Leading Quietly Essay -- Business and Management Studies Essays

Leading Quietly Leading quietly is the ability to influence individuals or groups toward the achievement of goals. Quiet Leadership, as a process, shapes the goals of a group or organization, motivates behavior toward the achievement of those goals, and helps define group or organizational culture behind the scenes. It is primarily a process of influence. Quiet leaders carrier a sixth sense and one who can envision the changing processes in the sense that, while influence is always present, the persons exercising that influence may change. Possession of influence depends upon the situation and upon the relevancy of the individual's skills and abilities to the situation. For example, if a particular individual has the expertise that is required to solve a problem, then that individual may be assumed to have some degree of influence over others. Quiet leaders are realist. They try hard to see the world as it is quiet leaders almost possess a sixth sense (Badaracco, p 11) I have so many ideas of what qualities a quiet leader should have that I often feel overwhelmed and cannot imagine how achieve these skills. There are many ingredients of effective leadership styles. I have read several books and articles on leadership and management. I have also participated in a few leadership training/education modules offered through my employers. There are many theories on what makes an effective or quiet leader. In the book, leading quietly, quiet leaders see the world as a kaleidoscope rather than a fixed target or a well-mapped terrain. Quiet leaders value trust, but they don’t forget how fragile it can be (Badaracco, 12). In my research, I discovered that there are many leadership styles and most are effective if used in the right situations. The directing leadership style would be needed for new hires, or less competent employees that show commitment and a desire to be productive. The employees at this development level would require very clear directions, and a lot of supervision. The atmosphere must be controlled and structured until these employees develop some competence. In today’s work force, many managers lead by the use of email. Instructions and guide lines are provided by connecting to online databases (Maccoby, 39). The coaching style would be useful for existing employees who have lost their sense of commitme... ...ers may feel a more positive association with the company. Companies that show a concern for their employee’s personal growth may find that employees will feel obligated to do a better job for the company. In conclusion, leadership is about service. The greater the ability to serve the needs of others, the more powerful and effective, are the actions of the leader (Cashman, p.23). While leaders lead by virtue of whom they are, leaders create value by virtue of their service. Leadership can be thought of as the dynamic process of assessing our unique potentialities to serve the needs of others like employees, co-workers, and customers. Works Cited: Blanchard, Kenneth, Patricia Zigarmi, and Drea Zigarmi. Leadership and the One Minute Manager. New York: William Morrow and Company, Inc., 1995. Kelly, Kevin, You can’t Make Leaders. Business Week 07 Dec. 1998: Enterprise My Company. Business Week Online Archives. Cashman, Kevin. Leadership in Business Today. Business Journal Serving Fresno. April 1998, i322295, p.23-47. Badaracco, Joseph. Leading Quietly. Harvard Business School Press, 2002. Maccoby, Michael, The Leader. New York: Simon and Schuster, 1981.

An Analysis of Two Literary Works of Douglas Adams Essay -- Literary

Douglas Adams, an English writer, may in fact be one of the most spontaneously humorous writers of all time; he exhibits this in many unique ways, although many could overlook this and think of his works as elementary. He is a writer of humor, personality, and subtile theme that is passes up by most. In many ways, one could argue that the aspects of his writing are juvenile, but one must see past this front that he puts on and realize that there is far greater thought and meaning behind it if one were to delve. His novels are spectacular, and they keep the reader interested while still providing a leisurely easygoing atmosphere in which to read. In the truly sidesplitting novels The Hitchhiker’s Guide to the Galaxy and The Restaurant at the End of the Universe (the latter is the sequel to the former), Adams incorporates the following: a sarcastic, agreeable style, ironic theme within this style, and a humorously diverse set of characters that only he could have portrayed. One aspect of Adams’ style is that he is exceptional at creating dry humor out of anything. What is dry humor? Cambridge Dictionaries speculates in a webpage entitled â€Å"Dry (Humor)† that â€Å"Dry humor is very funny in a way which is clever and not loud or obvious† (â€Å"Dry (Humor) 1). When people read one of Adams’ novels, this is exactly the kind of humor that they experience. When one reads a passage in which Adams uses this type of humor, one can only think that if Adams were speaking right in front of someone, he would have a face of stone while telling one some incredibly outlandish phenomenon. In Chapter 17 of The Hitchhiker’s Guide to the Galaxy, Adams explains that â€Å"The next thing that happened was a mind-mangling explosion of noise and light† (88). ... ...ificant as he thinks he is; Adams would agree that the earth is just an insignificant blue and green speck of a planet in a vast universe of nothingness. Finally, he has a group of characters which he creates that are unmatched in individuality, and the interactions that they share are truly amusing. Works Cited Adams, Douglas. The Hitchhiker’s Guide to the Galaxy. New York: Harmony, 1980. Print. Adams, Douglas. The Restaurant at the End of the Universe. New York: Harmony, 1981. Print. â€Å"Douglas Adams’ Biography.