Case Presentation “Please Dont Let Me Die” Essay

The ethical principal showcased in this case presentation was beneficence. The nurses were not thinking beneficially of the resident in any aspect of their practice. A professional nurse would not consider leaving a floor with only three nursing assistants to care for 100 patients. The nursing assistants do not have the authority to manage a floor, the license to ensure patient care, nor do they possess the required knowledge to assess patients or delegate tasks. The institutional constraint would be the state of severe understaffing. For a facility of one hundred patients to be cared for by only three nurses significantly lowers the standard of care. According to a chart in the Journal of Scholarly Nursing (2010), Ohio standards are to have a ratio of one licensed nurse to every fifteen direct care patients in a nursing home facility (p 91). This presentation, even with the ten additional nursing assistants, was still understaffed with these standards. Although understaffed, the nurses are culpable because the patient was not thoroughly assessed. As a part of the scope and standard of nursing, an assessment would have revealed the need for a focused assessment. The focused assessment would have directed the nurses to signs and symptoms of the bowel obstruction, or led to further investigation. Provision Six is associated with the presentation in that it is essentially concentrating on ethical decision making in the workplace. Stated in Provision Six (2010), â€Å"Professional nurses make decisions that significantly affect the lives of others on a daily basis† (p.72). The nurses caring for Loren Richards should have used Provision Six in deciding when to take a break. There are several characteristics I would have changed about the presentation. Firstly, none of the nurses voiced the aversion for the short staffing. I feel strongly about this being a issue and would have mentioned something to management or the director of nursing. Secondly, the amount of professionals taking a break at the same time was exceptionally unethical. Scattering breaks throughout the shift would have been a more superior decision. Finally, pain is the fifth vital sign and when a patient is complaining, it is a nursing standard to assess. To add vomiting to his signs, and no action was taken, is complete contrary to my nursing practice. References Harrington, C., Choiniere, J., Goldmann, M., Jacobsen, F., Lloyd, L., McGregor, M., & †¦ Szebehely, M. (2012). Nursing Home Staffing Standards and Staffing Levels in Six Countries. Journal Of Nursing Scholarship, 44(1), 88-98. doi:http://dx.doi.org.proxy.library.ohiou.edu/10.1111/j.1547-5069.2011.01430.x Olson, L. (2010). Provision Six. In Guide to the Code of Ethics for Nurses (p. 72). Silver Spring , Maryland: nursesbooks.org.

