Dunkirk Was a Miracle of Deliverance Essay

From the 27th of May to the 4th of June, there were the nine days of evacuation of British, French, Belgian and Dutch soldiers alike. They were trapped in the small town of Dunkirk due to the port that was there. After waiting for days, the majority were eventually rescued by a combination of naval vessels and civilian boats as well as fishing boats and ferries. It is regarded as a great victory for the British as it saved many lives although a military victory for the Germans. I agree with the quotation above that â€Å"Dunkirk was a miracle of deliverance† because of the overwhelming evidence of the pros of the operation (codenamed Operation Dynamo). The first pro of the evacuation was that 338,226 soldiers were rescued in the operation itself. Much of the British expeditionary force (BEF) was also rescued as well as 139,997 French soldiers. The German causalities were also very high with 27,074 killed and 111,034 wounded soldiers. Although there were many material losses, the morale of the British was raised after the evacuation of Dunkirk, as they felt that they were helping in the war effort and that even though many had died, many lived to â€Å"fight another day†. Another pro is that after Dunkirk the Americans were more motivated to enter the war and help the allies. On the other hand I disagree with this quotation because even with the rescuing of 338,226 men, another 68,000 British soldiers were killed and 290,000 French soldiers. Nearly all of Britain’s tanks, planes, naval vessels, small arms and motor vehicles were either damaged or left behind on the beaches of France. Another point for the cons is that many civilians were injured and killed whilst trying to rescue the soldiers stranded on the beaches. All in all Dunkirk was one of the greatest military victories for the Germans due to the massive loss of British soldiers and military resources. To conclude, although this was a great military victory for the Germans, it was also a great help in raising the hope of the British population. In short I agree with the quotation above because of the points stated above as well as the fact that if Dunkirk had failed in the slightest for the British then Churchill would have probably signed a peace treaty with Hitler, allowing the Germans to win the war. In the long-term, Dunkirk was a great victory for the British although it was a very big defeat in the short-term as much military strength was lost.

Everest Simulation Reflection Essay

The Harvard Business Everest Leadership and Team Simulation allow participants to understand and appreciate underlying management concepts which form the basis of any well functioning organisation. Specifically, the simulation required students to work in cohesive teams, display important leadership qualities and to communicate effectively in order to make successful decisions. The Everest task involves the cooperation and cohesion of random individuals through their placement in a team. These teams consisted of five members, where each individual was assigned specific role and goals. These roles included the team leader, physician, environmentalist, photographer, and marathoner. Individuals goals were often contradictory and team members received unique, however important information concerning the task. This simulation aims to discover the way in which teams react in complex and often conflicting situations. Through a series of trials and tribulations, our Everest group were able to increase our score from 22% to 85% in the second simulation. This is a result of the exploration of various behavioural leadership styles including laissez faire and democratic leadership approaches as well as the use of various mediums of communication. In addition, the results of the simulation were highly dependent on cohesive team work through the allocation of individual roles and goals, as well as the organisation of group processes including the decision making process and conflict management. Leadership The role of the leader in the Everest simulation was to motivate, instruct, resolve conflict and achieve group goals. I, as the team leader, made the point of differentiating myself from a manager, to someone who was extraverted, energetic and driven, within and outside of the simulation. This involved organising location times and communication between members, drawing up the team contract and building relationships between team members beyond the classroom. During the simulation however I chose to adopt a less prominent role to minimise conflict and maximise satisfaction. During the initial simulation I implemented a laissez- faire approach to leadership. I adopted this form of behaviour as I was no more skilled or experienced in the Everest simulation than any other team member. Logically, I believed that as all team members had equal ability, all team members should therefore have equal input. Unfortunately, due to the overwhelming presence of freedom, conflict of interests and an abundance of communication barriers due to the poor choice in leadership styles, an environment of chaos and anarchy was created. In effect, the group failed the task. On a positive note, this form of leadership saw the group bond together and the level of satisfaction was high. Furthermore, the level of pressure for team members to perform under this form of management was minimal; hence the lack of success achieved was minute. During the second attempt, I chose to adopt a democratic style of leadership. Once again, I was no more informed than any other member of the group concerning the correct performance of the task; hence I chose not to make autocratic decisions. I did however note the need for structure in any given task. Therefore, the decision making process was composed of a long winded discussion between group members, followed by a vote through a raise of hands. If a consensus was not reached between group members, I would then speak personally to the group member who was in disagreement and explain the decision. This sort of conflict often arose when individual goals, set by the Everest task, conflicted with each other. For example, the photographer’s goal was to rest at Base 1 and 2; however my goal was for the team to rest together at camp 4. Often I voted for other members individual goals to be met rather than my own, when they were of equal worth, in order to avoid conflict. As a result, my individual success was 75%, lower than the team’s success average of 85%. Furthermore, research suggests that conflict in the decision making process promotes creativity amongst group members (Nemeth 1986), higher levels of commitment and satisfaction from group members (Peterson 1999), and group members become more knowledgeable about the interests of their co workers (Peterson 2007). In comparison to the first simulation, this result was evident in the second attempt. On the other hand, the decision making process was time consuming. Luckily, there were no time constraints, however, towards the end of the task, group members including myself, became tiresome and overworked. Eventually, I began to lose control of my group and those with the most useful information provided to them during the simulation began to consult with each other. At this stage, there was no structure in group discussions and people spoke over each other, similar to the first simulation. Naturally, the majority of the group became disinterested until two group members worked together to determine a successful outcome. Hence, a laissez- faire approach to leadership was successful in small groups. Overall, the democratic approach, like the laissez- faire approach, was enjoyable and good for conflict resolution, however using this approach we also achieved a solid team score. In hindsight, I believe a more autocratic approach to leadership should have been employed in order to improve the team score and to minimise time wastage. An article by Judge, Piccolo and Ilies (2004) suggested an initiating structure of leadership is highly correlated to objective outcomes including â€Å"leader job performance and group – organisation performance† (Judge, Piccolo and Ilies 2004 pp36). If I, as leader, were more informed concerning the task at hand, this form of leadership would have been more efficient, in order to avoid the interminable decision making process. Groups and Teams In order to successfully complete the simulation, it was imperative that the group functioned as a coherent and cohesive team. This involved the fusion of task work and team work to create team effectiveness, as â€Å"task work represents what it is that teams are doing, whereas teamwork describes how they are doing it with each other† (Marks, Mathieu, & Zaccaro, 2001, p. 357). As team leader I aimed to create a balance between task work and team work in order to successfully complete the Everest simulation. The Everest task provided the group with specific formal member roles and goals, which were designed to create a cross functional team. However, as no member was particularly skilled or specialised in the literal sense concerning the Everest simulation, the team was slightly dysfunctional. For example, in the first simulation, the physician was unaware of which medicine cures which disease, and when to administer the medicine, and the environmentalist was unable to read a wind chart. Due to the lack of knowledge evident, the task was time consuming, chaotic and unsuccessful. In terms of informal roles, our team actively made the decision to allocate task accomplishment as our main goal, as mentioned in the team contract. This involved clarifying, diagnosing, initiating, evaluating, opinion seeking, gathering information and summarising the task at hand. I however, as the team leader, focused on ensuring that the group interacted in a friendly and cooperative manner in order to guarantee high levels of satisfaction amongst members through handling disputes, and by limiting the presence of self oriented goals which hindered the overall task performance. This was achieved through my encouragement, gate keeping, following and compromising as team leader. Furthermore, the team dealt with issues concerning conformity and groupthink. This occurred on a number of occasions as individuals were often confused and uninformed concerning particular decisions, and wanted to avoid conflict when co members became passionate. This often occurred when the decision came to allow sick individuals to rest or be administered medicine. I, as team leader, aimed to prevent groupthink by encouraging discussion and critical thinking and through asking questions. I also located an individual from outside of the group who had previously attempted Everest to evaluate the situation and to provide a reasoned opinion during our decision making process. This was highly successful as team members, including myself, changed their decision based on an outside opinion. Whilst the team was fairly small, the group processes were complex. The decision making process was led by, for the most part, a democratic leader. As stated previously, a decision was made after a detailed discussion between members, followed by a group vote. If a consensus was not apparent, I, as team leader, would speak to the individual concerning the issue. This process was very effective. The discussion provided more complete information and knowledge, through the diversity of the perspectives of group members. In turn, the group generated more diverse alternatives concerning issues including choosing to rest at different levels, or to administer medicine at different times. Furthermore, a group decision increased the legitimacy of that decision through the democratic process. On the other hand, this process was time- consuming and promoted minority domination and conformity. This may have harmed the quality of the final decision. Fortunately, this decision making process limited conflict. However, as the human relations view of conflict states, conflict is â€Å"a natural and inevitable outcome in any group†. Our Everest team predominately faced task- based conflict, or â€Å"a disagreement over ideas or opinions that are related directly to the content of the task or decision at hand† (Jehn, 1995). For example, the individual goals of certain team members clashed. This meant that if one goal was to be satisfied, the other would be sacrificed. This particular issue was handled through leadership strategies, similar to those proposed by Peterson and Harvey. I, as leader, chose to structure the group in a position whereby I exerted a subtle authority through controlling group discussions in order to â€Å"maximise the useful aspects of task-related conflict† (Peterson and Harvey 2009 pp 286). Additionally, through the democratic leadership style employed, I directed an inclusive group process through a group voting system via a raise of hands and an in depth group discussion whereby every member was asked to participate. Communication Communication refers to the transfer and understanding of meaning. Our Everest group explored this concept informally, through a variety of different mediums, mostly on a trial and error basis. During the organisational stages of the task, our group communicated through various modern technological mediums including a common thread via the social networking site Facebook, group emails, and a forwarded text message informing fellow group members of the final time, location and date. This proved to be a fast and time effective form of communication which increased organisational efficiency and effectiveness. Furthermore, no team member was constrained by time or geography. As stated in an article by the New York Times â€Å"wireless devices are instruments of liberation. They lend an unprecedented degree of flexibility to the workday† (Hafner 2000 pp D1+). There was however no transfer of body language and non verbal communication between group members, which may have contributed to the lack of social interaction and friendship formed during and outside of the task. Due to the success of the organisational efforts via to the use of technology, I as team leader made the decision to conduct the first Everest simulation with team members at separate locations. Therefore, all communication was processed via the instant messaging service provided by the simulation. Unfortunately it was extremely difficult to process information via the instant messaging service alone as each group member was provided with differing, useful and sometimes visual information. Furthermore the instant messaging service provided by the Everest simulation included approximately three seconds of dialogue at any one time. This made it very difficult for me as team leader to instruct an organised group discussion whilst people were ‘typing’ over each other. The presence of noise also made it difficult to focus. The internet is an endless avenue of entertainment, social networking and gaming. Unknowingly, however predictably, team members were not focused on the task due to the lack of self control and discipline evident whilst being on the internet. As a result of the abundance of communication barriers, the team failed the Everest simulation. Due to the failure of the first Everest attempt, our group made the active decision to conduct the second simulation in the same room. This forged the ability for the team to communicate non verbally, through body language and verbal intonation. This was particularly effective during the decision making process where I as the leader could gage the reactions and beliefs of fellow team members concerning particular issues. Research by Alge, Wiethoff and Klein came to the conclusion that ‘face to face teams exhibit higher levels of openness/trust and information sharing than computer mediated teams’ (Alge, Wiethoff and Klein, 2003 pp 26). In comparison, our results in the Everest simulation whilst employing various mediums of communication prove this conclusion. However, whilst the level of noise in comparison to the first simulation decreased, it was still apparent. The second simulation was undertaken in a large public room, and as a result our computers were not side by side. We were disrupted by outside noise and were unable to discuss openly and loudly. This made it difficult to communicate and as a result, group members became disinterested in the task. In both simulations, effective interpersonal communication was interrupted by an information overload. As key information was being delivered by each group member, each member’s informational capacity was becoming strained. As a result, people including myself became disinterested in the task and chose to not participate as coherently as before. In order to overcome such barriers, it was imperative that each member constrained their emotions, watched non verbal cues and listened actively. This involved not over talking, avoiding interrupting the speaker, making eye contact and asking questions, particularly during the decision making process. Conclusion Ultimately, the success of the Everest simulation was highly dependent on efficient communication mediums, effective leadership approaches and cohesive team work. As a team leader, I determined success to be task accomplishment, team member satisfaction, superior conflict resolution and legitimate decision making. Through the democratic approach employed, I deem myself successful as I was able to incorporate individual team members opinions into an effective decision making process whilst dealing with conflict. In summary, the Everest task highlighted the importance of teamwork and the significance of the individual role in any given task.

