Holden as the Typical Teenager of Today Essay

Holden Caulfield, depicted in the J.D. Salinger tale Catcher in the Rye as a juvenile battling to locate his own personality, has numerous attributes that effectively interface him to the average young person living today. The way that the book was composed numerous years back plainly embodies the ageless idea of this work. Holden’s activities are those that any young person can plainly relate with. The longing for autonomy, the explicitly related experiences, and the scrutinizing of ones religion are issues that practically all youngsters have had or should manage in their juvenile years. The tale and its primary character’s encounters can without much of a stretch be identified with and will always connect Holden with each citizen, since everybody on the planet was or will be a teenager at some point in their life. The first and most evident trademark found in quite a while, including Holden, would be the longing for freedom. All through the novel, Holden isn't once discovered wishing to have his folks help in any capacity. He has for all intents and purposes carried on with as long as he can remember in residences at esteemed schools, and has adapted very well how to be all alone. This inclination of young people occurred in even in antiquated history, where the newly evolved high schooler picks to leave the cavern and chase for is own food. Each young person attempts, in their own specific manner, to be free. Rather than admitting to ones guardians of an illegitimate deed, the high schooler has a go at concealing the mix-up or evading it with the expectation that they won’t get in a difficult situation. They feel that they have enough insight to thoroughly consider an issue without heading off to their folks for help. Understand more: Teenagers today article When Holden hears the news that he has been ousted from Pency, he reasons that his folks would not know about this for a couple of days. In this manner, he would hold up from Saturday right to Wednesday, let his folks â€Å"get it and altogether digest it†, and afterward face the outcomes, which will more than likely be less serious after his folks quieted down. He states on page fifty-one, â€Å"I didn’t need to associate with when they originally got it. My mom gets insane. She’s not all that terrible after she gets something altogether processed, though.† In taking the free course, Holden doesn't search for compassion or help from both of his folks. He feels that he can manage his circumstance by holding up until the following school year so as to put forth a concentrated effort somewhat better. Another quality of a young person, generally of the male sex, would be the boundless subject of sex. As everybody knows, during and after adolescence, guys want to fantasize about and perform sexual acts. Holden is the same. In my brain, I’m the greatest sex neurotic you at any point saw. Now and then I can consider very crumby stuff I wouldn’t mind doing if the open door came up. (Pg. 62) Despite the fact that Holden sincerely states to the peruser that he is a virgin, he despite everything has experiences related with sexual action. As a matter of first importance, Holden really acquires a whore during a short remain at a lodging. Holden never has sex with this lady, yet it shows that he is an adolescent searching for love and joy. Additionally, he declared that he had a lot of chances to â€Å"give the time† to other lady, however he never fully realized how to do it while out on the town. Holden is a lot of like the normal adolescent in such manner. The media and other essential sources in adolescents lives have looked into sex, and have caused it to appear as though it is the best thing in the world. Most youngsters discover it marginally humiliating to confess to being modest, basically because of the way that they think everybody is doing it; which is obviously bogus. Youngsters need to understanding and examination with sex, and regardless of whether they decide to not engage in sexual relations until marriage, they will fantasize about it. This is one more case of the likenesses in which Holden and the run of the mill youngster share. Sex and religion nearly go connected at the hip today among the young populace. Do adolescents sit tight for marriage like the Bible demands or should teenagers oppose the guidelines sketched out by the Bible and have pre-marriage sex? Despite the fact that the novel doesn’t very allude to sex from a strict perspective it is a genuine case of decisions adolescents are compelled to make. Youngsters, alongside numerous different citizenry, don’t concur with each rule that the Bible sets out for them. They need to choose how enormous of a job religion is going to play in their lives. Holden says that he, somehow or another, is â€Å"an atheist.† He once in a while goes to Jesus, but different occasions he senses that he just can't ask in light of his preferences, loathes, and aloof perspectives on the congregation. This can be identified with numerous adolescents, for religion isn't generally a simple subject. Teenagers now and then feel that not all data of a specific religion is totally evident. A few youngsters toy with the way that their confidence, in the event that they have one, is really real. Holden feels that the data on Jesus is most likely evident, however the Disciples and different characters from the Bible he’s somewhat dubious of. Take the Disciples, for example. They bother the damnation out of me, on the off chance that you need to know reality. They were okay after Jesus was dead and all, yet while He was alive, they were about as much use to Him as a gap in the head. (Pg. 99) He has numerous inquiries, as does all of society on some negating issues concerning religion. As found in these past models, Holden Caulfield really looks like the run of the mill youngster. He has experienced similar circumstances, experienced a considerable lot of similar issues, and he additionally has acted in comparative manners as the normal teenager. Adolescent puberty is a time of progress among adolescence and adulthood. In this period, we as a whole encounter advancement both genuinely and inwardly, including the exemplification all things considered, Holden Caulfield.

Oration - Definition and Examples

Speech s A speech is aâ speech conveyed in a formal and noble manner. A gifted open speaker is known as a speaker. The craft of conveying discourses is called rhetoric. In old style talk, notes George A. Kennedy, speeches were grouped into various proper classifications, each with a specialized name and certain shows of structure and substance (Classical Rhetoric and Its Christian and Secular Tradition, 1999). The essential classifications of discourses inâ classical talk wereâ deliberativeâ (or political),â judicialâ (or measurable), andâ epideicticâ (or ceremonial).â The term discourse once in a while conveys a negative implication: any energetic, vainglorious, or verbose discourse (Oxford English Dictionary). EtymologyFrom the Latin, argue, talk, implore Perceptions Clark Mills BrinkWhat, at that point, is a discourse? A speech is an oral talk on a commendable and stately topic, adjusted to the normal listener, and whose point is to impact the desire of that listener. PlutarchIt is a thing of no extraordinary trouble to bring up criticisms against another keeps an eye on speech, nay, it is a simple issue; however to deliver a superior in its place is a work amazingly problematic. Paul Oskar KristellerIn traditional vestige, the discourse was the focal point of logical hypothesis and practice, however among the three kinds of discourse deliberative, legal executive, and epideictic-the latter was to turn into the most significant in the later hundreds of years of days of yore. During the Middle Ages, the mainstream open discourse and the political and social organizations supporting it vanished pretty much totally. Rhetorica Ad Herennium, c. 90 BCThe Introduction is the start of the talk, and by it the listeners mind is set up for consideration. The Narration or Statement of Facts presents the occasions that have happened or may have happened. By methods for the Division we clarify what makes a difference are settled upon and what are challenged, and declare what focuses we plan to take up. Evidence is the introduction of our contentions, along with their support. Invalidation is the demolition of our enemies contentions. The Conclusion is the finish of the talk, framed as per the standards of the Art. David Rosenwasser and Jill StephenIf you peruse or tune in to (for instance) political discourses, you will locate that a large number of them follow this request. This is on the grounds that the type of the old style speech is fit basically to contention to the sort of writing in which the essayist puts forth a defense possibly in support of something and invalidates contradicting contentions. Wear Paul Abbott[Throughout the Renaissance,] the speech stayed fixed as the incomparable type of talk, similarly as it had been for the Romans. In the assessment of Walter Ong, the address tyrannized over thoughts of what articulation as such-abstract or other-was....It is no distortion to state that the guidelines of the old style speech were applied to each sort of talk.

