Congress Essay Example | Topics and Well Written Essays - 750 words - 1

Congress - Essay Example Within the website America.gov, it can be seen that Congress plays a role in enacting the national form of government within the United States. Article 1 begins by stating that Congress shall be divided into two sections, the Senate and the House of Representatives. This article also describes the duties and privileges of Congress as well. Congress is allowed to levy taxes allowed tax statutes must first be introduced by the House of Representatives first. Congress also creates laws and regulations that control commerce, and create a standard of measurement for the entire country. In times of war, Congress is authorized to declare war, create armies, produce a navy, and make certain that all the laws are followed by the militia. Within everyday matters that are seen within today’s society, Congress is given the right by the Constitution to create and maintain post offices along with the national roads. Money is standardized by Congress as well. In regards to immigrants and oth er foreigners, Congress forms these laws as well to regulate the naturalization of foreign citizens along with a keen eye towards international fraud and bankruptcy that may occur by foreigners. Confirmation of high-ranking officials may only be done by the Senate. One of the most important powers of Congress stated within the Constitution is that with a two-thirds vote, Congress may nullify a bill signed by the President. Congress also has the important role of carrying out fields of investigation. America.gov goes through the details of investigation trials done by Congress. This occurs through the formation of committees that research laws, look into their functionality, and possibly look into further areas of impeachment in rare occasions of the President. During the impeachment process, the House of Representatives has the power to bring about the charges of the President. The Senate

The Stone Angel by Margaret Laurence Essay Example for Free

The Stone Angel by Margaret Laurence Essay Hagar Shipley is main character in The Stone Angel written by Margaret Laurence and goes through a rough life after growing up in the little town of Manawaka, Canada. At the age of ninety, she realized how stubborn and reserved she was to people she was closest to, her father, her brothers and her own son. In Hagars younger years she was skating on the pond with Dan and Matt, her brothers when one of the, Dan, fell in the pond skating backwards, trying to impress some ladies. Back home Matt then asked Hagar to get and put on the old plaid shawl their mother used to wear, then comfort Dan who has pneumonia, just as their mother used to comfort the boys when they were little. But Hagar refused: He turned to me then, and held both my hands in his, theonly time I ever recall my brother Matt doing such a thing. [] I cant. Oh Matt, Im sorry, but I cant, I cant. Im not a bit like her. [] Before Matt let himself mourn or even tell me it went over, he came close to me and put both his hands on me quiet gently, except that he put them around my throat. Pg. 25-26 This shows parts of Hagar and her stubbornness, she can not even comfort her own brother as it would make her appear as a weak young woman, thus completley against what she grew up with, her dad always drilled Hagar not to show any emotions in any situation but also the way she liked to be since she did not know the other Hagar. She was taught to be stubborn, selfish and emotionless. Hagars relationship to her own father was not the greatest since he never treated her the way a father is supposed to by showing pride of his girl, treating her with respect and actually show emotions, rather then just nodding after she has done something correctly: When I repeated them all through [] hed nod. Thats all hed ever say, when I got it right. He never believed in wasting a word or a minute. Pg. 7 She was taught to be the cold-hearted lady and never to sympthasize with anyone. Hagars entire life was a tragedy, she did not even hug her own son before he left to fight in the war. I didnt know what to say to him. I wanted to beg him to look after himself, to be careful, as one warns children against snowdrifts or thin ice or the hooves of horses, feeling the flimsy words may act as some kind of charm against disaster. I wanted all at once to hold him tightly, plead with him, against all reason and reality, not to go. Pg. 129 Hagar did not know what to say to him but she knew exactly what she would have done to him, hold him tightly and hug him for maybe the last time in her life, but then she is ashamed of doing so. Hagar, once again, is emotionless to people she is closest to, even her own son. But I did not want to embarrass both of us, nor have him think Id have taken leave of my senses. While I was hesitating, he spoke first. Pg. 129 Hagar is embarrassed of hugging her own son, as she says she does not want him to think that she would have taken leave of her senses, which, for her, was the total emotionless, stubbornness and monotonuesness. Hagar even hesitates to talk to him, she is totally lost with the feeling of insecurity about herself, her life and the way she lived it. Those four incidents show how tragic Hagar was in her lost life, her own world created by herself with her stubbornness and her father, drilling into her head that showing emotions to anyone is the weakest thing to do. Hagar, ninty years old, does not know what emotions are, does not know what love is or even feels like. You call that love. Lady, if that wasnt, what is? I dont know. I just dont know, Im sure. Pg. 228

For Whom The Bell Tolls :: essays research papers

The Disillusionment of Hemingway with War Hemingway uses certain repetitive themes and ideas in his book, For Whom the Bell Tolls, which relate to the grander dogma that he is trying to teach. By using these reoccurring ideas, he is able to make clear his views on certain issues and make the reader understand his thoughts. The most notable of this reoccurring theme is that of war. Hemingway uses the war concept as paradoxical irony in this book, to tell the reader what the thinks about war. It is even more interesting to note that rather than this theme being derived from this war theme, the book is derived from this main theme.   Ã‚  Ã‚  Ã‚  Ã‚  Hemingway emphasized the fallacy of war by discussing how there are no real winners in war, that war is equal. What goes around comes around. That whereas one man may kill another, another man will come to kill the first man and so on, in a never-ending cycle of stupidity and futility. The setting of this book can be analyzed here; the Spanish Civil War in the 1920-30 time period is the setting for the book, on the battlefields in the Spanish countryside. The whole fascist/communist aspect is brought up since both sides are against one another. Here again, Hemingway doesn’t idealize either side, not referring to their political beliefs but to the fact that each side is very much the same. Both sides consist of sad, depressed fools who have been shipped off to war, content to live in peace and harmony with each other. It is here that Hemingway’s first satirical punch at war comes in, when he makes it clear that both sides are human, with no clear line separating the saints from the sinners.   Ã‚  Ã‚  Ã‚  Ã‚  Another thing that is connected to the war concept is that both sides are hopelessly disillusioned. A victory for any army is not truly a victory if it involves the loss of human life, and Hemingway seems to imply this as he pokes fun at the ongoings of the war. Atrocities are committed by otherwise compassionate, peaceful people since they are forced to do so by their respective sides. The author also satirizes the â€Å"illusion† that people have of war being glorious, heroic, etc., saying that even a victory is a defeat since so many lie dead in an effort to get that victory. He says that war is not all that, that war is in fact legalized murder, that has no place in human life.