Outlining on hove smartphones improved Americans live Essay

Outlining on hove smartphones improved Americans live - Essay Example The use of smartphone applications has helped healthcare professionals and laypersons in the following ways, which include; The work environment has been made more palatable through the increased acceptance of smartphones. Most companies have integrated the smartphones as integral tools for assessment, information gathering, communication and training, and transacting with clients (Pitichat 5). The specific tasks performed by the smartphones to make the functions of organizations seamless include; c. Smartphones have made it easier for employees to get in contact with clients and complete transactions offsite. This has been enhanced by the use of video conferencing capabilities of the smartphones. This platform can also be used by the management to contact their employees and amongst the employees themselves. Socialization and the entertainment of Americans have also benefited from the increased use of smartphones. The ability of phones to get Wi-Fi and the increased ability to get 4G network capabilities has enabled people to access the internet Sarwar and Soomro (223). The increased access to the internet has brought increased use of social media platforms like Twitter and Facebook and online entertainment such as the Apple Store. Entertainment has also benefited through the increased ease in accessing information and facilities such as concerts and ticketing. Pitichat, T. Smartphones in the workplace: Changing organizational behavior, transforming the future. LUX: A Journal of Transdisciplinary Writing and Research fromClaremont Graduate University, 3 (1). P. 1-10, 2013.

Why collaboration is so important in decision making in institutions Essay

Why collaboration is so important in decision making in institutions of higher learning - Essay Example It is interesting, for instance, to read Bennis (1959) from the late 1950s; he was speaking of a radical shift in thinking about leadership which we take for granted today. Likewise with Heifetz (1994); his earliest writings contain the seeds of ideas, the beginnings of investigation into a powerful theory on adaptive leadership. Interviews with these thinkers were sought out as primary sources for this essay in order to touch upon what they are saying outside the boundaries of their seminal works (Bielaszka-DuVerney, 2009; Brennan, 1998; Gary, 2005; Kezar, 2008). These two theorists’ ideas dovetail with each other to paint a picture of how leadership fits into the most collaborative â€Å"business† in existence: higher education. Stakeholders, decision makers, and leaders in higher education come from all walks of life and all kinds of experiences. The second part of this paper explores the concept of â€Å"diversity† in depth, and attempts to define what diversity should mean to collaborative groups at institutions of higher learning. Gloria Ladson-Billings’ framework (2006; 2005; 2001; 1996) informs the discussion along with a multitude of others who have opinions on the subject. Both the idea of diversity and the various ways a collaborative group should approach it are fuzzy; encouraging surface diversity is not as effective as demanding deep diversity. Finally, the role of new technologies in forming and maintaining collaborative groups is an important consideration. The third section of this essay touches upon ways Web 2.0 makes life easier (and harder) for groups, and defines some perhaps unfamiliar terms. Technology is automatically out of date when it is released, or a new cutting edge product comes along which seems like the answer to everyone’s prayers. I believe the current suites of collaborative tools are excellent in some ways

The impact of celebrity endorsement Coursework

The impact of celebrity endorsement - Coursework Example Marketing has always been a challenge and more so for products that are costlier as the customers for the same are restricted in numbers due to need for higher purchasing power. The common products of daily use are a must for all, and although the marketers need to push these products too, due to high competition by similar products, the real test for marketing lies in pushing the highly priced premium products like watches that can only attract discerning buyers who wish to be seen as a class apart from the ordinary buyer. Brands like Rolex, Omega and Breitling fall under this category of products. The rationale of a watch is to show accurate time and almost any watch can serve the purpose. However their class, premium features, speciality materials, extraordinary quality and their aura command certain respect from both the customer and the onlooker. They exude an aura for the user and awe of the observer. What motivates the customer to buy them? How are these marketed? Is value created through normal advertising or does it need special advertising support in form of celebrity endorsement? 2.0 Advertisement Companies need to advertise in order to spearhead their marketing efforts. Earlier advertisements were informative in nature and were used to convey the properties of the products and their general usefulness. Price information became a part of advertisement in order to bring home the point about it being affordable and competitive. The homogeneity of many products needed some distinguishing factors and for this branding of products was the new method of distinctiveness. A company could have different brands for a variety of products. Later even the branding of the company became an identifying factor for excellence of products or service. 2.1 Medium of Advertisements The first medium was the print media as this was the prevalent mass method and targeted consumers could read about the products. Rival companies made campaigns out of such advertisements and from positive advertisements portraying the

Case Study and 2 General Qustion of scope management Essay

Case Study and 2 General Qustion of scope management - Essay Example Stakeholders are those individual or group that affects the business in one way or another. These include, customers, prospective customers, suppliers, Government, community among others. In our Rolls-Royce case, the stakeholders include, Airbus, Boeing, Turkey’s national airline, Government among others. You need to develop an understanding of the needs of the stakeholders. You need to understand their view about you project and how you can best attract their participation to the project. Understanding how you can communicate with them is also very important. Objective can be defined as the goals that the organization aims at achieving in the course of their business and activities. This can be reflected through mission statements, performance metrics and in situations whereby the organization keeps on reminding the employees on how crucial their work is in the organization. Strategies on the other hand are a planned action that focuses on enabling the organization to achieve its objectives. After a strategy is established, it has to be communicated to the entire organization through the top management, in order to justify it and commit the whole organization to it. An organization can have an objective of increasing the number of customers in a given period of time. For example an organization dealing with online newsletters may have an objective of increasing the number people subscribing for e-newsletter each month by 20%. Project management is an important management tool in a broad aspect of economic activities. Project management can be viewed as an art or a science (Schmidt 144). As an art, project management is concerned with managing and relating to people with an aid of project manager who uses experience and skills in technical situation of each project. As a science, the success of the project depends on proven and repeated processes and technique. Project management is an important tool in

Management Issues Coursework Example | Topics and Well Written Essays - 500 words