Comparative Analysis of Islamic and Conventional Bank Risk Essay

The decay of the religion has been credited into present day times with a materialistic culture by the famous knowledge of today, the comprehension of religion has installed this view, as nature having just otherworldly cutoff points, and the common prosperity of an individual is segregated in this connection. In any case, this comprehension of Islam religion has been misinformed by numerous individuals of among us before, just as in the present. A basic job has been played by each religion in regards to the direction to get by in a general public commonly, and in the portrayal of various markets of that time. In the strict respects, equivalent dissemination of riches and obligation dissolution was lectured and stressed by each religion previously. The implementation of the obligation bond has been firmly dismissed by all the convictions and the idea of dropping the obligation have been maintained by them. Before, so as to fulfill and satisfy the budgetary needs of passionate and devout Muslims, an idea of cash safe was presented in the Islamic human advancement, which has now become a developing marvel of the world, that is, around 1. 6 billion Muslims on the planet. The large scale monetary properties of banking establishment have been concentrates by numerous financial analysts with connection to a perfect and confined Islamic economy structure. In present day days, the working of this spearheading budgetary framework is going on successfully in different pieces of the world. In many created and immature nations, the other ordinary financial frameworks are having this one of a kind financing framework other than them in each part of the economy. In such manner, the relative investigation has been done in this examination, which will attempt to separate the Islamic financial framework with the Conventional ones. In this investigation, we will attempt to comprehend and explain the outline between the Islamic and Conventional Banking and the dangers that are borne by these strategies for banking. A monetary go-between having the points and targets identified with the standards of Islamic law or ‘Shariah’ might be characterized as an Islamic Banking System. Thus, the zero-premium exercises and tasks are the key highlights of this unmistakable financial framework. In any case, dispensing with the exchanges dependent on premium isn't the main goal of Islamic banking. The abolishment of a wide range of misuse is likewise another part of Islamic financial framework. In result, a reasonable and unprejudiced social request is set up by the framework in such manner. Just the job of lender isn't played by an Islamic bank. It additionally fills in as an accomplice in the matter of a person. Because of this, the hazard between the capital proprietor and the business people is included by this framework. Nonetheless, the positive consequence of the aggregate endeavors is likewise shared by the Islamic banking. In this way, the other customary banking and premium based framework varies from the Islamic banking, as just the business visionary or the proprietor of the capital bears the hazard in the traditional banking, and the other way around. Nonetheless, the individual and bank shares the previously mentioned with one another, which gives the business visionary to create all in all. In other manner, participatory financial name can be given to the Islamic banking in such manner. In the Islamic financial aspects, zero profit for capital isn't implied by the dispensing with procedure of the enthusiasm for this remarkable financial framework, as the pre-assurance of a fixed return is prohibited for a specific measure of creation in the Islamic laws. The value based speculation guideline is trailed by the Islamic banks. The constriction of the assets dependent on bargains identifying with the sharing of dangers, and the endeavors of capital is additionally proposed by the Islamic banking. It has been noted by the financial specialists that monetary development and improvement of an individual gets appropriate and simple with the fundamental job that is played by the Islamic banks far and wide. We can say that a connection between money, trade, and industry is attempted and created by this restrictive financial framework, which contrasts from the other customary banking because of these attributes of its framework. The Islamic financial assumes its job as a value based framework, where the pre-decided loan cost is rejected, and the ostensible estimation of stores isn't ensured. In result, changing estimations of the offer stores retains the stun to resource position right away. Accordingly, in such framework, the benefits and liabilities of bank will convey a similar genuine incentive at all the focuses. Nonetheless, in the more customary and traditional financial framework, a redirection can be caused between the genuine resources and liabilities by such stuns during the time spent fixed ostensible estimation of stores. Subsequently, the previously mentioned highlights of this Islamic financial contrasts it from the customary and regular financial framework, thus, different degrees of dangers are borne by these frameworks. These days, numerous nations are attempting to look at the potential outcomes of the presentation of a premium free financial framework dependent on the Islamic laws and standards. It has additionally been contended and talked about that if the Islamic budgetary framework will be set up in the different nations, it will be attainable, yet additionally gainful for the people, just as, the organizations in general. Nowadays, reality of enthusiasm as an unendurable weight is being acknowledged by the Western nations, just as, the creating nations around the globe. In such manner, all the interests have been postponed by the Canada. A comparative move has been made by the Australia. The proposal of postponing off the 30 to 35% of the current interests of the obligation has been formally given by the President of France. Subsequently, it might be summed up that Islamic Banking and Financing System is a novel and unmistakable framework, which varies from the ordinary financial frameworks around the globe. So as to make an increasingly itemized near perspective on the working and dangers borne by the Islamic and Conventional Banking Systems, we will attempt to examine with the assistance of information that speaks to the examination between these two monetary frameworks that are applied and polished the world over. There are some extraordinary and different qualities of the previously mentioned two financial frameworks, which ought to be examined so as to explain the correlation between them. In the Islamic Financing framework, the quantity of clients is not exactly the Marketing-based financing framework. The responsibility for Islamic Banking is generally taken by the neighborhood or outside people. Be that as it may, just the nearby investors appreciate the possession in the traditional financial framework. In the Islamic banking, the combination of various exercises is extremely high when contrasted with the conventional financial framework. In conclusion, the Islamic financing framework has the high force of overseeing and bearing the hazard inside, just as remotely. Notwithstanding, the hazard is overseen and borne by the Marketing-based financing framework less inside and remotely. Hazard sharing is firmly identified with the hazard the board; regardless of it might be outer or inner in its inclination. Improvement of close ties between the clients, and other intrigue gatherings may bring the hazard externalization by an association. It has likewise been shown by different financial experts that one contributing element that is identified with the hazard the executives is the drawn out relations, which are made on the shared reliance in an association. From the various examinations identified with the Islamic Financing System, the duties are shared by the lesser and the ranking staff mutually in associations. For this situation, the higher and lower level of the board shares the hazard. In any case, in the Marketing-based and Conventional Banking framework, the inward hazard is shared on a lower premise because of the centralization of intensity and authority, when contrasted with the Islamic Banking System. Decisively, a high level of the sharing of inner hazard is described during dealing with the hazard the executives in the Islamic Banking framework when contrasted with the other customary financing frameworks. In this way, there are numerous separation between the Islamic and Traditional Banking frameworks around the globe. Concerning hazard externalization, in the Islamic Banking framework, the nearby loan specialist borrower connections are portrayed during the loaning exercises of associations. The borrowers are additionally guided by the Islamic investors separated from loaning assets to them. In result, effective system connections make the augmentation of the externalization of dangers identifying with the accomplices who trade in such manner. In this manner, in the Islamic Financing System, the level of outer hazard is seen to be high. Notwithstanding, the proper banks borrowers connections are described inside the Conventional and Marketing-based financing framework. In the outcome, it is a low level of externalization of dangers in this customary financial framework. In such manner, the degree of achievement of a financial association is controlled by the loan specialist borrower connections, where the clients are given credit in such manner. Direct contacts with the different clients are kept up inside the Islamic, just as, the Conventional Financing Systems. The separation is seen in the Islamic Banking System while managing the budgetary exercises, as the acquired assets are observed intently by these investors, which brings about the higher power of the moneylender borrower connections. In such manner, the dangers are borne on a higher degree by the Islamic Banking framework when contrasted with the ordinary ones. Nonetheless, the bank gets the higher benefit as we have attempted to talk about it in the previously mentioned issue. Convincingly, the issues of reasonableness and equity are worried in the Islamic rules that are identified with the intrigue, as opposed to characterizing the productivity barely. The attention is put on the need of sharing the hazard in a steady condition with the assistance of these standards, just as, at the t

Your Children International Development Topics Essay

Your Children International Development Topics EssayYour children international development topics essay may include subjects such as entrepreneurship, politics, philosophy, physical education, world heritage, and many more. However, when writing a Children International Development topics essay, it is important to remember that each subject should be analyzed in its own way.When you think about your children's international development topics essay, you should keep in mind that every topic should have a specific purpose. It should not be just chosen for the sake of it being written. Rather, it should be chosen because it has the best chance of benefiting your child. This is also why you need to pay attention to detail when you are writing your children international development topics essay.Remember that the International Development Association (IDA) has these International Principles of Teaching International (ITI) to guide students through their education. Although they may not s ound like much at first, they are very crucial when you are trying to teach your children international development. In order to meet the requirements of the IDA ITI, it is very important to read through the standards when you are preparing your children international development topics essay.The IDA has four common examples of International Standards of Teaching for your children. When you are thinking about your children's international development topics essay, you should consider these four examples when writing your essays. Keep in mind that the four ITI standards all focus on the same idea: the value of education to provide a good future for the children.One example of International Standard of Teaching for International Education is the requirement that students learn about the dignity of man. To learn about this concept, they need to learn about man's achievements and accomplishments in history. So what you need to do when you are preparing your children international develo pment topics essay is to take advantage of this idea.Another example ofInternational Standard of Teaching for International Education is the Global Economic Crisis that was the result of the greed and the failure of mankind to protect its environment. Now, all of humanity faces a great danger as we cannot handle the future properly. This is why your children's International Development topics essay needs to take advantage of this idea. To do this, you should learn about the economy of all countries in the world and understand the current economic situation in the United States.And last but not least, another example of International Standard of Teaching for International Education is the need to educate children of the importance of democracy. Therefore, when you are writing your children international development topics essay, you should be aware of the importance of democracy and the history of how we came to become a democracy. All of these ideas are important and can help to tea ch your children international development.