Journal of Service Quality and Customer Satisfaction in Transportation Essay

International Journal for Quality research UDK- 656.025.2:658.56 Short Scientific Paper (1.03) SERVICE QUALITY AND CUSTOMER SATISFACTION IN PUBLIC TRANSPORTS Filipa Fonseca1) Sofia Pinto1) Carlos Brito2) 1) Faculty of Economics and Management, Catholic University of Portugal, Portugal 2) Faculty of Economics, University of Porto, Portugal Abstract: The objective of the paper is to identify the determinants of service quality as well as its impact on the satisfaction of public transport commuters. The paper explores the relationship between service quality and customer satisfaction in a public transport service taking into account both internal and external perspectives. In order to analyse this relationship, the concepts of service quality, consumer satisfaction and dissatisfaction are assessed. A model of analysis is developed aiming at explaining this relationship and guiding the empirical study. This is based on an exploratory case study of a metro company in Europe. The results of the study put in evidence two key findings. The first is related to the level of service quality in its main dimensions. We conclude that reliability, security, speed, comfort and punctuality are quality dimensions of greater importance for the public transport services. Secondly, the study explores satisfaction and their determinants. Despite literature stipulates the existence of a distinction between the constructs of quality and satisfaction, this study found that the transport company, non-customers and customers clearly do not make such a distinction. Keywords: service quality, satisfaction, dissatisfaction, public transport 1. INTRODUCTION Marketing researchers have, for a long time, recognized the importance of service quality as well as consumer satisfaction. Significant investigation has been conducted in both fields, particularly in services (cf. Andreassen, 1995; Edvardsson, 1998; Friman e Garling, 2001; Higgs et al., 2005). However, few studies have explored the both sides of the service process: operations (the internal side) and customer (the external side) perspectives of quality and satisfaction. In the public sector this is likely to be of particular interest. Public services, such as public transportation, have to meet the needs of the customers playing, at the same  time, a role in economic and urban sustainability. They challenge operations to deliver quality to serve customers and non-customers while making the best use of company resources. Read more:  Investigation Into Customer Service The objective of this article is to identify the determinants of service quality and its impact on the satisfaction of public transport commuters. It is divided into five sections beyond this introductory section. It begins with a review of the literature that synthesizes and discusses some concepts considered relevant for the research. Then it addresses the methodology used in the study, as well as a number of considerations about the quality of the research design. The next section presents the findings, which are followed by a discussion of possible implications. Finally, the paper ends with the main conclusions, managerial implications and some suggestions for further research. 2. THEORETICAL BACKGROUND The theoretical background is developed around three major issues: quality, satisfaction and dissatisfaction. In the management context, the word quality can be used to refer to different things: accordance with the specifications (Levitt, 1972; Juran and Gryna, 1991); excellence (Garvin, 1984); accordance with the requirements, adequacy of use, prevention of losses, or how to answer to or to exceed consumer expectations (Grà ¶nroos, 1984, Parasuraman, Zeithaml and Berry, 1985, 1988). Through such a variety of concepts, the common point of most of the definitions, exception for the first one, is that of targeting the consumer. In this research, quality is presented in the perspective of perceived quality because it is the most commonly used in the services area. Moreover, the research led to a better understanding of the existence or the non-existence of differences between quality and satisfaction. These arguments were enriched by the literature review of each theme, particularly satisfaction which is presented next. Literature about satisfaction has to be adapted to the context which is to be studied. Customer satisfaction is seen as an answer to completion and fulfilment of needs (Oliver, 1996); a psychological state (Howard and Sheth, 1969) and as an assessment of overall evaluation (Westbrook, 1987). Moreover, consumer satisfaction is seen as a cognitive response (Bolton and Drew, 1991; Tse and Wilton, 1988), an emotional answer (Cadotte and Turgeon, 1988; Halstead, Hartman and Schmit, 1994; Westbrook and Reilly, 1983) and as a result of a Vol.4, No. 2, 2010 125 development process (Oliver and De Sarbo, 1988; Tse and Wilton, 1988; Swan, 1992; Erevelles and Leavitt, 1992). Although literature encompasses diverse meanings for satisfaction, they all share common elements. When examined as a whole, three general components can be identified: (i) consumer satisfaction is a cognitive and emotional reaction; (ii) the reaction belongs to a particular focus, (iii) the reaction occurs in a particular period (after consumption, after choice based on experience and expressed before and after choice, after consumption, after extensive experience of using). From the literature it also seems that there is not a general consensus regarding the nature of this concept. If some authors argue that consumer satisfaction results from a specific transaction that occurs at a given time and by the benefits and value of the transaction, others see consumer satisfaction in terms of cumulative overall satisfaction, based on all contacts and experiences with a company and the client’s experience until a certain moment. Literature on customer satisfaction also clarifies the concept of dissatisfaction. For some researchers, these two concepts are totally different while for others, dissatisfaction is on one end and satisfaction is on the other end of the same continuous line, and it is stated that some of the determinants are primarily a source of satisfaction or dissatisfaction. So, this study also intends to make clear the differences between the two concepts. Dissatisfaction has been the focus of extensive research in the services area (Swan and Combs, 1976; Maddox, 1981; Cadotte and Turgeon, 1988; Johnston, 1995; Edvardsson, 1992, 1998, Liljander, 1999). From the literature, once again, contradictions amongst authors tend to arise. According to some researchers satisfaction and dissatisfaction are two different concepts, that is, the consumer can be satisfied or dissatisfied according to the level of received quality. However, for some other authors, the two concepts are not opposing,  but rather a continuum, in that, some determinants tend to be, firstly a source of satisfaction and others a source of dissatisfaction. A number of studies (cf. Edvardsson, 1998) have focused on how passengers of public transport value quality factors, and the final result provides a measure of the value of different factors and ranks them. Nevertheless, there are not significant studies about satisfaction in public transports, especially in metro services. Another gap in literature is that most studies analise customers, but leave non-customers aside. Furthermore, most studies use an external analisys based on surveyss. Finally, the majority of the literature does not execute further analyses about the correlation between customer satisfaction and insatisfaction. 3. FRAMEWORK FOR ANALYSIS In this research the process of data analysis began before its collection, by developing the research questions and model of analysis. The model of analysis developed would examine how quality relates to satisfaction and how this relationship takes place in a public transport services company. To ensure coherence and reliability of the empirical data, the elements which were under investigation and their respective variables were defined, as outlined and presented in Figure 1. Dissatisfaction (Johnston,1995) (Bo Evardson, 1996) Customer Satisfaction (Tse e Wilton, 1988) (Rust e Oliver, 1994) Zone of Tolerance (Berry e Parasuraman,1991) (Johnston, 1994) Personal Needs Experiencied Quality Technical Functional (Grà ¶nroos, 1982) Perceived Quality (Grà ¶nroos, 1982) Suggest Positioning Expectations (Teas, Boulding, Oliver, 1993) Pass-Word Beliefs Consumer Comunication Quality Dimensions: †¢ Reliability †¢Security †¢ Speed †¢Confort †¢Pontuality (Parasuraman, Berry, Zeithaml, 1885) Past Experience Figure 1 – Framework for Analysis 126 F. Fonseca , S. Pinto , C. Brito According to this diagram, the relationship between quality and satisfaction may be understood through a clarification of how customers evaluate the dimensions of quality. The zone of tolerance appears to be used as a unifying link between expectations, performance and results. Previous service marketing challenges have prompted some research questions about the relationship between quality and satisfaction, specifically:RQ1: In public transportation services, what are the determinants of service quality that influence perceived quality?RQ2: How does the perceived quality influence satisfaction and dissatisfaction of commuters in public services transports?Performance evaluations lead to an overall evaluation of service satisfaction, the results of which can be resumed to either satisfaction or dissatisfaction in general terms. The zone of tolerance emerged as important in the understanding of the relationship between quality and satisfaction. 4. METHODOLOGY The research clarifies the key dimensions of services quality that influence customers’ perceived quality. It also explains how the perceived quality influences customers’ satisfaction and dissatisfaction. In addition, the study explores and expands on findings or current theories about the differences and the relationship between satisfaction and dissatisfaction. Evidence was found that there are two different realities in the market: the customers’ and the non-customers’ complex perceptions. Finally, the research identifies the relevance of the zone of tolerance and its relationship with quality and satisfaction. The use of a case study approach seemed to be appropriate in this research. Within qualitative methodologies, a case study strategy was adopted, based on the interaction between theory and empirical data. Yin (1994) defines case study as an empirical study that investigates a contemporary phenomenon in real life context, especially when the boundaries between the phenomenon and context are not clearly evident. In terms of features associated with the processes under study, it seems  important to focus on contexts in which the phenomena developed. Moreover, this method allows the focus on perception processes more than outcomes, and how the participants interpret their experiences and give them meaning. Exploratory and â€Å"how† questions are being posed, and the researcher is focused on a contemporary phenomenon within its real-life context (Yin, 1994). The research objective was to describe and understand processes and relationships in a consumer services organization. Attention was drawn to the processes, which was the study’s unit of analysis. The focus of analysis of this research was teams, groups and departments.Data was collected by both interviews and focus groups, as well as through documents. The interviews focused on the company’s perspective of quality and customer satisfaction, while the focus groups with customers and non-customers provided the market’s point of view. The interviews included people from different functional areas (operations and marketing) and hierarchical levels (executive vicepresident, director of technical systems, director of marketing and communication, manager of operational safety, lawyer and supervision of securities and marketing manager – processing of complaints and suggestions). In addition to the interviews, focus groups were conducted outside the company with customers and non-customers. The main objectives of the focus groups were to identify the most important determinants of satisfaction and dissatisfaction of both customers and non-customers, and to obtain or draw up a list of the determinants considered most relevant and most often expressed by the participants. Specifically, the analyzed documents consisted of: annual company reports, market research reports on service quality and satisfaction and internal memos. A pilot focus group was carried out to test the discussion guide and the survey. Subsequently, four focus groups were made. There were a total of 26 people involved (men and women). The age range of the participants selected was 13-35 years of age, this because prior studies had indicated that 65 percent of the commuters using the metropolitan were within this age range. The selection criteria used aimed at selecting participants consisting of customers who use the metropolitan, at least once a week and non-customers who had never used this transport service. The focus groups were recorded and handwritten transcription notes were taken for later analysis. The focus sessions were  divided in two distinct parts. Initially, the discussion focused on the reasons that would lead customers to use or not use the metropolitan. Subsequently, the focus was shifted towards the determinants of satisfaction and dissatisfaction and on the characteristics that are most valued in this service. The process of analysis and interpretation of data began with the transcription of the interviews and group focus. All of this met with the objectives of the research, including with comparing and contrasting the different views of stakeholders on issues of the research and allowed for individual analysis and comparisons of the case study. Data was also analyzed and grouped, then codified and reduced employing a systematic approach that complies with that proposed by Miles and Huberman (1994). 