Aptitude Test

Graduate Diploma in Systems Analysis Page 1 of 7 Graduate Diploma in Systems Analysis (GDipSA) Aptitude Test Sample All GDipSA applicants are required to sit for the aptitude test. This is a test to measure your aptitudes for learning and performing the job of computer programming and systems analysis. There are four parts to the test and each part will be timed separately – Diagram Ability, Reasoning, Number Ability, and English Language Ability. It is designed to test your problem-solving ability, your ability to read and understand diagrams, etc. You can’t really study for the test.It is designed to test what abilities you have, as opposed to testing what facts or information you know. Sample Questions Diagramming [30 Marks] Question 1 – 30 In this section there are a number of problems with flow charts (schematic diagrams) that illustrate the process by which each problem is solved. The solution to a problem is illustrated in its diagram by following the arro ws from cell to cell. Sample question 1: Customer purchases tickets Buy as family package? N Charge $10 Y 1 N Charge price with 20% discount 2 Y Get the number of persons in family Charge full price Problem and conditions A.A themepark has decided to charge their entrance fee by individual or family package. ? As individual, ticket will be sold at $10 per person ? As family, ticket will be sold at $8 per person B. There is also a difference in the fee based on the entry time into the park. ? Entry to theme park before noon will be charged at the full price ? Entry to theme park after noon will be charged the normal price with a 20% discount SA-DIP/ Aptitude Test Sample 2012 Graduate Diploma in Systems Analysis Page 2 of 7 Cell 1. A. Is the entry before noon? B. Is the entry after noon? C. Customer purchases individual ticketD. Customer purchases a family package E. Customer makes payment Answer: (A) Cell 2. A. Charge $10 per person B. Charge $10 with 20% discount per person C. Charg e $8 per person D. Customer makes payment E. Check the time of entry Answer: (C) Sample question 2: ADD 1 TO RESIDENCE COUNT SET RESIDENCE COUNT TO 0 HOUSEHOLD INCOME > $ 5,000 SET TYPE A COUNT TO 0 N Y 2 SET TYPE B COUNT TO 0 NUMBER OF CHILDREN > 2 N Y N Y SET TYPE C COUNT TO 0 1 HOUSING SIZE > 100 M2 4 N Y N 3 N Y Y N HOUSEHOLD INCOME > $ 3,000 N NUMBER OF CHILDREN > 4 Y Y Y ADD 1 TO TYPE A COUNT ADD 1 TO TYPE B COUNTN ADD 1 TO TYPE C COUNT 5 N IS TYPE B COUNT EQUALS 30 N IS TYPE C COUNT EQUALS 10 Y Y Y SUFFICIENT TYPE A RESIDENCES FOUND SUFFICIENT TYPE B RESIDENCES FOUND SUFFICIENT TYPE C RESIDENCES FOUND END OF PROBLEM END OF PROBLEM N END OF PROBLEM N IS RESIDENCE COUNT EQUALS 200? Y OBJECTIVE NOT MET END OF PROBLEM SA-DIP/ Aptitude Test Sample 2012 Graduate Diploma in Systems Analysis Page 3 of 7 Problem and conditions for Drawing 1 A. 200 Residences are randomly drawn from a pool of 5000 Residences. B. The objective is to get a group of residences of any Type (A, B or C) of a certain quantity. C.Acceptance Criteria for various types of residences are as follows: Variable Household Income Housing Size Number of Children Quantity Required Type A > $5,000 > 120 m2 >2 20 Type B > $4,000 > 100 m2 >1 30 Type C > $3,000 > 90 m2 >4 10 D. A residence can be classified as more than one Type. (ie a Residence could be Type A as well as Type C). However the selection criteria require the residence to be of a single type. An order of preference is therefore used to select the final type for such Residences. The order of preference is classified as follows: 1. Type A 2. Type B 3. Type CIn other words, a residence having both Type A and C will be considered having a type of Type A. Cell 1 A. Household Income > $ 5,000? B. Household Income > $ 4,000? C. Household Income > $ 3,000? D. Residence is not Type A? E. Residence is not Type B? Answer: (B) Cell 2 A. Household Income > $ 5,000? B. Household Income > $ 4,000? C. Household Income > $ 3,000? D. Housing Size > 100 m2 ? E. Housing Size > 120 m2? Answer: (E) Cell 3 A. Housing Size > 80 m2? B. Housing Size > 90 m2? C. Housing Size > 100 m2? D. Household Income > $ 3,000? E. Household Income > $ 4,000?Answer: (B) SA-DIP/ Aptitude Test Sample 2012 Graduate Diploma in Systems Analysis Page 4 of 7 Cell 4 A. Number of Children > 1? B. Number of Children equals 1? C. Number of Children > 2? D. Number of Children equals 2? E. Number of Children > 3? Answer: (A) Cell 5 A. Is Type A Count equals 10? B. Is Type B Count equals 20? C. Is Type C Count equals 30? D. Is Type A Count equals 20? E. Is Type B Count equals 30? Answer: (D) Reasoning [30 Marks] Question 31- 60 This is a test of your ability to reason and to express problems in a simple form using conventional mathematical symbols.The items in the test require you to read a problem and formulate an answer for it. Sample question 1: A new homeowner ordered an air-conditioning system which costs A dollars, six wardrobes which cost W dollars a piece, and a dozen beds which cost B dollars each. The total cost of the order is A. A + W + B B. AB + 6W C. A + 6W + 12B D. A + (W + B) / 2 E. A + (2W +B)6 Answer: (C) Sample question 2: S dollars are divided amongst 3 persons, so that the first person receives $20 less than the second person, and the second person receives $20 less than the third person. What does the last person receive? A. S – 60 B.S- 40 C. S/3 -20 D. S/3 +20 E. None of the above Answer: (D) SA-DIP/ Aptitude Test Sample 2012 Graduate Diploma in Systems Analysis Page 5 of 7 Sample question 3: When a shipment of eggs was received, it was found that R eggs out of the total of P eggs were broken. Which of the following expressions indicates the percent of the eggs that were unbroken? A. R*100 / P B. P / R C. P/R *100 D. (P-R)*100 / P E. P + R Answer: (D) Sample question 4: In a box containing Z pens, S pens contain red lead and the rest contain blue lead. Which of the following expressions indicates the percent of the pe n containing blue lead? A. 100 (Z – S)] / Z B. 100 – (Z / S ) C. S / (Z – S) D. (Z – S) / (Z + S) E. 100S / (Z – S) Answer: (A) Number Ability [20 Marks] Question 61- 80 This test measures your ability to make rapid numerical calculations and estimates. Sample question 1: 123. 4 ? 1/10 (approximate) A. 1. 2 B. 12 C. 120 D. 1200 E. 12000 Answer: (D) Sample question 2: 40% of 645 (approximate) A. 230 B. 260 C. 25 D. 269 E. 250 Answer: (B) Sample question 3: 13. 5 + 49. 4 – 35. 2 A. 72. 20 B. 27. 70 C. 37. 20 D. 17. 40 E. 2. 77 Answer: (B) Sample question 4: 4/7 x 3. 90 A. 0. 222 SA-DIP/ Aptitude Test Sample 2012 Graduate Diploma in Systems AnalysisPage 6 of 7 B. 22. 22 C. 2. 228 D. 222. 2 E. 2. 222 Answer: (C) Sample question 5: (36/9 + 16) / (5 x 5 – 20) A. 40 B. 0. 4 C. 0. 44 D. 44 E. 4 Answer: (E) English Language Ability [20 marks] Question 81 – 100 Read the following passage and answer the questions below. Oct 9, 2009 JewelF est still dazzles WITH recent signs that the economy is picking up, fair organisers and exhibitors are optimistic about sales at their events starting this weekend. The organiser of the seventh JewelFest, which opens today and runs until Oct 18, expects to see sales increase from last year's $10 million to $12 million this year.Some 36 exhibitors will showcase $120 million worth of gems at Ngee Ann City Civic Plaza, up from 33 exhibitors and $100 million worth of gems last year. A four-day car exhibition, the inaugural Asia AutoSalon 2009, opened yesterday at Singapore Expo. About 50,000 visitors are expected at the event, with sales of at least $1 million. It features more than 100 models from more than 50 exhibitors. Both organisers cited the improved economy as the reason for their bullish outlook. . — MY PAPER Sample question 1: â€Å"optimistic about sales† shows that A. the organisers and exhibitors have lack of confidenceB. the organisers and exhibitors are by n ature a group of cheerful people C. the organisers and exhibitors are full of confidence D. the organisers and exhibitors are expecting less people to the exhibitions E. the organisers and exhibitors are unhappy with their sales Answer: (C) Sample question 2: â€Å"cited the improved economy as the reason for their bullish outlook† can be best replaced by A. explained that their bullish outlook is due to the improved economy B. felt that their bullish outook is the reason for the improved economy C. indicated that the improved outlook is due to the good economy D. greed that good economy contributes to their bullish outlook E. presented that the economy has improved and that their outlook is bullish Answer: (A) SA-DIP/ Aptitude Test Sample 2012 Graduate Diploma in Systems Analysis Page 7 of 7 Sample question 3: â€Å"up from 33 exhibitors and $100 million worth of gems last year† implies that A. last year there were more exhibitors than this year B. last year there wer e less exhibitors than this year C. last year there were more sales than this year D. last year there were more customers than this year E. last year there were more gems than this year Answer: (B) SA-DIP/ Aptitude Test Sample 2012 Aptitude Test Graduate Diploma in Systems Analysis Page 1 of 7 Graduate Diploma in Systems Analysis (GDipSA) Aptitude Test Sample All GDipSA applicants are required to sit for the aptitude test. This is a test to measure your aptitudes for learning and performing the job of computer programming and systems analysis. There are four parts to the test and each part will be timed separately – Diagram Ability, Reasoning, Number Ability, and English Language Ability. It is designed to test your problem-solving ability, your ability to read and understand diagrams, etc. You can’t really study for the test.It is designed to test what abilities you have, as opposed to testing what facts or information you know. Sample Questions Diagramming [30 Marks] Question 1 – 30 In this section there are a number of problems with flow charts (schematic diagrams) that illustrate the process by which each problem is solved. The solution to a problem is illustrated in its diagram by following the arro ws from cell to cell. Sample question 1: Customer purchases tickets Buy as family package? N Charge $10 Y 1 N Charge price with 20% discount 2 Y Get the number of persons in family Charge full price Problem and conditions A.A themepark has decided to charge their entrance fee by individual or family package. ? As individual, ticket will be sold at $10 per person ? As family, ticket will be sold at $8 per person B. There is also a difference in the fee based on the entry time into the park. ? Entry to theme park before noon will be charged at the full price ? Entry to theme park after noon will be charged the normal price with a 20% discount SA-DIP/ Aptitude Test Sample 2012 Graduate Diploma in Systems Analysis Page 2 of 7 Cell 1. A. Is the entry before noon? B. Is the entry after noon? C. Customer purchases individual ticketD. Customer purchases a family package E. Customer makes payment Answer: (A) Cell 2. A. Charge $10 per person B. Charge $10 with 20% discount per person C. Charg e $8 per person D. Customer makes payment E. Check the time of entry Answer: (C) Sample question 2: ADD 1 TO RESIDENCE COUNT SET RESIDENCE COUNT TO 0 HOUSEHOLD INCOME > $ 5,000 SET TYPE A COUNT TO 0 N Y 2 SET TYPE B COUNT TO 0 NUMBER OF CHILDREN > 2 N Y N Y SET TYPE C COUNT TO 0 1 HOUSING SIZE > 100 M2 4 N Y N 3 N Y Y N HOUSEHOLD INCOME > $ 3,000 N NUMBER OF CHILDREN > 4 Y Y Y ADD 1 TO TYPE A COUNT ADD 1 TO TYPE B COUNTN ADD 1 TO TYPE C COUNT 5 N IS TYPE B COUNT EQUALS 30 N IS TYPE C COUNT EQUALS 10 Y Y Y SUFFICIENT TYPE A RESIDENCES FOUND SUFFICIENT TYPE B RESIDENCES FOUND SUFFICIENT TYPE C RESIDENCES FOUND END OF PROBLEM END OF PROBLEM N END OF PROBLEM N IS RESIDENCE COUNT EQUALS 200? Y OBJECTIVE NOT MET END OF PROBLEM SA-DIP/ Aptitude Test Sample 2012 Graduate Diploma in Systems Analysis Page 3 of 7 Problem and conditions for Drawing 1 A. 200 Residences are randomly drawn from a pool of 5000 Residences. B. The objective is to get a group of residences of any Type (A, B or C) of a certain quantity. C.Acceptance Criteria for various types of residences are as follows: Variable Household Income Housing Size Number of Children Quantity Required Type A > $5,000 > 120 m2 >2 20 Type B > $4,000 > 100 m2 >1 30 Type C > $3,000 > 90 m2 >4 10 D. A residence can be classified as more than one Type. (ie a Residence could be Type A as well as Type C). However the selection criteria require the residence to be of a single type. An order of preference is therefore used to select the final type for such Residences. The order of preference is classified as follows: 1. Type A 2. Type B 3. Type CIn other words, a residence having both Type A and C will be considered having a type of Type A. Cell 1 A. Household Income > $ 5,000? B. Household Income > $ 4,000? C. Household Income > $ 3,000? D. Residence is not Type A? E. Residence is not Type B? Answer: (B) Cell 2 A. Household Income > $ 5,000? B. Household Income > $ 4,000? C. Household Income > $ 3,000? D. Housing Size > 100 m2 ? E. Housing Size > 120 m2? Answer: (E) Cell 3 A. Housing Size > 80 m2? B. Housing Size > 90 m2? C. Housing Size > 100 m2? D. Household Income > $ 3,000? E. Household Income > $ 4,000?Answer: (B) SA-DIP/ Aptitude Test Sample 2012 Graduate Diploma in Systems Analysis Page 4 of 7 Cell 4 A. Number of Children > 1? B. Number of Children equals 1? C. Number of Children > 2? D. Number of Children equals 2? E. Number of Children > 3? Answer: (A) Cell 5 A. Is Type A Count equals 10? B. Is Type B Count equals 20? C. Is Type C Count equals 30? D. Is Type A Count equals 20? E. Is Type B Count equals 30? Answer: (D) Reasoning [30 Marks] Question 31- 60 This is a test of your ability to reason and to express problems in a simple form using conventional mathematical symbols.The items in the test require you to read a problem and formulate an answer for it. Sample question 1: A new homeowner ordered an air-conditioning system which costs A dollars, six wardrobes which cost W dollars a piece, and a dozen beds which cost B dollars each. The total cost of the order is A. A + W + B B. AB + 6W C. A + 6W + 12B D. A + (W + B) / 2 E. A + (2W +B)6 Answer: (C) Sample question 2: S dollars are divided amongst 3 persons, so that the first person receives $20 less than the second person, and the second person receives $20 less than the third person. What does the last person receive? A. S – 60 B.S- 40 C. S/3 -20 D. S/3 +20 E. None of the above Answer: (D) SA-DIP/ Aptitude Test Sample 2012 Graduate Diploma in Systems Analysis Page 5 of 7 Sample question 3: When a shipment of eggs was received, it was found that R eggs out of the total of P eggs were broken. Which of the following expressions indicates the percent of the eggs that were unbroken? A. R*100 / P B. P / R C. P/R *100 D. (P-R)*100 / P E. P + R Answer: (D) Sample question 4: In a box containing Z pens, S pens contain red lead and the rest contain blue lead. Which of the following expressions indicates the percent of the pe n containing blue lead? A. 100 (Z – S)] / Z B. 100 – (Z / S ) C. S / (Z – S) D. (Z – S) / (Z + S) E. 100S / (Z – S) Answer: (A) Number Ability [20 Marks] Question 61- 80 This test measures your ability to make rapid numerical calculations and estimates. Sample question 1: 123. 4 ? 1/10 (approximate) A. 1. 2 B. 12 C. 120 D. 1200 E. 12000 Answer: (D) Sample question 2: 40% of 645 (approximate) A. 230 B. 260 C. 25 D. 269 E. 250 Answer: (B) Sample question 3: 13. 5 + 49. 4 – 35. 2 A. 72. 20 B. 27. 70 C. 37. 20 D. 17. 40 E. 2. 77 Answer: (B) Sample question 4: 4/7 x 3. 90 A. 0. 222 SA-DIP/ Aptitude Test Sample 2012 Graduate Diploma in Systems AnalysisPage 6 of 7 B. 22. 22 C. 2. 228 D. 222. 2 E. 2. 222 Answer: (C) Sample question 5: (36/9 + 16) / (5 x 5 – 20) A. 40 B. 0. 4 C. 0. 44 D. 44 E. 4 Answer: (E) English Language Ability [20 marks] Question 81 – 100 Read the following passage and answer the questions below. Oct 9, 2009 JewelF est still dazzles WITH recent signs that the economy is picking up, fair organisers and exhibitors are optimistic about sales at their events starting this weekend. The organiser of the seventh JewelFest, which opens today and runs until Oct 18, expects to see sales increase from last year's $10 million to $12 million this year.Some 36 exhibitors will showcase $120 million worth of gems at Ngee Ann City Civic Plaza, up from 33 exhibitors and $100 million worth of gems last year. A four-day car exhibition, the inaugural Asia AutoSalon 2009, opened yesterday at Singapore Expo. About 50,000 visitors are expected at the event, with sales of at least $1 million. It features more than 100 models from more than 50 exhibitors. Both organisers cited the improved economy as the reason for their bullish outlook. . — MY PAPER Sample question 1: â€Å"optimistic about sales† shows that A. the organisers and exhibitors have lack of confidenceB. the organisers and exhibitors are by n ature a group of cheerful people C. the organisers and exhibitors are full of confidence D. the organisers and exhibitors are expecting less people to the exhibitions E. the organisers and exhibitors are unhappy with their sales Answer: (C) Sample question 2: â€Å"cited the improved economy as the reason for their bullish outlook† can be best replaced by A. explained that their bullish outlook is due to the improved economy B. felt that their bullish outook is the reason for the improved economy C. indicated that the improved outlook is due to the good economy D. greed that good economy contributes to their bullish outlook E. presented that the economy has improved and that their outlook is bullish Answer: (A) SA-DIP/ Aptitude Test Sample 2012 Graduate Diploma in Systems Analysis Page 7 of 7 Sample question 3: â€Å"up from 33 exhibitors and $100 million worth of gems last year† implies that A. last year there were more exhibitors than this year B. last year there wer e less exhibitors than this year C. last year there were more sales than this year D. last year there were more customers than this year E. last year there were more gems than this year Answer: (B) SA-DIP/ Aptitude Test Sample 2012