University of New Mexico (UNM) Admissions Data

The University of New Mexico has an acceptance rate of 58 percent. Those with good grades and test scores are likely to get into the school. To apply, interested students will need to visit the schools website for the application form and complete admissions guidelines/instructions. Required materials to apply include official high school transcripts and SAT or ACT scores. Be sure to contact the admissions office if you have any questions. Admissions Data (2016) University of New Mexico Acceptance Rate: 58 percentTest Scores: 25th / 75th PercentileSAT Critical Reading: 470 / 600SAT Math: 480 / 600What these SAT numbers meanSAT comparison for New Mexico collegesMountain West SAT comparisonACT Composite: 19 / 25ACT English: 18Â  / 25ACT Math: 18Â  / 25What these ACT numbers meanACT comparison for New Mexico collegesMountain West ACT comparison University of New Mexico Description The University of New Mexicos 600-acre campus sits in the heart of Albuquerque. Its distinctive buildings are designed with Pueblo-style architecture, and the park-like campus features a duck pond and an impressive arboretum. In academics, Business is the most popular major, but the University of New Mexicos strengths in the liberal arts and sciences earned the school a chapter of Phi Beta Kappa. Academics are supported by a good 19 to 1 student / faculty ratio. In athletics, the UNM Lobos compete in the NCAA Division I Mountain West Conference. Enrollment (2016) Total Enrollment: 26,999Â  (21,023 undergraduates)Gender Breakdown: 44Â  percent male / 56 percent female76 percent Full-time Costs (2016-17) Tuition and Fees: $7,340 (in-state); $21,929 (out-of-state)Books: $1,080 (why so much?)Room and Board: $9,472Other Expenses: $3,858Total Cost: $21,750 (in-state); $36,339 (out-of-state) University of New Mexico Financial Aid (2015-16) Percentage of Students Receiving Aid: 96 percentPercentage of Students Receiving Types of AidGrants: 95Â  percentLoans: 38 percentAverage Amount of AidGrants: $6,157Loans: $4,626 Academic Programs Most Popular Majors: Biology, Business Administration, Elementary Education, General Studies, Nursing, Psychology Graduation and Retention Rates First Year Student Retention (full-time students): 80 percent4-Year Graduation Rate: 16Â  percent6-Year Graduation Rate: 44Â  percent Intercollegiate Athletic Programs Mens Sports: Football, Skiing, Tennis, Track and Field, Golf, Basketball, BaseballWomens Sports: Skiing, Swimming, Volleyball, Tennis, Basketball, Soccer, Volleyball If You Like University of New Mexico, You May Also Like These Schools New Mexico State University: ProfileNorthern Arizona University: Profile | GPA-SAT-ACT GraphFort Lewis College: ProfileTexas Tech University: Profile | GPA-SAT-ACT GraphStanford University: Profile | GPA-SAT-ACT GraphUniversity of Oregon: Profile | GPA-SAT-ACT GraphUniversity of Utah: Profile | GPA-SAT-ACT GraphColorado State University - Fort Collins: Profile | GPA-SAT-ACT GraphUniversity of Arizona: Profile | GPA-SAT-ACT GraphUniversity of Colorado Boulder: Profile | GPA-SAT-ACT GraphUniversity of Texas - Austin: Profile | GPA-SAT-ACT Graph Data Source: National Center for Educational Statistics

Canada Research Paper Rough Draft Essay - 1178 Words

CANADA RESEARCH PAPER ROUGH DRAFT Canada is the country to the north of North America, surrounded by the United States in northwest of Alaska. and shares borders with the United States of America. Canada and the USA actually share the longest international border in the world. It is 8,891km/5,525miles long. The country expands from the Atlantic Ocean all the way to to the Pacific Ocean and right underneath the Arctic Ocean. Canada is the world s second-largest country in land mass, but has a small population of 31 million people. Canada was discovered and named by the French explorer Jacques Cartier in the year 1534. Kanata means village or settlement in the Saint-Lawrence Iroquoian language, the language spoken by the natives who gave Cartier directions. Canada is an contemporary and technology based advanced country populated by various First Nation tribes, French and British people. Canada is today a cultural mosaic made up of people who have come from all around the world. Canada is a very energy self-sufficient country that economy relies greatly on its great quantity of natural resources. The Canadian people are called Canadians. Most of the Canadian families have roots in England and France, as during the French and British colonized the country and thus many families from the old world immigrated into Canada. Canada has two official languages: English and French. Almost half of the population can speak both languages. The majority of Canadians speakShow MoreRelatedMy Star Predominant : Portrait Of John Keats1573 Words   |  7 Pagesexamined the critique gà ©nà ©tique (primary sources) of Canadian writer and poet Raymond Knister for my archives project. I focused on the manuscript and research material of Knister’s novel, My Star Predominant: Portrait of John Keats, as well as his correspondence and newspaper clippings about his death. 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Erikson free essay sample