† Wikipedia.org. 12 Feb. 2012. Web. 16 Feb. 2012. â€Å"Dry (Humor).† Dictionary.Cambridge.org. Web. 29 Mar. 2012. Garland, Robert. â€Å"Douglas Adams’ Writing Style.† Galactic-guide.com. 13 Jun. 1996. Web. 4 Mar. 2012. Menhart, Maximillian. â€Å"Tone in Douglas Adams’ The Hitchhiker’s Guide to the Galaxy.† Bookstove.com. 9 Mar. 2009. Web. 29 Mar. 2012.

Hando :: Interview Dialogue Essays

Hando "Is it on?" "Yes, Mr....ah..." "Hando, you can just call me that." "Of course, Hando. Well, just start whenever you’re ready." "I hate being recorded, but we might as well get it over with. I am getting a check for this, right?" "Yes sir. Your story will be a great contribution to the civilization of Zyemlya and a wonderful edition to our magazine. It really is quite remarkable after all." "Yeah, well, whatever. As long as I get my check. Social Security just doesn’t cut it these days. Seems if my story was so remarkable, this ungrateful generation wouldn’t have stuck me in this home, after all I’ve done." "Most have forgotten. Maybe you’ll get the respect you deserve after your story is published." "Maybe. Just maybe." "What exactly is it you did?" "Well, I’ll get to it. You want something to eat? Nothing but hospital food, but what can you do?" "No thank you." "Suit yourself. Let’s see, where to begin. We obviously won the Conflict, since we’re here talking to each other right now. After that victory, there were lots of questions about what to do now. There were only about 4 or 5 hundred of us left. Thousands had died off, most of the population of Zyemlya. They resisted the change. Most of them still couldn’t believe what was going on, even after all that happened. They didn’t actually die; it was more that they faded out with the Being. We all lost loved ones; I lost a sister and a groundhog, but we knew it was necessary to destroy the Being. "We had never had our own world before, our own will, our own lives. The Being had made sure of that. We never really knew exactly what it was, or where it came from, or if it even was an "it." We just knew it was there, and what it was doing. "I’ll take credit for that one though. That was a long time ago, and me with my slipshod memory, I don’t know how well I can recount it all. Now you young whippersnappers come in here and want to scoop out my brains to put in your magazine. The way things work around here, this will probably turn into a half page section in some fifth grader’s textbook. "I guess I’ll start with the dreams. I hadn’t always had them; they started when I was about 16. Hando :: Interview Dialogue Essays Hando "Is it on?" "Yes, Mr....ah..." "Hando, you can just call me that." "Of course, Hando. Well, just start whenever you’re ready." "I hate being recorded, but we might as well get it over with. I am getting a check for this, right?" "Yes sir. Your story will be a great contribution to the civilization of Zyemlya and a wonderful edition to our magazine. It really is quite remarkable after all." "Yeah, well, whatever. As long as I get my check. Social Security just doesn’t cut it these days. Seems if my story was so remarkable, this ungrateful generation wouldn’t have stuck me in this home, after all I’ve done." "Most have forgotten. Maybe you’ll get the respect you deserve after your story is published." "Maybe. Just maybe." "What exactly is it you did?" "Well, I’ll get to it. You want something to eat? Nothing but hospital food, but what can you do?" "No thank you." "Suit yourself. Let’s see, where to begin. We obviously won the Conflict, since we’re here talking to each other right now. After that victory, there were lots of questions about what to do now. There were only about 4 or 5 hundred of us left. Thousands had died off, most of the population of Zyemlya. They resisted the change. Most of them still couldn’t believe what was going on, even after all that happened. They didn’t actually die; it was more that they faded out with the Being. We all lost loved ones; I lost a sister and a groundhog, but we knew it was necessary to destroy the Being. "We had never had our own world before, our own will, our own lives. The Being had made sure of that. We never really knew exactly what it was, or where it came from, or if it even was an "it." We just knew it was there, and what it was doing. "I’ll take credit for that one though. That was a long time ago, and me with my slipshod memory, I don’t know how well I can recount it all. Now you young whippersnappers come in here and want to scoop out my brains to put in your magazine. The way things work around here, this will probably turn into a half page section in some fifth grader’s textbook. "I guess I’ll start with the dreams. I hadn’t always had them; they started when I was about 16.