Comparison of Dutch Economy and German Econmy in Last 30 Years

Comparison of Economic Growth between The Netherlands and Germany (1978-2009) Introduction About 16 years ago, when European Community became European Union(hereinafter to be referred as EU) , the Netherlands and Germany, as two founding members of the EU, have been played an important role in European and world's economy. When talked about Dutch economy, East indies company must be a start. As the first company in the world, it helped the Netherlands to be the leader of world's economy seventeenth century and to build Dutch entrepreneurship. The capital city of the Netherlands, Amsterdam, use to be the financial and business centre of the world. Later, Dutch economy has seen by many declined for a while. But, since 1980s, dutch government has reduced intervention, dutch economy become more prosperous and open again. To the east of the Netherlands, Germany stands in the central europe, as the largest national economy in Europe, ranked fourth by nominal GDP and fifth by GDP (PPP) in the world in 2008. After the industrialization, this country has become a driver and innovator in global economy. Especially when west and east Germany unified in 1990, the country's economy went out from the recession after second war's big hit. Compared these two countries' economic development, there are a lot similarities and differences due to its close position in Europe continent, culture background, and even history. This paper is organized as follow. Section 2 introduces briefly the concepts of economic growth and the key concepts in measuring economic development, section 3 explains how rule of law effect economic development in the Netherlands and Germany, section 4 presents the relationship between income distribution and economic development, section 5 describes cultural influence on economic development, section 6 consists of examples of successful entrepreneurship in the Netherlands and Germany, section 6 deals with the technology factor in economy in the two countries. Section 8 comprises comparison and conclusion. Section 1 1. 1 To start with the comparison,we need to define what economic growth is and the key concepts of economic development. At first, the economic growth we are going to study is long-run economic growth. Long-run economic growth is the growth of what an economy is able to produce given its labour force, knowledge, technology, tools, machines, land. It is not about the growth of what an economy actually produces, that type of economic growth is short-run economic growth. Economic growth implies increases in per-capita real gross domestic product (GDP), namely widening of the production scale in a country as a whole, or more efficient use of its economic resources to produce goods and services(Kibritcioglu, 2001). Real GDP is the value of final goods and services produced in a given year when valued at constant prices. It is the best measure of total production and the increase in real GDP is used to measure economic growth, as by comparing the value of the goods and services produced at constant prices we can measure the change in the quantity of production (Parkin, 2008, pp. 91). 1. 2 figures in the Netherlands and Germany Figure 1: GDP growth in percentage in the Netherlands and Germany(1978-2007) [pic] Source: WDI(world development indicators) online 2007, the World Bank Group Figure 2: GDP growth per capita in percentage in the Netherlands and Germany(1978- 2007) [pic] Source: WDI(world development indicators) online 2007, the World Bank Group Fi gure 1 and figure 2 show the annual GDP growth and GDP per capita growth in percentage in the Netherlands and Germany from 1978 to 2007. As in figure 1 and figure 2, from 1978 to 1982, the Netherlands and Germany both suffered an economics recession, with the annual GDP growth in percentage declining from 2. 33% in 1978 to -1. 21% in 1982 in the Netherlands and 3. 01% in 1978 to -0. 39% in 1982 in Germany. Then the Netherlands and Germany both experienced fluctuations in GDP growth. Especially in 1990, the Netherlands had a sharp rise from -1. 21% in 1990 to 4. 42% in 1989 and Germany experienced a sharp increase in 1990 from -0. 39% to 5. 26%, which is the highest growth rate for Germany in last 30 year. Afterwards, it shows a different trend between the Netherlands and Germany. The GDP growth declined to 1. 26% in 1993 and raised again till 4. 68% in 1999, while German GDP growth declined to 2. 01% in 1999 steadily. In the next 10 years, Dutch growth rate decreased till 0. 08% again as the lowest rate and then the rate slowly went up and became steady in recent years. Germany also showed the same pattern but the rate is lower than the Netherlands in general. Though the figures, we can see the Netherlands and Germany have a lot common in GDP growth rate and GDP per capita growth rate. Economy in these two countries are likely to be steady. Only in some year like 1982, 1990, 1993, 1999, 2002, it showed a sharp rise or decline. So, what happened in these remarkable years? What caused the difference in growth rate between the Netherlands and Germany? In the following sections we will discuss four key concepts related to economic growth in order to see through these problems. Section 2 2. 1 Economic freedom Economic theory indicates that economic freedom affects incentives, productive effort, and the effectiveness of resource use(de Haan,2000). We start with definition of the economic freedom:â€Å"Individuals have economic freedom when (a) property they acquire without the use of force, fraud, or theft is protected from physical invasions by others, and (b) they are free to use, exchange, or give their property to another as long as their actions do not violate the identical rights of others†(Gwartney et al. , 1996). Moreover, the key indicators of economic freedom are personal choice, voluntary exchange coordinated by markets, freedom to enter and compete in markets, and protection of persons and their property from aggression by others (Robert, 2006). In this paper, we use the indicators of the Fraser Institute. Gwartney et al. (1996) choose 17 measures and rate a high number of countries on each of these measures on a scale of 0–10, in which zero means that a country is completely unfree and 10 means it is completely free. The measures are in four broad areas: Money and inflation; Government operations and regulations; ‘Takings’’ and discriminatory taxation; and International exchange(de Haan,2000). 2. 2 Figures analysis Figure 3: level and ranking of economic freedom of the Netherlands(1970-2006) [pic]Source: freetheworld. om 2008, The Fraser Institute Figure 4: level and ranking of economic freedom of Germany(1970-2006) [pic] Source: freetheworld. com 2008, The Fraser Institute Though these two figures, we can see the Netherlands and Germany had the same pattern during last 30 years and they both got a high rate, which means they were both free to a large extent in economy. After 1980, the rate in the Netherlands was a little higher than the rate in Germany, but both are very stable. Compared with the rest of the world, the economy in the Netherlands and Germany are comparatively free. . 3 Results After we look though the GDP growth rate and economic freedom rate, we found there is a relationship between those two figures. More economic freedom fosters economic growth, but that the level of freedom is not related to growth. In other words, our findings suggest that more economic freedom will bring countries more quickly to their steady state level of economic growthif they are below that level. , but that the level of steady state growth is not affected by the level of economic freedom(de Haan and Sturm, 1994). And always the countries with more economic freedom can achieve higher levels of GDP per capital and grow faster (Lawson & Moor Chair, 2006). So we can say high economic freedom rate do contribute to high GDP growth rate, and steady economic freedom also has a positive effect on economic growth. Section 3(income distribution) 3. 1 income distribution Section 4 (Culture) 4. 1 Culture As Hofstede said the world is full of confrontations between people, groups, and nations who think, feel, and act differently. At the same time, these people, groups, and nations, are exposed to common problems that demand cooperation for their solution(2004, p2). Those confrontations and cooperation are called culture. Using the Hofstede's â€Å"Onion† model to depicts four cultural concepts: symbols represent the most superficial and values the deepest manifestations of culture, with heroes and rituals in between(2004, p6). Economic development will not stop at national borders. Globalization also require us to deal with culture differences and all the countries should work more closely than ever. 4. 2 Dimensions of Culture Five dimensions were frequently used to measure culture difference: power distance(PDI), the extent to which the less powerful members of institutions and organizations within a country expect and accept that power is distributed unequally(Hofstede, 2004, p46); Individualism(IDV), pertains to societies in which the ties between individuals are loose: everyone is expected to look after himself or herself and his or her immediate family(Hofstede, 2004, p76); Masculinity(MAS): A society is called masculine when emotional gender roles are clearly distinct(Hofstede, 2004, p120); Uncertainty Avoidance(UAI), the extent to which the members of a culture feel threatened by ambiguous or unknown situations(Hofstede, 2004, p167); Long-term Orientation(LTO), the fostering of virtues oriented toward future rewards, in particular, perseverance and thrift(Hofstede, 2004, p210). Following is the index scores of Germany and the Netherlands, compared with the World's average. Figure 5: Culture dimensio ns' index scores of Germany(1967-2001) [pic] Note: The Germany's Index Scores:PDI=35, IDV=67,MAS=66,UAI=65,LTO=31 Sources: from IBM data base(1967-2001),except LTO from original Chinese Value Survey database(2005) Figure 6: Culture dimensions' index scores of the Netherlands(1967-2001) [pic] Note: The Netherlands' Index Scores:PDI=38, IDV=80,MAS=14,UAI=53,LTO=44 Sources: from IBM data base(1967-2001),except LTO from original Chinese Value Survey database(2005) Figure 7: Culture dimensions' average index scores of the World(1967-2001) [pic] Note: The world' Average Index Scores:PDI=55, IDV=43,MAS=50,UAI=64,LTO=45 Sources: from IBM data base(1967-2001), except LTO from original Chinese Value Survey database(2005). According to the figures above, we can see PDI in these two countries are lower than average,which means people in these two countries are more equally treated than the rest of the world. For IDV index, the Netherlands and Germany are both societies with more individualistic attitudes, people there are more self-reliant and look after themselves or their close family members, also, individual pride and respect are more highly held values than world's average. When talked about uncertainty avoidance, Germany scored a little higher than the Netherlands, which shows it's a country will reduce the level of uncertainty by enhancing laws, policies and regulations to avoid unknown circumstances. In LTO, the Netherlands scores higher than Germany, which indicates its long-term oriented culture. But compared with the world's average,the Netherlands and Germany scored more or less in above four dimensions, except in Masculinity, the Netherlands got a lowest score at 14 among its dimensions which indicates a lower level of differentiation and discrimination between men and women. In Netherlands, women are treated more equally than Germany. Though every country has its own culture background,economic development will not stop at national borders. Globalization requires us to deal with culture differences and work more closely with other countries than ever. Nuclear warfare, global warming, poverty, AIDS, even recent economic recession are all good examples for global cooperation. Section5 (Entrepreneurship) Reference Kibritcioglu, A. and S. Dibooglu, ‘Long-run Economic Growth: An Interdisciplinary Approach,’ Office of Research Working Paper No. 01-0121, University of Illinois 2001 (http://www. business. uiuc. edu/Working_Papers/papers/01-0121. pdf ): Parkin, M. (2008). Economics(8th ed). Boston: Pearson Education. J. De Haan and J. -E. Sturm, On the relationship between economic freedom and economic growth, European Journal of Political Economy 16(2000), pp. 215–241. Gwartney, J. , Lawson, R. , Block, W. , 1996. Economic Freedom in the World, 1975–1995. Fraser Institute,Vancouver. Cowell, F. A. , 1999, â€Å"Measurement of Inequality† in Atkinson, A. B. and F. Bourguignon (eds) Handbook of Income Distribution, North Holland, Amsterdam. Hofstede, G. (2004) Cultures and Organizations: Software of the Mind. New York: McGraw-Hill International. Wealth, Culture, and Corruption Bryan W. Husted and Instituto Tecnologico y de Estudios Journal of International Business Studies, Vol. 30, No. 2 (2nd Qtr. , 1999), pp. 339-359 http://www. jstor. org/stable/155316

