Different Departmentalization in Malaysia Essay Example for Free

Different Departmentalization in Malaysia Essay Introduction The search for competitive advantage, write management consultants and educators David Nadler and Michael Tushman, is the defining goal of modern-day business. Competing by Design: The Power of Organizational Architecture, is their guide to reaching that goal through total integration of corporate structure, workplace culture, and employee motivation. Bringing all such processes together into one unified organization, they contend, is as important to a companys future as the architectural unity of the building that houses it. Organizational Design is gaining more importance in human resource management as organizations are rethinking their role in the marketplace, their position vis a vis competitors, and their long term strategy. A key strategy in aligning the workforce with business goals, Organizational Design seeks to maximize workforce effectiveness while minimizing or maintaining costs. Five basic organizational structures are used in Organizational Design and adapted to an organizations needs Basic Organizational Designs Have Six Structure Elements. . Specialization-a process in which different individuals and units perform different task. 2. Chain Of Command-is the unbroken line of authority that extend from the top of the organizations to the lowest echelon and clarifies who reports whom.

Chaucers Canterbury Tales :: essays research papers fc

The Canterbury Tales is a great assortment of stories written by Geoffrey Chaucer. Each individual story is told by a pilgrim from the voyage to Canterbury. â€Å"The Prioress’ Tale† was a Miracle of the Virgin story, told by the Prioress. Another tale is â€Å"The Nun’s Priest’s Tale† which is a Beast Fable. Then there is â€Å"The Pardoner’s Tale†, which is an Exemplum. The genres of The Canterbury Tales help shape the entire story.   Ã‚  Ã‚  Ã‚  Ã‚  In â€Å"The Prioress’ Tale†, the Virgin Mary, Mother of Jesus, miraculously aids a follower in the time of need, which is also known as a Miracle of the Virgin tale. A few quotes from the tale support this, one is the following: â€Å"Where he lay face upright with throat slit, began to sing ‘Alma Redemptoris’ so loud, that all the place began to ring† (Chaucer 291). The little boy’s throat had been slit, but since the Virgin Mary had placed the grain on his tongue, he was still able to sing until the grain was taken away. Since the story shows the miracles that can happen when a follower is in the time of need, and how the Virgin Mary guides the follower, it proves that â€Å"The Prioress’ Tale† is a Miracle of the Virgin.   Ã‚  Ã‚  Ã‚  Ã‚  An Allegory â€Å"is the representation of ideas or moral principles by means of symbolic characters, events, or objects† (Stein 150). The little boy in the story is compared to Jesus, the son of the Virgin Mary. Throughout â€Å"The Prioress’ Tale,† she tells of the Jews and uses a allegory, and compares Jesus’ death to the little boy’s. â€Å"My throat is cut to my neck-bone,† said this child, â€Å"and according to nature, I should have died, yes, a long while ago; But Jesus Christ, as you find in books, wills that His glory endure and be remembered; and, for the majesty of His Mother dear, yet may I sing ‘o Alma’ loud and clear† (Chaucer 294).   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The Nun’s Priest’s Tale† is a Beast Fable, or when â€Å"animals are given human qualities and are involved in clever tales that preach a moral lesson† (The Center for Learning 31). In the tale, Chanticleer is a rooster who is given human characteristics. He talks throughout the story, showing his human like features. â€Å"Here men may see that dreams are to be feared† (Chaucer 316). The entire tale tells the story of Chanticleer and his seven wives.

Aaron Beam and the HealthSouth Fraud

In terms of Kohlberg’s views on moral development, Aaron Beam would be at Level Two Conventional Stage Three. Interpersonal Concordance Orientation. Aaron Beam knew that his actions were indeed wrong and he could no longer carry on, therefore, he retired and paid a price for his wrong actions. He now lives off of what he works for. In terms of Kohlberg’s views on moral development, Richard Scrushy would be at the Level One: Pre-conventional Stage One: Punishment and Obedience Orientation.Scrushy in his own selfish reasons and believed that he did no wrong in doing what he did within his company. Scrushy also paid his dues and went to prison. Aaron Beam was morally responsible for engaging in â€Å"aggressive accounting† methods he used because from the very beginning when Scrushy told Beam to fake their financial reports, Beam knew that it was wrong, yet he continued to do it. Beam later on went against his morals and continued to commit fraud until he finally re tired.Aaron Beam’s responsibility was not mitigated in anyway. Even though Beam was â€Å"convinced† by Scrushy and his own thoughts, he was still responsible for his own actions of â€Å"aggressive accounting†. Aaron Beam was not morally responsible for changing the clinic reports to increase the company’s earnings. His responsibility was mitigated due to the fact that he as well as others was included in reporting false records.The people whom were cooperated in his actions are morally responsible for their actions. Their responsibilities were also mitigated because they all knew that they were committing fraudulent and continued to do so even after Beam has retired. Richard Scrushy was morally responsible for accounting fraud because even though he did not work under the financial department, he knew what the consequences in the frauds would be. He convinced Beam to so anyways.