Self-Proclaimed Philosopher “Charlotte Perkins Gilman”

Charlotte Perkins Gilman was a self-proclaimed philosopher, writer, educator and an intellectual activist of the women's movement from the late 1890's through the mid-1920's. She demanded equal treatment for women as the best means to advance society's progress. She was an extraordinary woman who waged a lifelong battle against the restrictive social codes for women in late nineteenth-century America. Mrs. Gilman was born Charlotte Anna Perkins on July 3, 1860, in Providence, Rhode Island. She was the grandniece of Harriet Beecher Stowe. She attributed her lifelong talent for speaking and her writing ability to her Beecher heritage. Most of what Charlotte learned was self-taught, since her formal schooling was only about six or seven years. Gilman believed early on that she was destined to dedicate her life to serving humanity. When her lover unexpectedly proposed, she was suddenly torn between work and marriage. After years of debating whether to marry or not to marry, she consented and to the best of her abilities carried on the traditional roles of wife and mother, only to suffer a nervous breakdown. When her treatment of total rest drove her close to insanity, she was cured by removing herself physically from her home, husband, and finally her daughter, and by taking part in and writing about the social movements of the day. Later in life she married her first cousin, George Gilman, and again suffered from depression though not as severely as she had suffered throughout her first marriage. Using her life experiences as a female within a male dominated society, Gilman wanted to redefine womanhood. She declared that women were equal to men in all aspects of life. This new woman she described was to be an intelligent, well-informed and well-educated thinker. She would also be the creator and the expresser of her own ideas. She was to be economically self-sufficient, socially independent, and politically active. She would share the opportunities, duties and responsibilities of the workplace with men, and together they would take care of their home. Finally, this new woman was to be informed, assertive, confident, and influential, as well as compassionate, loving, and sensitive, at work and at home. This vision of the future female went against the traditional role of womanhood, not to mention the concepts and values of family, home, religion, community, and democracy. These views have labeled Gilman as a feminist, but theses ideas clearly have a place within educational history. Gilman showed the need to develop higher learning institutions for teacher education and to offer women a place that would train them to think more critically. She viewed the education of women as an essential part of a democratic society. She felt by educating women and thus feminizing society that gender discrepancies within society would end. Gilman began to explore the issue of gender discrepancy within society in the mid-1880's when she first began her career as a writer. Her first published essays focused on the inequality found within marriage and child-rearing. Her well received short story The Yellow Wallpaper told the story of a new mother who was nearly driven insane by the overwhelming traditional duties piled upon her as a wife and mother. The story mirrored that of her own experiences after the birth of her only child. In her highly successful publication of Women and Economics, she studied the issues of gender discrepancy and the relationship between education and women. Gilman stated that humans â€Å"are the only animal species in which the female depends upon the male for food, the only animal in which the sex-relation is also an economic relation. † She said that women's economic dependence resulted in their being â€Å"denied the enlarged activities, which have developed intelligence in man, denied the education of the will, which only comes, by freedom and power. To Gilman, the liberation of women required education and the opportunity to use what they learned to establish social as well as economic independence. In Gilman's journal called the Forerunner, she said the goal of education was to teach men, women and children to think for themselves instead of excepting other people's opinions as their own. She felt that learning centers at the turn of the century were teaching females with masculine content and philosophy. Gilman maintained that the educational philosophy needed to be changed because it was still too narrow in thinking since masculine traits were defined as human while female traits were defined as something other. She felt that these women were being educated to think like men. Once education was feminized, she believed that women could place an emphasis on social responsibility and specialized knowledge, which would develop them to their full potential. Gilman said that by teaching women to dedicate their lives to the common good that it would free them from the daily household routines and help them to recognize their connection and contribution to the world around them and become active members of the economy. In her work entitled Concerning Children she stated that a civilized society is responsible for raising civilized children and that it was the responsibility of everyone in the community to accomplish this by attending to the needs of its young. In Herland, another of her works, she said that children should start their education in infancy. Well-trained professionals should teach this education since motherhood was not a guarantee of teaching