Management Issues - Coursework Example A. We use value chain management concepts in our daily life in various capacities. As an employee, we use computer aided programs to save time, plan and ensure that we meet deadlines. We improve the progress through skill enhancement programs, motivating our workers, staying abreast of the latest developments, and trying innovative ideas. MANAGEMENT ISSUES 3 Being process-oriented instead of result oriented, continuous improvement focuses on all activities leading to customer satisfaction and helps in achieving a competitive edge. Q5. Choose some large organisation that you are interested in studying. Research this company to find out what types of operations management strategies it is using. Focus on describing what it is doing that is unusual or effective or both. A. I have chosen Toyota motors for the study. The unusual and effective strategies include adapting lean manufacturing system not only by minimising the plans and inventories but also making the operations more simple, visible and flexible. The company has blended total quality and total people involvement with JIT system. With the introduction of Kanban (card) system for accepting the order at subsequent assembly line, bottlenecks are identified without delays thereby achieving continuous improvement and waste elimination. Allowing the supplier to have an input has developed trust and better think

Buss's Strategic Conflict Model Between Two Sexes Essay

Buss's Strategic Conflict Model Between Two Sexes - Essay Example These studies, according to Buss, provide modest support for the strategic conflict model and implicate the negative emotions of anger and upset as proximate mechanisms that alert men and women to strategic interference. Moreover, the diversity of upset elicitors discovered here (being condescending, possessive, neglecting, abusive, inconsiderate, moody, and self-centered), point to the limitations of this evolutionary model and the need to develop more comprehensive models of conflict between the sexes. At a closer look, the following observations and comments have been drawn: First, the highly selective samples of American college students and their generalizability may be limited. There is an uneven distribution of subjects, with 51 men and 56 women. Second, the reliance on self-report measures, although that has been the methodology of choice in most research examining sexual desires may not yield and objective result. Self-rating method can be bias in the sense that the subjects feelings and prejudice may interfere with the results. Moreover, the subjects have so many differences. They come from different backgrounds and have differing knowledge and perceptions of the same and opposite sexes of participants. They also differ in dating history and marital status. The ones with longer dating history may have different perceptions and experiences with those of short-term dating. The married ones, divorced, widowed and singles have definitely different experiences and maturity. In addition, this is a problematic development of upset instrument because the instrument is based on responses from undergraduates only. There is a disparity in the level of maturity compared to the lower and higher levels of actual, real-life individuals and experiences, as well as psychological make-up. Furthermore, the participants of this research are either single and in a relationship. This could lead to the responses based on the participant's imaginative capabilities. This could further cause more differences. Another bias is the partial explanation for males only, such as: Men's upset and anger about women's withholding of sex. Women are not necessarily upset and angered by the hypothesized feature of male reproductive strategy involving sexual aggressiveness. According to attachment fertility theory (Miller and Fishkin, 1997) that might argue that unattached participants were in the phase of "promiscuously" seeking potential mates in an attempt to enhance the likelihood of a good mate choice. The unattached female here can take male's aggression and may be happy with it because of the initial motivation of seeking a potential mate. Female, in this case are unfairly described. In addition, differences of features of the opposite sex's reproductive strategy or different reproductive strategy may not interfere with one's adopted reproductive strategy and thus cause conflict. Moreover, the research claims that negative emotions provide signal and reduce

Theodore and Wilson Essay Example for Free

Theodore and Wilson Essay When we are writing about progressivism, there were three progressive presidents that were in the White House from 1901 – 1921. That was Theodore Roosevelt, William Howard Taft and Woodrow Wilson. Between these three of our president together, it is said that they were very different however, they did have one thing in common reform policy and regulations in American Society. This here is about the election of 1912 when the current President Taft who was at the time said that he was not interested in a second term at heart. Theodore Roosevelt who endorsed Taft after he stepped down in 1907 became very unhappy with his actions at the White House, so decided that he would run against him however he was not endorsed as a republican runner. He decided and determined he would begin his own party The Bull Moose Party. Roosevelt ran on, standing on his past record and his new vision. The two front-runners were Wilson and Roosevelt however in turn this just split the republican votes and Wilson was the elected one. Theodore Roosevelt was a war hero, known for his action taken during the Spanish-American Wars and leading the charge with assembly of the Calvary Unit â€Å"The Rough Riders† He was also known for being a very out spoken courageous man. . Theodore Roosevelt experience extended as a New York City Police Commissioner, Lieutenant Cornel and Governor. His belief in â€Å"speaking softly and carrying a big stick.† Another interesting fact was that Theodore Roosevelt did not traditionally â€Å"join the Army† prior to the war he was the Assistant Secretary of the Navy. He was commissioned as Lieutenant Colonial at the beginning of the idea that the United States going to fight a war against Spain in Cuba. Theodore Roosevelt was not at first elected to be President United States however, he was elected as the Vise President. He was the succors’ of McKinley who was shot in Buffalo, New York on September 06, 1901 and died September 14 1901, this is when the Vice  President Theodore Roosevelt became the President of the United States. This here was the beginning our new president vowed to change and lead the country in a direction that he believes was right. While in office He demanded a â€Å"Square Deal†, He thought that industries should be regulated for the interests of the American people by regulating, fixing up what he believed were problems. Such as control of corporations, consumer protection, and conservation. His square deal vision was that every American gets a fair chance, at the time many companies were taking advantage of the people of the United States and created unfair working conditions. Therefore, came the term â€Å"The big stick† in which he was known for threatening to use against companies. He busted 40 other companies up using this method. His vision was for the government to take control by regulating. He did this by implementing Trusts regulation, Meat Inspection Act, Pure Food and Drug Act, Roosevelt Corollary construction of the Panama Canal. His new campaign was about the New Nationalism. His beliefs were that a president should take any actions for the common good of the people of the United States. â€Å"This country belongs to the people who inhabit it. Its resources, its business, its institutions and its laws should be utilized, maintained or altered in whatever manner will best promote the general interest.† (American Experience. 1912) His belief in the preservation of conservation the protecting wilderness to create millions of Ackers protected by the government, this help create the National Parks such as Yosemite Pak, Yellowstone and the Grand Canyon. Another belief was that we should have a mighty military and build the largest Navy in the world and believed that everyone in the world should be aware. Woodrow Wilson was always in the political arena as he studied government at Princeton University Major in American Politics and also received a PhD in History and Political Science from Johns Hopkins University. Woodrow Wilson was nominated as President of Princeton University, and then was elected Governor of New Jersey, which lead him to be President of the United States. (Bowles, 2011) While in office Woodrow Wilson took some of Roosevelt’s ideas such as saying all trust were bad trust, he was very aggressive on eliminating all. He disliked big business he thought that all monopolies and trust should be broken up because they were hurting the smaller business and the people of America by doing so he said that he was offering the citizens a New Freedom, by setting up all new Acts. He set up the Federal Trade Commission Act to regulate business to stop unfair practices. This was where people could bring complaints about trusts to the government and have a hearings on unfair practices. â€Å"Clayton Antitrust Act banned business that limited free enterprise â€Å"It was important because it eliminated price discrimination, made illegal the acquiring of stock in competing companies to control markets, and restricted mergers of large companies.† (Bowles, 2011) â€Å"While he was successful with the passage of the Underwood-Simmons Tariff, which lowered tariffs from 26 to 24 percent.† (Bowles, 2011) During the Wilson administration, we had the first graduation of income tax also Women came to vote during his time in the presidency Some of Wilson’s beliefs were that by studying public administration governmental efficiency could be increased in our country. He believed that a more moderate and had won the national election on the slogan He kept us out of war this was his call during his second term. This was something that he believed that we as a country did not have to fight any wars. In order to get things accomplished. It was as he thought that we did to need to fight wars in order to get our ways, to keep America out of the war in Europe. He also did not think that we needed a large military, which in turn was shown differently when we entered WWI. â€Å"At last a vision has been vouchsafed us of our life as a whole. We see the bad with the good, the debased and decadent with the sound and vital. With this vision we approach new affairs. Our duty is to cleanse, to reconsider, to restore, to correct the evil without impairing the good, to purify and humanize every process of our common life.† (American Experience. 1913) Theodore Roosevelt and Woodrow Wilson These two president were the  definition of the progressivism they had remarkable ideas and careers. As progressive presidents, they produced quite a few notable achievements. They together set the stage and the direction that our country as a whole was steered in during both their time in office and regulations emplaced into motion that have helped shape our country today. â€Å"They were both political architects who did much to shape the landscape of 20th century and especially the office of the U.S. presidency.† (Bowles, 2011) They left behind legacies that made it tough for the next Presidents that followed them into the White House. References American Experience. (1912). Progressive Party Platform. Retrieved from http://www.pbs.org/wgbh/americanexperience/features/primary-resources/tr-progressive/ American Experience. (1910). The New Nationalism. Retrieved from http://www.pbs.org/wgbh/americanexperience/features/primary-resources/tr-nationalism/ American Experience. (1913). Woodrow Wilsons First Inaugural Address. Retrieved from http://www.pbs.org/wgbh/americanexperience/features/primary-resources/tr-woodrow/

Government Aid in Africa’s Education Essay Example for Free

Government Aid in Africa’s Education Essay America has had a great influence on Africa’s developing education system. The reason I have chosen this article is because it gives a brief look into how American organizations have played a big role in the advancement of Africa’s education. The article informs me that some of the same educational programs African-Americans are provided with in the U. S. were exported to Africa. The cities that already had a decent economy received them first. In the 1970’s Europe and America promoted education to Africa but many rejected the programs. They supported missionary and independent African schools because they provided higher training and education. Within the book, The Boy Who Harnessed the Wind, it states how the books that William borrowed from the library were donated by an American organization. Without those key books on physics and engineering William probably would not be where he is today. This article proves how much of an influence America has had on the rise of Africa’s education. I wanted to know how much assistance did Africa’s education development received from America. The article shows how American organizations have made a great impact in Africa’s education. Unfortunately the article didn’t give me all of the exact information that is needed. Indeed, it states the programs that have basically helped Africa stats its educational foundation. It lacks information on America’s current government help. It also does not tell the current state of Africa’s educational system. Information on more organizations and grants that have helped is also need. Research Improvement Completing this assignment has improved my research strategies exponentially. The school advance search has helped me out a lot with this assignment. At first my research strategies were poor and not at the collegiate level but now they are improved. I believe they will enhance throughout my years in college now. I am extremely proud of myself and thankful for the librarian showing us this great way to do research.