The Importance of Identity in Adult Learners Melissa Nicole Salas East Carolina University Abstract The major issues to ponder here for adult educators revolve around our sense of how important it is to know our students as more than just students. How concerned should educators be with what life stages students are currently struggling with and the past success/failures they’ve had? The purpose of this research is to highlight the importance of instructors knowing learners well enough so that they can effectively teach them. The findings of the research are that it is important to know what stages of life learners are currently in, and to identify through conversations and interactions how best to assess learners, and that it is important to know these things because then educators will be more prepared for the responses and actions of students in their classrooms. Introduction It is important for adult learners and educators to know that certain life stages play a major part in our maturity as an individual, our self-esteem, values morals and responsibilities. As young adults, we must find who we are and where we are going. Intimacy with another person is possible; otherwise we may become isolated from others. In adulthood, we must continue our mental growth, health, creativity, and productivity or risk the chance of stagnation. As older adults nearing the end of our lives, we must choose between maintaining a feeling of worth and integrity or yield to feelings of despair where we sense that life was a waste of time and energy. Erik Erikson’s Stages of Development, known as the â€Å"Psychosocial Theory of Development†, suggests there are eight stages of development that begin with birth and end with death. The development of the individual depends mainly on the social/environmental influences that interact directly with the physical and psychological growth of the person. The first five stages occur between infancy and end during adolescence. The final three stages with which adult educators must pay particular attention occur during early adulthood and extend through old age (Erikson’s Theory of Personality, 2006). Erikson was a German-born American psychoanalyst who was heavily influenced by Sigmund Freud. Erikson asserted that each of the psychological developmental stages is characterized by a specific psychological conflict that seeks a resolution (Learning Theories, 2012). With two possible outcomes in each stage, either a positive completion of a stage (which results in a healthy personality and interaction with others), or a failure to successfully complete a stage (which can result in unhealthy personality traits and a warped sense of self), occurs. These important developments in personality and self-identity correlate directly with success in undergraduate and graduate studies. Erikson’s theory described the relationship between societal development, biological development, and psychological development, and the connections these have with a person’s relationship to society (B. Newman and P. Newman, 2011). Purpose Because Erikson’s theory attempts to explain changes that occur in our social lives and in self-understanding, it is important for adult educators to learn and study the different stages of development. Theories provide framework for understanding human behavior through development and learning. Educators can better understand themselves and others by learning and studying different theories. Erikson’s theory is especially helpful in diagnosing why certain adults respond the way they do in the classroom. Each stage of Erikson’s development has two possible outcomes, therefore, if when the adult was in an early stage and did not reach the positive outcome, the negative outcome can and will often stand in the way of learning (in the beginning). Each stage will be discussed further in the Discussion section. Success in the classroom is the most important part of a student’s life; therefore, it is important that teachers give students plenty of chances and opportunities to succeed. This also means that teachers need to provide opportunities to succeed in challenging environments, because success with ease is never appreciated. Teachers can take and use Erikson’s theories to appropriate respond to students’ needs in the classroom and use the information to produce positive outcomes. The purpose of this research is to set the stage for myself and other adult educators in the arena of getting to know students for who they are as people rather than just who they are in the classroom. Learning about students’ pasts and their various stages of developmental failures and successes can help shape and mold our own vision of how each session will progress. Another purpose of research Erikson’s theory is to enlighten and teach myself the importance of psychology in the classroom. As an educator, I focus mostly on pedagogy and androgogy rather than psychology while studying. The value of understanding psychological changes and progression in students never occurred to me prior to this research experience, and therefore I believe I will be a better educator to all ages of students. Selected Literature Review My first interest in Erikson’s theory spawned from Silver’s Role Transitions, Objects, and Identity research. He focused primarily on one major role transition: going to college. This is particularly important to my research, as I’m dealing directly with college-aged students. In his research, Silver speaks volumes about Erikson’s ego identity, where new social identities â€Å"tend to emerge only when social roles change profoundly† (Silver, 2009, p. 3). He goes on to call attention to other theorists, such as Berger and McAdams who share Erikson’s ideas about ego identity and call their approach the life story perspective. More interestingly, Springett’s studies, which revolve around students’ satisfaction with college instruction/experience, speak volumes to Erikson’s stages. Springett’s research led him to Waterman and Waterman, and they found that students who â€Å"were in some crisis of Occupational Ego-Identity while at college would report relatively low course satisfaction because they would associate the college with the personal crisis† (Springett, 1986, p. 324). Unfortunately for Waterman and Waterman (1970), methodological weaknesses were present, such as small sample sizes and the absence of sex as an independent variable (Springett, 1986). Discussion According to Erikson, there are eight stages of development – each with Ego Developmental Outcomes that can potential help or hinder learning later in life. It is important to note that age listings for each stage are approximate, and that in teen to adult and on, the stages can be progressed through more quickly or more slowly, depending on the success of the previous or latter stages. In infancy (birth to eighteen months), infants struggle with trust vs. mistrust. In early childhood, children struggle with autonomy vs. shame. Between the ages of three and five, children struggle with initiative vs. guilt. Once children reach school age, the variables change because they’re met with a more diverse set of people – they go from just the immediate family and select others to a whole slew of children and teachers. They then start to deal with industry vs. inferiority. As the years progress, children who are now teens begin to struggle with bigger issues in addition to the success (or not) of the past struggles. During adolescence, twelve to eighteen years old, teens begin struggling between identity vs. ole confusion. Because identity is, for the most part, established during the stages surrounding adolescence, the success of each previous challenge contributes at least in part to the make-up of the student’s healthy identity. Infants succeeding at the early stages are forming trusting relationships in their minds. Other childhood psychosocial challenges establish autonomy, initiative, and industry. Achieving these previous psychosocial functions facilitates establishing identity in adolescence (Brogan, 2003). It is after the teen years that we are most concerned as adult educators. In early adulthood, ages eighteen to thirty-five, we struggle with intimacy and solidarity vs. isolation. In middle adulthood, students who have successfully passed through early adulthood are now facing struggles with work – they struggle between generativity vs. self-absorption or stagnation. Often we see students at this stage coming back to school to change careers or to enhance their established careers (Cherry, 2010). In late adulthood, students are nearing the end of their lives. They struggle mostly with the question, â€Å"Is what I’ve done meaningful? † The answer can hinder or help students move forward. It is essential that we recognize that students in this stage need reassurance that yes, they matter and what they’ve done matters, or they’ll quit classes and move on (or not) to other things. As educators, we obviously want students to stay with us, if not for furthering careers then for the love of learning (Erikson, 1993). A More Detailed Look at Erikson’s Stages of Development and the Implications of Each Stage on an Adult’s Life If an infant passes through the first stage of life successfully, he learns that life is basically good and learns to have confidence in himself in future settings. However, if an infant fails at this stage, learning is hindered greatly. Later in life, students who fail at this stage end up with feelings of worthlessness and a general mistrust of his surroundings. In early childhood (eighteen months to three years), children struggle with autonomy vs. shame. During this stage, children learn how to master skills such as tying shoelaces and self-feeding. Children learn fine motor development and are learning to talk and walk. It is during this time that children have the chance to build (or not) self-esteem. It is during this stage that children learn autonomy and shame. If a child is shamed during potty training, he or she may end up doubting his or her capabilities and suffer low self-esteem throughout life. Between years three to five, children struggle with initiative vs. guilt. It is during this time that children begin copying and imitating the adults immediately around them. Often children are caught assigning adult roles to their favorite toys. If children are left without initiative, they end up experiencing guilt. In the school age years, ages six to twelve, children/students begin to learn and accomplish new skills and knowledge. This is called industry – and the negative outcome is called inferiority. It is now that children begin to truly compare themselves with other children and can either become confident or self-conscious. In adolescence, teens who are between twelve and eighteen are no longer children but are also not yet adults. They begin to question their own identities and roles – which can lead to many issues. Life becomes more complex and teens wrestle with moral issues, social interactions, and finding their identities. The major task of this age is for teens to figure out who they are as a separate entity from their families. It is at this age that the most significant relationship formed are those with other teens. Young adulthood is the age where we as adult educators are most concerned. We meet, often for the first time, young adults in the classroom. So many of the other struggles have been resolved (either positively or negatively), and now we watch as many of our students struggle with intimacy and solidarity (finding mutually satisfying elationships, starting a family, making lifelong friends) vs. isolation (distance from others). When we see students who are struggling through this stage of life, we as educators and as nurturers need to remember and understand that while students may or may not share the intimate details of their lives, they are struggling nonetheless. In the classroom, it is important to remember that at this age, many students are either establishing or leaving relationsh ips like revolving doors, but that those relationships are often heartbreaking and life changing. This affects students in the classroom in many ways, mostly in that they can lose focus on the task at hand because of a life-changing event at home. Students at this age are going through many changes, and all of them are huge. Starting a family is one change that students go through during this age, and this can hinder learning in many ways, regardless of the student’s abilities and will power. In middle adulthood, thirty-five to fifty-five/sixty-five, students are now most likely established and have succeeded (or not) in their personal lives. This is the point where we see students who are coming back to school for the first time, or changing careers and therefore coming back to college or university level learning. Middle adulthood is when students identify that they are in charge of their own lives – a life-changing event for many adults. Though many students and adults seem to think they’ve got their lives under control, in early adulthood, they are still dependent on others in many ways (Erikson, 1993). By the time a student has established him or herself in a career, they are completely autonomous. Middle adulthood is when students are occupied with creative and meaningful work, and when they are concerned more with issues about family. Students’ children are getting older and progressing through their own stages, furthering the development of the student him/herself. At this stage, we also see the mid-life crisis, and witness the struggle with finding new meanings and purposes in life (Cherry, 2010). Some students may just return to school for the fanciful idea of learning new things, while others have a more work-oriented mindset. In late adulthood, ages fifty-five or sixty-five to the end of life, we see struggles with integrity vs. despair. The biggest strength and outcome from this stage is wisdom – Erikson expressed in much of his work that the best part of life is recovering from middle adulthood. Most adults at this stage (who have successfully progressed through the previous seven stages) look back at their lives satisfied and content. Students who have failed at some stage will look back in despair and perceived failures; they fear death and struggle to find purpose (Cherry, 2010). Many students who are at this stage in life need reassurance that what they are doing now matters in the long run – and if they don’t feel it matters, they’ll quit. Assessment Erikson’s Stages of Development are particularly important to adult educators, as identifying different stages and their implications, either negative or positive, shapes how we motivate and encourage our students. Each year that we teach, we have different students with different needs and goals, and it is critical to pay close attention to the success or failure of students at previous stages. It is easy to identify many successes or failures based on what we witness in the classroom – and therefore we can adjust and modify our teaching style along with our people skills in order to make the most of everyone’s experience each class. Conclusions In conclusion, the most important thing to note is that we, as adult educators, must pay particular attention to how we handle different ages and stages of student development. If educators notice and can identify a student who has particular needs (has failed in certain stages, according to Erikson), they can adjust their teaching and mentoring styles to help those students succeed. For example, if a teacher notices a student who struggles with self-confidence, he knows that student needs extra support and reassurance to overcome this particular stage of life in order to succeed and move forward. Evaluations of Erikson’s stages of development have had positive reviews towards the validity of his formulations. He has stimulated a great deal of discussion and many attempts at application by professionals in a variety of fields, including social work, education, nursing and history. His theory has had a major impact in the field of mental health (Boyd amp; Koskela, 1970). Erikson placed a great deal of emphasis on the adolescent period and his work has impacted psychology of adolescence. On the other hand, Erikson has been criticized for watering down the Freudian theory and for creating an overly optimistic view of the concept of â€Å"ego† and of human beings. In Kauffman and Feldman’s (2004) research, they found that studying direct and â€Å"what might be called indirect interaction† among students and faculty was most beneficial. They found that by asking students themselves to inform them about social interactions in college, they were able to conclude that a â€Å"symbolic interactionist framework [allowed them to] consider not only face-to-face interaction between students and teachers, students and students, and other such encounters, but also the feelings, thoughts, and perhaps the [silent admiration of] the teacher (or not), as they compare themselves to their student peers, as they study alone in their dorm rooms, as they reflect on what it means to be a college student, and the like† (Kaufmman and Feldman, 2004, p 466). Recommendation It is easy to see that one would strongly recommend adult educators be familiar with Erikson’s Stages of Development. Though much of the successes and failures occur prior to our face-to-face meeting with students, they shape who students are from the time they walk through our doors and throughout each semester/quarter/year. We can shape and adjust our teaching styles and people skills in the classroom to help our students succeed best if we take notice of the different success/failure rates of each group of students who walk through our doors. It is only when teachers take the time to create nurturing, caring environments where each student feels valued that our students become motivated and learn at high rates (Stipek, 2002). References Boyd, R. D. amp; Koskela, R. N. (1970). A test of Erikson’s theory of ego-stage development by means of a self-report instrument. The journal of experimental education. 38(3), 1-14. http://www. jstor. org/stable/20157104 Brogan , R. (2003). Identity-development. Classroom education. In education. com. Retrieved from http://www. education. com/reference/article/identity-development/ Cherry, K. (2010). Eriksons psychosocial stages summary chart. Retrieved from http://psychology. about. com/library/bl_psychosocial_summary. htm Erikson, E. H. (1993). Childhood and society. W. W. Norton amp; Company. Erikson’s Theory of Personality. (2006). In Elsevier’s dictionary of psychological theories. Retrieved from http://www. credoreference. com/entry/estpsyctheory/erikson_s_theory_of_personality Kauffman, P. , Feldman, K. (2004). Forming identities in college: A sociological approach. Research in higher education, 45(5). p. 466. Learning Theories Knowledgebase. (2012). Erikson’s stages of development. Retrieved from http://www. learningtheories. com/eriksons-stages-of-development. html? Newman, B. M. , amp; Newman, P. R. (2011). Development through life, a psychosocial approach. (11 ed. , Vol. 11). Belmont, CA: Wadsworth Pub Co. Silver, I. (1996). Role transitions, objects, and identity. Symbolic Interaction, 19(1), 1-20. Springett, N. R. (1986). Course satisfaction and occupational ego-identity among undergraduates. Higher education, 15(3/4), 323-331. Stipek, D. (2002). Motivation to learn: Integrating theory and practice (4th ed. ). Boston: Allyn and Bacon. Waterman, A. , amp; Waterman, C. (1970). The relationship between ego identity status and satisfaction with college. The journal of educational research, 64(4),