Action Research

The idea for my action research study came from observing a heated conversation in the teacher’s lounge. Several teachers complained about the new principal while others silently and cautiously agreed. More and more often the displeasure of her tactics with the teachers and other staff members was becoming more prominent and crystallized as the topic for a possible research. (See More on this page) I was not so sure, however, whether the new principal (let us call her Mrs. A.) was aware of her affect on people. Te topic entailed the small-scale active research format involving opinions and debates of willing participants. I knew I had to be careful not to create a situation of more of a social nature versus investigative and productive framework. I decided to call my action plan â€Å"An investigation into perceptions and opinions of successful practices in school management styles,† thus centering and going away from Mrs. A. becoming a target of negative attention. This was professional issue, and I knew that I needed some development in my knowledge within the subject, hence the need to be objective and to keep an open mind to extend the boundaries of my understanding in both directions. This was an opportunity to help both the school staff and the school administrator. The active part of the research came from the approach to actively involve all concerned (including Mrs. A.) and secure their cooperation by agreeing to answer a questionnaire (one in the beginning of the process and another at the end to raise the internal validity index) and the attitude survey. In addition, and before the questionnaire was distributed, I invited all participants to participate in an open but formal debate with the specific structure and time limits. To elicit honest perspectives and avoid the threat of bias (I was a teacher in that school), I recruited an independent industrial/organizational psychology student from the local university to conduct and supervise the debate. I knew that I needed to remove myself from any perception of power or control over the resulting data to guarantee the validity to the process. Thus, the psychology student with the help of his professor also performed all statistical analysis. Moreover, I felt that the questions on the questionnaire I designed initially were too biased toward my own opinions. I therefore, asked the same psychology student to redesign the questions for me. Once the questionnaire was ready, I took some extra time to personally meet with all participants and explain the purpose of the research. I was very careful not to give an impression that I had any private agenda in such matter. Designing the study as the technically oriented research I welcomed any duplication to increase reliability. Understanding my purpose in designing this action research plan, every participant was very cooperative. After the questionnaires were administered and collected, I realized that an independent observer might perceive a possibility to gender bias in judging responses of the questions: both the psychology student and myself were males while the rest of participants were females. Conducting this research as active helped me to develop two relevant professional purposes: the data resulting from interviews and from the questionnaire are context related as well as the subject to external and mutual influences. The second purpose is personal growth with the ability to generate new perspectives for all participants and non-participants alike. Sardo-Brown (1995) rose an interesting point about the practical benefits for practicing teachers conducting own research within their classrooms. This practice has the potential to influence the teacher’s work and to elevate the motivation and the desire to affect his or her students. The practitioner usually would begin with some questions defining the problem that is being present within the classroom life. Such problem is more relevant to the teacher who teaches that class than to the administrator(s). The solution of this problem relies on identifying the exact cause and finding a methodology to compensate for the negative affect. The teacher who becomes an active researcher has greater sense of responsibility and motivation since the resolved problem will improve visibly the quality of work being performed. Action research, then, is the tool carried out by the practitioner him or herself to address a practical problem and to influence practice affording greater responsibility. There is a sense of empowerment that becomes a source of increasing the teachers’ role in school-wide leadership and decision-making. To demonstrate the effectives of active research mode-type practices Sardo-Brown (1995) described the research processes of six classroom teachers; two of which taught at elementary level, two at the middle level, and two at the high school level. More recent account was presented my Merrill (2204) who directly posited a question, â€Å"When was the last time you sat back and contemplated how effective your teaching is?† Most certainly, this type of inquiry can be asked in any field of human endeavor, but the teaching is the most prominent since the quality of which is influenced by so many variables. This author had a particular interest in sustained technology education and hence was his interest in action research. To his credit, Merrill quoted a very descriptive dfinition of action research from the works of Stephen Corey (1953): A continual disciplined inquiry conducted to inform and improve our practice as educators. Action research asks educators to study their practice and its context, explore the research base for ideas, compare what they find to their current practice, participate in training to support needed changes, and study the effects on themselves, their students, and colleagues (Calhoun, 2002, p.18). This definition in its fullness describes the method and purposes behind such process. It names the research as an â€Å"inquiry† implying on the generally set and the most primal purpose behind any research. Then it directs our attention as its reflect-ability. Indeed, we need to study our own practice and its context, â€Å"explore the research base for ideas and compare (what was found) with (our) current practice†¦Ã¢â‚¬  But the main prerogative is to improve what we are doing even if its subjectively successful (Merrill, 2004). That main purpose was also supported by Zuber-Skerritt (1996) who provided the plan and concrete pathway to form new directions in action research. They were instrumental in that by first providing the readers in exact description and identification of different types of action research. They supported the practical definition of Calhoun by stating, â€Å"Action research is research into practice, by practitioners, for practitioners†¦Ã ¢â‚¬  Despite to such a practical view, this author’s book provided a good research foundation on how to do the action research and what exactly it is. Works Cited Armstrong, Felicity, and Michele Moore, eds. Action Research for Inclusive Education: Changing Places, Changing Practice, Changing Minds. New York: RoutledgeFalmer, 2004. Questia. 28 Apr. 2007 . Dadds, Marion. Passionate Enquiry and School Development: A Story about Teacher Action Research. London: Falmer Press, 1995. Questia. 28 Apr. 2007 . Merrill, Chris. â€Å"Action Research and Technology Education.† The Technology Teacher 63.8 (2004): 6+. Questia. 28 Apr. 2007 . Sardo-Brown, Deborah. â€Å"The Action Research Endeavors of Six Classroom Teachers and Their Perceptions of Action Research.† Education 116.2 (1995): 196+. Questia. 28 Apr. 2007 . Zuber-Skerritt, Ortrun, ed. New Directions in Action Research. London: Falmer Press, 1996. Questia. 28 Apr. 2007 .   