Assignment 3 Example | Topics and Well Written Essays - 750 words - 3

3 - Assignment Example Workers at the firm lack adequate knowledge to operate existing system. The available system takes time to update hence the limited labor supply would tend to ignore the protocol and use outdated data in analyzing the market. The other constraint relates to costs. This is caused by the firm’s inability to schedule and utilize their line of production. The external constraint relates to demand in that the firm’s complex system makes it impossible to anticipate demand and hence distracting production (Upton & Singh, 2007). The firm encountered major challenges due to these constraints. Sunsweet Growers was unable to meet the market demand. The available labor supply become rigid hence was unable to change with changing demand. There existed increased cost in inventory and production due to poor planning. The firm was unable to control administrative cost and outdated excel systems had a negative effect on the operation of the firm. The firm was forced to seek a third party in order to procure a new system to enable better operations. The system had high initial cost to the company as employees where retrained and cost of purchase was high. The firm also was forced to operate beyond its normal capacity (Upton & Singh, 2007). The constraint had an impact on the normal operation of the firms. The firm had to incur extra cost on inventory and production. Due to their inability to anticipate demand, the firm had to hire more workers to increase their demand. The seasonal demand associated with the firm’s line of production takes a toll during low season and the firm is then forced to disrupt production. The practice poses a major threat to the very existence of the firm. The firm risks incurring more cost both administrative and operational. Increased cost of production would mean the prices of their products are increased in order to match the cost. Customers would shy off the products and seek other

Midterm exam hispanic peopel in US society Essay

Midterm exam hispanic peopel in US society - Essay Example It was in 1492 that Muslim rule was finally extinguished to its very last remnant in Granada (Ralph, 2008) at the peak of the Reconquista. It is clearly out of the direct influence of Judaism, Islamic and Christian rule from ancient times, that most of Spain’s present religion and language, and laws are based. Spanish Jews were a prosperous community under Christian and Muslim rule in Spain before most of them were killed or expelled in 1492 in the process of forced conversion. This coincided with Christopher Columbus’ return from his exploration voyage to America. As Roman Catholicism took ground in the 1400s and 1500s, most Jews and Muslims were expelled from empire. From this time through to the 16th and 17tth centuries saw Hispania develop into a global empire, and emerging as a world power until wars and other problems rocked it to a point that its status as a powerful empire diminished according to Ralph (2008). In the early 19th century, French invaded Spain which triggered insurmountable chaos that finally resulted in independence movements that tore most of the empire apart leaving it unstable politically. Yet again, the country suffered during the 20th century, a devastating civil war which led to several years of economic and political stagnation mainly as a result of dictatorial leadership. Spain and the United States have in many instances acted in opposition to each other. Some of these instances include the Spanish-American war of 1898, Spanish American Wars of Independence, World War One, World War Two, and during the indigenous struggles for self rule of the Philippine Islands, Guam, Puerto Rico and Cuba. Spain which was initially ruled by powerful Monarchs enjoyed great wealth as the empire initially grew during the era of discovery exploration and colonization. American Hispanics believe their history can be traced to Cuba, Spain, Mexico, Puerto Rico and other Latin American countries where Spanish speaking people exist. In fact,

Journal entry #7 Essay Example | Topics and Well Written Essays - 250 words

Journal entry #7 - Essay Example experience as a previous ESL student, the responses were gathered and evaluated addressing the specific research question, to wit: â€Å"On their own, outside of the structure of ESL classes, to what degree do International students use technology to practice English language and communication skills?† (KasapoÄŸlu-Akyol, 2010, p. 231). The findings revealed that all students relayed manifesting problems in at least one language skill from the identified speaking, writing, reading or listening skills. Further, all those interviewed confirmed that they used diverse technological tools such as software programs through the Internet, their laptops, digital cameras to record lip movements, and electronic dictionaries, among others. Finally, when asked how technology assisted them in improving language and communication skills, the participants responded that these tools facilitated learning enabling them to save time and effort and providing opportunities for practicing and learn ing in a more conducive and interesting environment. The article is useful for educators of ESL students in terms of enhancing awareness on the crucial role that technology plays in improving both communication and language skills. Through the experience of six ESL students from diverse cultural orientations, the study illumined academic practitioners in identifying which specific technological tools are instrumental in providing opportunities to practice and learn outside the classroom

Chinese Students in The United States Of America Research Paper

Chinese Students in The United States Of America - Research Paper Example These students have used available opportunities and vacancies to do further studies and get quality education in the United States of America. Other than sending students to study in the United States of America, China sends its students to study in other western countries like France, England, Australia and Canada. The numbers have greatly increased over the recent years. Accreditation of United States education programs almost everywhere in the world is the biggest reason as to why students from all nations of the world go for studies in the United States of America (Lin, 2). Chinese students are not an exemption and they view their universities not as good as those in the United States. Apart from a few universities in China like the Tsinghua University, Perking University and Fudan University whose programs can be recognized the world over; others are inferior to those in the United States of America and those in the western countries. This makes Chinese students flock the Unite d States of America in search of universities that will offer them the opportunity to study in better universities (Bartlett and Fischer, 1). The economic growth of China has seen a rise in the numbers of parents who can afford the expensive studies in the United States of America. Those parents who value education and belong to the wealthy class send their children to study abroad. The United States of America’s education system is seen as prestigious and hence some more parents send their children not only to study in the US, but also as a way of showing prestige. According to Chen Yafeng an Ambow Education operation director in a Chinese consultancy firm involved in preparation of students willing to study abroad, while Chinese student doing studies abroad relied on scholarship in the past, there was a rise in the number of students paying their full tuition to about 60 percent (Spak, 1). As mentioned earlier, lack of many good universities in China is a major contributor of students from the country to going to the United States in search of good universities that could offer them courses that they want. Universities in China cannot accommodate all the high school graduates and hence a bigger number of those locked out of the universities are forced to look for alternatives. While most of them go to study in colleges to achieve diplomas, others feel that Chinese diplomas will lock them out while looking for jobs. They also feel that a diploma is not a good qualification as a degree and hence opt to going to foreign countries to study. This group of students forms a large potion in many universities in the United States of America (Lin, 2). Other Students from China have also gone to study in the United States in search of a more flexible and accommodative programs that allows innovation and creativity. Chinese students like Ariel Lai who studies at the University of Southern California observed that studies abroad allowed someone to learn many pract ical things, which included topics relating to life after school, something she believed that Chinese universities could not offer. One Chinese female student (Zhen Ye) doing studies in the United States of America observed that though there are various Majors for Chinese students in China to choose from, the universities offered low flexibility more so after one started school. She also observed that she could not choose the course to do since the courses was predesigned

Is Clausewitz's unfinished work On War still worth reading and Essay

Is Clausewitz's unfinished work On War still worth reading and studying in the 21st century - Essay Example Military generals and war diplomats of modern period continue to depend on Clausewitz for better war strategies. This paper takes a brief look at his famous book, On War, translated by J.J.Graham. Clausewitz, could not complete his book during his lifetime. Whatever is left behind by him in the form of On War has been sufficient for the future war scholars and military officers to understand war as a subject of study. The fact that the book was written before the modern war- weapons were invented, and that the book is interesting even in this nuclear age itself speak volumes about the greatness of the work. The book is not altogether without criticism or negative qualities, but its acceptance as a source for the war specialists is stronger than its negative aspects. It is being taught in the military schools and many debates and critical analyses based on the book have continued to take place. On War is divided into eight sections, with each section having several chapters. A wide ranging topics related to war are defined and discussed by the writer with apt examples from history. It is very difficult to give here the exact content of the book in the condensed form due to the enormity of the various aspects of war dealt by Clausewitz. At the same time, any discussion of a topic like war demands that all its aspects are taken into consideration. Hence, the attempt here is to embrace as many facts given by the author as possible. Book I, chapter 1, gives clear a definition of war. According to Clausewitz, â€Å" war is nothing but a duel on an extensive scale†(Clausewitz, 1873). He says that it is an act of violence. This is a clear confession. He stresses that in war there is no sprit of benevolence or any kind of moderation . After rejecting such absurd views, he goes on to highlight that, even in a civilized society, passionate hatred of each other is the basic instinct for waging war. It is not an

The US Airline Industry Essay Example | Topics and Well Written Essays - 1750 words

The US Airline Industry - Essay Example This would include a political, legal, and economic perspective. Porter Five Forces Model and four Ps of marketing would also be used. Discussion Four Ps of Marketing Product/Service The service provided by the airline industry is of air travel. However, over the years, the scope of the service provided by the airline has widened and now it is only about air travel or the core service but it about the augmented service as well. These include food, internet, TV, comfortable seats, business-class travel experience, and other benefits. Consider the example of JetBlue, which has emerged as a serious player in the industry in almost 12 years. The airline is following the same business model of low cost as introduced by Southwest and followed by Frontier Airlines, Horizon Airlines, Air Tran and others. However, JetBlue has been doing one thing different, which is that, unlike other low cost players, it has extended its augmented product to include many other amenities, which has attracted thousands of customers to JetBlue (Vasigh et al., 2008, pp. 105-106). Promotion As mentioned earlier, airline industry also faces a seasonal demand pattern where there are more passengers during the vacations and holidays to specific destinations, therefore, airlines engage in aggressive promotional activities in order to ensure that they capture the most share of the pie. Furthermore, slowing growth, saturating market and high fixed also force the airline industry to engage in active and aggressive advertising. This is also the reason why that sales promotion is common within the airline industry in an attempt to attract customers (Belobaba et al., 2009, pp. 52-54). Direct marketing and personal... The airline industry is at the heart of US economy because of the direct and indirect GDP and employment it generates. The essay explores application of international business theories on the US airline industry. Although the core service is of air travel, the augmented service that includes secondary benefits such as food, entertainment, comfort and other have been in the spotlight lately. US airline industry actively uses dynamic pricing to ensure that it could squeeze maximum possible revenue from the customer, which they are willing to pay. The promotional mix used by the industry includes advertising, public relations and active sales promotion. Agents also engage personal selling and direct marketing to the big clients as well. In light of the Porter Five Forces Model, it appears that the US airline industry faces heightened competitive pressures with increasing bargaining power of customers, threat of substitutes and supplier power. The macroenvironmental analysis reveals that the airline industry will continue to face political legal pressures because of its economic and security importance. Although, if the current wave of mergers and acquisitions continue for a while then it highly likely that it would decrease the competition, rationalize pricing and remove the excess capacity. Nevertheless, smart players are more likely to come with the right marketing mix and positioning strategy and would leverage their strategic positioning to make profits as Southwest airlines has been doing for the past many years.