Educational Assessments

Knowledge Management Strategy

Knowledge Management Strategy Free Online Research Papers Abstract: Companies’ management, organization and corporate strategy have changed considerably in recent years. These changes have manifested the transition from the industrial society to an era indicated by the concepts such as knowledge society. Hence, knowledge has become a critical resource of the economy. In order to transform an organization into a learning organization and ensure an effective knowledge management (KM) strategy, a knowledge audit should be conducted, which will provide a current state of knowledge capability of the organization and a direction of where and how to improve that capability in order to be competitive in this fast changing knowledge era. This paper assesses the adoption of the knowledge management concepts, using a systematic knowledge audit approach. A study on the Malaysian company Tekmark will contribute in conceptualizing the importance of KM audit. Meanwhile, serious consideration on the KM drivers, enablers and blockages is needed for an effective KM strategy. This paper extended the recommendation on the KM strategy in the organizations. 1. Introduction Many organizations are recognizing that to sustain in complex and dynamic environment, they should be efficient in managing knowledge. As far as knowledge society is concern, organizations nowadays engage in knowledge management in order to leverage knowledge both internally and externally to their stakeholders (Rubenstein-Montano et al., 2001). These stakeholders are not only the employees but also include the shareholders and customers. Organisational theorists such as Nonaka and Takeuchi (1995) also highlighted the necessity to view knowledge as embedded in, and constructed from and through social relationships and interactions in a community or network of people. As a result of these exposure and perceived value-creating processes, there has been a popular development of the notion of knowledge management as a key to competitive advantage. Knowledge Management (KM) can be defined as the collection of processes that govern the creation, dissemination and leveraging of knowledge to achieve organizational objectives (Lee Yang, 2000). It includes the strategies and processes for identifying, capturing, sharing, and leveraging the knowledge required to sustain and compete effectively in the business environment (Gautschi, 1999). However, a majority of managers are facing several challenges in understanding the practical characteristic of knowledge management (Davenport et al., 1998). Christensen (2000) pointed out that KM might be considered a rational instrument implemented into the company and which has been institutionalized as a rational myth. Leveraging on organizational knowledge and learning to create new knowledge have become the critical strategic issue for organizations that capitalize on innovation. However, many KM programs failed because the organizations are lack of understanding of their knowledge needs (Guptara, 2000). A KM audit will provides sound investigation into an organization’s core information and knowledge needs and uses in an organization (Dalkir, 2005). The audit should also include an examination of organization’s strategy, leadership, collaborative, learning culture and technology infrastructure in its various knowledge processes. Hence, a knowledge audit should be conducted, which will provide a current state of knowledge capability of the organization and a direction of where and how to improve that capability in order to be competitive in this fast changing knowledge era. The aims of this paper are to assess the adoption of the knowledge management concepts, using a systematic knowledge audit approach. Firstly, a study on the Malaysian company Tekmark Sendirian (Sdn.) Berhad (Bhd.) will contribute in conceptualizing the importance of KM audit. The objectives are to study and develop a deeper understanding of organization existing knowledge communities and content. Second section explained the rational of the research process used. Subsequently, serious consideration on the KM drivers, enablers and blockages is needed for an effective KM strategy. This paper extended the recommendation on the KM strategy in the organizations and proposed the knowledge metric for effective KM. 2. Company Background Tekmark Sdn. Bhd. was formed as a trading company in Malaysia on the 22nd February 1994. Tekmark specializes in the test and measurement business. It provides measurement solution to the telecommunications, broadcast and semiconductor industries nationwide. Tekmark also provides comprehensive services such as pre-sale consultancy, full commissioning, testing, training and after-sales support. With the head office located in Kuala Lumpur, Tekmark has operations in Penang, Johor and Sarawak Internationally, Tekmark has been expanding to: Australia, Singapore, Brunei and Thailand. TekMark vision is to be a reputable global company in measurement business and its mission carries the tagline of â€Å"total customer satisfaction†. Tekmark are dedicated to increase and enhance its competitiveness by delivering excellent quality products and excellent services. Meanwhile, Tekmark is to strive for continuous improvement and differentiating itself with continuous value innovation in ensuring customer satisfaction and retention. The test and measurement business segment provides standard test and customized solutions that were used in the design, development, manufacture, installation, deployment and operation of electronic equipment, systems and communications networks and services. These solutions included test and measurement instruments and systems, automated test equipment; communications network monitoring, management and optimization tools, software design tools and associated services. Tekmark existing major clients are Panasonic, Radio and Television Malaysia (RTM), TM, and Astro. Few of the main suppliers are Tektronix and PCTEL, Inc., both from United States of America (USA), and Topward from Taiwan. As a global player, Tekmark’s business environment has also been transformed by contemporary shifts in the global economy. With the intensifying of competition and market becoming more uncertain and complex, Tekmark has attempted to evolve their business structure through the use of KM. 3. Research Process The research utilized an exploratory methodology, which is well suited to assess Tekmark current state of KM activities. Exploratory research is characterized by flexibility and versatility, with respect to the methods, because formal research protocols and procedures are not employed (Malhotra, 1999). Casual interviews were conducted with Group Managing Director, Mr. Ralph Khor, and staffs from different regional offices. Interviews with Mr. Ralph Khor are extremely important in order to understand the commitment of KM at top management level. Staffs and researcher have undergone a series of analytic and feedback loops prior to the interviews. Despite of internal staffs, the research also utilized the interviews with industry experts (Winett, 1995). This includes interview with individual knowledgeable about the KM practices in Malaysia. Chief Information Officer of Senstech Malaysia Sdn. Bhd., En. Shamsul Azmal was invited for the interview . The purpose of interviewing expert is to assist in assessing key KM activities. Therefore, expert information is obtained by unstructured personal interview, without administering a formal questionnaire. 4. Findings The KM audit of Tekmark was conducted basing on the Wiig KM Cycle (Wiig, 1998). Factors concerning the use of knowledge, such as the blockages, enablers and drivers for KM initiatives were analyzed . 4.1 Tekmark KM Initiatives Drivers Tekmark considers knowledge, especially KM, to be a core capability for achieving competitive. Tekmark have spent more than 0.5 million Ringgit Malaysia (RM) on Information Technology (IT) to facilitate the KM system. Knowledge and intelligence that is drawn from the experiences of particular client projects, is one of the most crucial forms of knowledge for the company. Whereas previously this kind of knowledge may simply have been collected and added to a relatively static database, Tekmark now concentrates on more highly skilled and operationally experienced KM professionals interpreting, assessing and classifying this kind of knowledge. During the early days, KM had been sponsored and managed by service lines or geographic regions that resulted in a somewhat segregated approach (Smith, 1998). This meant that project teams might be contacted by a number of different KM groups from different regions, often seeking similar or related information. After a number of years of growth, the company soon realized that it had a large but relatively unwieldy set of databases and the next phase involved a long process of editing, refining and reclassifying the knowledge onto the knowledge exchange, such as the Tekmark E-Portal. The E-Portal is the heart of Tekmark KM program, covering more than 5,000 individual databases that are subdivided into various topics. The objective of the E-Portal was to help managers reduce planning time, minimize risk, and improve the quality of the client deliverable products. Harnessing and adding value to knowledge is one of the key areas where Tekmark’s KM initiative has attempted to develop new capabilities. According to the managers surveyed from Tekmark, the key to understanding the contemporary role of knowledge in businesses is to understand that it is relevant information that can be used to quickly act upon, in contrast to the more traditional methods of handling business information as a guarded secret that is stored and protected by regional system administrators. This also implies that the key KM is the rapid accessibility and timely availability of knowledge. The current KM model relies on everybody within the company, especially key project management individuals and corporate support manager, being prepared to make time to discuss their findings, experiences and insights and commit to contributing to knowledge databases. In order for this to work successfully, Tekmark needed to create a ‘knowledge sharing culture’ within the organization. In order to achieve a more developed utilization of knowledge, Tekmark continues to spend over RM 250,000 on Customer Relationship Management (CRM) while employing experience professionals who increasingly come from a consulting and industry background. Tekmark has been able to use fewer staff in these roles partly because technological improvements have meant that there is less need for manual intervention. Nevertheless, it was conceded that staffing this analytical KM function with experienced and relatively senior staff represented a major resource commitment by the company to KM. 4.2 Tekmark KM Blockages Despite Tekmark’s significant efforts and vast resources, the company was unable to effectively harness and transfer knowledge across its global business units. From the KM audit, it can be concur that the heart of the organization’s problem had little to do with the technology being used or the professionals involved, but rather can be traced to a few very critical elements that appeared to have been overlooked in the company’s global KM strategy. The company’s â€Å"one global firm† vision did not adequately address the cultural and motivational complexities associated with KM in a global context and failed to create the ‘knowledge sharing culture’ that would gave insured global participation required for this initiative to be completely successful. The exploratory research identified that the major shortcomings in Tekmark’s global KM practices can be broken down into three areas: Lack of appreciation for regional knowledge; Inadequate support for challenges at the local office; Insufficient allowances for local control. The most critical shortcoming in Tekmark’s managing of intellectual capital and knowledge is that the regional subsidiaries were never successfully integrated into the KM application, thus not becoming a part of the larger whole. One of the managers in Malaysia expressed this view when he wrote â€Å"knowledge management is a symbol of being one global firm†¦If Tekmark is one global firm, it would be represented in how we share knowledge across offices and regions†¦Otherwise, we are not a global company†. Tekmark had failed to effectively transcend global boundaries and created a unilateral flow of information from Australia and Singapore into Malaysia and Thailand. Malaysian managers frequently used the E-Portal but were hesitant to post submission and those that did never receive any feedback that their knowledge information was being utilized. Organizational culture plays a critical role in creating a learning atmosphere, which eventually proves to be highly instrumental in creating and disseminating knowledge (Senge, 1990). Tekmark’s global culture appeared to represent an assumption that all good management knowledge is generated only in certain countries, thus effectively alienating the company’s Malaysian