Lab Report Surfactant Essays

Lab Report Surfactant Essays Lab Report Surfactant Paper Lab Report Surfactant Paper Surfactant is produced to make it easier for people to breath by reducing the surface tension of the water molecules that primarily compose the walls of the alveoli; it helps them to not tick together. For this experiment, we will be using milk and food coloring to represent the water (milk) and gas (food coloring) in the respiratory system. Because know milk is non-polar and food coloring is polar, my hypothesis predicts the two will not mix voluntarily at first, but the soap acting as a surfactant, when added, will help the two liquids mix together. Materials (Part on: water surface tension) 1- A penny 2- A dropper 3- Water 4- Paper towels (Part two: surfactant) 1- Milk 2-2 different color food coloring 3- Dishwashing soap 4- Cotton swab 5- A mall clear dish 6- Timer Paper towel 8- Water Method (Part one: water surface tension) 1- Place the penny in a flat area 2- Fill a dropper with water 3- One by one add the drops of water to the top of the penny 4- Measure how many drops fit until the drops break the surface tension of the water. Record results the results table 6- Placed the dish in a flat steady surface. 7- Then poured the milk making sure the whole bottom of the dish is covered. 8- Add four drops of food coloring to the center of the dish. 9- Let it rest for two minutes and then measure how far the coloring expanded. 10- Record in the exult chart 11- Dip the cotton swab in soap 12- Place the end of the cotton swab in the middle of the dish containing the milk and the food coloring. 13- Observe what happens to the food c oloring and record the result in the results chart. 4- Throw away the liquids and leave station clean after recording results. Results The average drops of water that a penny can hold without spilling the water is 24 drops. In my experiment the results were the following: Trial number Number of drops Try one 25 Try two 22 Try three 26 When the coloring was placed in the milk at the beginning, it didnt expand wrought the milk as quickly as when the soap was added. Without the soap Expanded 5 ml/min from the center. With the soap Expanded at CM/ sec from the center. Conclusion My hypothesis is accepted. After I applied the drop of soap to the milk, the food coloring spread around. Why? At first, the food coloring just sat on the surface of the milk. Thats because food coloring is less dense than milk, so it floats on the surface. The milk didnt mix with the food coloring in the beginning because it wasnt stirred together. The soap reduces the surface tension of the ilk by dissolving the fat molecules, which is why whole milk works better. The surface of the milk outside the soap drop has a higher surface tension, so it pulls the surface away from that spot. The food coloring moves with the surface, streaming away from the soap drop. Due to the convection that results from the moving surface, the food coloring may be drawn down into the liquid, only to appear rising again somewhere else. When the soap finally gets evenly mixed into the milk, the action stops.