Southwest Airlines Strategy Essay Example | Topics and Well Written Essays - 1500 words - 4

Southwest Airlines Strategy - Essay Example Under the circumstances, the case is primarily concerned with how SWA manages to keep its HR strategy in synchronization with the business strategy of maintaining the fastest turnaround when the external pressures change. Â  Southwest Airlines has fought challenges since its inception and it exists despite the regulated and protected markets (Pfeffer, 2005). Initially, competitors tried to ensure that SWA was not allowed to fly at all but since this effort failed, there were restrictions imposed on SWA to fly out of Dallas-Fort Worth international airport. SWA was restricted to fly out of the newly-constructed Love Field. They were allowed only short-haul, point-to-point flights to close-in airports. SWA was not a member of any of the big computerized reservation systems, used no unique process technology, and was essentially a low-cost no-frills airline. Despite all these constraints and restrictions, the airline attained success which is primarily due to its highly motivated and productive workforce. They have fewer employees per aircraft, fly fewer passengers per employee and have more available seat miles per employee. Because of the highly motivated workforce, its turnaround time is much less c ompared to competitors which also enhances its productivity in terms of equipment utilization. SWA has achieved the Triple Crown (best on-time performance, fewest lost bags, and fewest passenger complaints—in the same month) nine time, which is a rare feat.

Mao zedong's legacy Essay Example | Topics and Well Written Essays - 1250 words

Mao zedong's legacy - Essay Example Some of the negative roles played by Mao Zedong include the launching of the cultural revolution where millions of people were forcefully made to do manual labor, which in return resulted to execution of tens of thousands Culture Revolution2. To date, people all over the world still visit Tiananmen Square, the burial place of Mao Zedong in order to pay homage to one person that even in his death still revere him. The essay will relay information about Mao Zedong and the reason why decades after his death, his name is still as powerful as ever. Mao Zedong, commonly known as Chairman Mao, was one of the most influential thinkers ever to rule China. Chairman Mao is known for his contribution in a number of factors especially in the republic of china. Apart from being the founder of People’s Republic of China (PRC), Mao is also the man behind numerous developments and achievements in China such improving China’s economy from agrarian to industrial level3. In China, Mao helped improve the level of education and it is through him that the republic of China is known to produce some of the most brilliant brains in the world. Apart from improving china’s education standard, Chairman Mao oversaw gender equality in China by ensuring that Chinese women had equal opportunities in any field such as education, employment and politics4. It was also during Mao Zedong’s reign that china experienced one of the highest population growth from 550 to 900 million. Although Mao Zedong’s good reputation is recognized all over the world, Mao’s legacy is also despised by a many people. This is because of the role he played during the Cultural Revolution that lasted for 10 years resulting to massive loss of lives. One of the reasons behind Mao’s initiation of the revolution program was in a move to eliminate counter-revolutionary in china, a process that took ten years5. The revolution resulted to massive destruction

Barabas Role in the Jew of Malta Essay Example for Free

Barabas Role in the Jew of Malta Essay Christopher Marlow was born in 1564, as William Shakespeare. This play was probably written in 1589; however, it was not actually published until 1633, after Marlowes death in 1593 when he was just 29 years old. This play was performed for many years and had a great influence on Shakespeare’s The Venice Merchant. †¢1. Summary of the play The play is set on the island of Malta in the Mediterranean Sea. Calymath (the Turkish prince) arrives to exact Maltas tribute which has been accumulated to a considerable sum. Ferneze (Maltese governor) cannot pay the tribute immediately, but he promises to pay within a month. After the Turks leave, Ferneze decides to collect the needed money from the Jews of Malta: each Jew must give up half of his fortune. Barabas complains strongly, so his full fortune is confiscated. The Jew tries to keep part of his fortune which was hided in his mansion. Having confessed falsely, Abigail was admitted in the nunnery (formerly Barabas mansion) and recovered her fathers hidden fortune. Meanwhile, the Spanish Martin Del Bosco convinces Ferneze to break Maltas agreement with Turkey, promising to write the Spanish king for military help. Del Bosco also sells Ferneze his slaves, and Barabas ends up buying the Turkish slave Ithamore at the marketplace. At the marketplace, Barabas also runs into Mathias and Lodowick. Each young man desires to see Abigail, and Barabas promises his favours to each, but at the same time, Barabas is planning their death helped by Ithamore. Broken by his father’s selfishness and the death of her lover Mathias, Abigail on her own decides to enter the nunnery once again. Barabas, afraid that Abigail will betray him, poisons all the nuns included her own daughter Abigail who is the last to die. Before this, she manages to give friar Barnardino a written confession of her fathers crimes. Barnardino in companion with the friar Jacomo get to face Barabas and insinuate they know about the Jews crimes. In response, Barabas says that he would like to repent and become a Christian. Naturally, he will donate his huge fortune to whichever monastery he enters. The two friars, being from different monasteries, fight to win Barabas favour, each hoping to benefit from the Jew’s considerable fortune. Barabas once again has set a trap; he will kill both of the friars without arousing suspicion. Ithamore knows plenty of incriminating information. Once he is seduced by the courtesan Bellamira, Ithamore begins to blackmail Barabas with threats to confess if the Jew does not send him gold. In the last scene of the fourth act, Barabas arrives at Bellamiras house in the disguise of a French musician and poisons his blackmailers. Meanwhile, the Turkish Bashaws have arrived. In response to Fernezes refusal to pay, they declare war on Malta. In the final act, Ferneze prepares to defend Malta against the Turks. Ithamore, Bellamira, and her attendant Pilia Borza enter and all play their parts in revealing Barabas crimes, but the Jews poison takes effect and they all fall dead. Barabas meanwhile has been captured, but he pretends he is dead through the effect of a drug. He finds himself left outside the city walls. The Jew betrays Malta and leads the Turks into the city. He takes position as governor but he decides to return Malta to help Ferneze to massacre the Turkish forces. The Turkish troops also believed the Jews trick. But Ferneze turns the tables on Barabas at the last moment, and Barabas dies. Ferneze takes Calymath as a prisoner in order to ensure Maltas future safety. †¢2. About Barabas Barabas in the Jew of Malta is an extremely revengeful and ambitious character. He challenges the power with a great cunning. The accumulated tributes, Malta has to pay to the Turks, are more than this country can afford, that is why the governor of Malta is determined to ally to the Catholic Spain if this huge European power keep at bay to the Turks. Spain would take advantage of the sales of Turkish slaves in Malta and many other advantages in business. Malta wouldn’t have to pay the tribute to Turkey and could keep the money collected among its Jew population. This selfishness characterizes all the agreements between the Mediterranean governments. The word that designates these actions is â€Å"politics† and the Jew, Barabas, perceives this selfishness is the ruler’s main principle: â€Å"I, policie? That’s their profession, /and not simplicity as their suggest. † Besides, the rulers speak frankly about this, as we can see when Del Bosco is asked â€Å"what wind drives you in thus into Malta Rhode? And one of his Bashaws answered: â€Å"the wind that bloweth all the world besides, /desires of gold. † In this world in which each nation an d each man take care only of their own self-interest, the Jew of Malta appears at the beginning of the play as victim. Ferneze states Malta as the unique priority and states this:† to save the ruine of a multitude: /and better one want for a common good, then many perish for a private man†. But actually, their taxes on the Jews are hugely unfair. Moreover, Farneze, expect to keep the confiscated fortunes, once the alliance with Spain lets Malta to avoid the tributes that owes to the Turks. These unfair circumstances give Barabas the opportunity to create eloquent speeches against intolerance. He reproaches the Christians for using the scriptures to confirm the measures which go against the Jews: â€Å"What? Bring your scripture to confirm your wrongs? / Preach me not out of my possessions. /some Iewes are wicked, as all Christians are: / but say the tribe I descended of were all in general cast away for sinne, / shall I be tried by their transgression? / the man that dealeth righteously shall lieu: /and which of your can charge me otherwise? † The references to the bible in this extract emphasize how piteous he shows himself in this moment. Barabas is right when he calls â€Å"theft† and not â€Å"taxes† to the requisition of his wealth, and we cannot avoid feeling affected by his sad situation. The funny thing is that, as a Marlowe’s dramatic and moral strategy, in the prologue Barabas has been presented as the same Machiavelli and the Devil’s son, and Machiavelli in the prologue states this: †I count religion but a childish toy, /And hold there is no sinne but Ignorance†. At the very beginning, Barabas is shown as a unbelievable wealthy man and extremely shrewd and interested just in his own contentment. He is determined to let the Turks to invade Malta and slaughter everyone, he confesses in a soliloquy, if he would have the opportunity to get away with the situation. † I’le helpe to slay their children and their wiues, /to fire the churches, pull their houses downe. /take my goods too, and seize upon my lands. † He is completely decided to cheat on the others Jews; he also turns his back on his daughter when she abandons her loyalty to him. Later on we realize that his former speech about the sad situation of the Jews is just a theatrical trick created for the situation and refused in his soliloquies, he is a Jew because he was brought up as a Jew, but he is mainly a Maquiavelli and an immoral figure of vice. This vicious identity is clearer and clearer along the play, thus the Jew of Malta is developed more by disclosure of character than by change of personality. Barabas does not change but we progressively discover how he really is. Maybe the persecution ordered by Ferneze wakes in Barabas a desire of revenge, but he has always hated everyone and has always looked for his own benefit and survival using any means. His plan for kidnapping to her daughter and recovering his money hidden in his house, at that moment turned into a nunnery, results comprehensible and in fact Abigail shows herself decided to help him. However, when Barabas ignores Abigail happiness conspiring against her Christian lover Ludowick, just because he is the governor’s son and against Mathias, uses several strategies as the usury, extortion and persuasion which makes him an evil person even before the unfair tax of Farneze. Barabas boasts of his acts as we can read in the following line â€Å"Slew friend and enemy with my stratagems. † He considers Ithamore as one of his friends because: â€Å"why this is something: make account of me/ as of thy fellow; we are villainies both: Both circumcised, we hate Christian both† Here the dichotomy of motivation and unmotivated evil (a Samuel Tylor Coleridge’s expression) is evident in this combination of Judaism and pure evilness. Barabas’ vicious evilness is more and more present in his behaviour. Instead of sad laments, we can hear the satisfied laughter of Barabas who wants to solve skilfully all his plans. Abigail, who finds herself forgotten and rejected by her father; embraces Christian faith as she states â€Å"but I perceive there is no love on earth/ pitty in Iews, nor piety in Turkes. † As a punishment Barabas poisons every nun in the nunnery included her daughter. Barabas also cheats on the friar community taking advantage of their corruptness Barabas is a hypocrisy and disguise master, and he is surrounded by a group of thugs and courtesans that turn against him as the same time that he turns against them. His achievements in conspiracy and politics drives him to rule Malta, making agreements firstly with the Turks and then with Farneze. Brabas’ evilness is more persistent than even his own life as he lets us know: â€Å"Stand close, for here they come: why, is not this/ a kingly kinde of trade of purchase Townes/ by treachery, and sell ‘em by deceit? /Now tell me, worldlings, underneath the sunne, / If greater falsehood ever has bin doneâ€Å". Even in the moment of his death, when he is finally betrayed by Ferneze, he yearns for longing his wealth and domination and contemplating his Empire once more as we also saw in Faustus. †and had I but scap’d this stratagem, /I would have brought confusion on you all, / Damn Christians, dogges, and Turkish Infidels. † It is interesting how Marlowe gets Brabas’ huge ambition wakes in the readers a great admiration. There is no doubt that Barabas received a severe punishment when, at the end, he falls inside a caldron made by himself; he fell in his own trap and died shouting boastings and challenges. Anyway, this is an appropriate punishment for a life full of crimes. However, it is difficult to contemplate his end from an instructive and moral point of view because, Ferneze, his nemesis, is neither seen as virtuous character. Although he wants to look pious, (â€Å"No, Barabas, to staine our hands with blood / is farre from us and our profession†) he believes in his own policy, which has overcome Barabas evilness. He defeats Barabas by betraying him and then attributes his victory to God. This is an act typical of Maquiavelli’s disciple, who assigns the highest value to the State survival and uses religion as a mean for shaping the public opinion. If Farneze is an important figure in this play, is not because of his Christian virtue but because of his Maquiavellic virtue Maybe, Marlowe is inviting us to admire this shrewd governor whose policy ensures Malta’s survival and Barabas’ destruction. Marlowe destroys Barabas just for showing the strength of a really Maquiavellic strategist. Marlowe presents to his Elizabethan audiences a proposal which completely disagrees with any religious doctrine.