counterparts. The Malaysian offices and subsequently Malaysian personnel operating in the region felt isolated due to a limited interaction with the company’s headquarter in Kuala Lumpur. The company did not monitor employee’s perceptions of equity and make sure that the employees believed that fairness was being delivered by the management on a global level. While the exact means employees may have intentionally used to restore equity may be difficult to determine, assuredly almost all are harmful to organization. Tekmark failed to establish effective cross global communication and faced cultural challenges at various local offices that were not adequately addressed. For example, in Singapore submissions to the E-Portal were frowned upon by employees as some sort of self-promotion and went against their concept of a team effort. While in Thailand many engineers felt knowledge sharing did not serve to benefit them personally and wondered why Australians contributed so openly. â€Å"Perhaps engineers in the Australia are more interested in contributing†¦others are in general not so interested in doing something that does not have a direct benefit for themselves†. Another blockage that hindered effective cross global communication was the language barrier because all submissions by the engineers into the E-Portal had to be translated into English, the official language of the company. Although most Asian engineers could converse in English, they were not proficient at translating lengthy documents nor did they have sufficient time during or between projects to submit the standardized forms. When the company urged an Asian colleague to submit a KM report on a project, a common response was, â€Å"Sorry, but my English is not very good†. The lack of available translational resources, to include sufficient time, made available to the Asian subsidiaries greatly hampered their contribution into the E-Portal. Tekmark’s focus on using technology to provide opportunities for person-to-person knowledge transfer relies heavily on open dialogue between all employees. Despite corporate-wide communication that required post-project contribution of all projects, there was some ambiguity among East Malaysia and Thailand employees and staff member over which projects required mandatory KM contribution. Without clear guidance within various regional offices, cooperate KM purpose was never made clear, allowing for a breakdown in responsibilities and regional disagreements in how the organization would function in regards to use and input of the company’s KM program. 5. Recommendation on KM Strategy Tacit and explicit knowledge is a vital item in any company (Kidwell, Karen, Linde Johnson 2000), and more in the companies like Tekmark; they should not rely just in the capacity and ability of their people to spread knowledge within the organization. Tekmark should focus primarily on both the codification and personalization of KM strategies (Hansen et al., 1999). Tekmark needs to implement strategies, processes and systems to keep that knowledge in the organization, ready to be distributed to all the members of the company. The SECI process given by Nonaka and Takeuchi (1995) depicts four modes of knowledge conversion with the underlying understanding that Tekmark could creates knowledge through the interactions between explicit knowledge and tacit knowledge . 5.1 Processes The increasingly competitive environment and the imperative of many of the company’s clients and employees to be able to adapt and capitalize on ideas and innovations quickly, has made efficient and effective KM central to Tekmark continuing success as a knowledge organization. However, in the pursuit to create a â€Å"one global firm,† Tekmark must recognize the need to decentralize control as the KM program expands globally and by allowing for a natural development of workplace diversity. This would allow local managers leeway to address regional differences, such as motivational behavior and language, and build programs that provide incentives based on the cultural differences, thus adequately meeting the varying employee’s needs. 5.2 People The performance appraisal criteria for management should include ‘developing others’ and ‘knowledge contribution’ as key measures. These criteria’s can also used when assessing promotion candidates. For example, a Manager seeking promotion would have to demonstrate his or her own knowledge sharing behaviors as well as illustrating how he or she had encouraged or enabled others to develop knowledge sharing skills. Under these circumstances then, managers have a vested interest in contributing to knowledge sharing. Evidently this ensures significant support for the KM processes, knowledge sharing and associated training and development activities. Operational knowledge transfer between subsidiaries in international and intra-firm network is crucial (Ferdows, 1999). Tekmark should embark on the contingency relationship between the rate of change of operational knowledge, the extent to which it is codifiable, and the roles of facilities within Tekmark intra-firm network. 5.3 Culture In order for KM to successfully work, Tekmark has to develop a knowledge sharing culture within their organization. Davenport et al. (1998) hypothesized that one of the most important factors influencing KM were culture. The organizations that will truly excel in the future will be the organizations that discover how to tap people’s commitment and capacity to learn at all levels in an organization (Senge, 1990). One of the ways in which the company can build and reinforce this culture is to create a capability development plan. Capability development would include identifying the skills required in KM, what training is needed, how the knowledge base and expertise of staff should be built, how to provide feedback to employee’s that submit, and which subject matter experts can be brought in to advise on methods and tools to meet these goals. According to one Tekmark Australian engineer: â€Å"It is human nature to want to share what we know with those around us, howev er, it is important that the knowledge be applied with context and understanding†. 5.4 Technology The need to share information must be expanded throughout the company with full global participation in knowledge based vision. One way of encouraging participation would be through the advent of a positive feedback mechanism to track how submitted knowledge is being used by members within the organization, thus allowing submitters to observe how their knowledge input is being utilized. Staffs can embark on the existing E-Portal as the centralized KM system. By citing and promoting work from all regions with the organization, Tekmark will help influence a wider participation from engineers throughout the company. â€Å"If organizations are to be viewed from a holistic perspective, all their parts have to be considered as part of a system, rather than separate entities and factions† (Smith, 1998). In order to successfully implement these KM strategy, Tekmark should embark on a holistic framework such as the KM gap (Lin et al., 2005) to fully illustrate the management gaps that might occur during the implementation of KM activities. The KM gap would analyze the corporate knowledge needs, evaluate the implementation activities of KM and identify any inhibitors to success. 6. KM Metric Tekmark should embark on a clear action for where and how knowledge will be employed to generate business value. What is needed is a KM strategy and execution review that will reenergize the knowledge sharing process and use the right balanced scorecard metric. A balanced scorecard is generally used to clarify and update the business strategy, link the objectives of the organization to the annual budgets, allow organizational change, and increase the understanding of the company vision and mission statements across the organization. It is a methodology that translates the objectives of the organizations into measures, goals and initiatives in four different perspectives, namely financial, customer, internal business process and learning and growth (Kaplan and Norton, 1996). A balanced scorecard can be used to translate an organizations mission and vision statements into a broad set of objectives and performance measures that can be quantified and appraised, and measures whether management is achieving desired results. The model can contribute to the dynamic alignment issue. The scorecard can also aid the effective deployment of KM strategy and aligned performance measures through teams at lower levels developing scorecards consistent with the strategic scorecard. Thus, consistency of deployment, identified by Neely et al. (1994) as a key issue in alignment, can be preserved. 7. Conclusion As companies continue to transition from managing data to managing knowledge, it is important to keep abreast of the level of implementation. This study sought to discover what level of knowledge growth a selection of typical Tekmark managers believe their organization has and can attain. Many managers were very positive in their responses about the status and probably future of improving organizational knowledge processes that in turn will impact company performance. If the results of this study are a true indicator of understanding about the importance of knowledge management today, then there is hope that companies will continue to leverage their true assets. Knowledge is indeed power, and companies are now leveraging the power of what they know. It is no longer just the physical assets, financial accounts, and other traditional assets that organizations depend on. The knowledge in the minds of employees, knowledge system, and organizational culture are the most valuable assets. F uture studies should track the level of knowledge growth over time, to better measure the true level of KM awareness and usage. Therefore, this study is hopefully only a first step in an ongoing evaluation of the stages of knowledge growth in organizations today. 8. REFERENCES Christensen, K.S., Bang, H.K., (2003). â€Å"Knowledge management in a project-oriented organization: three perspectives†. Journal of Knowledge Management, 7 (3), pp. 116-128. Coleman, D. (1999), ‘‘Groupware: collaboration and knowledge sharing’’, in Liebowitz, J. (Ed.), Knowledge Management Handbook, CRC Press, Boca Raton, FL. Dalkir, K. (2005), â€Å"Knowledge Management in Theory and Practice†. United States of America, Elsevier Butterwirth-Heinemann Davenport, T.H., De Long, D.W. and Beers, M.C. (1998), ‘‘Successful knowledge management projects’’, Sloan Management Review, Vol. 39 No. 2, pp. 43-57. Davenport, T.H. and Prusak. L. (1998), â€Å"Working Knowledge: How Organizations Manage What They Know†, Harvard Business School Press, Boston, MA. Ferdows, K. (1999), ‘‘Generating and sharing knowledge in global operations networks’’, Keynote address to VI EurOMA Conference, Venice, June. Guptara, P. (2000), â€Å"Why Knowledge Management Fails: How to Avoid the Common Pitfalls†, Knowledge Management Review, Issue 9, July/August; p. 26-29 Hansen, M.T., Nohria, N. and Tierney, T. (1999) â€Å"What’s your strategy for managing knowledge?† Harvard Business Review, Vol. 77, No. 2, pp.106–116. Lee, C. C. and Yang, J., (2000). â€Å"Knowledge Value Chain†. The Journal of Management Development, 19 (9), pp. 783-794. Malhotra, N.K, (1999), â€Å"Marketing Research: An Applied Orientation†, 2nd Ed., Prentice-Hall International, London Neely, A., Mills, J., Platts, K., Gregory, M., Richards, H. (1994), Realising strategy through measurement, International Journal of Operations Production Management, Vol. 14 No.3, pp.140-52. Kaplan, R.S and Norton, D.P (1996) â€Å"The Balanced Scorecard: Translating Strategy into Action (Hardcover†). United States of America, President and Fellows of Harvard College Kidwell, J, J, Karen, M, Linde, V Johnson, S, L 2000, Applying Corporate Knowledge Management Practices in Higher education, Educause Quarterly, no. 4. Nonaka, I. and Takeuchi, H. (1995) â€Å"The Knowledge Creating Company: How Japanese Companies Create the Dynamics of Innovation†. Oxford University Press, New York. Senge, P.M. (1990). â€Å"The Fifth Discipline – The Art and Practice of the Learning Organisation†. (pp. 83, 91-95). Random House Business Books, London. Smith, P.A.C. (1998), â€Å"Systemic Knowledge management: Managing Organisational Assets for Competitive Advantage†. Journal of Knowledge Management Practice 4, pp. 13-19. Wiig, K. (1998), The role of knowledge-based systems in knowledge management, Workshop on Knowledge Management and AI, Washington, DC. Tekmark Sdn. Bhd. (2006). Annual Report. Tekmark Sdn. Bhd. (2006). Tekmark: Business Plan 2007. Research Papers on Knowledge Management StrategyThe Project Managment Office SystemMarketing of Lifeboy Soap A Unilever ProductOpen Architechture a white paperAnalysis of Ebay Expanding into AsiaStandardized TestingRelationship between Media Coverage and Social andBionic Assembly System: A New Concept of SelfAnalysis Of A Cosmetics AdvertisementInfluences of Socio-Economic Status of Married MalesIncorporating Risk and Uncertainty Factor in Capital