abilities. Throughout her long career as a feminist writer and lecturer, Gilman was never comfortable with labels. â€Å"I was not a reformer but a philosopher,† she wrote in her autobiography. â€Å"I worked for various reforms†¦ my business was to find out what ailed society, and how most easily and naturally to improve it. This method was through education. She used her lectures and publications to teach present and future generations about the possibilities that lay open to them. Gilman's writings about the tensions and struggles between marriage and career, social expectations, and personal goals continue to impact women's decisions. Her arguments have greatly heightened our understanding of the power of social norms on individuals, making Gilman's life and literary works a role model for many. Even though these works were written a century ago, Gilman's view of womanhood and education remains important as society continues to struggle with issues of gender and women continue to struggle for equality and independence. Self-Proclaimed Philosopher â€Å"Charlotte Perkins Gilman† Charlotte Perkins Gilman was a self-proclaimed philosopher, writer, educator and an intellectual activist of the women's movement from the late 1890's through the mid-1920's. She demanded equal treatment for women as the best means to advance society's progress. She was an extraordinary woman who waged a lifelong battle against the restrictive social codes for women in late nineteenth-century America. Mrs. Gilman was born Charlotte Anna Perkins on July 3, 1860, in Providence, Rhode Island. She was the grandniece of Harriet Beecher Stowe. She attributed her lifelong talent for speaking and her writing ability to her Beecher heritage. Most of what Charlotte learned was self-taught, since her formal schooling was only about six or seven years. Gilman believed early on that she was destined to dedicate her life to serving humanity. When her lover unexpectedly proposed, she was suddenly torn between work and marriage. After years of debating whether to marry or not to marry, she consented and to the best of her abilities carried on the traditional roles of wife and mother, only to suffer a nervous breakdown. When her treatment of total rest drove her close to insanity, she was cured by removing herself physically from her home, husband, and finally her daughter, and by taking part in and writing about the social movements of the day. Later in life she married her first cousin, George Gilman, and again suffered from depression though not as severely as she had suffered throughout her first marriage. Using her life experiences as a female within a male dominated society, Gilman wanted to redefine womanhood. She declared that women were equal to men in all aspects of life. This new woman she described was to be an intelligent, well-informed and well-educated thinker. She would also be the creator and the expresser of her own ideas. She was to be economically self-sufficient, socially independent, and politically active. She would share the opportunities, duties and responsibilities of the workplace with men, and together they would take care of their home. Finally, this new woman was to be informed, assertive, confident, and influential, as well as compassionate, loving, and sensitive, at work and at home. This vision of the future female went against the traditional role of womanhood, not to mention the concepts and values of family, home, religion, community, and democracy. These views have labeled Gilman as a feminist, but theses ideas clearly have a place within educational history. Gilman showed the need to develop higher learning institutions for teacher education and to offer women a place that would train them to think more critically. She viewed the education of women as an essential part of a democratic society. She felt by educating women and thus feminizing society that gender discrepancies within society would end. Gilman began to explore the issue of gender discrepancy within society in the mid-1880's when she first began her career as a writer. Her first published essays focused on the inequality found within marriage and child-rearing. Her well received short story The Yellow Wallpaper told the story of a new mother who was nearly driven insane by the overwhelming traditional duties piled upon her as a wife and mother. The story mirrored that of her own experiences after the birth of her only child. In her highly successful publication of Women and Economics, she studied the issues of gender discrepancy and the relationship between education and women. Gilman stated that humans â€Å"are the only animal species in which the female depends upon the male for food, the only animal in which the sex-relation is also an economic relation. † She said that women's economic dependence resulted in their being â€Å"denied the enlarged activities, which have developed intelligence in man, denied the education of the will, which only comes, by freedom and power. To Gilman, the liberation of women required education and the opportunity to use what they learned to establish social as well as economic independence. In Gilman's journal called the Forerunner, she said the goal of education was to teach men, women and children to think for themselves instead of excepting other people's opinions as their own. She felt that learning centers at the turn of the century were teaching females with masculine content and philosophy. Gilman maintained that the educational philosophy needed to be changed because it was still too narrow in thinking since masculine traits were