5. RESULTS AND FINDINGS The study focused on a company created in 1993 to operate a light rail system in the second largest city of a European country. For a matter of confidentiality, it will 127 F. Fonseca , S. Pinto , C. Brito be called Metro Europe. This is a network of electrified railways that goes underground in the city centre, and above the surface in the suburbs. It is divided into five separate lines (with seven services, including an express service) spread over six municipalities in the city metropolitan area. It comprises a total of 68 stations spread over 60 kilometres of commercial lines, with 8 kilometres of underground network. In 2008, this company employed about 120 people and carried 40 million commuters. Metro Iberia is a player in a context of a strong competition and is one of the companies responsible for the operations of public transport in the metropolitan area. The analysis of this mass consumer service follows in the next section. The study results point out two main perspectives. One related to the level of service quality in its main dimensions. It was concluded that reliability, security, speed, comfort and punctuality are the quality dimensions of greater importance for the public transport services company. Secondly, the study explores satisfaction and their determinants. The results showed that the dimensions of satisfaction for the company were exactly the same as  those of dimensions of service quality, in particular, security, reliability, comfort and speed. This analysis shows us that the company does not distinguish quality from satisfaction. Evidently, it seems that the dimensions of quality and the determinants of satisfaction are identical. There appears to be no clear difference between quality and satisfaction, findings that are no surprising. The main objective of this research is to understand the relationship between quality and satisfaction. It was found that the organization under study does not make a distinction between these two concepts. Therefore focus groups with the company’s customers were also conducted and undertaken. The objective would be to determine and discover the main determinants of satisfaction, comparing them with results obtained in the organization. In the focus groups it was found that commuters value exactly the same determinants of satisfaction as those advanced by the company, in particular comfort, punctuality, speed and reliability. One exception is safety, the conclusion being that customers assume from the outset that the metropolitan is safe. This is in line with the Johnston’s (ref?) argument about the hygienic factors having potential for dissatisfaction instead of satisfaction. The results also helped to further understand the views of noncustomers, from which we can conclude that the most mentioned determinants were reliability, comfort and cleanliness, security and punctuality. For these reasons it is concluded that despite the literature’s stipulation of the existence of a distinction between the constructs of quality and satisfaction, this study found that the company, non-customers and customers clearly do not make such a distinction. It seems that business, customers and non-customers all use the dimensions of quality to describe satisfaction. A more careful analysis of the case leads to the conclusion that quality and satisfaction are not entirely distinct and there is also a relationship between the two concepts. The relationship between quality and satisfaction exists when satisfaction is guaranteed. Their ability to meet the needs of the consumer with the service, must take into account the quality of service and its dimensions. Another view shown in this paper was the distinction between satisfaction and dissatisfaction. The study acknowledges that for non-customers satisfaction and dissatisfaction are opposing concepts. Moreover, the determinants of dissatisfaction are exactly the opposite of satisfaction, namely: reliability/failure to comply with schedules; comfort and cleanliness/discomfort and dirt; security/insecurity; punctuality/failure to comply with schedules. An interesting finding is that, these results are in line with literature. For customers there is no such relationship between satisfaction and dissatisfaction; dissatisfaction in this case is commonly associated with the technical aspects of the service. It is therefore not clear to customers that satisfaction is the opposite of dissatisfaction. While for the company, the conclusion is that these concepts are contrary, when referring to cofort/discomfort; security/insecurity at night/delays and robberies. Finally, the results for customers and noncustomers tolerance zones were examined. The paper confirms that customers have a greater tolerance zone towards the service than non-customers. In other words, non-customers are less tolerant to failures than customers. This conclusion is evidenced by the customers when they say that in the event of failures or problems with the service, such as delays, lack of cleanliness and lighting, or lack of seating, these reasons alone would not lead to abandoning the service. It is concluded that in the case of customers there may be some oscillation in the levels of satisfaction (very satisfied, satisfied, unsatisfied) within the zone of tolerance. Non-customers are less tolerant. In these discussion groups’ several situations or scenarios of dissatisfaction emerged that would cause abandoning the service, including failure to comply with the vehicle schedules, frequency of carriages and disabled access to the stations. 6. CONCLUSIONS This study answering RQ1 expands on existing knowledge by identifying that service quality dimensions serve as points of departure for companies to develop action plans and strategies that generate perceptions of quality by customers. Thus, for each type of service there may be a specific set of different dimensions of quality, in that they assume different orders of priority. Additionally there is yet another 128 F. Fonseca , S. Pinto , C. Brito possibility that each organization may have dimensions that are specific to each/its sector. The classification of the service quality dimensions is important because each one brings different approaches, which help the managers of the companies providing services to understand the importance of each dimension and their impact on customer satisfaction. The empirical data of this case indicates that reliability, safety, speed, comfort and punctuality are the dimensions of service quality which the organization believes most influence the perceived quality. This study also clarified and thus contributes to identify the key dimensions of service quality that influence the perceived quality service, in a specific means of public transportation. Furthermore, this study shows that if the dimensions of service quality are assured then the customers achieve a degree of satisfaction and dissatisfaction in accordance with their needs, answering RQ2. The research results also showed that depending on the subway line that is used by a particular customer, he/she usually chooses the same dimension as a priority, according to the satisfaction of his/her needs. The research results showed that a client that uses for example the yellow line gives preference to the quality dimensions of frequency and speed, since the choice of this line indicates the need to get to the city centre quickly. The customers who already choose the red line value the dimension of comfort, because it is a line with a more extensive network, which is important for the customer who wants to get a seat. From this we can conclude that if the principal dimensions of quality for customers are guaranteed, they will be satisfied or dissatisfied. There seem to be sever al implications of this study for service management. The first practical implication seems to be that it is important to reveal that if the managers know which dimensions of quality service their customers most value, (depending on the type of service we are dealing with), the customers may become more satisfied. This will occur because the organization will know specifically which dimensions of service quality will further satisfy the customers. Thus, organizations can focus their efforts on improving and increasing the dimensions of service quality which generate satisfaction. The second managerial implication appears to be the evident need for  clarification of the link between satisfaction and dissatisfaction. In terms of contribution to management, it is important that managers recognize that satisfaction and dissatisfaction are on a continuum, and that knowing of the dissatisfaction factors specifically, these can then be transformed into satisfaction, thus preventing the loss of a customer in a specific service. The third practical implication shows that for the non-customers if the companies and the managers know what quality dimensions this group value most, the company can focus investment on the development of these, including increasing the ability to attract new customers and tailor marketing and communication campaigns with a view to achieving this. The number of contributions presented serve not only to increase knowledge of the relationship between quality and satisfaction, but also encourages reflection on a topic which should be of utmost importance for managers and the vast majority of service companies, who are faced with the need to offer quality of service in its main dimensions and the consequent satisfaction of their customers. It is also expected that the contributions of the study encourage businesses and their managers to connect with their customers and noncustomers. As regards the customers it is important that the company be aware of the quality dimensions that they value most in order to tailor the service to their needs, maximizing satisfaction. This paper has limitations which are expected to be addressed in future studies. The limitations can be divided into three groups, namely: selection of the case and the process, limitations in data collection and finally the limitations of data analysis. One of the limitations is the small number of cases studied in public transport services which determines the strength and spread or validity of the conclusions. The inclusion of other cases corresponding to other paradigms or variations of the paradigms used here, will enrich the knowledge acquired. There were a range of other issues that were not explored which could enrich the research. There were other issues that emerged and seemed interesting but again, given the constraints, were not fully explored. For example, the identification of the factors that influence the formation of consumer expectations. When the interviewees were asked, in an open ended question, what factors influence expectations, the  answer was unanimous: communication with other consumers. Nevertheless, other factors could have been further explored. It would be even more interesting to emphasize the importance of expectations in a pre and post-consumer, or take into account the role of emotions in the construction or development of satisfaction and dissatisfaction of the customer. Replication of this study could be carried out in different public transports, which may be compared with another company in the sector. Furthermore, it would be interesting if the theoretical relationship model proposed had an emotional and experimental element. This study could be performed in different scenarios, particularly in areas of different service industries, such as luxury hotels chains, or telecommunications network providers. In addition to providing other results, these would undoubtedly further enrich the data already available. Vol.4, No. 2, 2010 129 REFERENCES: [1] Andreassen, W. (1995), â€Å"(Di)satisfaction with Public Services: the Case of Public Transportation†, Journal of Service Marketing, Vol. 9, pp. 30-41. [2] Bolton, R. and Drew J. (1991), â€Å"A Multistage Model of Consumer Assessments of Service Quality and Value†, Journal of Consumer Research, Vol. 17, pp. 375-384. [3] Edvardsson, B. (1992), â€Å"Service Breakdowns, A Study of Critical Incidents in an Airline†, International Journal of Service Industry Management, Vol. 3, pp. 17-29. [4] Edvardsson, B. (1998), â€Å"Causes of Customer Dissatisfaction – Studies of Public Transport by the Critical Incident Method†, Managing Service Quality, Vol. 8, pp. 189-197. [5] Erevelles, S. and Leavitt, C. (1992), â€Å"A Comparison of Current Models of Consumer Satisfaction/Dissatisfaction†, Journal of Consumer Satisfaction, Dissatisfaction and Complaining Behaviour, Vol. 5, pp. 104-114. [6] Friman, M., Edvardsson, B. and Garling, T. (2001), â€Å"Frequency of Negative Critical Incidents and Satisfaction with Public Transport Services†, Journal of Retailing and Consumer Services, pp. 95-104. [7] Garvin , D. 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(1996), Satisfaction: A Behavioral Perspective on the Consumer, New York, McGraw-Hill. [20] Parasuraman, A. Zeithaml, V., Berry L. (1985), â€Å"A Conceptual Model of Service Quality and its Implication for Future Research†, Journal of Marketing, Vol. 49, pp. 41-50. [21] Parasuraman, A. Zeithaml, V., Berry L. (1988), â€Å"SERVQUAL: A Multiple-Item Scale for Measuring Consumer Perceptions of Service Quality†, Journal of Retailing, Vol. 64, pp. 12-40. [22] Swan, J., and Combs, L. (1976), â€Å"Product Performance and Consumer Satisfaction: A New Concept, Journal of Marketing, Vol. 40, pp. 25-33. [23] Tse, D. and Wilton, P. (1988), â€Å"Models of Consumer Satisfaction Formation: an Extension†, Journal of Marketing Research, Vol. 15, pp. 204-212. [24] Westbrook, R. (1987), â€Å"Product Consumption-based Affective Responses and Post Purchase Process†, Journal of Marketing Research, Vol. 24, 1987, pp. 258-270. [25] Westbrook, R. and Reilly, M.  (1983), â€Å"Value-Percept Disparity: An Alternative to the Disconfirmation of Expectations Theory of Consumer Satisfaction†, Advances in Consumer Research, Vol. 10, Richard P. Bagozzi and Alice M. Tybout, Eds. Ann Arbor, M1, Association for Consumer Research, pp. 25661. [26] Yin, R. (1994), Case Study Research: Design and Methods, 2nd Edition, United States, Sage Publications. Received: 15.12.2009 Accepted: 05.05.2010 Open for discussion: 1 Year 130 F. Fonseca , S. Pinto , C. Brito