Life decisions and moral dilemmas

Life decisions and moral dilemmas Introduction: This assignment illuminates the use of ethical decision making model in taking decisions while managing patients in their best interest. Ethical decision making is very challenging for the health care professionals while working for the benefits and the interests of the patients. While caring for the dying or the terminally ill patients, health care providers address various issues of pain and suffering in relation to the psychological, spiritual, mental and physical complexities of the person having the terminal illness. The ethical decision making models act as guide to make decisions in different complex situations addressing various issues which includes ethical principles, persons own values and beliefs, institutional policies, legal considerations and social values Nurses can improve results of ethical decisions by: †¢ preferring client wishes. †¢ encouraging the importance of ethical issues in care of patient. †¢ obtaining necessary consultation on ethical concerns †¢ becoming involved in the development of policy on ethical issues †¢ advocating for safe and competent nursing care within Alberta communities †¢ encouraging and facilitating cooperation and collaboration between professionals and between agencies to effect improvements within health care †¢ participating in the development of practice standards, issues statements and position papers on professional issues †¢ working with colleagues to identify crucial ethical issues for the profession, including: − the implementation of evidence-based practice − shaping the direction of health-care reform †¢ linking of resource allocation decisions to client outcomes In this assignment i am going to use STORCH Model for ethical decision making. This model was developed by Jan Storch for use in health policy decision making, but later it was adapted for use in ethical decision making. Dr. Storch suggested the use of this circular model as a way of reminding us that it is important to return to each consideration as we move towards decision making. This model involves three major steps: Information and identification Concern People/population Ethical components. Clarification and evaluation. Ethical principles Autonomy Nonmaleficence Beneficence Justice Social expectations and Legal requirements Range of actions/ anticipated consequences Professional code of ethics Ones values beliefs, values of others and value conflict 3. Actions and Review. Case study: Eighty four years old Mr. Adam, was admitted to the ICU. He has been suffering from throat malignancy for 18 months. Now his disease condition has become worsen. His life expectancy is about 3 months. He has difficulty in breathing, difficulty in swallowing and cries with pain. He is on mechanical support and has nasogastric tube in place. He lives with his 82 years old wife. He was a active social worker. His wife tells that he believes in living life in a productive way. He used to drive cancer patients to the rehabilitation centre voluntarily. He has two daughters who live in Ontario, but now they are here to visit their father. He requested the nurse to remove the nasogastric tube and mechanical ventilation as he does not want to live life in this way. His wife agreed to his decision as she does not want to see him suffering anymore. She want him to die peacefully and painlessly. According to Storch Model of ethical decision making, in this case scenario, Information and identification: Nurse Need to gather all the information regarding Mr. Adam. Nurse can arrange a family conference including his wife and the daughters also the family physician can be involved. She should listen to the views and concerns of all the family members related to the request of the patient. Nurse should consider the medical condition of the patient, Mr. Adam is terminally ill and now as his condition has become worsen he has become totally dependent on life support system. He has severe pain which he cannot tolerate. His life expectancy is very short and the prognosis is really poor. Mr. Adam is suffering from throat cancer and is on the last stage but his decision making capacity can be intact, so nurse should assess the reason for his decision. Nurse should assess if there is depression, as it may effect the decision of the patient. Mr. Adam is staying alone with his wife, so the financial resources may be limited to bear his stay in hospital. He was an active social worker. Mr. Adam used to drive cancer patients to the rehabilitation centre. He may have strong social connections and a positive quality of life. Mr. Adam believes in active living of life not in this dependent manner and he spends his life living for others and helping others in their time of need. He had very positive attitude towards life. He believes in life worth living rather living. Nurse should assess the expectations of his family regarding the condition of the patient. Mr. Adams wife and daughter should be asked about their expectations for Mr. Adams health status and prognosis. His daughters live far away from him so they may not have as much familiar with his condition as Mrs. Adam do. Nurse can consult the doctor regarding the condition of the patient and also about the outcome of the decision. Identify the surrogate decision makers for Mr. Adam. According to the second step: Clarification and evaluation: nurse should assess the different values associated with Mr. Adam. Mr. Adams personal values regarding life are worth living life. He believes in living life in a productive and positive way. Nurse should assess the cultural values of the patient, what role cultural values play in his life. What his culture says about life and death. Nurse should also keep in view the religious values of the patient. What role does his religion play in his life? If the religion allows for hastening the death process. Professional values play an important role in ethical decision making. Nurse should consider the professional values associated with the removal of life support system. Nurse should assess the values of the family members regarding the decision of hastening death of their family member. Mr. Adams wife is in favor of his decision to remove life support as she does not want to see him suffering. She wants him to die peacefully and painlessly. Consider the ethical principles. Principle of Autonomy: According to this principle patient has the right to decide for himself, here in this case Mr. Adam is autonomous and deciding removal of life support system. He tells the nurse that he does not want to live life like this. Nurse should respect his autonomy towards the life and should consider his decision and wish while taking actions. Principle of non maleficence: According to this principle nurse should do no harm to the patient. In the above case scenario, patient want to stop the life support and continuing the treatment may go against the principle as it is against his wish. Principle of beneficence: According to this principle, nurse should do good for the patient. Here patient is asking for stopping life support system but it does not provide any benefit towards his condition at the same time it works in favor of his wish to die. Principle of justice: According to this principle, all persons should be equally provided with health care services. In this case patient is provided with required health care needs. Consider the social expectations and legal requirements: Nurse should look for any similar history in the hospital. Identify any previous similar case in the institution, so that she/he can look for the policies and steps that can be taken. Nurse should check the hospital policies regarding the hastening of death of the patient. She should assess that what steps can be taken according to the policies. Nurse should ask for any legal documentation of clients decision making authorities. She can ask for any legal will or advance directives. While considering the different aspects of model nurse should assess that what possible range of actions can de done. Considering the information provided, Mr. Adam is a strong social human being, he spent life doing productive, now as he is chronically sick and dependent which for him is not worth living. He is old and the life expectancy is poor also it gives him severe pain. His wife want him die peacefully. And also the financial sources may be limited to continue life support. The ethical principles gives him the right to decide for himself. According to Canadian Nurses association code of ethics for registered nurses, there are seven primary nursing values: 1. Providing safe, compassionate, competent and ethical care 2. Promoting health and well-being 3. Promoting and respecting informed decision-making 4. Preserving dignity 5. Maintaining privacy and confidentiality 6. Promoting justice 7. Being accountable ( CNA code of ethics for registered nurse) Nurse should consider the professional code of ethics while making decision for the patient that whether she is going according to provided professional guidelines. In this case nurse should follow the professional code of ethics while caring And deciding for Mr. Adam. Nurse can consider her own values and beliefs regarding life and death in empathizing and understanding the needs of the patient and family. Nurse should understand the values and beliefs of the persons involved in the decision making for the patient. How the stopping of life support system effect the family members? What they believe about death process? Mr, Adams wife believes in his peaceful death. Nurse should assess if there is any conflict between the values of patient, family members , profession, culture, religion. Action and review: in this case scenario action must be decided according to the various perspectives proposed by the model. Nurse can check what she can provide to the patient, whether the request to hasten dying is made under depression or really in relevant means to patient. If it is due to depression, what nurse can do to promote and facilitate calm and peace to mind of patient. How she can provide compassionate care and peaceful death to the patient. If patient really wants to die, nurse should t check what she can do while regulating the hospital policies. All the perspectives given by the model should be reviewed before taking any actions. Conclusion: In the nutshell, I can say that Storch Model is the best suited model to the above case scenario as it covers all the issues and perspectives related to the decision. The ethical decision making skill can achieved by reading literature and with the practice experience. These decisions play important role in the lives of patients and nurses as well. There is need of ethical relationship between patient and nurse. There should be better understanding of nurses own values, beliefs, patient and his values and beliefs, professional values , institutional policies.