Developing a Framework to Enhance Pupil Learning

Developing a Framework to Enhance Pupil Learning How Can Curriculum Frameworks Be Designed, Implemented and Supported to Enhance Pupil Learning? Define Frameworks The National Curriculum Framework constitutes the essential components of school from key stage one and two at essential level and key stage three and four at optional level, incorporating instruction for kids with extraordinary needs (National Curriculum of England, 2014). The National Curriculum Framework is the crucial archive that exhibits the components of the educational modules framework: the qualities, objectives, standards, substance and general objectives of instructive regions, the assessment of student accomplishments, and the assessment and self-assessment of the acknowledgment of the national educational modules (Znanosti, 2010). It can be seen as the instructive territory of subject structure, deciding the subjects and modules of the main subjects, discretionary subjects and modules, student workload. At the end of the day, the National Curriculum Framework is the reason for the planning of syllabi and other educational modules reports including; rules for the utilizat ion of the educational modules, instructor manuals, parent manuals, principles for the arrangement of course readings and other showing materials, norms and benchmarks for the evaluation of the way of pupil achievements and school operations. National Curriculum Frameworks primary is centre is pupil achievement and development in informational domains, dealt with according to preparing cycles, and depictions and destinations of group points that focus on working up the key territories in preparing for students and there can be a wide range of different curriculum frameworks that can be linked to different subject areas such as self-determination theory and the sport education model, both have been heavily researched in the field of physical education. National Curriculum Framework likewise adds to the arranging and association of school operations, including the reception of the school educational programs (Ryan, 2007). The National Curriculum Framework is an advancement archive seeing that it will prompt to the improvement, arranging, or elaboration of every single other record, and seeing that it will be interested in changes and persistent recharging as per changes and improvements in the public eye and instruction (Znanosti, 2010). Quick changes in science, innovation, the economy, and different ranges of social life put before training ever-new necessities, and this prompts to the requirement for steady assessment and alteration of the national educational modules. Instructive qualities, objectives, capabilities and standards are controlled by empowering the comprehension of the essential course of improvement of the national educational modules, and constitute key determinants for the harmonization of the arranging of the advancement and operation of training organizations (Znanosti, 2010). Goals and longings of pupil achievement in informational zones and furthermore the depictions and targets of cross-curricular topics help the schools relate subjects more viably, streamline educating, and enhance preparing with optional and non-fundamental subjects and extracurricular activities as per schools profiles and needs, the necessities of the pupils, and the prerequisites of the more extensive group. A present day approach to manage the arranging and headway of the national instructive modules logically decentralizes and democratizes this technique, moreover, incorporates and extends obligation with respect to any movements to fuse educators, accomplices, principals, and other basic accomplices and customers of preparing youths, pupils, and people from the group and common gathering, social assistants, and others. Product Process Models It is contended that the development of curriculum in education is a result of many factors including, how it is used by teachers and how it is put together, it can also depend on who you are teaching (Ornstein and Hunkins, 2009). Models is curriculum push teachers who efficiently and straightforwardly set establish the reason for the use of these models and how to implement them in specific teaching, educating and evaluation approaches. It was endorsed by Ornstein and Hunkins (2009) who say in despite the way that educational modules are really used, they as often as possible neglect the human perspective, for instance, the individual perspectives, opinions, values required in educational modules making. Along these lines, they cannot be seen as an equivalence and are advised against being used ahead of your leading and the individual judgment of the teacher on what is a bad approach and a good approach to manage pupil education. An ordinarily explained, adjustment of models of educ ational development is those suggested by numerous creators known by the Product Model and Process Model. It was shown by Neary (2003) that these as are arrangements in addition to expectations known as The Product Model) and the other one which portrays and accentuates exercises in addition to impacting on learning known as The Process Model, both have been heavily researched in education roles Models that developed out of Tylers work, such as Popham and Baker (1970), were criticised for their over emphasis on learning objectives and were viewed as employing very technical, means-to-end reasoning (ONeill, 2010). It was expressed by Knight, (2001) in a study regarding curriculum planning in the process model in contrast with the product model, he says that it is vital to plan instinctively when it comes to curriculum, and that the teacher must trust in themselves and good teacher outcomes will come to fruition, they must also consider who they are teaching, as if the pupils dont understand what is being taught, nothing is learned. This prescribes it might be easier to establish the area that is being justly attempting to satisfy in learning establishment, in addition to who you are teaching it to and then to process meaning it can then be shaped to what is trying to be taught and whats more relevant will be established. There is a degree of various and more particular models which autonomously, or with everything considered, may be more beneficial. A portion of the informational project models have ended up being out of various edifying settings, like in higher education for instance. Regardl ess, most models are easily adapted to be used in all areas. This is comparable to Product/Process, to the extent that informational undertakings models. It is believed that it ought not to be viewed as being positive or negative. In another approach, informational ventures progress can be seen as a productive chart for sorting out the environment of education and learning, this approach has been portrayed as being certified and proficient. In comparison, the non-technical approach is individual and refined as its primary focus is based around who is learning (Ornstein and Hunkins, 2004). However, the product model is key in making plus passing on clear outcomes to the pupils and has changed its focus and emphasis a long way from plans of substance. Late written work, recommends that when this model is being utilised, it is recommended that care is taken to be become unnecessarily strict when teaching and learning comes about (Hussey and Smith, 2003, Maher, 2004, Gosling, 2009; Hussey and Smith, 2008). In research by Hussey and Smith (2003, p367, they found; Accepting that student motivation is an essential element in learning, we propose that those who teach should begin to reclaim learning outcomes and begin to frame them more broadly and flexibly, to allow for demonstrations and expressions of appreciation, enjoyment and even pleasure, in the full knowledge that such outcomes pose problems for assessment. Research looking at another education model approach, it was found that there is an extensive variety of instructive projects models that can be used. Another model to be considered in education is known as the Backward Design Model, established in work by Wiggins and McTighe (2010), this is a notable model as it associates with Graduate Attributes and Competences. Finks (2003) prominent educational programs demonstrate in spite of the fact that non-specialized and is not seen as humanistic in its approach to education, additionally it appeals to the idea of drawing on past experiences in teacher to create an educational program. Taking everything into account, in conclusion, it can be seen that there isnt a single model that is beneficial to every educational program as a whole on a broad spectrum. Be that as it may, distinguishing and being predictable with all educational models for learning aid in the reinforcement unification and understanding of methodologies in different programs. An example of this, it is said by ONeill (2005) that; it is common in some Science and Professional Health Science programs that the early years may have a more specialised logical approach, though later years may have a more experiential approach. Be that as it may, in relation to the engagement of pupils when learning, is there a way that these educational models could be more fused and efficient over a program? Is it significant to recall over a program and question what might a graduate recollects (Fink, 2003). As a program group, it merits investigating outlooks when researching these distinctive educational models and utilising how to use them to aid you in an educational program design and also to deliver the program which has been created to ensure that what is being taught is the best and most efficient experience for peers and pupils who are also likely to use it to make sure that best practice is being used at all time when teaching. Student/Pupil Learning Student learning research began in Sweden, with Marton and Sà ¤ljà ¶Ãƒ ¢Ã¢â€š ¬Ã… ¸s (1976) investigation of surface and profound ways on how to deal with education. They gave pupils a content to peruse, and let them know they would be made inquiries thereafter. Students reacted in two diverse ways. The principal aggregate learned in foresight of the inquiries, focusing restlessly on the realities and subtle elements that may be inquired. They skated along the surface of the content, as Marton and Sà ¤ljà ¶ put it, utilizing a surface way to deal with learning. What these students recollected was a rundown of disconnected actualities; they didnt appreciate the point the creator was making. The second gathering then again set out to comprehend the significance of what the creator was attempting to state. They went underneath the surface of the content to translate that importance, utilizing a profound approach. They saw the comprehensive view and how the truths and points of inter est put forth the authors defence. Take note of that the expressions profound and surface as utilized here portray methods for taking in a specific assignment, not, the same number of hence utilized the terms, as depicting qualities of students. Kember (1997) portrayed two extensive presentations in teaching: the teacher centred/content and the pupil centred/learning. To a great degree, significant breakdown of these presentations he supports various other makers points of view in association with student-centred learning which includes the data that is controlled by pupils and that the isnt used as a fountain of knowledge and the pupils are encouraged to used guided discovery to learn off each other. Rogers (1983) distinguished the critical part and requirement of pupil learning as; a pioneer or individual who is seen as an expert figure in the circumstance, is adequately secure inside herself (himself) and in her (his) relationship to others that she (he) encounters a fundamental trust in the limit of others to think for themselves, to learn