College Essay

I remember it clearly- that fourth period history class. Mr.. Reilly was pacing along the front of the classroom in such a straight line that he could have been only walking on the cracks of the title floor. Somehow he was trying to consider the best possible way to explain the relationship between society's proclaimed geniuses and natural talent in relation to the artists of the Italian Renaissance. We were studying the works of Michelangelo and Leonardo Ad Vinci as well as their significance in history.He began with the statues created by Michelangelo which led to the discussion about social interaction and mental capabilities of â€Å"geniuses† in modern and ancient societies. It was noticed that those with superior skills in one element such as art. Music or academics, usually lack the experience and expertise in social interaction or other elements of life. The conversation then proceeded to contemplate the idea that without proper encouragement and nourishment of these t alents, how are they ever supposed to flourish? T was with this question that he began to move into the main point of this lesson. â€Å"Who is the greatest artist of all time? † As Mr.. Reilly asked this of us, he began to unroll his tangled arrangement of fourteenth century maps that dangled from the white board the classroom and pointed directly to where modern day Russia is now. Again he asked the sleepy teenagers of his fourth period class as if there was a totally obvious answer. He said, â€Å"It is some little unknown farming working in the family fields. No one will know her name or remember her eave, but she had a gift.She sat under a tree and drew elaborate drawings of her surroundings until he was caught and made to return to the frills. She never had a chance. † Every person is special; they just need to guidance and power to prove it. What he said never really affected me until I got home that night and thought about the little girl; however, I knew in cl ass that day that what he was saying to us would become important in some way or another. The potential for greatness is in everyone. Without harnessing that greatness, no one would succeed. Everyone is special.This was a lesson most children learn, but for me, it never registered. â€Å"l am not good enough. How could I be special in some way? All I can do is trace a picture from my computer and, if done right, pass it off as my own work to my friends or keep just good enough grades in each class to keep my A average. How can there be nothing that was good at? Everything that I could do in life was mediocre. † had thought that nothing in my life was ever going to make me stand out from everyone else but honestly†¦ I was just afraid of being globed together with society and being lost in the public image.Afraid to stand apart from everyone else. Terrified that my life would continue to be nothing out of the ordinary. Too scared to try. That there was nothing about me tha t me special. Took only that four hours. Six minutes and thirty-two seconds to realize that all that insecurity did not matter. To think that there was nothing special about me was incorrect. That negative path of thought was wrong from foundation to delivery. I realized that what separated me from everyone else has always been my drive to be better, to try new things, to work harder than everyone else in the room.Art or music or academics may not be my strongest attributes in the game of life but that does not mean that the game can not be played. To be a â€Å"genius† or â€Å"talented† is supper overrated. I am me- perfectly imperfect. My love for languages and foreign cultures, blossoming into my goal of becoming an interpreter is my talent. This dream of pursuing a life engulfed in language, culture and history is what makes me similar to that little unknown farm girl. Without realizing it, my teacher gave me the spark I needed to pursue my goals. Surprisingly, th is revelation occurred in under five minutes. College Essay I remember it clearly- that fourth period history class. Mr.. Reilly was pacing along the front of the classroom in such a straight line that he could have been only walking on the cracks of the title floor. Somehow he was trying to consider the best possible way to explain the relationship between society's proclaimed geniuses and natural talent in relation to the artists of the Italian Renaissance. We were studying the works of Michelangelo and Leonardo Ad Vinci as well as their significance in history.He began with the statues created by Michelangelo which led to the discussion about social interaction and mental capabilities of â€Å"geniuses† in modern and ancient societies. It was noticed that those with superior skills in one element such as art. Music or academics, usually lack the experience and expertise in social interaction or other elements of life. The conversation then proceeded to contemplate the idea that without proper encouragement and nourishment of these t alents, how are they ever supposed to flourish? T was with this question that he began to move into the main point of this lesson. â€Å"Who is the greatest artist of all time? † As Mr.. Reilly asked this of us, he began to unroll his tangled arrangement of fourteenth century maps that dangled from the white board the classroom and pointed directly to where modern day Russia is now. Again he asked the sleepy teenagers of his fourth period class as if there was a totally obvious answer. He said, â€Å"It is some little unknown farming working in the family fields. No one will know her name or remember her eave, but she had a gift.She sat under a tree and drew elaborate drawings of her surroundings until he was caught and made to return to the frills. She never had a chance. † Every person is special; they just need to guidance and power to prove it. What he said never really affected me until I got home that night and thought about the little girl; however, I knew in cl ass that day that what he was saying to us would become important in some way or another. The potential for greatness is in everyone. Without harnessing that greatness, no one would succeed. Everyone is special.This was a lesson most children learn, but for me, it never registered. â€Å"l am not good enough. How could I be special in some way? All I can do is trace a picture from my computer and, if done right, pass it off as my own work to my friends or keep just good enough grades in each class to keep my A average. How can there be nothing that was good at? Everything that I could do in life was mediocre. † had thought that nothing in my life was ever going to make me stand out from everyone else but honestly†¦ I was just afraid of being globed together with society and being lost in the public image.Afraid to stand apart from everyone else. Terrified that my life would continue to be nothing out of the ordinary. Too scared to try. That there was nothing about me tha t me special. Took only that four hours. Six minutes and thirty-two seconds to realize that all that insecurity did not matter. To think that there was nothing special about me was incorrect. That negative path of thought was wrong from foundation to delivery. I realized that what separated me from everyone else has always been my drive to be better, to try new things, to work harder than everyone else in the room.Art or music or academics may not be my strongest attributes in the game of life but that does not mean that the game can not be played. To be a â€Å"genius† or â€Å"talented† is supper overrated. I am me- perfectly imperfect. My love for languages and foreign cultures, blossoming into my goal of becoming an interpreter is my talent. This dream of pursuing a life engulfed in language, culture and history is what makes me similar to that little unknown farm girl. Without realizing it, my teacher gave me the spark I needed to pursue my goals. Surprisingly, th is revelation occurred in under five minutes. College Essay Do we send students to college to grow personally and intellectually or strictly to develop work related skills? In your opinion what should be the purpose of a college education and what do you hope to gain from your personal experience? College is a big step for anyone, especially teenagers, who is still growing up. Unlike in high school where the main focus is the curriculum, college also focuses on developing personality. College is not about papers and tests; it is about growing personally and intellectually while developing work related skills to help in life. A college education involves more than books and tests.It should be an experience a student should never forget. At Southwestern University, the school motto is â€Å"Be Southwestern. † To â€Å"Be Southwestern† students have to be determined and focused. To â€Å"Be Southwestern† students have to be involved. During my visit to Southwestern University, I noticed that for such a small school there are so many opportunities available to learn in variety of environments and participate in campus life. At Southwestern University the campus life consists of music, plays, Greek life, athletic events, religious interests, and preparation for the study abroad program.I have never been out of this country, and one thing I like about Southwestern is the study abroad program. Personally, I have always wanted to go to Italy. Not just because I am in love with Italian food but because it’s so different from America. I want to go to a college that allows me to see the world and experience new things. A college education should help you meet your desire to explore and interact with the world around you. Another thing I like about Southwestern University is how much help is available for students from professors. I want to go to a college that has small class sizes and cares about me as an individual.Every Southwestern University student I’ve talked to has said the professors wil l know who you are, will always be available for assistance, and will always help you succeed. At Southwestern University, a student is not just a number. The professors there are dedicated to a student’s personal success. Instead of going to a tutor, a student can schedule a simple meeting with the professor to discuss theclass. A little help can go a long way. As a student at Southwestern University, I hope to continue to strengthen my sense of pride and leadership.I have played the game of softball my entire life and hope to continue to play competitively in college. In my college softball experience, I hope to gain a greater inspiration to push myself harder than ever before both, academically and athletically. I hope one day when I look back on my college career I can say that Southwestern made me the student-athlete I always wanted to be. Through my college experiences, I will see the world in a new perspective, developing new intellectual light in a variety of subjects , and engaging in challenging curriculum and discussions.I want to find out who I am and what kind of person I will become, and I strongly believe Southwestern University will help me do that. A college education should additionally develop an individual’s appreciation for history. I go to a high school that is starting to make its history; however, I want to go to a university that has its history already established. As the oldest school in Texas, Southwestern University has many traditions. I want to be able to engage in these traditions and perhaps help make some new ones while I’m there.I don’t just want to be a part of history – I want to make history. A college experience should be one of the best times in a person’s life. The professors, the activities, and the history of the school should help one develop personally and intellectually as a student. I know that my time spent at Southwestern University will make me stronger, confident, and a more independent thinking individual who is ready to face not only challenge of working environment but also whatever life throws at me.

Essay on Book

Essay on Book Book is the best friend, a human being can have. Book is a friend that is never disloyal. Books make our life easy to lead as they inform us about various ways of leading life. Books are informative as well as instructive. A person is never going to feel alone in the presence of books. In the company of books, a person is never going to feel the boredom of daily routine if he has nothing else to do. Books have many wonders in it and they make a person absorbed in their interesting content. The best example of being a friend of book can be seen while long journeys when a person has nothing to do except to sit and wait for his destination. The reading of an interesting book shortens the distance and time that is in between. Books are of many kinds and for many subjects such as psychology, philosophy, English, finance, business, computers, biology, zoology, botany, international relations, history, science, accounting, mathematics, sociology, economics, communication, networking, design ing, management, political science, geography, education, astrology, astronomy, administration, marketing, pharmacy, etc. Teachers assign students to write essays on book as a main exercise that they should do. Students face problems while writing an essay on book. You can write an essay on book by following the given guidelines if you do not know about how to write an essay on a book: 1. Clearly define your subject of essay on book in your mind. 2. Think over it, until ideas about it come into your mind and jot the points down on paper as they occur to you numbering them. 3. Classify these points in groups under suitable headings, rejecting any that are unsuitable. 4. Arrange these headings in a bare outline for an essay on book. 5. Now begin to write the essay on books, dividing it into paragraphs. 6. The essay on a book should consist of introduction, body and conclusion. 7. For your essay on book, make the introduction arresting. 8. Keep the parts of the body of the essay on books in proper proportion; and take pains in choosing words, constructing sentences and building up paragraphs. 9. Make the conclusion effective and satisfying. 10. Write essays on books in a simple, concise, clear, direct and natural style. The secret of clear writing of essays on book is clear thinking. So, be perfectly clear about what you say, and then say it as directly, as simply, as concisely in your custom essay on book as possible. For writing essays on books, follow some rules. Be direct: use short sentences in preference to long and involved periods. Be simple: do not attempt an oratory or flowery language but use simple words and constructions and avoid elaborate metaphors. Be concise: avoid unnecessary repetitions and superfluous word; say what you want to say as tersely as is consistent with making your meaning clear in your essays on books. Never use two words where one will do. Be natural: do not try to imitate any author’s style, however eloquent, but be your self while writing an essay on a book. You can also get free essays on books from various internet sites as a sample for writing. Â  