Self Other And Social Context Management Essay

Self Other And Social Context Management Essay To help build Departmental capability over the medium and long term the identification of needs should be directly linked to the achievement of the Organisational goals as well as on the broader career development needs of individual employees. Numerous studies have shown that individuals process information differently. In todays educational environment the traditional educational delivery method of a professor standing in front of a classroom of students has been augmented, and in some cases supplanted, by various on-line, distance learning delivery methodologies. Studies have also shown that not all individuals learn at the same level when participating in courses which utilize different approaches. GLOBAL REVOLUTION A global revolution is taking place in the field of workplace learning. It is driven by the requirements of information explosion, increased globalisation, the changing nature of work and business as well as changing learner needs and aspirations. In the modern business environment, companies are forced to approach the way they conduct business activities with a more external focus. Not only the business partnerships extending across regional, national and continental borders, but international standards are also becoming the norm. Preparing workers to compete in the knowledge economy requires a new model of education and training, a model of lifelong learning. A lifelong learning framework encompasses learning throughout the life cycle, from early childhood to retirement. It includes formal, non-formal, and informal education and training. à ¢Ã¢â€š ¬Ã‚ ¢ Formal education and training includes structured programs that are recognized by the formal education system and lead to approved certificates. à ¢Ã¢â€š ¬Ã‚ ¢ Non-formal education and training includes structured programs that are not formally recognized by the national system. Examples include apprenticeship training programs and structured on-the-job training. à ¢Ã¢â€š ¬Ã‚ ¢ Informal education and training includes unstructured learning, which can take place almost anywhere, including the home, community, or workplace. It includes unstructured on-the-job training, the most common form of workplace learning. Recent knowledge and the accumulated stock of human capital are inputs in the production of new knowledge and wealth. The speed of change in the knowledge economy means that skills depreciate much more rapidly than they once did. To compete effectively in this constantly changing environment and globally, workers need to be able to upgrade their skills on a continuing basis. Change in the knowledge economy is so rapid that companies can no longer rely solely on new graduates or new labour market entrants as the primary source of new skills and knowledge. Schools and other training institutions thus need to prepare workers for lifelong learning. Educational systems can no longer emphasize task-specific skills but must focus instead on developing learners decision making and problem-solving skills and teaching them how to learn on their own and with others. Lifelong learning is crucial in enabling workers to compete in the global economy. Education helps reduce poverty; if developing economies do not promote lifelong learning opportunities, the skills and technology gap between them and industrial countries will continue to grow. By improving peoples ability to function as members of their communities, education and training also increase social capital (broadly defined as social cohesion or social ties), thereby helping to build human capital, increase economic growth, and stimulate development. Social capital also improves education and health outcomes and child welfare, increases tolerance for gender and racial equity, enhances civil liberty and economic and civic equity, and decreases crime and tax evasion (Putnam, 2001). Education must thus be viewed as fundamental to development, not just because it enhances human capital but because it increases social capital as well. ORGANISATIONAL REALITIES This article examines the organisational realities. The perspectives appearing in the literature, the structural, the perceptual and interactive are identified and examined. Additionally, a perspective termed the organisational culture, the change leader approach and organisational reframing will also be discussed. 2.1 ORGANISATIONAL CULTURE Realigning processes and roles to fit a new organizational reality is daily work for leaders. Planning and implementing changes is a fundamental set of skills at which all leaders must excel to ensure their teams and functions are set up to do great work. Improving an organizations success through aligning its culture became a popular focus of work in the 1980s. During this time, many behavioural science researchers acknowledged the power and importance of organizational culture. In the last twenty-five years, organization culture has become a frequent topic of discussion among a broad audience of leaders including operational managers and organization development, human resources, and training professionals. Culture is now a regular consideration or it ought to be during strategic planning sessions and throughout change management initiatives. Changes that go against a work culture or that are initiated without regard to the culture are likely to fail whereas culture-consistent changes ensure better results while reinforcing the most important workplace values and beliefs. Sometimes it is the culture that needs to change to support a new reality. Determining how to change a culture without wrecking intrinsic motivation or losing top talent is a delicate matter, indeed. To begin examining this challenge, lets first establish a common definition of organizational culture. What is an Organizations Culture? Many definitions of organization culture can be found in behavioural sciences literature. A frequently cited definition comes from organization development pioneer Edgar Schein. In his book, Organization Culture and Leadership, Schein described culture as being deeper than behaviours and artefacts. I will argue that the term culture should be reserved for the deeper level of basic assumptions and beliefs that are shared by members of an organization, that operate unconsciously, and that define in a basic taken for granted fashion an organizations view of itself and its environment. Schein emphasized assumptions and beliefs while others see culture as a product of values. In Cultures Consequences, Geert Hofstede wrote, I treat culture as the collective programming of the mind which distinguishes the members of one human group from another. à ¢Ã¢â€š ¬Ã‚ ¦ Culture, in this sense, includes systems of values; and values are among the building blocks of culture. Culture is to a human collectively what personality is to an individual. Beliefs and values are linked. What about understanding? In the article, Organizations as Culture-Bearing Milieux, Meryl Reis Louis wrote that, any social group, to the extent that it is a distinctive unit, will have some degree of culture differing from that of other groups, a somewhat different set of common understandings around which action is organized, and these differences will find expression in a language whose nuances are peculiar to that group. These three descriptions of organization culture find root in collectively held individual thinking processes. In their piece titled, The Role of Symbolic Management, Caren Siehl and Joanne Martin argued that culture consists of three components: context, forms, and strategies. This description suggests a more systemic description of culture with both internal and external components. In Riding the Waves of Culture, Fons Trompenaars offers another systemic model and described three levels of culture: 1) the explicit layer made up of artefacts and products and other observable signs, 2) the middle layer of norms and values and, 3) the implicit layer, which is comprised of basic assumptions and beliefs. In Corporate Culture and Performance, John Kotter and James Heskett acknowledge internal and external components of culture, too. They see organization culture as having two levels, which differ in their visibility and resistance to change. The invisible level is made up of shared values that tend to persist over time and are harder to change. The visible level of culture includes group behaviors and actions, which are easier to change. Is it important, or even possible, to sort out these definitions and decide which is most accurate? Schein, for example, argued that artefacts and products reflect the organizations culture, but none of them is the essence of culture. The differences and Inter-connectedness of assumptions, beliefs, understandings, and values could be studied further to determine which are more elemental to culture, but would that be time well spent? Which is most important, that a definition be right or that it be helpful? Although we cannot determine the right definition, each of these descriptions adds value to our approach to strengthening organization culture. Based on the work of these and other researchers, we could make the following conclusions about organization culture: à ¢Ã¢â€š ¬Ã‚ ¢ Each company has a unique culture built and changed over time. à ¢Ã¢â€š ¬Ã‚ ¢ Beliefs, assumptions, values and understandings and the actions and norms they produce are important components of culture. à ¢Ã¢â€š ¬Ã‚ ¢ We recognize culture by observing actions and artefacts (explicit factors). à ¢Ã¢â€š ¬Ã‚ ¢ While some call it a sub-culture and others a climate within the larger culture, there may be cultural differences within subgroups of an organization. à ¢Ã¢â€š ¬Ã‚ ¢ Observable behaviours and actions are easier to change than are beliefs and values. à ¢Ã¢â€š ¬Ã‚ ¢ The observable elements of culture affect the invisible elements and visa versa. Change in one cultural element will impact other elements. Although not apparent in the above offered definitions, it is also important to consider how cultures external to the organization impact and affect the organizations culture. Employees sense their organizations culture soon after they join the company. They might have a hard time describing the culture, but they know it when they feel and see it. There may be similarities in particular industries but each company will have unique cultural attributes. Improving the Organisations Culture A workplace culture can enable or hinder success. Leaders can impact the alignment of the culture with the companys mission and strategies. How? Culture is socially constructed and leaders need to initiate great conversations that tie cultural norms to the organizations goals. If the current culture is not in alignment with the new reality, leaders need to be the catalysts, or bridges, who create a new understanding and help individuals select new behaviours and, eventually, beliefs. Leaders must also define, clarify and reinforce understanding of the actions and beliefs that build the desired culture. The organizational culture is particularly important when implementing organization-wide change. Many organizations are struggling to keep up they layer new initiatives onto the work processes before previous initiatives have taken hold. A culture can either enable or be a barrier to nonstop changes. If the culture is nimble (in the habit of being re-aligned), change will be more fluid and effective. Most large-scale changes need to be supported by complementary changes in the organizations culture. Change plans, then, should address current and desired cultural elements. Leaders can play a key role in facilitating change by aligning projects and development efforts to reinforce the desired culture. A culture of Continuous Learning- Key to improving Organisational Culture Many organizations say they want to build a learning culture. What does this mean? Generally, what they are saying is that they want people to grow and be receptive to changes and willing to take on new tasks. A culture of continuous learning goes deeper than this, although these behaviours are certainly important. Employees value continuous self-development and choose to make learning a priority in the face of competing demands. Leaders, also, match their intention to seek coaching and development with the attention they give learning each day and week. A culture of continuous learning develops when there is a collective understanding of the importance of personal and team growth backed up by actions a resolve to inject learning into everyday work practices. Cultures of continuous learning tend to be more nimble, which means that they are easier to align and realign when new goals or new realities change how an organization must conduct its work. Resistance to changes on an organizational level is more common when team members are unaccustomed to learning and relearning new tasks, projects, and processes. Here are several important indicators of a culture of continuous learning: People are curious and adventurous. They value mental exploration. Most people are naturally curious. To what degree does the work environment encourage people to be curious and adventurous at work? à ¢Ã¢â€š ¬Ã‚ ¢ Team members are allowed and encouraged to experiment. It is safe to venture outside of established practices and explore (within limits). Can employees try new ways and approaches? à ¢Ã¢â€š ¬Ã‚ ¢ The work environment is stimulating it is sensual. The sights, sounds, smells, and textures are interesting and engaging. à ¢Ã¢â€š ¬Ã‚ ¢ Employees at all levels seek and embrace learning in a variety of forms. This is the most telling clue. What level of participation is there in development opportunities? Are executives active learners? à ¢Ã¢â€š ¬Ã‚ ¢ There is a healthy view of failure and mistakes. Employees are held accountable, but productive recovery is also rewarded and mistakes are looked at as learning experiences. à ¢Ã¢â€š ¬Ã‚ ¢ .The workplace is intrinsically rewarding. When employees are self-motivated, they seek learning and development. à ¢Ã¢â€š ¬Ã‚ ¢ The organization is proactive about succession. Talent is developed and promoted. à ¢Ã¢â€š ¬Ã‚ ¢ The organization has a focus on innovation in all functions and at all levels. à ¢Ã¢â€š ¬Ã‚ ¢ The organization embraces Omni modal learning and communication in-person, over the web, virtual, formal, informal, one-on-one, group, as part of regular meetings, separate courses, on site, off site, etcà ¢Ã¢â€š ¬Ã‚ ¦ Managers and leaders can help build these conditions by engaging team members in a diverse set of learning opportunities. Being a role model for lifelong learning is important, too. Leaders need to practice what they preach and ways to fit professional growth into their busy schedules. The organizations culture is like a rudder under a large ship. To turn the ship, the rudder must move in the right direction. A nimble culture can help organizations explore and be successful while moving to meet new goals and seize new opportunities. Like an inoperable rudder, if the culture does not move, or moves in the wrong direction, it is hard for the organization to progress. Mahatma Gandhi once said, You must be the change you wish to see in the world. Every leader and manager should model the desired culture and his or her actions should reinforce excellence. 