Intervie Essay Example | Topics and Well Written Essays - 750 words

Intervie - Essay Example The main misconception about the Arabic culture is concerned with the Arabic women, and I sought to understand their behaviors both in their homes and in public life. From the interview, I understood that the ideas that I had about Arabic women are mostly wrong, for example, the idea that all Arabic women are always veiled, or that all women are oppressed by their male counterparts are false, in fact, the women are accorded all they respect that they deserve. My interview with Amina revealed that not all Arabic women have to wear veils, for example, in Syria, Lebanon and Egypt, the habit of wearing veils is not imposed on the women, on the contrary, it is a choice that is taken out of respect for the culture. However, in some countries, it is a law that all women are supposed to cover their hair and faces from the prying eyes of men. This is done so that the woman remains mysterious and has no chance of infidelity. The Arabic woman is also surprisingly industrious, contrary from the misconception that they are always lazy and uneducated. From my interview, I learnt that the average Arabic woman would always take care of her family, ensuring that the family is well fed and taken care of. I understood this after asking Amina whether all women are stay-at-home moms who wait for their husbands to provide for their families. Amina informed me that, even though some women are in big families, where the husband has up to four wives, all women strive to ensure that their families are well taken care of. The average woman will always be found in the market place looking for fresh food products for their families, and in the case of peasants, they look for food for their children in the best ways possible. The women will usually spend their days chatting with their neighbors, cleaning up, looking for food, and ensuring that their children get the education that they deserve. However, Amina also

Discussion Summary-Assignment Assignment Example | Topics and Well Written Essays - 500 words

Discussion Summary- - Assignment Example Fellow classmates have provided a raft of examples and the corresponding lists of examples supporting each of the four proximity levels. Bishop Pearce provided the example of the Waterbrooke Assisted facility, located in Elizabeth City, NC. The facility provides personalized care including three meals and snacks a day, physician and psychiatric services. On environmental proximity, he identified each of the four levels drawing the work by (Sigh, 2010) to be the foundation on which he drew the four levels on proximity. The work drew a number of replies, most notably Kathleen, who wanted to know if the facility were next to hospital, would it have been a source of hindrance or help. Yvette De Leon, on the other hand cited the Arbors of Port Warwick Facility that is in Newport News, VA. The hospital provides 24 hours services to the residents, though only a meal day is provided. Just like the first contributor, Yvette cited (Singh, 2010), when updating the four Environmental Proximity Model. Kathleen Almeda, on the other hand, gave Dominion Village at Williamsburg that is owned by Five Star Senior Living. Â  Dominion Village offers assisted living, memory care, outpatient rehab services, and respite/short-term stays. Felisa Artis provided the example of the Consulate Health Care as the facility of choice, which specializes in post-acute care, operating 200 centers in 21 states. However, her focus is the one that is at Norfolk, VA. She explicitly provides the examples to match the four levels of proximity and a discussion ensues between the classmates and her. Jennifer Supples provides an example of a facility located 15 minutes from his place of residence, Willows at Meadow Branch which is part of the Consulate facilities. However, he does provide examples on the environmental proximity models. The level of services provided in the facilities were also different, for example, Paola Williams mentioned that Hopkins center for Rehabilitation and Healthcare,

Revelation Essay Essay Example for Free

Revelation Essay Essay The opening lines of the poem initiate the main themes; â€Å"Black bull† introduces one of the themes which are gender stereotyping. This suggests the bull is powerful, strong and very angry. Females are then introduced in the poem, â€Å"eggs and milk†. This suggests females are pale, delicate and easily broken. The poet highlights the theme of stereotypes by placing â€Å"black bull† above â€Å"eggs and milk†. This is to effectively state that the black bull is on top of eggs and milk which emphasises on the importance of gender stereotyping. The second theme is introduced which is innocence and experience, â€Å"They call him Bob – as though perhaps you could reduce a monster with the charm of a friendly name†. Tone her is cynical. The bull has been given a cheery, friendly name which is a irrelevant name for the harsh animal. The key words of the quote are â€Å"monster† and â€Å"friendly†. This is a very striking contrast between the idea of the name Bob being friendly, cheery and approachable, but in actual fact behind the cheery name lays a monster. The quote, â€Å"at the threshold of his outhouse†, is the turning point in the story. Look more:  first poem for you essay This is a symbolic quote that states you must go over a line before starting a new life. In the poem a young girl is standing in the area between safety and danger. The line is significant as the pause creates a series of tension building up to a sense of danger. The girl’s initial perceptions of the creature are conveyed in, â€Å"At first only black, and the hot reek of him†¦Ã¢â‚¬  The girl’s sensory impressions of the bull are that the word â€Å"black† represents danger. The words â€Å"hot reek† represents the smell and stench of the bull. Her over all sensory impression is the smell of the bulls pungent aroma that is its natural smell and the limited sight gives her a sense of the unknown danger. The poet continues to reference the main theme of gender stereotyping by developing it, â€Å"We was immense†, This quote highlights masculinity and power. It shows that males are bigger, more powerful and the dominate gender. The theme of innocence and experience is also developed, and the bull and the girl are compared to each other. The girl is full of fear and innocence. She is extremely intimidated by the bulls presence. The poet powerfully, reinforces the contrasting thematic dichotomies suggested in verse one. In the first instance this is done by including details in verse two which contract with details from the first verse. The poet has reinforced the theme of innocence and experience as he shows that the bull knows he is restrained. Also reinforces the theme of gender stereotyping – girl and boy. This is done as it is dark and the girl cannot see what the bull is doing, whilst the girl is unaware of this, the bull is trying to break free from where he is chained up too. The poet condenses the contrast by highlighting them in a few lines of verse two. â€Å" I had always half known he existed† Here, the poet points out that the girl had always knew the bull was there, just she had never seen the bull and didn’t want to come to terms with the reality. Verse three is effective as it shows that the girl is fearful of her encounter with the bull. The girl is terrified by the bulls presence and runs away from the farm. She runs past a group of boys. Here the writer links the bull and the boys together by the use of harsh sound effects. It is important that this link is made as it makes a direct comparison between the bulls aggression and the boys cruelty. It highlights that they both share the same characteristics. Finally, the girls attention is redirected to the parlous state of the eggs and milk, due to the flight, â€Å"scared of the eggs shattering† While she’s too busy protecting the eggs it shows the reader that females are protective towards anything precious. In the girls eyes the eggs and milk are precious, and she wants to protect them from any harm. â€Å"in case the milk should spill† The precarious position of the milk is highlighted in the small hands of a weak girl, who has been charged with the responsibility of looking after the eggs and milk. She is protecting what is important to her. The poet seems to be suggesting that her experience shows that females are scared of males and have to protect themselves from any harm. Females protect all forms of life, they are caring and sensible creatures.