Your Quick Guide to Capitalization Rules

Your Quick Guide to Capitalization Rules Looking for an easy-to-use reference for capitalization rules in English? Look no further, weve got you covered. From whether to capitalize days of the week to how to handle government departments and more- here is your quick guide to capitalization rules and examples of the rules used in a sentence, phrase, or word.Capitalize the first word of a sentence.This sentence begins with a capital letter.Capitalize proper nouns and their adjective derivatives. Keep in mind that proper nouns are nouns that refer to a specific person, place, organization, or thing.Ill have Canadian whiskey on ice, please.Capitalize brand names.NikeHiltonCinnabonSonyCapitalize days of the week, months of the year, holidays and historical episodes/erasMondayJuneHalloweenAmerican Revolutionary Warthe Great DepressionCapitalize institutions, governmental entities and departments, organizations and religions.University of Marylandthe Electoral CollegeDepartment of Agriculturethe Clinton FoundationBuddhistCapitaliz e races, nationalities, languages and tribes.CaucasianAmericanEnglishEskimosCapitalize titles when they are used before names unless a comma is used between the title and name. Do not capitalize the title if it is used instead of a name.The president will discuss the companys goals in coming months.President Trump addressed the nation on Monday.Chairman of the Board Michael Tucker will be speaking with us tonight.The chairman of the board, Michael Tucker, will be speaking with us tonight.When a formal title or kinship name is used as a direct address, capitalize it.Am I going to be okay, Doctor?Hey Mom, were going to a concert, do you want to join?Geographical regions should be capitalized, but not points on the compass.Shes from out West- you can tell from her accent.When you get to the end of the street, turn north.Do not capitalize the words city, town, and county if they come before a proper noun. If it is part of the proper noun, capitalize it.The city of Chicago.Millford Count y, West VirginiaThe county of MarionNew York CityMarin CountyThe first word in a complete quotation should be capitalized, even if it occurs midsentence. The only instance where the first word is not capitalized is if the quoted material is not a complete sentence and is only used to continue a sentence.The waiter only smiled and said, Youll have to sit at the bar if you want a seat.We did want a seat so decided the bar was better than nothing.Specific course titles should be capitalized but not academic subjects in general.Creative Writing 101He taught creative writing to undergraduates.Capitalize art, architectural, and literary movements.Surrealist painter Max Ernst is one of my favorite artists.The Colonial-style house sat on the northeast corner of the block.Lord Byron was one of the most well-known writers in British Romanticism.When capitalizing titles in heading case, capitalize all nouns, verbs, adjectives, adverbs, and pronouns. Do not capitalize an article (the, a, an), c oordinating conjunctions (and, or, nor, but, yet, so, for), or prepositions (from, with) unless they are the first or last word of the sentence. However, note that there are discrepancies in rules relating to capitalizing prepositions in a title depending on the style guide used.A Tale of Two CitiesMen Are from Mars, Women Are from VenusHere Today and Gone Tomorrow

7 Common Homonymic Spelling Errors

7 Common Homonymic Spelling Errors 7 Common Homonymic Spelling Errors 7 Common Homonymic Spelling Errors By Mark Nichol Homonyms are words that sound like, but are spelled differently and have different meanings. Some of the most commonly confused pairs of words are illustrated in the following examples: 1. â€Å"The color complimented her unusual skin tone.† Unless the color was personified and therefore had the power of speech as well as discernment, it complemented, or enhanced by association, the hue of the person’s skin. Both the noun and verb forms of complement derive form the Latin word for â€Å"completion.† Compliment has the same root, but it refers to courtesy. 2. â€Å"He assured them he would be discrete about the matter.† This error pops up frequently in personals ads (or ahem so I’ve been told) in which correspondents advertise their desire for a â€Å"discrete relationship.† Discrete and discreet have the same meaning, â€Å"separate, or distinct,† but divergent connotations. A discrete relationship wouldn’t be very satisfying, because discrete implies a categorical separation. Discreet, on the other hand, refers to secretive or surreptitious behavior no long walks on the beach. 3. â€Å"Despite the real estate boom, he hasn’t joined his ex-patriots in the feeding frenzy.† People who reside in a country other than the one of their birth are not necessarily there because they are no longer devoted to their own nation, though that is one meaning of the word in question. But patriotism doesn’t necessarily have anything to do with it. Such a person is an expatriate. The root word, patria, refers generally to one’s native country, not specifically to love for it. 4. â€Å"The teacher suddenly found herself overcome by a hoard of children.† We may treasure children, but we don’t refer to a â€Å"treasure of children,† and hoard means â€Å"treasure.† (It’s from Old English and is related to the word for â€Å"hide.†) The writer meant to write horde, which connotes a throng, a mob, or a rabble. Horde derives from the Turkic word orda or ordu, which refers to the abode of a khan, a word for â€Å"monarch† or â€Å"chieftain.† The English term describes both a nomadic group and a specific political entity of nomads, and more recent usage has adopted the term as a synonym for crowd or the other meanings listed above. 5. â€Å"Carefully turning the pages, she poured over the document.† Poured what over the document? That was careless of her. She would have saved herself some cleaning up if she had pored over the document instead. Pore means to intently gaze, read, or study and, in the sense of a wide-eyed attention, is perhaps akin to the noun pore, which means â€Å"passage† or â€Å"opening.† 6. â€Å"The principle issue at stake is whether it is ever acceptable to lie.† The definition of principle derives from the Latin word for â€Å"beginning†; a principle is an establishing or defining concept. But the issue in question here is the primary one or, as the writer intended to convey, the principal one. (The head of a school, by the way, was originally the principal, or first, teacher.) 7. â€Å"The motorist was sited for reckless driving.† Well, a police officer certainly sighted the reckless driving, but sited is a synonym for located. After the sighting, the officer issued a citation, and the driver was therefore cited. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:30 Religious Terms You Should Know60 Synonyms for â€Å"Trip†A "Diploma" is not a "Degree"

Lab Report (resit) 400 words. 1st question of two Essay

Lab Report (resit) 400 words. 1st question of two - Essay Example One of the parameters for IPAQ is calculation of Resting metabolic rate (RMR), incorporating fraction of inspired O2 and expired CO2 and O2 (2). Understandably, in the given experiment as the metabolic activity increased also did the minute ventilation values. However, in my opinion, the experimental design and statistical analysis need improvement to arrive to any conclusion. In table 1a, for groups 1 and 2 subject characteristics are not defined. The SD values were quite large (> 10% of mean), meaning inconsistency in the values among the subjects. An explanation to this is gender difference in respiratory response during exercise (3), assuming that both males and females are considered as subjects. Besides, moderate/low IPAQ groups are clubbed as one in the statistical treatments but there could be variation between the individual groups as well. Instead of the "t" test, which is the test of significance between a pair, it would have been appropriate to carry out one way-ANOVA. Based on the figure 1, a significant finding is that while in rest or warming up the inhalation of air is nearly similar, but during exercise, eit her the volume of air inhaled, or the number of breaths in low/moderate IPAQ group increases by far that of the high IPAQ group. Hyperventilation is an attribute set by three factors: me

Business Ethics Essay Example | Topics and Well Written Essays - 500 words - 33

Business Ethics - Essay Example Therefore, Jack was right to take the pill if this decision does not affect other classmates’ decisions. Although the libertarians view seems appropriate for Jack’s situation, there are a couple of negative implications that can be associated with the decision (Clarke 15). For instance, if Jack chooses to take the pill, it could get his friend in trouble. This is owing to the fact that individuals are not allowed to share prescription drugs as they may a negative impact on the health of other individuals. If Jack decided to take the pill and got a negative reaction, his friend could have gotten in trouble. This shows how the libertarian view could have had a negative implication on both parties. Jack’s decision to take the pill could have given him an unfair advantage over his classmates. Taking the pill could have enabled him to study for longer hours and concentrate more (Clarke 20). This is not only unethical but unfair to the other students. A competition is said to be fair if the students have equal opportunities to study and focus. It can therefore be concluded that taking the pill could have given Jack an unfair advantage over his classmates. Jack is therefore advised not to take the pill. Jack’s decision to take the pill compromised the reputation of the class and the institution. This is because if his actions were reported to the appropriate authorities, this could have cast a shadow of doubt on the learning process in the class and the institution. Jack’s decision could have also influenced the overall performance in class (Clarke 36). The performance of the class is characterized by a normal curve. If Jack takes the pill and it impacts his performance, there will be a disruption in the normal distribution curve. He is thereby advised not to take the pill from his classmate. In summary, the above

World Litertur Essay Example | Topics and Well Written Essays - 500 words

World Litertur - Essay Example Juno has sent me, who cares for both of you alike. Cease, then, this brawling, and do not draw your sword†¦Ã¢â‚¬  (Iliad, Book 1). This same interaction with humans could be observed throughout the Odyssey as well. In book 1, we see Minerva disguising herself as Anchialus to give counsel to Ulysses’ son, Telemachus. She did so to give him the courage to wait for his father since his father is still alive. The gods are directly involved with humans, not only to aid them or to answer their prayers or to protect them, but even to take advantage of them, or to be their parents. Achilles has a nymph for a mother, present in The Iliad. The relation of the gods to the humans simulates almost the social interaction that humans have with each other, except that, because of the gods’ supernatural capacities, this interaction with the gods becomes richer (in a sense, becomes more â€Å"supernatural†). The interaction is richer in the sense that the interaction produce s results that may not necessarily happen when humans merely interact with each other. Probably, no human interaction could ever produce an Achilles for example. Poseidon’s hatred of Odysseus brought him everywhere leading to an adventure that no mere mortal of lesser status than Ulysses could ever have or handle. In Dr. Faustus, we have a much weaker protagonist—Faustus certainly does not command the respect of an Achilles or an Odysseus, but he is still god-like. Granted, all characters have their tragic flaws, but Faustus is difficult to like, and this factor makes it easier for the audience to watch him sell his soul to the devil. To reach his goal Faustus, ‘swollen with cunning of a self-conceit’ does not hesitate to sell his soul to Mephistopheles for twenty-four years of supernatural powers. After rejecting all subjects as unworthy of achieving immortal fame, he becomes romantically obsessed with ‘metaphysics of the magicians’ and hastily concludes: ‘A sound magician

Knowledge Management Coursework Example | Topics and Well Written Essays - 2750 words