for themselves. In a study by Burnard, 1999, as he disentangles Rogers contemplations regarding pupil-centeredness as pupils may pick what to consider and whats more how and why, that subject may be an interesting one to think about. Reflections on the subject were drawn by Gibbs (1995) when the author portrays pupil-centred developments as those that uneasiness: learner movement rather than lethargy; students understanding on the course outside the establishment and before the course; process and limit, instead of the material; where the crucial choices regarding what they are learning is discussed with who is teaching them. Harding and Crosby (2000) are essentially indistinguishable, depicting learning, based around teacher structures as the highlight of the educator transmitting information that comes from the teacher and what is taught to the pupil. Inquisitively, it is shown that pupil centred learning as centring on what the pupil is learning and what they do to ensure that it is helping them progress in them in contrast to the teachers influence on their education, the main focus of this concentrates on the likelihood of the pupil doing. In research by Gibbs, he goes into more detail to include: how, what and when the pupil is learning, with what result, and how it will be utilised. In an essentially indistinguishable manner in prior arrangement, the student and educator relationship is especially clarified in their book entitled A Guide to Student-Cantered Learning by Brandes and Ginnis (1986), in this book they focus of primary areas of pupil centred learning and that the pupil has full control over what they are learning without teacher input Both student and teacher input shows a strong bond, the teacher becomes facilitator and benefit the individual Learners encounter juncture when training (full of feeling and psychological spaces stream together. The learner sees themselves contrastingly subsequently of the learning knowledge. A few techniques were connected by Chegenizadeh and Nikraz, 2012 research, to ensure that students are occupied with the class exercises. Students received self-instructive booklets. The booklets were planned to bolster sessions for pupils, isolate preparing and singular direction. The technique resembled ONeill McMahon (2005) in which a firm focus of errands and learning could be seen, all things considered finished in the classroom, despite the way that if the pupils supported, these endeavours could be done at home or in various spots and in various conditions. Pupils were supported and encouraged to discover their own needs and primarily put thought in the areas of education that related to them. Curriculum in Physical Education A commonly used educational model is the Sport education Model, in recent research it has shown to aid pupils motivational response whilst undertaking physical activitySport Education, an instructional and educational model intended to create equipped, proficient, and eager sportspeople (Siedentop, 1994; Siedentop, Hastie, van der Mars, 2004), was served as substance for expert advancement in light of its remarkable components that are not the same as normal Russian physical education (Hastie and Sinelnikov, 2006). Sport Education utilises small groups of people throughout the season, and has been depicted as pupil-focused learning (Alexander, Taggert Luckman 1998). Sport Education plans to give a more reliable way to deal with showing sport by divulging in its basic qualities which include seasons, links between teams, competitions which are combined with different practices, attending different events keeping statistics and records on teams (Siedentop et al., 2004) The Sport Education curriculum model was designed to provide positive motivational sport experiences for all students in physical education by simulating key contextual features of authentic sport (Siedentop, 1994). Despite helping students upgrade their diversion capacities, wear preparing urges them to fulfil other amusement related parts, for instance, official, amass guide, authority, also delivering on a recreations organization panel or as a noteworthy part of a commitment bunch. Inside the overall structure of these educational modules the pupils gradually acknowledge more conspicuous responsibility for learning, while teachers surrender ordinary ahead of time direct instructing parts. The teacher, resulting to getting off centre sort out, frequently goes about as facilitator to student social data and capacity learning through an extent of pupil centred learning techniques. In spite of the way that not planned to be prescriptive in its utilization. There are contrasting factors between the Sport Education Model and the traditional teacher preparation of an educational model. Pupils generally work in a comparably small gathering all through the widened length educational modules and are given commitment with respect to demonstrating each extraordinary aptitude inside a pleasant social affair structure. By using this strategy, the teacher can help pupils with their essential initiative for choice of learning, which must be suitable of everyone that is involved in the educational establishment. This is comparable with the significant components of an endeavour included climate (Ames, 1992). Research by Alexander and Luckman, (2001) has shown the rewarding result that education in sport has on pupil avidness for physical preparing. Grant (1992) found that Sport Education advanced collaboration, enhanced associations among partners, and raised energy among various pupils who as of now seemed to despise physical guideline and amusement. It can be suggested that this student avidness could be credited by the way the teacher approaches teaching in physical education and if they are seen not to be enjoying what they are teacher, the pupil is less likely to be engaged. If the students saw the teacher to be less transcendent than in customary curricular attitudes (Carlson and Hastie, 1997) Other research of 344 Australian educators impression of the Sport Education model, Alexander and Luckman (2001) discovered that 83% of the teachers who were involved in the study agreed that the sport Education model shows that the students are more engaged in physical education as opposed to previous approaches. A considerable amount of this investigation on changes in pupil passionate outcomes with this model has been established on instructors long winded records (Alexander and Luckman, 2001; Grant, 1992). Despite when the ampleness of the Sport Education Model was reviewed regarding observations made of pupils. Physical education curriculum research can give a far more practical theory practically identical physical preparing settings. When using these pupils motivated theories it may similarly help to understand why using such models, like the Sport Education model, are useful in inspiring pupils to take part in more physical education Self Determination Theory This theory researched by Deci and Ryan, (2000) is an organismic-logic system of inspiration that views people as effectively looking for ideal difficulties and new encounters to ace and coordinate (Deci and Ryan, 1995). Overlooking being related sufficiently to the educational space for over 10 years (Deci, Vallerand, Pelletier, and Ryan, 1991), the change of work grounded in self-determination theory was moved to happen with respect to class PE. Beginning late, experts have been coordinated to look at the sensibility of the self-affirmation structure to the PE setting. (Standage, Treasure, Duda and Prusak, 2003). Standage and accomplices (2003) surveyed the effect of impression of a root atmosphere (self-organization persevering), utilizing a tool invented by deCharms (1976), on physical education pupil views on self-organization, health, and relatedness. Happens as intended uncovered a starting stage atmosphere to be sensibly farsighted of self-sufficiency fulfilment and hopelessly keen of capacity and relatedness fulfilment. Ryan and Deci (2000) say; in schools, the facilitation of more self-determined learning requires classroom conditions that allow satisfaction of these three basic human needs __ that is that support the innate needs to feel connected, effective, and agentic as one is exposed to new ideas and exercises new skills (p. 65) In the present work, Standage and accomplices looked into the comparisons between different supports, including; wellness, relatedness and autonomy which all play a part in the mental need and satisfaction on the pupil, while it was seen that there are vast others in physical education classes that may require satisfaction, in a recent study, a combined score for relatedness-reinforce, ability support, and self-adequacy reinforce given by the physical education teacher was enlisted. The self-determination theory hypothesis maintains that the satisfaction of every one of the three needs is required for flawless mental working (Deci and Ryan, 2000), general need satisfaction was relied on to be an essential path between the need supporting and the particular motivational controls evaluated in the current overview. In particular, it was expected that there would be a positive bond between need fulfilment and motivational control. Then again, it can be anticipated that need fulfilment would be oppositely identified with outer control and motivation. One guess could have inquired about that digressed to some degree from the hypothetical statutes of this theory. However, previous physical education established research found that impression relatedness and self-regulation (Standage et al., 2003), and point of view of capacity and relatedness to be unequivocally connected with interjected control, it can be estimated that interjected heading would mean that needs satis faction would be achieved. Grounded in self-determination theory (Deci and Ryan, 1985, 1991, Ryan and Deci, 2000a, 2002), physical education has reliably been kept to a singular result (e.g., Standage et al., 2003). Adjusted to the hypothesis created self-governing from whatever other individual insistence hypothesis (Deci and Ryan, 1985, 1991, Ryan and Deci, 2000, 2002) that positive stacked with feeling, insightful, and behavioural records are a section of self-choice motivational headings, as opposed to controlling ones, four result reports were investigated. These were the pupils level of fixation (mental result), relationship of helpful result and negative effect (stacked with feeling result), and inclination to take part in testing assignments (self-distinct behavioural result). Changed as per self-determination hypothesis and past physical education based work (Standage et al., 2003), it can be seen that normal inspiration and perceived control would distinctly foresee fixation, useful result, and incli nation for testing assignments, and would oppositely see negative effects. Strikingly, it can be expected that outer attitude and motivation would emphatically lean towards a negative effect and oppositely predict focus, valuable result, and the inclination for testing attempts. Regarding education, it can be seen that it is evident that this theory shows conclusive results that it useful to the world of education. it can be seen that it is apparent that this hypothesis demonstrates indisputable outcomes that it valuable to the universe of instruction. It can be seen that propelling self-chose motivation in students should be given high need in instructive difficulties, the key segments are what we imply as self-control reinforce and interpersonal commitment. Right when huge grown-ups most extraordinarily, guardians and educators are incorporated with understudies in an independence unfaltering manner, the understudies will likely hold their normal premium (their trademark motivation for learning) and to make independent sorts of self-course through the procedure of compromise.

