociologuque† a journal he had founded. In 1897, he published â€Å"Suicide† a study providing examples of what the sociological monograph might look. He used quantitative methods in criminology to explore the different crime rates among Protestants and Catholics. He found the strong social control among catholic reduced suicide rates. In 1902, Durkheim was the permanent chair of education and sociology. In the same year 1912, he published his major work â€Å"The elementary forms of Religious life† During the world war which was characterized by propaganda, Durkheim dropped his position on politics which was patriotic rather than internationalism. His former students had died in the war including his own son. This caused Durkheim mental blows. He had lost his son and his rational secular life had been affected by the war. In 1917, he suffered a stroke from emotional strains and exhaustion, recovered months later and resumed to work but later on the same year died. Emile Durkheim was laid to rest in Paris. (Emile Durkheim) His theories and ideas mainly focused social structural assertions of human social tribulations. He covered the social facts, division of labor, education, crime, punishment law and suicide. In social facts, Durkheim felt that the society is much more than what it meant. He incorporated issue like ethnic and religion background. His priority was not on what influences individuals behaviors or acts but in social facts. His argument about social facts is that its existence is more objective and greater than individual’s actions and who makes a society. He argued that only if people in a society were oriented to a common symbolic representation sets, to a common assumption about the environment, could moral unity prevail. Without them any society irrespective of its modernity or primitive nature would degenerate and decay. (Coser 144) In religion, his views are that it is a pervasive aspect in social structure. It is more human oriented aimed at uniting communities. He looks at it effect on an individual and the way they behave, how it can divide a community and its role in the society. Durkheim defines religion as a cultural system of commonly shared beliefs and rituals that provides a sense of ultimate meaning and purpose by creating an idea of reality based on super natural powers (Giddens 534) In division of labor, he argues that despite it aim for material and intellectual development in the society; it has a moral factor more important in that it enhances social unity among people. He argues that people have something in common. This is what binds them together along traditional lines for they are more or less the same. The highly complex division of labor in modern communities was influenced by ‘organic’ solidarity. Specialization and social roles tie individuals to one another. He argues law is a major symbol in the social unity. Punishments acts in it are meant to sustain the unity. Law is not meant to punish but restrain the existing unity. Durkheim called the breaking of social norms state of anomic. (Calhoun 47) He tried to argue suicide by comparing its rates among the Protestants and Catholics. There was less suicide cases in catholic than in protestant. According to him this was as a result of catholic strict norms. His work has influence control theory of sociology. His view on punishment is that it is important in the society setting. He argues social solidarity can only be maintained through punishment. To avoid law breakers who in turn threaten the social unity in a society, punishments act as a threat. However, he calls for a relevant punishment amount claiming it threatens immorality. On crime, he feels it is useful as it leads to reform. It is a response to a pressing social tension and therefore flushes out the pressing issue off the society. (Parsons 32) As a teacher, he had interest in education. He felt it is an important entity in the social structure as it strengthens social cohesion, maintains social roles and maintains division of labor. Emile Durkheim has over the years influenced sociology scholar. In most cases, they have based their studies in his arguments. In most education curriculum, his sociology initiative has been incorporated. His arguments in almost all the areas in social structure have influenced the modern society. Major education institutes offers courses on sociology all over the world. The study of criminology has based its findings in Emile’s ideas. His sociological theories and ideas have been used to explain the causes of crimes in a society. Policy and law makers have used Durkheim’s ideas in making the law. Courts too in their making of judgments they have based it on his ideas. For example cases of suicide and crimes. His findings have been very significant in trying to understand terrorism and terrorism acts. In the modern society, this has been a major threat to the international unity. Religion has been known to be the root cause of such terrorism acts. The 9/11 us terrorism act was by Islamic extremists. The social control in Islamic does not restrict this and therefore it may not look more of a crime to them. Religion has influenced the society greatly, from politics, rituals and practices. On the religion set social norms, members have behaved and acted according to them. Civil wars in most of the word nations are as a result of social norms conflict among different societies. Most of the crimes against humanities have been important in that it has influenced reforms as per Durkheim ideas. Many societies have learnt from past experiences and have significantly reformed to be stronger and united. However, some societies have released social tensions through criminal activities like wars and the end result have been improved unity. This justifies Durkheim’s idea on crime that it is important in reformation. The United Nation body is significant in the world’s unity. The social norms outlined in its organization have a great influence in controlling the world’s societies in their actions. Exploitation is now reduced and independence has prevailed. On the other hand, the larger community i. e. the world is now much more united. Division of labor which is an evident entity in the modern society is more than just sharing responsibilities and roles. It is very significant in social unity. The coming together of specialists from different background has enhanced interaction and understanding among a larger population. In the labor firms, acts that govern a company have been made by their respective policy makers and are significant in the social unity and in role sharing. Durkeim’s scientific views on the society, his contributions and influences are very visible in the modern society.Therefore, he deserves acknowledgment as the founding father of sociology. Work cited: Coser, . Emile Durkheim the Person: sociology at hewett 1977. Retrieved on Friday, October 17, 2008 from http://www. hewett. norfolk. sch. uk/curric/soc/durkheim/durkper. htm Emile Durkheim Site: Emile Durkheim biography: mosaic Retrieved on Friday, October 17, 2008 from http://www. emiledurkheim. net/ Giddens, A& Griffiths, S . Religion in the modern society: Polity, 2006. 138- 148 Parsons, T. et al . Theories of Society, New York: Free Press, 2006, 33-48 Calhoun, et al: Classical Sociological Theory . Blackwell Publishing, 2007. 45-66