Knowledge Management - Coursework Example AUTHORITY 9 4.4. ACCESSIBILITY 10 5. CONCLUSION AND SUMMARY 10 5.1. COMPARISON AND CONTRAST 10 5.2. RELATION TO THE MODULE 14 6.0. REFERENCE LIST 16 1. INTRODUCTION Organisations formulate strategies and processes for identifying intellectual assets which enhance the overall performance of the organisation. The objectives of the organisations are easily accomplished and overall performance, competitive advantage and continuous improvement of the organisation are enhanced through this practice (Zheng, Yang, & McLean, 2010). In this report an evaluation of three different articles related to knowledge management will be presented. A comparative analysis will be presented which will show the relative significance of knowledge management in an organisation. The three articles which will be subject of discussion in this report are 1. Developing a corporate knowledge management strategy - Paul Oluikpe (2012) 2. Local Social Knowledge Management: A case study of social learning and knowledg e sharing across organizational boundaries - Johanna Lahtinen (2013) 3. The interactive relationship of corporate culture and knowledge management: a review – Julia Mueller (2011) Understanding the relative significance and importance of knowledge management in an organisation is very important in this age where workforce is treated as an essential asset by the managers. A combined overview and major emphasis of discussions presented in the articles will conclude this report. 2. LOCAL SOCIAL KNOWLEDGE MANAGEMENT: LAHTINEN(2013) 2.1. KEY POINTS Lahtinen has discussed a range of important aspects of social knowledge management. The main points of this article by Lahtinen are related to How communicating and interacting socially helps in improving knowledge. The importance of inter-organizational networks is important in improving the knowledge. The learning process which enables the individuals to interact socially and enhance their knowledge is referred to as social knowledge management. The emphasis has been built on signifying the importance of communication in the organisation. Social learning plays a significant role with regional networking of the employees working for the same organisation (p.13). This research paper discusses about the role of social learning in knowledge management. This is important for managing inter organisational networks is significantly important. As employees interact within the organization, it helps the employees in better understanding the knowledge practices adopted in the organisation, mixture of differing applicability practices and general confusions which are part of the knowledge practices (p. 4). The three forms of networking which take place within the organisation are elaborated. These include the operational, personal and strategic roles which take place in the organisation. For this assessment data from several different organisations were collected to develop a conclusion about the relative importance of Soc ial knowledge management. Social knowledge management enhances the individual learning capability as an individual learns by sharing information within the organization (Lahtinen, 2013). 2.2. VALUE TO KNOWLEDGE MANAGEMENT PRACTITIONERS This topic is of great value to the practitioners of knowledge management. This is because it signifies which strategies the managers can use for initiating social learning and transferring knowledge within the organisation through interaction of the employees. Understanding the issue

Frosted Plc Essay Example | Topics and Well Written Essays - 3000 words

Frosted Plc - Essay Example 135). To be understandable, the company has to distinguish between basic earnings per share and diluted earnings per share. Basic earnings per share should be calculated by dividing the net profit or loss for the period attributable to ordinary shareholders, by the weighted average number of ordinary shares outstanding during the period. For the purpose of calculating diluted earnings per share, the net profit attributable to ordinary shareholders and the weighted average number of shares outstanding should be adjusted of the effects of all dilutive potential ordinary shares. If the number of ordinary or potential ordinary shares increases as a result of capitalisation, bonus issue, share split or other reasons, the calculation of earnings per share and diluted earnings per share should be re-calculated retrospectively (Tiffin 2004, p. 137). Materiality means that insignificant amounts should be ignored. ... To do so, it should be able to (a) help them assess past, present, or future events and to (b) confirm or amend past assessments they have made (IASB framework n.d.). Disclosure of relevant information is closely related to the concept of materiality - what is material is likely to be relevant. Relevant information also includes changes in number of shares in issue during the year and the dilution of earnings per share caused by the conversion of potential ordinary shares to ordinary shares (Tiffin 2004, p. 138). Reliability is influenced by the use of estimates and by uncertainties in the recognition and measurement of items. These uncertainties are dealt with by disclosure and by practicing prudence in preparing financial statements (IASB framework n.d.). An enterprise should disclose (a) the amounts used as the numerators for any earnings per share figures and a reconciliation of the amounts to the reported net profit or loss for the period and (b) the weighted average numbers of ordinary shares used as the denominator of any earnings per share figure. A reconciliation among the differing numbers of ordinary shares should be given where appropriate. Basic and diluted earnings per share should be presented, with equal prominence, on the face of the income statement. If an enterprise discloses additional earnings per share figures, example excluding a one off, exceptional cost, then the calculations should be as for basic or diluted earnings per share figures. All earnings per share figures should be disclosed with equal prominence (Tiffin 2004, p. 137). Substance over form means that the underlying business position matters rather than the legal form. For example, equipment may be leased over 5 years-60 monthly installments being paid;

Knowledge Management Coursework Example | Topics and Well Written Essays - 2750 words

Knowledge Management - Coursework Example AUTHORITY 9 4.4. ACCESSIBILITY 10 5. CONCLUSION AND SUMMARY 10 5.1. COMPARISON AND CONTRAST 10 5.2. RELATION TO THE MODULE 14 6.0. REFERENCE LIST 16 1. INTRODUCTION Organisations formulate strategies and processes for identifying intellectual assets which enhance the overall performance of the organisation. The objectives of the organisations are easily accomplished and overall performance, competitive advantage and continuous improvement of the organisation are enhanced through this practice (Zheng, Yang, & McLean, 2010). In this report an evaluation of three different articles related to knowledge management will be presented. A comparative analysis will be presented which will show the relative significance of knowledge management in an organisation. The three articles which will be subject of discussion in this report are 1. Developing a corporate knowledge management strategy - Paul Oluikpe (2012) 2. Local Social Knowledge Management: A case study of social learning and knowledg e sharing across organizational boundaries - Johanna Lahtinen (2013) 3. The interactive relationship of corporate culture and knowledge management: a review – Julia Mueller (2011) Understanding the relative significance and importance of knowledge management in an organisation is very important in this age where workforce is treated as an essential asset by the managers. A combined overview and major emphasis of discussions presented in the articles will conclude this report. 2. LOCAL SOCIAL KNOWLEDGE MANAGEMENT: LAHTINEN(2013) 2.1. KEY POINTS Lahtinen has discussed a range of important aspects of social knowledge management. The main points of this article by Lahtinen are related to How communicating and interacting socially helps in improving knowledge. The importance of inter-organizational networks is important in improving the knowledge. The learning process which enables the individuals to interact socially and enhance their knowledge is referred to as social knowledge management. The emphasis has been built on signifying the importance of communication in the organisation. Social learning plays a significant role with regional networking of the employees working for the same organisation (p.13). This research paper discusses about the role of social learning in knowledge management. This is important for managing inter organisational networks is significantly important. As employees interact within the organization, it helps the employees in better understanding the knowledge practices adopted in the organisation, mixture of differing applicability practices and general confusions which are part of the knowledge practices (p. 4). The three forms of networking which take place within the organisation are elaborated. These include the operational, personal and strategic roles which take place in the organisation. For this assessment data from several different organisations were collected to develop a conclusion about the relative importance of Soc ial knowledge management. Social knowledge management enhances the individual learning capability as an individual learns by sharing information within the organization (Lahtinen, 2013). 2.2. VALUE TO KNOWLEDGE MANAGEMENT PRACTITIONERS This topic is of great value to the practitioners of knowledge management. This is because it signifies which strategies the managers can use for initiating social learning and transferring knowledge within the organisation through interaction of the employees. Understanding the issue

Balance lab Report Example | Topics and Well Written Essays - 250 words

Balance - Lab Report Example Record the reading The Centigram Balance, which gives a reading of 2.3 on weighing the copper slug directly, has a sensitivity of 0.1 grams, whereas the Electronic Balance which gives a reading of 2.999 for the same slug has a much higher sensitivity of 0.001g. It is important to use the same slug for both instruments to make sure that any disparity in the readings is due to the instrument being used and not because of a difference in the mass of the copper slug being measured. The Electronic Balance has a higher accuracy. This is further proved by the value obtained for average mass of a copper slug using an Electronic Balance. This value, 2.980, is very close to the reading 2.989 which was obtained when a copper slug was measured on the Electronic Balance using weight difference method. The Electronic Balance, due to its high sensitivity and accuracy is more reliable for measurement of small masses. The Centigram on the other hand has a much lower accuracy and sensitivity and is thus unsuitable for small masses. Weighing by difference is different from weighing directly because it involves taking two readings and then subtracting the two to get a value for the mass that has to be measured. Weighing by difference gives more accurate results because when the readings are subtracted then any zero error due to wrong calibration of the instrument will be removed from the final reading. In case of weighing a mass directly if the instrument contains a zero error it will show up in the reading obtained which will then be inaccurate. Conclusion: This experiment establishes that the use of an Electronic Balance as opposed to a Centigram Balance and the use of weighing by difference technique as opposed to weighing directly produce more accurate

Architectural Branding Essay Example for Free

Architectural Branding Essay The 4P’s have been extended to 7P’s namely: Price, Place, Promotion, People, Physical Evidence and Process. Architectural Branding is an important element of Physical Evidence very strongly prevailing in International Brands e. g. Calvin Klein, Nike town, DG, Prada etc. With the changing Indian Market scenario and customer awareness Indian Brands have now realised to incorporate the culture of Architectural Branding as an important brand element. Possibly Brands like Colour Plus, Wills Lifestyle, Sepia also are trying to incorporate the concept of Architectural Banding. Therefore through an exploratory research on the related topics of branding it was felt that architectural branding will help us in the long run in the industry and would widen our horizon of knowledge. Down the line I felt that this concept would be taught to us in our course curriculum of Fashion Management. Through this topic of Architectural Branding we would get to learn about basics of Architecture, Interior Design and Design Space and relating these subjects to the Market Research and Consumer Behaviour. Information Needed ? Introduction to Architectural Branding Concepts of Architecture †¢ Material †¢ Types of Structure ? Architecture in Retail †¢ Exteriors †¢ Interior Design †¢ Store Layout, Design