Essay on Gertrude and Ophelia’s Death in Shakespeares Hamlet

Gertrude and Ophelia’s Death in Hamlet  Ã‚   The Queen gives a remarkably detailed account of Ophelia’s death leaving one to believe that she may have witnessed the event. We know that she emphasized with Ophelia’s suffering to such an extent that perhaps she realized that the kindest action to take would be to let Ophelia decide her own fate, although she clearly was not in a fit state of mind to do this and was barely aware of her surroundings â€Å"incapable of her own distress.† Ophelia’s death is â€Å"beautified† as she dies in a romantic and beautiful scene befitting her character where she was surrounded by her garland of flowers. (Ophelia herself was â€Å"beautified† in a letter from Hamlet which Polonius found to be a â€Å"vile phrase.†) There is much detail, leading me to believe that Gertrude is trying to soften the blow for Laertes who is already enraged over his father’s death and his sister’s madness; the King says, â€Å"How much I had to do to cl am his rage.† This is a typically selfish reaction of Claudius which serves to emphasize the need for Laertes to control his grief, as he is an extremely fiery character. Ophelia died after collecting flowers from over a brook. I think that she was collecting them to distribute to the court, as she did after her father’s death. Flowers are a symbol of innocence, pure and easily destroyed. The tree she was crawling along whilst collecting these garlands was a willow, which is usually associated with weeping and grief, something we have assigned to the â€Å"watery† (perhaps with tears) character of Ophelia. The branches of a willow hang down towards the ground in a downcast fashion, indicating grief. The personification even extends to her garments that were â€Å"too heavy with heir drink.† The ... ...h his actions do not reflect this thought now, he had previously written her a note saying, â€Å"But that I love thee best, O most best, believe it.† Apart from the ambiguity surrounding her death and her love for Hamlet, Ophelia is described by all as an innocent child, grappling with situations her youth is unprepared for. Even if she had consummated her love for Hamlet, I can still picture Ophelia as a vulnerable and innocent child who has to cope with situations beyond her control in a world where the role of the female is passive. It is this helplessness which Gertrude wants to look after as she â€Å"hoped thou should’st have been my Hamlet’s wife† and her madness which Gertrude wants to save her form by allowing Ophelia to make the decision over life and death. Work Cited Shakespeare, William. Hamlet. 1600? Ed. Sylvan Barnet. New York: Signet Classic, 1998

The Directive for the American Dream

Robert Frost is one of the most popular poets in America. He was known as the favorite poet of the country’s citizens (Hollander). In â€Å"Directive†, one of his popular works, Frost became controversial as the interpretation of the poem actually suggested that in order to find one’s self; one has to get lost first. This may be true as there is no necessity to find something which is not lost. However, by claiming this in his poem, it has been said that Frost has presented to his audience the modern version of the American dream. The American DreamThe concept, American Dream, began from the writer James Truslow Adams. He used it in his book, â€Å"Epic of America†, which was published in 1931. The concept referred to that dream or vision of a land in which life is better, richer, and fuller for all people. The opportunities in this land are according to each person’s ability and accomplishments. It is not merely a dream of people to have high-end p roperties and earn high salaries; instead it is a vision of a social order in which all men and women may be able to achieve the fullest stature that their innate capability may bring them.This is regardless of concepts that are relative to fate or destiny, like circumstances of birth or position (â€Å"What is the American Dream†). During the 30’s, the century in which this work was published, the American dream actually started to become vague. Although there were people who believed strongly in the American dream, there were also those who slowly lost faith. America was then under the great depression and its economy was at a very low status; thus, the vision of the American dream seemed rather obscure (Sutton). However, as the time passed, the cloudiness of the vision started to clear up.America slowly got to its feet again and the dreamers, who woke up during the great depression, began to dream again. Today the dream is still on-going and the dreamers have now gr own to multitudes. From Americans who believed their founding fathers, the dream has already spread to other countries (Sutton). Foreigners who continued to enter America were said to have been armed with their American dream. They come into the country, with the desire to earn for themselves and their families and to achieve greater. This is then current generation’s view of the American dream (Bohan).This may be what Frost was referring to in his poem. It may be remembered that the poem, â€Å"Directive† was about a speaker telling someone that he can accompany him around, direct him somewhere. But there is a huge probability that he may only take the person to the wrong destination as indicated by this line, â€Å"if you'll let a guide direct you/ Who only has at heart your getting lost† (Frost). This may point that Frost was trying to tell his audience that in order for a person to find his true destination, he must first get lost.In the earlier part of the poem the speaker described the places that the person he will be accompanying may go through. It is an old town, where everything is dilapidated and destroyed. The roads were once walked on yet no longer visited and patronized. It is a place that people has deserted (Frost). This may be comparable to the fact that when foreign migrants start to envision something great for themselves and decides to transfer to America, he leaves behind the home he once knew. The deserted place may refer to the life the migrants once had. It was tattered, of not the best quality, and very poor.Now the journey that the poem is referring to may be the travel in order to achieve the American dream. This may refer to the part of the migrant’s life where he enacts the dream and tries to fulfill it. In the poem, this is the line that says, ‘Make yourself up a/cheering song of how /Someone's road home from work this once was, /Who may be just ahead of you on foot† (Frost). It indicates th at many have done the same things and many have dreamed the same dream and have embarked on the journey. They left their home, their old lives, and even their identities.The way that the migrants left their identities behind is the notion of ‘lost’ that was being referred to by Frost in his work. Paralleling this to the American dream, it should be noted that foreign people enter the country to work and the citizens have the tendency to discriminate. These immigrants are not only viewed unequally by the citizens; they are also treated unequally by those who employ them. One common instance is the case of the Mexican laborers who are paid with lower wages but given bigger and more difficult jobs than American laborers.People seem to have this notion that when the work is done by Mexicans, it can be as good and efficient but not as costly. This notion is directly related to their racial affiliations (La Botz). The fact that when they are seen this way denotes that they ha ve already lost their dignity and themselves. There seems to be no hope if this kind of situation is examined, however, as the poem indicates, â€Å"And if you're lost enough to find yourself/ By now, pull in your ladder road behind you/ And put a sign up CLOSED to all but me./Then make yourself at home† (Frost), the drawback is not without a price. After being lost, the person finally finds his destination. Relative to the immigrant workers, the destination is the fulfillment of their American dream. Given this, it may then be concluded that using various symbolic words such as destinations, lost, and home in the poem â€Å"Directive†, Robert Frost was able to present to the public his idea on modern American Dream. He was able to expose to his readers that the modern American dream involves getting lost and finding one’s self again as narrated in his poem.He was also able to pinpoint that this generation’s American dream is no longer limited to the citi zens of the country but also to foreigners who are willing to get lost in order to find themselves finally. Works Cited Bohan, RT. 2008. â€Å"Immigrants and the American Dream†. Liberty in America. 30 April 2009 . Frost, Robert. 2009. â€Å"Directive†. Poets. org. 30 April 2009 < http://www. poets. org/viewmedia. php/prmMID/20521 >. Hollander, John. 2009. â€Å"A Close Look at Robert Frost†.Poets. org. 30 April 2009 < http://www. poets. org/viewmedia. php/prmMID/15894 >. La Botz, Dan. 1992. â€Å"Labor in Mexico†. multinationalmonitor. org. 30 April 2009 < http://multinationalmonitor. org/hyper/issues/1992/11/mm1192_13. html >. Sutton, Bettye. 2008. â€Å"American Cultural History†. Lonestar College Kingwood. 30 April 2009 < http://kclibrary. lonestar. edu/decade30. html >. â€Å"What is the American Dream. † 2002 The Library of Congress. 30 April 2009 < http://lcweb2. loc. gov/learn/lessons/97/dream/thedream. html >.

The Communist Manifesto And The Revolution - 1384 Words

Part B #2: The Communist Manifesto and the Revolution A revolution generally thought of as a change from the norm. According to Christopher Hill the definition of a revolution is â€Å"a complete over throw of the established government in any country or state by those who have been previously subjected to it†. Another way to think about a revolution is as an uprising caused by a group of individuals towards another group due to unfair conditions or treatment. The Communism Manifesto, written by Karl Marx, was a document written for the general public that described communism and promoted the oppressed individuals to change societal social class. I will argue that the Communism Manifesto was a document that was meant to start a revolution. In society the oppressors, the bourgeoisie, had complete control over the government, working condition, as well as the lives of the oppressed middle and lower class, the proletariats. If the proletariats wanted to see a change in the inequality caused by the class system and regain power then it is the essential that the proletariats overthrow the existing power. According to the Manifesto â€Å"the history of all hitherto existing society is the history of class struggle, in other words class conflict has occurred throughout history, and will continue to occur. A revolution will lead history towards its final destination. The proletariats are the group of people, according to the Communist Manifesto, that will eventually over throw theShow MoreRelated The Revolution of 1848 and Karl Marxs The Communist Manifesto1430 Words   |  6 PagesThe Revolution of 1848 and Karl Marxs The Communist Manifesto There were two major things that happened in Europe in 1848. One of those things was the Revolution of 1848. The other was the publication of the Communist Manifesto, written by Karl Marx. The Revolution of 1848, and the Communist Manifesto tie into each other very well. 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