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DRYING It is the most crucial part of every herb and spice sector. It is not only increases the product shelf but also enhances the product quality. At the time of harvesting moisture content is 70-85%. Due to high water content cardamom is highly susceptible for bacterial multiplication. It is highly desirable to keep the final moisture should be ranges from 10-12%. It is important to dry the cardamom capsules as soon after harvest as possible to prevent the loss of aroma. It is also imperative that the drying process is as short in order to avoid mould growth and retain the bright green color of capsule. The drying temperature should not be above 50Â °C otherwise it will affect the color and delicate flavor of the final product. Cardamom capsules with a good green color can be sold for a premium price. If the drying period is too long mould can start to grow on the cardamom. Various types of dryers are used for processing of spices, ranging from simple sun drying to gas drying, wood firer drying and humidity controller dryer. SUN DRYING. It is very ancient and very cheap method of dr...

The Simple Life and the Corruption of Technology :: Exploratory Essays Research Papers

The Simple Life and the Corruption of Technology "Let's take it home boys!" Not really paying attention to our altitude, we headed towards base after a flawless mission against an enemy tank. As we reached the jungles edge, anti-aircraft shells began exploding all around us. I ordered the formation to climb as fast as possible. Almost as quickly as I had given the order, my plane was hit. Luckily, the round didn't explode, but had traveled through the center of the fuselage. I realized my plane was fatally crippled, including my ejection seat. As my plane fell into the jungle, I woke up. Though I did not know what had drawn me from the dream, I had an idea it was the splitting pain in my leg. As the pain slowly crept up my leg, I became aware of my surroundings. I could now feel the perspiration on my face and faintly hear mumbled voices; I was not in my bed. As I opened my eyes to blurry vision, I made out dark moving objects among a background of fire. Listening closely, I realized it was people speaking a foreign tongue. Moving my eyes from the dark skinned, scantly clad humans to my leg, I found the source of my pain. Driven through my left leg was a sharp piece of metal from the wreckage that surrounded me. With a swift jerk from one of my assumed rescuers, my leg was free of metal, and I was passed out from the pain. I awoke in a hut made of large leaves, mud, and grasses. The light crackle of the fire outside could be heard over the voices of the people surrounding it. I asked my self, "Where am I? How did I get here?" With my questions I made an astonishing discovery: I could not remember who I was! Feeling myself panic, I did the best to calm down and analyzed the situation. I had been pulled from some type of wreckage, but of what? The people who had saved me were very primitive. They wore little more than a loin cloth of a cheap textile, and they had dressed me the same. They were eating some yellow muck from wooden bowls and again my ears greeted the new language. Trying to sit up, I flexed my leg and a crippling pain powered a scream from the bottom of my lungs. My scream had caught the attention of those who had been talking outside.