Education system in india

Education system in india ACKNOWLEDGEMENT I take this opportunity to present my votes of thanks to all those guidepost who really acted as lightening pillars to enlighten our way throughout this project that has led to successful and satisfactory completion of this study. I am highly thankful to Mr. Pankaj Jain for her active support, valuable time and advice, whole-hearted guidance, sincere cooperation and pains-taking involvement during the study and in completing the assignment of preparing the said paper within the time stipulated. Without the active participation of our teachers it would have been extremely difficult for me to prepare the project in a time bound framework. HISTORY OF EDUCATION IN INDIA Indian education history is very rich and motivating. In the ancient days, gurus and scholars impart education orally, but after the development of letters, it took the form of writing. Palm leaves and barks of trees were used for teaching, and this in turn helped in spreading of the written literature. Temples and community centres often took the role of school. When Buddhism spread in India, education become available to everyone and this was the time when some world famous educational institutions were established like Nalanda, Vikramshila and Takshashila. History has taken particular care to give Nalanda University, which flourished from the fifth to 13th century AD, full credit for its brilliance. This university had around 10,000 resident students and teachers on its roll at one time. These students included Chinese, Sri Lankan, Korean and other international scholars. It was in the 11th century that the Muslims recognized elementary and secondary schools. This led to the formi ng of few universities too at cities like Delhi, Lucknow and Allahabad. Medieval period saw excellent interaction between Indian and Islamic customs in all fields of knowledge like theology, religion, philosophy, fine arts, painting, architecture, arithmetic, medicine and astronomy. Later, when British arrived in India, English education came into being with the help of the European missionaries. Since then, Western education gained advances in the country. With hundreds of universities and thousands of colleges affiliated to them, India has positioned itself happily as a country that provides superiority higher education to its people in specific and to the world in general. PRESENT EDUCATION SYSTEM IN INDIA The present education system in India mainly comprises of- primary education, secondary education, senior secondary education and higher education Elementary education consists of eight years of education. Each of secondary and senior secondary education consists of two years of education. Higher education in India starts after passing the higher secondary education or the 12th standard. Depending on the stream(Arts,Commerce or Science). Doing graduation in India can take three to five years. Post graduate courses are generally of two to three years of duration. After completing post graduation, scope for doing research in various educational institutes also remains open. The growing receiving of distance learning courses and growth of the open university system is also causative a lot in the democratization of higher education in india. WORLD CLASS HIGHER EDUCATION INSTITUTES IN INDIA: There are quite a good number of educational institutes in India that can compete with the best educational institutes of the world and made India recognizable in the International Education. Some of them are as follows- Ø The Indian Institutes of Technology (IITs), Ø Indian Institutes of Management (IIMs), Ø Indian Institutes of Science, National Law Schools, Ø Jawaharlal Nehru University are some such institutes. FACILITIES OF EDUCATION TO MARGINALIZED IN INDIA: As education is the means for bringing socio- economic transformation in a society, various measures are being taken to enhance the access of teaching to the marginalized sections of the society. One such measure is the introduction of the reservation system in the institutes of higher education. Under the present law:- (1) 7.5% seats in the higher educational institutes are reserved for the scheduled tribes, (2) 15% for scheduled castes and 27% for the non creamy layers of the Other Backward Classes (OBCs). PRESENT SCENARIO OF INDIAN EDUCATION : Soon after independence in 1947, making education available to all had become a priority for the government. As discrimination on the basis of caste and gender has been a major hurdle in the healthy development of the Indian society, it also restricted the educational development of the nation as a whole. The 86th constitutional amendment has also made elementary education a fundamental right for the children between the age group- 6 to 14. According to the 2001 census:- Ø The total literacy rate in India is 65.38% . Ø The female literacy rate is only 54.16% The gap between rural and urban literacy rate is also very significant in India. This is evident from the fact that only 59.4% of rural population are literate as against 80. 3% urban population according to the 2001 census PUBLIC PRIMARY EDUCATION IN INDIA- AN OVERVIEW: Early childhood education in India is subject to two extreme but contrary deficiencies. On the one hand, millions of young children in lower income groups, especially rural and girl children, comprising nearly 40% of first grade entrants never complete primary school. Even among those who do, poorly qualified teachers, very high student-teacher ratios, inadequate teaching materials and out- moded teaching methods result in a low quality of education that often imparts little or no real learning. It is not uncommon for students completing six years of primary schooling in village public schools to lack even rudimentary reading and writing skills. PRIVATE PRIMARY EDUCATION IN INDIA- AN OVERVIEW: Cildren attending urban schools, especially middle and upper class children in private schools, are subjected to extreme competitive pressures from a very early age to acquire basic language skills and memorize vast amounts of information in order to qualify for admission into the best schools. Parents and teachers exert intense pressure on young children to acquire academic skills at an age when children should be given freedom and encouraged to learn as a natural outcome of their curiosity, playfulness and eagerness to experiment. Necessary steps should be taken to avoid unnecessary pressure for childrens. GOVERNANCE OF PRIMARY EDUCATION: Schemes undertaken by the government: Ø State-wise Allocation of Central Governments Share Made Ø Under Sarva Shiksha Abhiyan in India (2006-2007) State-wise Amount Spent on Elementary Education from Component of Prambhik Shiksha Kosh in India (2006-2007 and 31.10.2007) State-wise Targets and Achievements under Sarva Shiksha Abhiayan (SSA) in India (2002-2007) Selected State-wise Number of Additional Kasturba Gandhi Balika Vidyalayas (KGBVs) Sanctioned in India (As on 01.02.2006) Funds Released to North Eastern States under CentrallySponsored Schemes for Operation Blackboard and Non Formal Education in India (1997-1998 to 2000-2001) Non Lapsable Central Pool of Resources under Centrally Sponsored Schemes for Elementary Education for North Eastern States in India (1999-2000 and 2000-2001 Progress Recorded under Shiksha Karmi Project in India (upto september2001) Efforts are also being taken to improve the access to higher education among the women of India by setting up various ecational institutes exclusively for them or eserving seats in the already existing institutes. Development so far:- Under SSA, Ø 1.47 lakh primary schools have been opened across the country, Ø 1.23 lakh primary schools have been upgraded to have upper primary classes. Ø 9.86 lakh teachers have been recruited, Ø children are provided free textbooks, Ø teachers are provided periodic in-service training, Ø Mid-day meal is provided to all children in classes 1-8 in Ø Government and Government aided schools. GOVERNANCE OF SCHOOL EDUCATION The National Council Of Educational Research and Training (NCERT) is the legal body for governing the curriculam matters for school education in India. The NCERT provides support and technical assistance to a number of schools in India and give guidance to many educational policies in India. Different Indian curriculam bodies governing school Education in India are as follows:- The State Government Board The Central Board Of Secondary Education ( CBSE ) Board The Council For The Indian School Certificate Examinations ( CISCE) Board The Indian Certificate Of Secondary Education ( ICSE ) Board The National Institute Of Open Schooling ( NIOS ) Board GOVERNANCE OF HIGHER EDUCATION In order to develop the higher education system, the government had established the University Grants Commission in 1953(UGC) . The primary role of UGC has been to regulate the standard and spread of higher education in India. There has been a marked progress in the expansion of higher education if we look at the increase of higher educational institutes in India. The higher education system in India comprise of more than17000 colleges, 20 central universities, 217 State Universities, 106 Deemed to Universities and 13 institutes of Natioanl importance. Under the Indian constitution, various minority groups can also set up their own educational institutes. This number will soon inflate as the setting up of30 more central universities, 8 new IITs, 7 IIMs and 5 new Indian Institutes of science are now proposed. PESTLE ANALYSIS OF EDUCATION P POLITICAL ANALYSIS SCHOOL LEVEL Schools being privatised (like the NHS) A government initiative creates the risk that the school may fail to deliver the policy or be diverted away from local priorities etc.Changes tothe skills required to be a teacher/ tutor Changes to curriculum with short lead times Requirement to be self managing Requirement to be self financing HIGHER LEVEL- Funding allocations to Universities and level of priority given to HE/ science.Funding allocations within the University. RAE 2008 process and its suggested replacements.University league tables and rankings. â€Å"In vogue† research disciplines. Institutional policies on IPR and open access. Publisher lobbying and the DTI. EC position on research dissemination. Pressure for global dissemination of resources including redressing the balance between information poor and information rich. Competitor institutions. Research peaks. Future of the White Rose consortium and regional cooperation in HE. What happens to work when researchers move institutions? E ECONOMICAL ANALYSIS- SCHOOL LEVEL- Central or local government funding decisions may affect school/ establishment finances Closure of a local industry may affect fund raising plans etc. Ability of parents to raise funds for optional activities The need to run breakfast/ after schools clubs Ability to invest savings/ surpluses Cost of providing resources: Ø Staff teaching support Ø Basics books/ paper Ø Technology solutions laptops etc Interest rates Shortages of materials on national/ international markets Over provision of school places in the area resulting in competition from neighbouring schools The risk of highly valued, key staff moving on to more „up and coming schools/ academies. HIGHER LEVEL- Overall funding allocations to Universities from government and from Research . Councils.Use of short term contracts for researchers. VAT on electronic publications. Publisher business model and the possible impact of open access.. Cost of data storage. Cost of digital preservation actions and/or services. Priority given to outward facing technical services in a Financially Restricted environment. Journal subscription model may be in transition; libraries universities may worry they are paying for the same thing three times. Repository services are unlikely to be income generating or, only indirectly. Student debt may make a research career less attractive. S SOCIAL ANALYSIS SCHOOL LEVEL- Decline in birth rate, reflecting national trends. Local population changes (increasing/ decreasing numbers) . Demographic changes may affect likely pupil rolls or the nature of pupils needse.g. pupils with English as a second language etc. Closure of local firms providing employment Inability to attract staff. Social networking blogs, facebook, twitter Changes to qualifications expected. Integration with local community. Integration of students with special needs. parental preference an increase in „parent power has allowed. parents more freedom of choice over their child s school. the risk of highly valued, key staff moving on to more up-and- coming establishments. Information is accessible to staff anywhere in the world via the Internet. Staff were not given enough training or access to effectively change their habits and how they expected information to be made available. HIGHER LEVEL- Widening participation. Increased student to staff ratios.. Use of short term contracts for researchers. Commodification of HE; emphasis on HE for monetary gain. Possible lack of lecturers and researchers in the future. Public attitudes towards science and scientific knowledge; demand for scientific information. Globalisation of science; possibly more democratic access to dissemination mechanishs. T TECHNOLOGICAL ANALYSIS SCHOOL LEVEL- Changes to standards/ equipment required. Risk of selecting the wrong technology at times of change (i.e. windows -v- open source).New computer viruses may affect school/ college operations, Disturbing/ illegal images on the internet may affect ICT security measures etc.Move from paper based books to e-book readers. Computer hardware being out of date.Computer software being out of date. Time to manage IT systems. HIGHER LEVEL- Widespread availability of internet access including developing countries. Development of GRID computing. Development of virtual learning environments and virtual research Environments. Generation of increasingly complex digital objects during research. Development of common interoperability standards. Development of metadata standards. Urgent need for digital preservation protocols. Need for and cost of data storage. Massive proliferation of email. Developing scientific disciplines; new potential for research. Increased expectations of end users re quality and manner of data delivery. Increasing level of skills needed, particularly programming, to be classed as a â€Å"techie†. Anyone can be a publisher: different publishing models. Possible new models for peer review. Local IT development priorities. LITERACY RATE IN INDIA As per 2001 Census, the overall literacy rate of India is 65.38%. The male literacy rate is 75.96% and female literacy rate is 54.28%. Ranking of States and Union Territories by Literacy Rate States literacy rate male literacy rate female literacy rate Kerala 90.92 94.20 87.86 Mizoram 88.49 90.69 86.13 Lakshadweep (U.T.) 87.52 93.15 81.56 Goa 82.32 88.88 75.51 Delhi (U.T.) 81.82 87.37 75.00 Chandigarh (U.T.) 81.76 85.65 76.65 Pondicherry (U. T.) 81.49 88.89 74.13 (U.T.) 81.18 86.07 75.29 Daman Diu (U.T.) 81.09 88.40 70.37 Maharashtra 77.27 86.27 67.51 Himachal Pradesh 77.13 86.02 68.08 Tripura 73.66 81.47 65.41 Tamil Nadu 73.47 82.33 64.55 Uttaranchal 72.28 84.01 60.26 Gujarat 69.97 80.50 58.60 Punjab 69.95 75.63 63.55 Sikkim 69.68 76.73 61.46 West Bengal 69.22 77.58 60.22 Manipur 68.87 77.87 59.70 Haryana 68.59 79.25 56.31 Nagaland 67.11 71.77 61.92 Karnataka 67.04 76.29 57.45 Chhatisgarh 65.18 77.86 52.40 This table shows the literacy rate of various state in india. EDUCATIONAL TARGETS OF 11 th YEAR PLAN Reduce dropout rates of children from elementary school from 52.2% in 2003-2004 to 20% by 2011-2012 Develop minimum standard of educational attainment in elementary school, and by regular testing moniter effectiveness of education to ensure quality. Increase literacy rate for people of age seven years or more to 85% Lower genger gap in literacy to 10 percentage point Increase the percentage of each cohort going to higher higher education from the present 10% to 15% by the end of the eleventh plan.