Bitter Love Quotes

Bitter Love Quotes Love is like dark chocolate. Although it can leave you with a bitter taste in your mouth, you will still be tempted to take a bite the next time around. Many writers have tried to put the bitter experiences of love into words and some have done an exceptional job of it. Here are 21 bitter love quotes that bring out the bleakness of love. Bitter Quotes From Famous People Mother TeresaLoneliness and the feeling of being unwanted is the most terrible.Ben HechtLove is a hole in the heart. Pearl Bailey  The sweetest joy, the wildest woe is love. James BaldwinThe face of a lover is an unknown, precisely because it is invested with so much of oneself. It is a mystery, containing, like all mysteries, the possibility of torment. W. H. AudenHe was my North, my South, my East and  West,My working week and Sunday rest,My noon, my midnight, my talk, my song;I thought that love would last forever:I was wrong. Maureen Duffy  The pain of love is the pain of being alive. It is a perpetual wound. William M. Thackeray  To love and win is the best thing. To love and lose, the next best.Johann Wolfgang von GoetheIf  I love you, what business is it of yours?ConfuciusCan there be a love which does not make demands on its object?Henry Wadsworth LongfellowIf I am not worth the wooing, I am surely not worth the winning.S. JohnsonLove is the wisdom of the fool and the folly of the wise. Kahlil Gibran Ever has it been that love knows not its own depth until the hour of separation. Margaret MitchellI was never one to patiently pick up broken fragments and glue them together again and tell myself that the mended whole was as good as new. What is broken is broken, and Id rather remember it as it was at its best than mend it and see the broken places as I lived.   Anais NinLove never dies a natural death. It dies because we dont know how to replenish its source. It dies of blindness and errors and betrayals. It dies of illness and wounds; it dies of weariness, of withering, of tarnishing.Samuel Butler  It is better to have loved and lost than never to have lost at all. Anonymous Bitter Love Quotes AnonymousTo fall in love is awfully simple; to fall out of love is simply awful. Anonymous  Love is like heaven, but it can hurt like hell.Anonymous  Love is like war: easy to begin but hard to end.AnonymousI never felt true love until I was with you, and I never felt true sadness until you left me.AnonymousLove begins with a smile, grows with a kiss, and ends with a teardrop.AnonymousNo matter how badly your heart is broken, the world does not stop for your grief.

Fashion analyse Christian Dior Essay Example | Topics and Well Written Essays - 500 words

Fashion analyse Christian Dior - Essay Example The essay "Fashion analyse Christian Dior" investigates the high fashion couture of Christian Dior, and examine their production and distribution processes. The Christian Dior/ LVMH (Louis Vuitton Moet Hennessy) global retail business in fashion wear and consumer products conduct international sales of 83.4%. It’s triad presence is 35% in its home base in the European Union, another 31.3% in Asia, and 26% in NAFTA (North American Free Trade Agreement). The Autumn/ Winter 2009 (AW09) Couture collection from Christian Dior was presented without extravagant sets or huge crowds. The classic wasp-waisted silhouette of Dior’s New Look (Pochna 124) aunched in 1947 as Christian Dior’s first Spring-Summer collection was the basis for the new couture collection for AW09 (as seen in Figure 1. above and Figure 2. below). John Galliano, the influential fashion designer leading the creative team at Christian Dior projected the collection against a traditional background remini scent of the 1950s. Hip-emphasizing basques, girdles, lace-edged slips, and petticoats† were further enhanced to form brightly coloured adaptations. The outcome was reworked â€Å"Bar peplum jackets, draped bubble skirts, padded-hip coats, and full-skirted evening gowns†, which were highlighted with warm colours such as orange, lime, raspberry and yellow, while at the same time the flesh tones of fifties under-things formed a soothing contrast. The collection did not appear to have much novelty, and was not even mildly shocking.