2.2 Change Leader To achieve their purposes, organizations must constantly learn, adapt, and grow, a process referred to as change. Research shows, however, that only a relatively few structured change efforts achieve great success-most just get by while the majority fail to reach predefined performance goals and objectives (Mansfield, 2010); ( Salem, 2008); (Schneier, Shaw, Beatty, 1992). At issue is what underlies this phenomenon of underperformance. Studies of complex social systems suggest that the major reason for failure lies in the way decision makers think about and execute the change process (Smith, 1999). If one looks at the typical change process, it is apparent most decision makers view organizations from an objective perspective-as an assemblage of parts that can be arranged and re-arranged to produce predictable outcomes; however, the magnitude of the failure of planned changes led us to ask the following questions: Research Question 1: What factors facilitate or inhibit the change process? Research Question 2: How do these facilitators and inhibitors evolve within an organization? Research Question 3: What are the implications of understanding this evolutionary process relative to achieving a more sustainable level of performance? The answers to these questions led us to propose an alternative approach to understanding and changing organizational performance, one that supposes that organizational learning and change involves understanding the organization from the objective and the subjective perspectives simultaneously. We call this the Full Dimensional Systems Model (FDSM), a perspective which draws heavily on the concepts associated with Complex Adaptive System (CAS). The FDSM perspective assumes there are multiple, interrelated domains of influence that impact change and that these domains must each be appreciated and addressed simultaneously to achieve sustainable performance improvements. The FDSM provides a valid and powerful rationale for determining how to implement meaningful change within organizations as well as identifying probable outcomes and consequences from those changes. Flaws in Traditional Approaches to Thinking About Change The fact that organizational change frequently fails underscores the flaws inhering in traditional approaches to change. These approaches to change are flawed in four ways. First, the need for change is framed in almost exclusively objective terms, thus overlooking important subjective issues. Secondly, the change problem is viewed as a puzzle to be solved (Mansfield, 2010), and the challenge is collecting and analyzing enough data until all the pieces form the right solution. Thirdly, using this approach means that decisions are often based on flawed and/or incomplete information. Fourth, decision makers tend to develop detailed change strategies (often based on the data collected around the need for change), assuming that, if they follow the plan, the puzzle will be solved and the organization will come through the process better structured to meet the needs of their clients. This typical mental model leads to a misalignment of how decision makers perceive and respond to the hard r eality of reality itself (Wolfberg, 2006). Myths and Other Dangerous Half-Truths About Change Adherence to traditional approaches to thinking has produced a number of myths, or dangerous half-truths, about how to make change happen (Kelly, Hoopes, Conner, 2005); (Pfeffer Sutton, 2006). Myth 1-Change starts at the top Organizational change starts with a goal and a plan created by senior management. This approach is usually met by what is referred to as resistance and typically does not work in the fast changing systems of today because the change strategy reflects the same paradigm that created the problem in the first place. The truth seems to be that change depends on the participation of many system members (agents) in an essentially self-organizing process. It may also depend on change agents who consciously influence self-organization toward new and more adaptable patterns of relationship. Myth 2-Efficiency comes from control Change is possible only when every detail is mapped out in precise terms. This prejudice ignores the fact that every process improvement adds new and/or changes existing subsystems, which adds even more complexity to subsystems/systems that already have problems. The result is that many efforts to solve problems actually lead to more serious ones. Myth 3-Prediction is possible It is assumed by many managers that an action in one place will have a replicable effect in another. This, it turns out, is usually false, in part because a complex system consists of many agents, with different ideas, biases, prejudices, and expectations, and each of these concepts interact with many subsystems to determine outcome. Even small variations in the patterns of interaction can produce enormous variation in outcomes. In other words, complex systems are usually very sensitive to inconsistencies in mind-sets and processes. Myth 4-Change is manageable Assuming the course of change is predictable, many managers make a related assumption-that you can manage the change process by developing and then implementing complex plans. The fallacy of this myth was very clearly illustrated by the recent Gulf of Mexico oil tragedy that cost 11 lives and did untold damage to the Gulfs ecosystem. The assumption was made that through design and control alone, the company could achieve the aim of hazard elimination-This turned out not to be the case. The validity of these myths is not supported by the facts. Decisions made in the manner described above often produce unanticipated and unintended consequences. A typical occurrence is illustrated in one of the organizations we studied (Owen Mundy, 2005) where a shared services human resources model was created to improve the efficiency and effectiveness of human resource delivery. Although the delivery model seemed very efficient, it produced the unexpected and unintended consequences of bringing about a loss of direct contact with customers and direct accountability at the local level. The result was that the quality of service delivery actually declined significantly as did the level of customer satisfaction and, instead of saving money, costs soared as a quiet revolt of internal customers ensued. An important effect of these flaws is the creation of what might be thought of as ripples of dissonance in an organization. These ripples, which represent the diverse patterns of self-interest (significant differences) that exist relative to the change, behave like attractors and exhibit all the properties associated with attractors, that is, the emergence of self-organized, adaptable networks, and so on. The psychological mathematics of how this region of dissonance is resolved, then, is at the root of much of the wasted energy observed when an organization tries to implement a large-scale (organization-wide) change or intervention. Any change that involves new patterns of relationships among members, new ways of behaving, and new processes requires a different mental model than the one that is typically used to understand and execute change. A NEW WAY OF THINKING IS NEEDED The contention is that decision makers must shift from a puzzle-solving perspective (a typical fact-based approach) toward a mystery-solving perspective (a value-based approach). The puzzle-solving perspective rests on the assumption there is one right answer; as soon as it is discovered, events can be expected to flow in a predictable manner (Mansfield, 2010). The mystery-solving perspective rests on the assumption there is no one right answer or even a right way to get to an answer; rather, there is an array of possible outcomes, none of which is predictable. Because there are many possible outcomes and consequences associated with any organizational change decision, decision makers need to be able to anticipate and understand the implications of their decisions, and how to respond should the improbable outcome become a reality (Wolfberg, 2006). The only way to do this is for decision makers to create a fully transparent environment in which the many differences of potential releva nce to a change are put in the open for analysis. Although there are many organizational change methods available, few are based on such a mystery perspective. The result is that change efforts are generally disconnected from a significant pool of knowledge. The bottom line is that the way a change agent views the causes of change determines how she or he sees the world and, therefore, determines how she or he intervenes on behalf of the organization. If change agents see the organization as a machine, then they use interventions consistent with this view; if they see it as a complex, multidimensional system, then they use methods appropriate to that paradigm to change (Kim Mauborgne, 1999). Modern organizations are complex. Simply moving from the organizational chart to examining how work gets done in most organizations easily demonstrates this. Work is a complex process involving multiple interactions between the members of an organization and their teams, teams and other teams, teams and other organizations, and so on. Changes in one part of an organization will invariably have an effect on other parts of the organization-some obvious and others less so. As organizations grow and change through time, their complexity grows and changes as well. (Anderson, 1999) proposed integrating four attributes of CASs into our thinking of modern organizations: agents, feedback loops, self-organization, and coevolution. All human systems comprised numerous semi-independent agents, each of which is capable of autonomous action; such action follows that agents schema of the organization. A schema is a mental model of how the world works and how to interpret events in that world. These schema act like self-fulfilling prophecies and thus can have powerful and sometimes disruptive effects on a change. A second concept is that agents are connected to one another by feedback loops. One agents behavior can affect the behavior of numerous other agents in self-reinforcing cycles of influence. These feedback loops underscore the importance of coevolution. Third, agents coevolve with one another. A given agents adaptations impact the efforts of agents to adapt, and these co-adaptations lead to patterns or waves of self-organization that flow throughout the organization. Finally, CASs evolve over time through the entry, exit, and transformation of existing agents, and new agents can be formed by recombining elements of previously successful agents. Furthermore, the linkages between agents also evolve or coevolve over time, shifting the pattern of interconnections and their strength. CHANGE IN CASs: A METAPHOR How can organizations hope to adapt to the ever increasing level of complexity and in the process remain vibrant, responsive, and healthy? The answer to this question lies in the principles of CASs. (Dooley, 2002) offers the following three principles about the nature of the CAS: (a) order is emergent as opposed to hierarchical, (b) the systems history is irreversible, and (c) the systems future is often unpredictable. The basic building blocks of the CAS are agents. Agents are semiautonomous units that seek to maximize some measure of goodness of fit by evolving over time in response to the environment. Rather than focusing on macro strategic-level changes, complexity theory suggests that the most powerful processes of change occur at the micro level (e.g., the individual and groups) where relationships, interactions, experiments, and simple rules shape emerging patterns. As everything in an organization is interconnected, large-scale change occurs through the integration of changes that affect the smallest parts. Organization change occurs through the evolution of individuals and small groups. Like biological changes, these changes are sometimes not incremental but dramatic. From a complexity perspective, everyone can be a change agent if they are aware of options to help the organization adapt to its environment. A metaphor will serve to clarify these points. A jazz ensemble is a CAS. Each musician is autonomous. They interact as they play. They bring their own intents, biases, levels of interest, experience, and aesthetics to the performance. A minimum number of rules are put in place regarding set, place, time, and so on. Usually, the players know one another very well, and they are all very competent in the theory and practice of jazz music. The music is a balance of control and improvisation (in the moment changes or adaptations in the melodic and/or harmonic line). They listen to each other and adapt themselves to fashion their music. Their enthusiasm influences the other members of the band and the receptivity of the audience. The audience influences the band. In the end, the quality and creativity of the performance is the result of the interaction of all these elements. These emerging patterns influence not only the current selection but also the next piece as well as successive pieces. This metaphor illustrates how creativity and efficiency emerge naturally in human organizations. Some basic rules, positive contacts, and relationships among members allow solutions to emerge from the bottom up. In this CAS, the musicians and the audience all act as autonomous system agents; the setting, roles, rules, and duration of the concert constitute the container/context; the contribution of each instrument and the continuous change of melodies and harmonies are significant differences, whereas the influencing processes between musicians and their audience are transformative exchanges; the continuous successions of music are the self-organizing patterns. Each of these concepts is highly interdependent REFRAMING THE ORGANISATIONAL CONTEXT Reframing is about changing perception by understanding something in another way. (Bandler Grinder, 1982) explained reframing in the following manner: What reframing does is to say, Look, this external thing occurs and it elicits this response in you, so you assume that you know what the meaning is. But if you thought about it this other way, then you would have a different response. Being able to think about things in a variety of ways builds a spectrum of understanding. None of these ways are really true, though. They are simply statements about a persons understanding. BASIC TYPES OF REFRAMING There are two basic kinds of reframes: context reframing and content reframing. Both can alter our internal representations of events or situations, which permits us to experience the events in other, hopefully, more resourceful ways. Context reframing Bandler and Grinder noted that every experience in the world and every behavior is appropriate, given some context, some frame (1982,p.9) Context reframing offers an understanding of how we make meaning through the environment physical, intellectual, cultural, historical, and emotional in which a situation occurs. It can also provide a pattern of thinking that helps us see the value in every situation regardless of any perceived downside. Context reframing is taking an experience that seems to be negative, not useful, and distressing and showing how the same behaviour or experience can be useful in another context. Childrens stories are full of reframes designed to show children how what might seem a liability can be useful in another context. For example, the other reindeer made fun of Rudolphs bright, red nose; but that funny nose made Rudolph the hero on a dark night. Context reframing can be used as a perceptual filter, taught and practiced until it becomes an integral and habitual way of organizational thinking. It is a very useful tool in business as it is the way of thinking that gives one the ability to make lemonade from those unexpected