Motherboard: The Soul of the Computer Essay -- Computing

â€Æ' I. Introduction â€Æ' II. Criteria in Choosing a Motherboard A. Form Factor This refers to the physical aspects of a motherboard. It simply categorizes motherboards into its general shape and size. Consequently, it would specify the type of power supply and case it can support. Standard form factors of IBM PC compatible industry, ensures interchangeability across generations of technology likewise with products of competing vendors. On the other hand, in enterprise computing, form factors ensure that server modules fit into existing rack mount systems. B. Chipset The chipset is a set of integrated microchips in the computer’s motherboard which is primarily intended to work with a particular group of microprocessors. It has an important job of determining the system’s performance, controlling the communication between the processor and external devices, handling a huge amount of data and directing data from the AGP bus which results to affecting the machine’s graphics performance. It is composed of two major microchips, the North Bridge which connects the CPU to the main memory and graphics controllers, and the South Bridge which manages the data to other integrated components and slower local buses like PCI (Peripheral Component Interconnect), ISA (Industry Standard Architecture). C. Expansion Slots/Ports Expansion slot is a type of port on the motherboard that allows the user to install additional features on the computer such as graphics performance enhancement and memory expansion. These slots offer computer flexibility and upgradability and permit devices such as network cards, sound cards, video cards, and modems to connect. D. Reputation This is merely a reflection of the company’s social status derived from th... ...ion: http://www.brighthub.com/computing/hardware/articles/69163.aspx. Marks in History: ASUS Motherboards. (n.a.). Retrieved August 07, 2010 from ASUSTeK Computer Inc.: http://www.asus.com/ contentpage.aspx?content_type=aboutasus&content_id=9. DFI. (2010). Retrieved August 07, 2010 from DFI - Wikipedia, the free encyclopedia: http://en.wikipedia.org/wiki/dfi. Computer form factor. (2010). Retrieved August 07, 2010 from Computer form factor - Wikipedia, the free encyclopedia: http://en.wikipedia.org/wiki/computer_form_factor. Kozierok, C. M. (2001). Motherboard Form Factors. Retrieved August 07, 2010 from PCGuide - Ref - Motherboard - Form Factors: http://www.pcguide.com/ref/mbsys/mobo/form.htm. Reputation. (2010). Retrieved August 07, 2010 from Reputation - Wikipedia, the free encyclopedia: http://en.wikipedia.org/wiki/reputation#reputation-based_decisions.

Education system exists mainly

Using material from item A and elsewhere, asses the view that the education system exists mainly to select and prepare young people for their future work roles BY ant-Kuz Using material from item A and elsewhere, asses the view that the education system exists mainly to select and prepare young people for their future work roles One way to select and prepare young people for their future work roles is by selecting and allocating pupils of education a role in society, as is mentioned in item A: â€Å"it also selects and allocates them to their future work roles† which means social nequality is legitimised because of the hierarchy of society – someone has to be on top and someone has to be bottom, as is streaming encouraged in the same manner. This idea is said to be stemmed from having a meritocratic society where everyone has an equality of opportunity presented to them in education and then later on, the workplace. This is how education serves its purpose to select you ng people for their future work roles.Another way that young people are prepared and selected for their future work roles is by education giving them the â€Å"specialised knowledge and kills they will need when they Join the workforce†, as mentioned in item A. This is done by providing a trained and qualified workforce in education by the introduction of vocational courses like modern apprenticeships which combine training and part- time attendance at college, meaning that they learn on a Job as well as learning in an education environment. New Right are the sociologists which focused a lot on marketization of education which focused on encouraging competition between schools so that education would improve, providing a better work force for society and in turn, better preparing young people for their future work roles.However, one of the key functions of education is social solidarity which means individual members of society must feel like they are part of a single communi ty of people; Durkheim argues that without it social life and cooperation would not be possible as everyone would want to achieve their own selfish desires. He argues that this is taught when we learn about History and Citizenship, which give us the idea of a shared community; also it does this by passing on society's culture and continues the value consensus, which is an agreement among society members on what values are important. School acts as a ‘society in miniature' as it prepares its pupils for life in a wider society, which requires social solidarity, as we have to cooperate with people who aren't family or friends, Just like in the workplace. We have to act accordingly to a set of impersonal rules that apply to all.In item A, it is mentioned that â€Å"the family cannot equip individuals with everything they need to become fully functioning members of a large-scale society' and as family is only the start of social solidarity, the feeling of belonging in a family gro up, education is needed to push that in a ider scale (as a typical nuclear family will not be bigger than 6 or so people). This is one key tunction ot education, and it exists to encourage social solidarity as well as other factors. Marxists would argue that education has different roles in society; Althusser said that there are two ways in which the bourgeoisie keep their power, one of which is the ideological state apparatus. ISAs are the way that the bourgeoisie control people's ideas, values and beliefs, and include religion, mass media and the education system. He argues that the education system is an important ISA because t reproduces class inequality by passing it on generation to generation, therefore failing to overthrow the bourgeoisie consistently.Another reason why it's important is that it legitimises class inequality by producing ideologies that cover the true effect by making workers accept that inequality is inevitable and that they earned their place in society, th erefore if they accept these ideas, they are less likely to challenge capitalism and how it's run. This is one way that Marxists argue that young pupils get allocated roles for their future work roles, and education is there for them to accept heir role and not argue against it. Another Marxist view on education is the myth of meritocracy which is the legitimation of class inequality, which is what a capitalist society is based on so there is always a risk that those at the bottom will feel their inequality is undeserved and unfair and therefore will rebel against it.Bowles and Gintis argue that education is the reason that this does not happen, as it legitimising class inequality by producing ideologies that Justify why this inequality is fair and inevitable. Bowles and Gintis describe education ‘as a giant myth-making machine' ike the myth of meritocracy, which means that it is untrue that everyone has an equal opportunity to achieve, that rewards are based on effort and so on. A reason for achieving high income is argued to be determined more from your family and class background rather than ability or educational achievement. This serves the higher classes as it makes it appear that they gained their roles in the workforce by an equal opportunity but in reality, that is not the case, they use this to trick working class pupils to accept inequality.This means that the education system exists not nly to allocate and train young people for their future work roles but also to accept the roles they are given and for the bourgeoisie to keep their power. In conclusion, the education system exists to provide all kinds of functions to society, as well as allocation roles for young people that they will continue to have in the workforce; they are also trained for that role so they have the skills necessary to do the Job. Also, according to Marxists, education also introduces certain values and beliefs into young peoples' minds so that they accept the inequalit y that happens in a capitalist society as an everyday inevitability.