defined as human while female traits were defined as something other. She felt that these women were being educated to think like men. Once education was feminized, she believed that women could place an emphasis on social responsibility and specialized knowledge, which would develop them to their full potential. Gilman said that by teaching women to dedicate their lives to the common good that it would free them from the daily household routines and help them to recognize their connection and contribution to the world around them and become active members of the economy. In her work entitled Concerning Children she stated that a civilized society is responsible for raising civilized children and that it was the responsibility of everyone in the community to accomplish this by attending to the needs of its young. In Herland, another of her works, she said that children should start their education in infancy. Well-trained professionals should teach this education since motherhood was not a guarantee of teaching abilities. Throughout her long career as a feminist writer and lecturer, Gilman was never comfortable with labels. â€Å"I was not a reformer but a philosopher,† she wrote in her autobiography. â€Å"I worked for various reforms†¦ my business was to find out what ailed society, and how most easily and naturally to improve it. This method was through education. She used her lectures and publications to teach present and future generations about the possibilities that lay open to them. Gilman's writings about the tensions and struggles between marriage and career, social expectations, and personal goals continue to impact women's decisions. Her arguments have greatly heightened our understanding of the power of social norms on individuals, making Gilman's life and literary works a role model for many. Even though these works were written a century ago, Gilman's view of womanhood and education remains important as society continues to struggle with issues of gender and women continue to struggle for equality and independence. Self-Proclaimed Philosopher â€Å"Charlotte Perkins Gilman† Charlotte Perkins Gilman was a self-proclaimed philosopher, writer, educator and an intellectual activist of the women's movement from the late 1890's through the mid-1920's. She demanded equal treatment for women as the best means to advance society's progress. She was an extraordinary woman who waged a lifelong battle against the restrictive social codes for women in late nineteenth-century America. Mrs. Gilman was born Charlotte Anna Perkins on July 3, 1860, in Providence, Rhode Island. She was the grandniece of Harriet Beecher Stowe. She attributed her lifelong talent for speaking and her writing ability to her Beecher heritage. Most of what Charlotte learned was self-taught, since her formal schooling was only about six or seven years. Gilman believed early on that she was destined to dedicate her life to serving humanity. When her lover unexpectedly proposed, she was suddenly torn between work and marriage. After years of debating whether to marry or not to marry, she consented and to the best of her abilities carried on the traditional roles of wife and mother, only to suffer a nervous breakdown. When her treatment of total rest drove her close to insanity, she was cured by removing herself physically from her home, husband, and finally her daughter, and by taking part in and writing about the social movements of the day. Later in life she married her first cousin, George Gilman, and again suffered from depression though not as severely as she had suffered throughout her first marriage. Using her life experiences as a female within a male dominated society, Gilman wanted to redefine womanhood. She declared that women were equal to men in all aspects of life. This new woman she described was to be an intelligent, well-informed and well-educated thinker. She would also be the creator and the expresser of her own ideas. She was to be economically self-sufficient, socially independent, and politically active. She would share the opportunities, duties and responsibilities of the workplace with men, and together they would take care of their home. Finally, this new woman was to be informed, assertive, confident, and influential, as well as compassionate, loving, and sensitive, at work and at home. This vision of the future female went against the traditional role of womanhood, not to mention the concepts and values of family, home, religion, community, and democracy. These views have labeled Gilman as a feminist, but theses ideas clearly have a place within educational history. Gilman showed the need to develop higher learning institutions for teacher education and to offer women a place that would train them to think more critically. She viewed the education of women as an essential part of a democratic society. She felt by educating women and thus feminizing society that gender discrepancies within society would end. Gilman began to explore the issue of gender discrepancy within society in the mid-1880's when she first began her career as a writer. Her first published essays focused on the inequality found within marriage and child-rearing. Her well received short story The Yellow Wallpaper told the story of a new mother who was nearly driven insane by the overwhelming traditional duties piled upon her as a wife and mother. The story mirrored that of her own experiences after the birth of her only child. In her highly successful publication of Women and Economics, she studied the issues of gender discrepancy and the relationship between