Oriet Gadish – Ceo of Bain & Co

I ended up working for the number two person in he military after the chief of staff. It was a pretty exciting place to be because all of the Information-?everything actually-?was coordinated through there. I learned to deal with an awful lot of Information, to be very responsible, and to work long hours. But also, when there were events going on, I was in the war room, which is a pretty confined space, and I learned to have respect for other people but also not to be intimidated by them, because they're people. I think that really helped me later on throughout my career.I also saw people making really important decisions, life and death decisions, and I realized that you can always afford to have perfect Information, 100 percent of what you need, In order to make a decision. Later on, when I think about the way we do business at Pain, where we emphasize providing clients with solutions that are practical rather than perfect and where we often have to make decisions based on imperfec t information, I think back to those days. And it just reinforces the idea that you can always have perfect information in order to make a decision.I think I was tongue to understand that fully at the time but it has certainly Influenced me. The army also exposed me to all different kinds of people. The Israeli army brings together people from many different cultures because Israel Is very much an Immigrant country; it still Is. The Israeli is a little bit European, a little bit Middle Eastern, a little bit American, and within those broad groups there are so many different cultures as well. From Europe, for example, the Israeli is a little bit German, a little bit Polish, a little bit French, a little bit-?you name it.And so I learned to be aware of different cultures and to tolerate deferent opinions. And somehow I hind all of that influenced me as well, although again I was probably too young to register It at the time. After the army, I got my undergraduate degree In psychology at the Hebrew University. I then started my doctorate, decided that's not what I wanted to do and, long story, I ended up in the United States at Harvard Business School. The HUBS Experience My MBA has played an incredibly important role in my career.I wouldn't be where I am today without it. Saddles -1- Initially, I set out to earn a Doctorate in Business Administration (DAB) and planned to get an MBA along the way. I had imagined I was going to teach. So I started with the combined program that four or five of us got into, which meant you could do the MBA and the DAB in four years. Just to be on the safe side, I decided to finish the MBA first. After that, when I started my DAB, I decided that business was not something I wanted to teach. It was something I wanted to practice. O walkout an MBA, I probably wouldn't be doing what I'm doing at all and I might not even be in this country. HUBS was, in effect, the only school I applied to, mostly because it didn't require a background in economics or other subjects as most business schools did. I also had a friend who had studied at HUBS, and when he talked about the experience it seemed very interesting. So I decided to submit an application. I actually wrote it in Hebrew and had somebody translate it for me. Then, Just to be on the safe side, I also took that application to Wharton and they accepted me, literally, on the spot.They were also going to give me a scholarship, but I would have had to study statistics during the summer and I decided I didn't want to do that. So I came to Harvard, which didn't give scholarships for the MBA program. Also, inflation was really high at the time so it was expensive to take out a loan. But because I was also in the DAB program, I got a scholarship for my doctoral work, which, when I didn't finish the DAB, became a standing loan. That was the only way I could afford HUBS and get through the program. HUBS was my introduction to the United States.I would read cases with my di ctionary. I still remember the first case. It was eleven pages including the exhibits and it took me six hours to read. I was pretty desperate because literally every second word I had to look up in the dictionary. And the dictionary didn't give any business meaning to most of the words. For example, the dictionary described he word â€Å"contribution† as being something about giving to nonprofit organizations. So reading the cases was extremely time consuming and hard. And then I would take my dictionary to the classes or to exams. Exams were the worst.It would take me three times as long to read an exam. I'd always sit in the first row and if it was a really long exam, I'd write at the end, â€Å"This took me three hours and twenty-five minutes to write, but here's what I would have done had I had time to actually run the calculator. † In class, I forced myself to speak even though that was difficult too because of the language. If I couldn't find a word, I'd use six words to express the idea. I Just had to force myself to do things like that and that's how I learned English. I also had never seen television, but I'd heard about advertisements.We didn't have TV advertisements in Israel; there were none. So I went to a classmate's dorm room and I would turn on the TV to see what the ads looked like. I also had never been to a large supermarket. So I went to a supermarket to see what it looked like and how products were set up and so on and so forth. One time, we had a final exam on cereal, something that I had never tasted. I still don't like it, but at the time, I didn't know what it was and I couldn't imagine there were sixteen varieties and why would you want more? I also had no idea who Johnny Carson was.So I was learning quickly about the United States and its culture, and I was learning the language. I had no problem when there was a case in Turkey or almost anywhere international. But I had a problem when Johnny Carson or cereal was part of the case. Gaudies -2- In school, I paid almost no attention to the fact that I was a woman. I had enough challenges: learning English, figuring out business issues, figuring out how to study even though I couldn't read English as quickly as my peers. In fact, I had one course where the cases were forty or fifty pages long.I went to the professor and I said, â€Å"Are there any particular cases that I should read? Because I can read each one of those every day Witt my Angels n. † Ana en salad , â€Å"Well, winy don't you Just all T ten class I thought to myself, â€Å"Well, I don't intend to. † And I did, actually, get an excellent grade in that class. I studied all different areas of business as well. I think it was important for me to not get too focused on any one area at that early stage. Had I completed my doctoral program, I would have focused on marketing because I was interested in that.But instead I took a broad mix of courses in my second year. I benefited from that and, actually, that absolutely has helped me throughout my career. I learned that you should be able to focus on one or two things and be extremely good at them but if you lose your curiosity about other things you're not going to be good even in the few things you focus on. You'll be much too narrow minded or much too narrowly focused. The other interesting thing about HUBS was the case method. The first class I as in, I thought, â€Å"This is nuts. † Then I realized that it was a great teaching method because it forces you to be involved.It forces you to be a part of the discussion. It forces you to listen to the way other people think about a problem. You're active as opposed to Just passively listening to a lecture. And it allows you to draw on things that are not in the case but that maybe you learned that morning in marketing. I am on the HUBS Visiting Committee and every now and then they teach a case. I Just love it. I really enjoy it. And again, almost alw ays in real life you make decisions based on imperfect information† to some degree, and the case method is a good exercise to prepare you for that.Early Career It's very hard when you are Just coming out of an MBA program to figure out what life is really going to be like and bid for a Job. But I was drawn to consulting because of the problem-solving part of it, which has always been my interest. And what I loved about Pain and Company was how practical it was. It was not about reports; it was about results. It's still not about reports. It's still about results. I have still never looked at a report. I don't think there is any other consultant who can say that.And it was very clear, when Bill Pain talked about the company, that he and the other people at Pain were passionate about results. Focusing on results calls for a different way of doing consulting. Now, mind you, I could barely write good English so the idea of not writing reports was a big plus for me. But I liked the idea that you really were thinking about results and implementation and not Just a report. That causes you to think about how you're going to communicate with clients, what you're going to communicate, and how perfect the information has to be to find a workable solution.That's different from happily consulting, where the focus is to convince clients that the solution is theirs and that it's the right solution for them so they Gaudies -3- will implement it. At Pain, it was all about solutions and implementation, and that appealed to me. Bill Pain had been the number two guy at Boston Consulting Group (BCC) and, by all accounts, was going to be running BCC eventually. But his idea of focusing on results was at the time a fundamentally different way of approaching consulting.BCC focuses on ideas and on developing tools that we all still use today and I give them credit because they're fantastic tools. But Bill wanted to take it a step further and not Just leave clients with ideas. He wanted to focus on results, not reports. That was revolutionary at the time. Changing course for a boat that was working very well-?and BCC was doing extremely well and was very highly regarded -?would not nave Eden easy. So 3111 tarter Nils own consulting Tall. I Nat was ten Pain I Joined and that's how we differentiate ourselves from our competitors.Being anchored in this idea of results not reports keeps us focused. So we're constantly asking ourselves, when I call Monday morning at 8:00, what is the client actually owing to have to do in order to make our recommendations happen? The case is not finished unless we know what steps he's going to take to implement the solution. And there's something I call the 80-100 rule, which means you don't want a 100 percent perfect solution if an organization at this time in its history cannot implement it. It's better to have an 80 percent solution if the organization can implement it.Eighty times one is eighty; 100 times zero is zero. This practical approach, focusing on strategy and results, is what we call our â€Å"True North. † And with that you have meeting you can evolve around and build on. Everybody in the organization knows that that is the core of what we do. You can build new practices, you can experiment with new ideas, you can also move very quickly and change, as long as you know that this is the focus that you're all working toward. And I think it has served us very well. First Client My first major client was a company in the steel industry, which was, at the time, an uncommon place for a woman.I worked in the steel industry for about five years. We worked on all different aspects of the industry, but at the end of the ay one of the things we figured out was how they could save an awful lot of money by continuously casting almost 100 percent of the steel. At that time, there was some continuous casting going on, mainly in Japan, but it was more common to reset the production processes for every different type of steel needed. We discovered, however, that if the company could move to continuous casting, they would be able to save between $80 and $100 per ton.The issue was that in order to continuously cast steel, you could use only one mix. But there are many different varieties of steel, requiring different mixes, that different customers need. There are different alloys you add to steel to make it higher quality, lower quality, stronger, softer-?whatever. But we thought if we could reduce the number of steel varieties and the number of mixes used, we could introduce continuous casting and save a lot in the production process. That was unheard of in the United States. Gaudies -4- Everybody said, â€Å"No, customers won't want it. So I went and talked to customers and found that they actually would be happy to do that. We found that there were a lot of customers who were perfectly happy to take a higher-quality steel as long as they didn't have to pay much more for it. The n I was stuck with a metallurgist who said that it could not be done. He explained to me why there are 300 different kinds of steel. I didn't know anything about metallurgy but I went through all of the varieties of steel and had him explain to me what each one of those steels was meant for and then I asked questions and triggered him to think. If we added aluminum to this, would this still satisfy this kind of customer? † He said, â€Å"Oh, yes, that would be much higher quality than they need. † We were able to bring the number of varieties down room 300-and-some to thirty. By the end of the discussion, the guy absolutely believed I knew metallurgy, which I did not. It was Just this practical way of working. The company did indeed build a continuous caster, and they did indeed save a lot of money, and they did indeed turn around from being number I don't know what to Deluge under one In proactively In ten country.I gnat's an example AT ten work we 00 at Pain. It's inv igorating to have real impact like that. Being a Woman in Business The first time we met with both the CEO and the SCOFF of the steel company, I had two presentations to give. I was with one of the founders of Pain. My manager was there too. In fact, I was the most Junior person there. At one point, the SCOFF was talking about how he was going to arrange a tour for us of the other steel companies. In the steel industry, companies shared a lot of information with each other. They still do in order to prevent accidents and so on, for safety reasons.Anyway;ay, the SCOFF was talking quite enthusiastically about arranging a tour for us and then he stopped and froze. He was looking at me and then he said, â€Å"Well, I don't know about Root. † Nobody had any clue what he was talking about. Then he said, â€Å"Well, you see, women are considered bad luck in our industry,† and everybody froze, the CEO and all the people in our group from Pain and Company. I Just turned around and said, â€Å"Well, in that case, I think that you should make sure that I go to every single one of your competitors. † That broke the ice and that was it.I went on to work in the steel industry for five years. I loved it. They even made a special hat for me. It said, Root Gaudies and then it said, â€Å"The Little Light Will Lead Us,† because my name Root comes from the Hebrew word for light. I was definitely one of the guys and I enjoyed it. Actually, there was one other funny story. In the steel industry, people used to use a lot of four-letter words. At the beginning, people would realize I was there and it would make them uncomfortable. They say, â€Å"Oops! I'm sorry. There's a lady in the room. † I remember once sitting in a room with the guy who later became the CEO.And he said something that had a four-letter word in it, and suddenly he said, â€Å"Oh, there's a lady in Gaudies -5- the room. † And he turned to me and he said, miss, and as I wa s saying to you yesterday, Root,† and he repeated it again so he actually made a point, which is kind f fun. Another time, there was a big meeting and this was clearly holding everybody up. So I looked for the right time and I used one of those four-letter words in a sentence the way they did, and that was it. They were comfortable talking again. And then we were Just working and moving forward together.I thought, if that's the language here, then that's fine. The lesson I learned was never to take it personally when somebody thought that a woman couldn't do something, whether it was a client or even a colleague at Pain. For example, once at Pain, very early on, one of the menders, one of the managers, and I were visiting a client. At one point, the founder said, â€Å"Dan, why don't you go and talk to X? Root, why don't you go and talk to-?oh! Actually, I'm not sure how he'd react to a woman. † I didn't say anything then but the next day, I knocked on his door and said , â€Å"Did you realize what you did yesterday? And he said, â€Å"No. What did I do? † I told him and then I said, â€Å"l completely understand. But if I don't get a chance, then none of us, not Pain, not you, and not l, will ever know if I can actually talk to people like that and if we can have a productive conversation. He was very thoughtful. And the next time we went together to a meeting, he gave me a chance to have an important conversation. The conversation went well and that was that. I had taken some responsibility for managing the