education and women. Gilman stated that humans â€Å"are the only animal species in which the female depends upon the male for food, the only animal in which the sex-relation is also an economic relation. † She said that women's economic dependence resulted in their being â€Å"denied the enlarged activities, which have developed intelligence in man, denied the education of the will, which only comes, by freedom and power. To Gilman, the liberation of women required education and the opportunity to use what they learned to establish social as well as economic independence. In Gilman's journal called the Forerunner, she said the goal of education was to teach men, women and children to think for themselves instead of excepting other people's opinions as their own. She felt that learning centers at the turn of the century were teaching females with masculine content and philosophy. Gilman maintained that the educational philosophy needed to be changed because it was still too narrow in thinking since masculine traits were defined as human while female traits were defined as something other. She felt that these women were being educated to think like men. Once education was feminized, she believed that women could place an emphasis on social responsibility and specialized knowledge, which would develop them to their full potential. Gilman said that by teaching women to dedicate their lives to the common good that it would free them from the daily household routines and help them to recognize their connection and contribution to the world around them and become active members of the economy. In her work entitled Concerning Children she stated that a civilized society is responsible for raising civilized children and that it was the responsibility of everyone in the community to accomplish this by attending to the needs of its young. In Herland, another of her works, she said that children should start their education in infancy. Well-trained professionals should teach this education since motherhood was not a guarantee of teaching abilities. Throughout her long career as a feminist writer and lecturer, Gilman was never comfortable with labels. â€Å"I was not a reformer but a philosopher,† she wrote in her autobiography. â€Å"I worked for various reforms†¦ my business was to find out what ailed society, and how most easily and naturally to improve it. This method was through education. She used her lectures and publications to teach present and future generations about the possibilities that lay open to them. Gilman's writings about the tensions and struggles between marriage and career, social expectations, and personal goals continue to impact women's decisions. Her arguments have greatly heightened our understanding of the power of social norms on individuals, making Gilman's life and literary works a role model for many. Even though these works were written a century ago, Gilman's view of womanhood and education remains important as society continues to struggle with issues of gender and women continue to struggle for equality and independence.

Dbq Essay on Geographies Affects on the World

Geography DBQ The ancient world is very unique, and in some ways tough to figure out. The hardest part of solving the mysteries of ancient times is getting in the minds of the people living back then. No one can completely understand the full effect of a regions geography on the shaping of civilization. The only way we can fully comprehend a civilizations reliance on geography is by reading into it. Through documents and maps we can start to understand the impact geography had on a civilizations economical, spiritual and agriculture development.Agricultural is the easiest thing to crack when trying to figure out the development of a city in ancient times. Maps provide the best information on a regions geography, it gives knowledge of possible places where humans could’ve used certain skills to their advantage or to invent new techniques to use against the downfalls of a certain area. An informative map of present day china educates the general public on the physical qualities of a region (2). This document is unprejudiced because it is a map, it was created to simply show people what China looks like, it’s facts. he reason for The Legend of Yu was to entertain the public by creatively explaining how rivers and seas were created in China (4). This is a fictional story, therefore it is biased. Spodek’s map in The World’s History is informing readers on where some of the most abundant crops and animals could be located around the world (8). Although nothing can be proven completely, this map is a very good piece of work present-day historians can use. The map in document 9 is very informative and educates the public about the fertile crescent, the mesopotamian area, located in the middle east (9).Unbiased and proven, this document, along with the three other ones mentioned are just a few examples of ways scholars may be able to investigate further into the agriculture of ancient times. Economy of cities in ancient times is a little toug her to figure out. Since everyone from those times is dead, the only way to even get any information is by reading saved documents from those specific times. Although the economies of cities have changed drastically through times, some current systems were used back then. The tough part is figuring out how those systems were created. Proven, informative statistics such as those in doc. ne, reveal to the public some of the ways people back then survived when it came to gathering food and figuring out ways to make everyday living a little simpler (1). People back then had to create some type of tools in order to get dinner and survive everyday. In the Epic of Gilgamesh the author attempts to entertain his readers by telling a story about a leader who forces is people to build a wall in order to protect them from attacks (3). Nobody wanted their city to be taken under control by someone else, even in present day we do everything we can to protect where we live. eography can really infl uence the successfulness of keeping your city under control and safe from others. Building new structures such as temples and houses was greatly affected by geography. The picture of Mohenjo daro displays the structures built there and educates the public on what common buildings looked like (6). Mountains, rivers, land, all these can affect the success of an economy. You never know what could happen and although ancient people didn’t have all the technology we do to predict disasters such as earthquakes and tsunamis, their ability to manage without it is very inspiring.One bad thing and a whole city could be destroyed. Figuring out the geographical impact on spirituality is by far the most difficult thing to figure out. Ancient people could only pray to Gods to protect their land. The author of â€Å"Hymn of the Nile† is thanking the Nile river for doing all the wonderful things it has done, although this document is biased it is still very appreciative (5). People be lieved and still do believe that praying and thanking gods will result in good things happening to them. Praying for rain, or good crops, or many animals was not something new.In a criticizing tone, followers of Jesus accused the public of taking advantage of God’s generosity of gifts that don’t even belong to them (7). Because of the fact they can’t prove people are taking advantage and they’re just basing these accusations off of their beliefs, this document is biased. I’m not sure if we will ever be able to have a complete understanding of the affects geography can have on the development of a civilizations economical, agriculture and spiritual lives, it won’t stop historians from investigating. There is so much out there to learn about and the deeper you dig, the more you find.

Mba Program in Kogod School of Business Essay

MNTC, my painstaking effort, is aggressively aimed to produce for China’s electric power enterprises the best RFID chip, and to provide the power equipment inspection departments and clients with decoders and background service. After quitting from the bank job, I immediately created MNTC, which has always been carefully treated as my child. For its robust growth, I have tried my best to be the world’s most attentive father. RFID chips function as both equipment IDs and recorders. First, write customer information into the chips and encrypt it through the encryption system out of our own independent research and development, and then install those chips into all sorts of needed electric power equipments, so as to equip the corresponding departments and users with the ability to access the devices through network in a secure and efficient manner. After having successfully solved the financial and the human resource crisis, the usual issues encountered during the initial period of an enterprise development, I further established a background system development team. Since then, MNTC won the first sum of financing, which made me wholly aroused. But the company being bigger and stronger forced me to feel that my already insufficient management skills is eventually unable to fulfill the development needs of MNTC. And hence I deeply realize the very importance of more advanced management concepts and strategies. Advancing my management ability is indeed the short-term goal, and this is closely related to most courses in the Kogod School of Business. The study and research on those courses can definitely cultivate me to be a more prudent and masterful manager. Upon graduation, I have faith that, not only can I take the most of the improved economic modes to implement better cost control, but also I could apply more brilliant business strategies to explore the expansive ways of MNTC. I’m more eager to learn from American University (AU) about how to perfect the industry chain of electric power by finally achieving the more optimized combination of technology and capital, and how to promote industrial revolution in the perspective of networking application. Yes, that is my long-term goal, seemingly far away. To reach it, I am in dire need of the guidance of my future beacons, the distinguished professors in the Kogod School. Hope to draw on the experience of the successful roads of numerous American enterprises, through which in order to accumulate more capital and introduce more powerful technology innovation for China’s electric power industry. Years of management experience has solidly honed me to become a diligent thinker who can always figure out solutions from different angles. The diversity of AU and AU’s emphasis on creation nicely fit this characteristic of mine. What’s more, the specialties of AU – Kogod Center for Career Development and K-LAB (Kogod Leadership & Applied Business) would guarantee me a wide and deep network of alumni resources from within the AU community and beyond. Thus, I firmly believe that the world-class MBA program in AU, outstanding and well-rounded, plus the superior geographical position of Washington, DC are the two critical factors of ensuring that American University is and will be the best choice of accomplishing my long-term goal.