situation. I hadn't gotten upset. And I knew that this was not personal. It was the same with clients.I'd walk in Ana teen would always assume Tanat I was ten most Junior person. I learned to use either a sense of humor or other little tricks to force them to forget that I was a woman and to Just focus on what we were doing. One time, for example, I was with he CEO of a company in the Midwest. I'd actually been on the case for a while . I was a manager. I had a brand new consultant with me, a young guy named Paul. We were sitting talking with the CEO. I would ask a question and the CEO would listen to me and then he would direct his response to Paul. It made it difficult for us to really engage in a discussion.So when the CEO went out to say something to his secretary, I told Paul, â€Å"Every time I ask a question, when I'm done, Just look at me, so the guy will get tired of looking at your ear. He'll have to look at me as well. † And, honest to God, Alfa an hour later, the guy was Just looking at me and we had a good discussion, and we continued to have good discussions after that. I never had to say a word. You can have a sense of humor. You can know that it's not personal. And you can Just find creative ways to solve the problem. But at the end of the day, the most important thing is that you deliver. That's not unlike what guys have to do.And frankly, in most cases, once people get over the fact that you're a woman and start focusing on what you're saying and what you're doing and the results that you provide, the fact that o'er a woman is completely forgotten. It's like in the steel business. After a certain point, I don't think they could even remember that at one point in time that they even thought about me being a woman versus a man. The Automotive Industry Later, I worked in the automotive industry with a major car company. We started with two little projects but quickly discovered something not related to either one of those Gaudies -6- projects.We realized there was too much complexity in the number of options for cars being offered. Basically, you could have any combination of options you wanted. So the car manufacturers were producing cars with all kinds of options, and not necessarily based on market studies of the combinations customers preferred. So there were either too many cars that people were not particularly interested in or it would take a year to get your ca r with the options you wanted. We calculated that there were about ten billion combinations of Just about every car line they had and that was, of course, absurd.That didn't make sense for suppliers, for dealers, or for manufacturers. So we came up with a program to reduce the number of combinations of cars made in the plant from ten billion to Just fourteen. If somebody wanted a special car, they could still order it but it would take longer. To reduce the number of combinations so dramatically, we went back and looked at all the cars that were purchased. From all of that data, we figured out which combinations people preferred. Our findings were pretty intuitive actually. The salespeople said the dealers would hate it.In fact, the dealers were ecstatic because too often they had cars sitting on the lot that nobody wanted. The customers liked it because we had figured out the options they tended to prefer so they weren't walking away with options they didn't really want. And of cou rse the manufacturing team loved it because you could save a hell of a lot of money by streamlining production and limiting the number of combinations you had to manufacture. Initially, neither the salespeople nor the marketing people liked it, because they really believed that customers wanted all Kolas AT pitons.From ten time AT Hoar, when you could n â€Å"any color you wanted as long as it was black,† to Sloane, where you could have absolutely anything you wanted, the industry had gone from one extreme to the other. To make a long story short, we were able to convince the marketing and sales people that this would work. And eventually we were able to come up with this program, which reduced the time to delivery from months and months to days. And throughout the entire system, from the suppliers to the manufacturers to the dealers, we ended up saving this company on the order of $9. Billion a year. This was in the late sass. I'd say the company was proud of our work and we were proud of our work. We learned some of this from Toyota and Ionians. But you learn from wherever you can. If you're really good at what you do, you learn in one industry from what somebody doing in another industry. That's one of the benefits of working on a broad set of issues in diverse industries and always bringing them into whatever you're doing. Hard Times at Pain After all of these years, I think dwelling on precisely what happened is kind of irrelevant.The fact is that the founders of Pain started to take some money out. They had some bad advice from an investment banker and they took too much money out of the company. That meant the company was burdened with a lot of debt relative to its size, with a very high interest payment going forward. The model they had used was based on the company growing at a refit of 50 percent a year. Although the company had grown at Gaudies -7- that rate in the past, it was, of course, not practical. To make a long story short, that was a n unsustainable model.The first inkling the rest of us had of the situation was when the founder fired people, which was a complete break in the unwritten social agreement that existed at Pain and Company. Because we're a consulting firm and this was an SOP, the labor department eventually made the whole transaction public. That's how the rest of us learned what, exactly, was happening. After that, we had to turn around the company without the founder. But I'll give Bill Pain credit; he was the first one to realize that he had made a mistake. He asked Mitt Rooney to come and help and then Bill Pain worked hard to try and help turn the situation around.The founders had to give back some money. We had to negotiate with banks, and so on and so forth. But it's a situation that very few service firms have ever survived. In fact, we were told by an investment bank that we were not going to survive. But we asked Mitt Rooney, who was then head of Pain Capital and had been Vice president of Pain and Company, to come back. He really helped us negotiate tit the banks and handled other issues related to the situation so that the rest of us could focus on our clients and on our people, since those were the only assets we had left.Reputation is the third asset a company like ours has, and that was shaky given the fact that the story was in the news. So the rest of us focused on clients and on our people. We worked hard too to make sure that our most important people didn't defect. Headhunters were calling every single person in the company. We also focused on our clients. Our existing clients knew what we were doing to resolve the rises so we were okay there. It was more difficult when we went to beauty contests Tort prospective new clients Ana our competitors would leave ten latest Fortune or Forbes or whatever saying what was going on at Pain.It was getting those new clients that mattered most to us. And that's what we focused on. Internally, we had a few defections. But when I think back, there was only one major defection, in terms of the key people, that I really felt bad about. So we managed to avoid mass defections. I remember one day somebody came into my office and said, â€Å"l want to talk to you about a Job offer. I was vice president, and I was a real open door, so these people felt comfortable talking to me. And I thought, in this particular case, this guy is so much better at consulting than he would be at what he was going to do, and I said that to him.He said, â€Å"Well, but I don't want to be the last one here. Everybody's talking to headhunters. Isn't that right? † I realized he was right. So I called every headhunter I was talking to and said, â€Å"Don't call me,† which was actually taking a risk. I decided to stay with Pain and Company unless things fell apart. So the next time somebody name into my office and said, â€Å"Everybody's talking to headhunters,† I was able to say in all honesty, â€Å"Well, I' m not. I'm absolutely committed to staying here. † Soon after, the first guy came back to me to tell me that he too had decided to stay at Pain after I told him I wasn't going anywhere.And I asked him to do something that was very counterintuitive. I asked him to go out and tell people that he had received a Job offer, that he had seriously considered taking it, that he had in fact said yes to the offer Gaudies -8- and that he had decided instead to stay with Pain. He said, â€Å"I can do that. You don't do those things. You don't want people to know. † I said, â€Å"What? You told me that everybody's talking about leaving, or at least talking to headhunters, but nobody talking about the fact that they have decided to stay.I think it's a pretty powerful story. † So he hesitated, and then he agreed to spread the word about his decision. That was the beginning of a reversal of what could have been a mass defection. I then became chairman, but I perceive the leaders hip of this firm as a partnership. The partnership really is what comes first when we think about our governance. I was chosen through a selection process by all of the partners. The key criteria centered on people who are very good at what we do in our business.Throughout the history of Pain and Company, our selection of leaders centers on the people here who have the most impact with clients. We wanted a chairman who would serve as a role model in that. So in our company, people in senior positions continue to work with clients and not Just to sell but also to do the real consulting work. I still have clients I work with, and it's the only way to (a) keep me interested, (b) keep me up to date on what's really going on with clients, with our company, with our team, etc. And (c) keep the consulting we do strong.If you take senior people away from the consulting, which they are good at, and shift them to doing only administrative work or selling or public speaking-?all of which we do too of course-?then their experience is not available to the clients and it's not available as mentoring to your own team. So I agreed to become chairman on the condition that I would be able to continue to work with clients. I think that sets us apart from other professional service firms. Today, all of our senior people, the ones who are the most highly regarded, continue to work tit clients and, most importantly, they want to continue to work with clients.The clients are always canalling. I en problems are always canalling. So Its Important to keep learning. This is a pretty exciting business because of that. And, in my case, I play an international role as well. I work with international Coos. And I mean I really work with them, I do not Just interact with them. It's very exciting to see how Coos think, how government and business interact in different countries, how culture affects business, etc. It's fascinating. I love the international aspect of my work. I Just sis I didn't have to travel so much for it. I don't like to travel, but I love what I do when I get there.In terms of time management, I used to say that I spend 70 percent of my time with clients. That's probably true but I probably work more than 100 percent of my time. But really you don't break it up that way. When I'm abroad, for example, I might do client work in the morning. Then I might talk to U. S. Clients in the evening or talk with my secretary about administrative issues. I meet with our people in our various offices to talk about their clients or internal issues. I might be giving a beech in Germany, for example, and then work with people from the office on the way over there.If you have a lot of energy, you can put a lot of things together. It's not a precise science. It is not even a precise art, but it is an art. You Just have to have a lot of energy and to really love what you're doing. Gaudies -9- Critical Success Factors I don't tend to think about myself much. I'm very goal oriented when I go forward. But I think a big part of what consulting does has to do with psychology and learning to really listen to what people are saying both verbally and nonverbally. Having a â€Å"True North† has also been key. It has kept us focused on strategy and results as inseparable.Strategy combined with results is very powerful. Strategy without results is meaningless, and results without strategic thinking may not be very productive or useful. So combining almost everything we do with strategic thinking and results is critical. There were times when we actually had to fight to keep that. We had a lot of discussions about it. We ended up calling it our â€Å"True North,† and today it is Just part of the language here and part of how we think about critical decisions. We'll say, â€Å"This is a real true-north question,† when we have a really difficult decision to make.We have even â€Å"resigned† from some pretty lucrative projects when we didn't believe that results were going to happen. We do it with dignity, after a lot of discussion, but those are hard things to do. For example, a large Fortune 50 company got into trouble. We were asked to come in and help them. We helped them turn around financially but we also saw they had to turn around strategically. This was one of our major clients. We were involved in almost every aspect of their business. Anyway;ay, the papers were writing about what a great turnaround they were doing, and so on and so forth.The CEO was on the cover of all kinds of magazines. But strategically, we believed that they could not be involved in the four businesses they were in-?that, eventually, they would not be able to sustain that business model. There was one business they clearly should have gotten out of, but it was part of the legacy of the CEO, and he didn't want to get out of it. We did all of the analysis and all of the people in the organization agreed with us. But we couldn't convi nce the CEO. For six months, I had discussions with him. We had data. We Ana eve n Eng. Ana teen we Salad, â€Å"Well, In Tanat case, we Delve Tanat you can't thrive.You may not even survive long-term. † We suggested that they might want to sell themselves to somebody at that point, and we identified who might be the best buyer for them. Instead of going that route, they continued on with the four businesses. We decided to tell the CEO what we thought, that not moving in a more forceful strategic way could cost him the company. Since he didn't budge, we said we would resign, although I asked him for permission to go to the board, which, to his reedit, he let us do. One of my colleagues and I went and presented our views to the board.The board was split but eventually decided to side with him, and that was that. We resigned. Less than a year later, they came back to us and said, Mimi were right, and could you please help us now. † At that point, they had no option but to sell. They would not have been prepared to sell had we not pushed for that earlier. And we might not have suggested that had we not been following our true north. We really told them what we believed and even though there were lots of other things we old have continued to work with them on-?for tens of millions of dollars-?we really decided that was not the right thing to do.When they came back to us, we helped them sell. The social issues had Gaudies -II- been resolved by then. There was less money than they could have gotten the year before, but the shareholders still did pretty well. As the CEO and SCOFF said later on, â€Å"If it weren't for your guys and your willingness to stick to what you believed, we probably would be bankrupt. † If you have a true north and a set of core values that you stick to, you will end up making decisions that have short-term costs. But I believe, at the end of the day, they will have a long-term value.It's not something you do easily. And i t feels horrendous-?first because you feel like you failed to convince a client to do something, which is what consulting is all about, and second because of the short-term costs. It's a hit to the collective pocketbook and to your own. But when you have a true north like we do, it's really what allows you to deal with internal divisions and external adversity at the end of the day, and I think we're very lucky that we have that. I think it can create a distinctiveness from your peers or your mediators, and I think that's invaluable.Changes in the Industry I think the world has come back to where it was before the e-craze. There used to be consultants who were mostly focused on IT. There are companies that are focused mostly on informational stuff. And there are companies that are focused, as a headline, on strategy. That's where we are except that we have always focused on the operations side as well as the strategy side of a business. We believe you can't do one without the other. And then there was a period during the e-craze when everybody tried to do everything. We didn't and I think it has served us well.