Deep Water in Deep Trouble Essay

What type(s) of control- feedforward, concurrent, or feedback- do you think would have been most useful in this situation? Explain your choice(s) Feedforward control would have been a good start in this situation. It would have been wise to check all of the gages on the ship before heading out onto the water. After checking once it would not hurt to double check in case something was over looked. Since the job is already dangerous, there should have been action taken to check the things that could create any bad situations. Instead, these things were not checked and lives were lost, the economy and the environment were affected by this ordeal. When signs of the problems started showing up, there should have been action taken to get everyone off the ship safely and quickly. Concurrent control would be the next thing that should have happened. Since the ship was so large and going to do such as big job, someone should have been assigned to watch the gages carefully and check all of the little things that make the ship run. Maybe if the problems would have been addressed in a timely manner, the incident could have been prevented or not as tragic. After it was all said and done is where feedback control steps in to place. By taking notes of the signs, what happened and possible ways to prevent it in the future would have been significant information. These kinds of documents could help others in the future and be a lesson to BP to have an inspection before leaving the dock. Using exhibit 10-2 explain what BP could have done better. By measuring the actual performance there could have been a test run of the ship on the course to its destination. Upon taking off, there could have been smaller ships that followed alongside to make sure there was safety if the ship had any problems. In doing so, the operator of the ship could have learned about the glitches beforehand which may have prevented the explosion. By doing a practice run, they might have been able to see the problems and put this particular job on halt until the errors were repaired. Another key element would be making sure their CB radios worked and called the right location. Once the practice run was in progress, the leading manager could have assigned jobs to the other employees. These jobs could have included checking the bottom deck, watching gages, and watching for any potential threats in the water. Each employee could have filled out a report to show what they inspected and what the outcome was of the inspection. If a section did not pass the inspection, the manager would have knowledge of what needed attention. Then the ship could have been prepared to go on their journey. Once the manager gave out the instructions on what to fix and assigned people to those jobs, another inspection could have taken place. This inspection would be to re-check the problem areas for proper corrections. Then, if all of the parts passed inspection, they would know the ship is in top condition to set sail on their trip. Schedules could have been made out for certain people to check on the areas that had problems. By assigning certain individuals, it could have helped keep better track of complications. Why do you think company employees ignored the red flags? How could such behavior be changed in the future? I think there are several ways the red flags may have been overlooked. One possible way would be poor job training. If you aren’t trained to know what something is supposed to look like or how it is supposed to work then you wouldn’t know what a problem is you saw one. It seems more and more employees have little training when being hired on to a job. That, or they just do not pay attention to what their trainer tells them. By not knowing the proper ways to do things could lead to more on the job accidents, like what happened with the BP ship. Another reason that it could have been overlooked is laziness. While the report says the problem went unnoticed until after the fact, doesn’t necessarily mean that someone did not see the problem and think it wasn’t a big enough problem to hurt anything. I think this kind of practice is becoming more common which is a scary thought. There are several ways to prevent such behavior in the future. The way the employees interact when they are trained is most likely a glimpse into their work ethic. It is not wise to show them shortcuts or easier ways to do  things in case they are on the job and need to know the correct way of doing the job. If they were to be taught an easier way and a problem arose it could cause an even bigger problem or possibly an injury. It could also leave them clueless as to what to do when they are on their own in the job. Another idea, would be to have regular meetings on the ship that are mandatory for all staff to attend. In these meetings the management team could address the rules, what is expected of the other employees, and where the ship is headed. What could other organizations learn from BP’s mistakes? A few things that other organizations could learn from this mistake is to always check for red flags. When you check your work, you have less of a chance of something going wrong. Another thing would be communication. Communication is always important, but even more so in business. When employees communicate with one another they stay better informed and sometimes learn more about their jobs from others. Communication also helps employees to know what their job is and in what areas need progress. By enforcing strict rules, it would help companies to keep their employees more focused on their jobs which will help the company be more successful. When a company sticks by the enforced rules, there is less of a chance of employees thinking they are able to slack off or take advantage of their positions due to fear of consequences. I think when managers pick favorites they allow them to bend or even break the rules. I believe that all managers should treat all employees equally and not cut slack to certain people. When this happens, it causes other employees to be hostile towards those employees and the managers that do it, which makes a lot of them not want to do as good of a job.