Organisational Transformation in Practice Essay Example for Free

Organisational Transformation in Practice Essay Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways: †¢the Virtual Learning Environment (VLE) †¢the My. Anglia Module Catalogue at www. anglia. ac. uk/modulecatalogue †¢Anglia Ruskin’s module search engine facility at www. anglia. ac. uk/modules All modules delivered by Anglia Ruskin University at its main campuses in the UK and at partner institutions throughout the UK and overseas are governed by the Academic Regulations. You can view these at www. anglia. ac. uk/academicregs. A printed extract of the Academic Regulations, known as the Assessment Regulations, is available for every student from your Faculty Office MAB301 (all new students will have received a copy as part of their welcome pack). In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases. 2. Introduction to the Module This module provides the opportunity for students to personally explore the relationship between personal change and organisational change/ transformation (de Vries and Balazs, 1999). And personally relate to the leadership and organisational challenges of transformational change in organisations. The module uses different activities to explore the nature of personal change issues required for successful employee engagement in an organisations change agenda. In the management and leadership field much is written and discussed about the following seven elements: (1) behaviour, (2) knowledge (3) skills / capability (4) belief systems, (5) values, (6) identity, (7) vision/ purpose. Using various methods, students will be encouraged to make sense of each of these ideas, and the interrelationship between them. This will be set against a real/simulated strategic learning context. Module participants are actively encouraged to reflect upon their own  existential experience and development through dynamic relations with others and performing roles. It is hoped the module will lead to students developing profound personal insights and also achieve personal growth. The module uses different activities to enquire into, reflect upon and diagnose personal, group and organizational leadership and transformation. Students will be able to diagnose where a/ their team or organisation is weak and design interventions that can help to guide significant change or transformation. The student will be equipped with a clear methodology for guiding his or her own development as an achiever or leader of the future. Assessment is by way of portfolio. 3. Intended Learning Outcomes Learning Outcomes (threshold standards) On successful completion of this module the student will be expected to be able to: 1 Knowledge and understanding Understand the values and leadership behaviours that create the modern enterprise and equip individuals to manage / lead in globally transformational contexts 2 Knowledge and understanding. Develop a robust understanding of leadership and change management within the context of organisational transformation 3 Intellectual, practical, affective and transferable skills Utilise a 7 element framework as a diagnostic tool to evaluate leadership capability in a team or organisation 4 Intellectual, practical, affective and transferable skills Demonstrate an ability to reflect upon ones own management development journey against the context of employability in global and transformational settings of the future 4. Outline Delivery. WkLectureSeminar/WorkshopReading 1 Organisational changeAction Learning SetsKets de Vries 2 Personal change Patchwork textKets de Vries Jung 3 Personal change organisational changePatchwork textKets de Vries James and Arroba http://triadllc. com/publications. html 4 Manager as personPatchwork textKets de Vries Tony Watson 5 Management leadershipPatchwork textKets de Vries Keith Grint 6 Managing leading changePatchwork textKets de Vries http://triadllc. com/publications. html 7 Managing Leading changePatchwork textKets de Vries. James and Arroba 8 Change agencyPatchwork textKets de Vries James and Arroba 9 Change processesPatchwork textKets de Vries 10 Organisational rolePatchwork textKrantz and Maltz 11 Wheel of changePatchwork textKets de Vries Jung 12 Wheel of changePatchwork textKets de Vries etc 4. 1 Attendance Requirements Attending all your classes is very important and one of the best ways to help you succeed in this module. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (eg: illness), please contact your Module Tutor Anglia Ruskin will closely monitor the attendance of all students and will contact you by e-mail if you have been absent without notice for two weeks. Continued absence can result in the termination of your registration as you will be considered to have withdrawn from your studies. International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at Anglia Ruskin. Failure to do so is considered to be a breach of national immigration regulations. Anglia Ruskin, like all British Universities, is statutorily obliged to inform the Border and Immigration Agency of the Home Office of significant unauthorised absences by any student visa holders. 5. Assessment Students are required to assemble a â€Å"patchwork text† (Illes, 2003; Winter, 2003) which relates your current or future workplace role. The patchwork text may be developed or based upon the following: †¢Kets de Vries (2004) suggests that people are prisoners of their past. Evaluate and reflect upon how your past might influence your future workplace role and development. †¢Evaluate and reflect upon a personal experience of change in your workplace †¢Apply Krantz and Maltz’s (1997) role analysis to your current workplace experience. †¢Using the â€Å"triangle of conflict† (de Vries, 2007), evaluate and reflect upon a major incident of conflict in your life. Consider your learning/ experiences in relation to your future workplace role. †¢Apply James and Arroba’s (2005) â€Å"reading and carrying framework† to critically evaluate and reflect upon how you interact with others. Consider the implications in relation to your future workplace role. †¢Conduct and develop a critical self-analysis using Jung’s notion of individuation (Carr, 2002), and relate this to your leadership archetype. †¢Critically evaluate, and reflect upon your own resilience and relate this your existing and future leadership competencies Guidance Notes for Students (see Smith and Winter, 2003) Your assignment will be assembled gradually during the progress of the module through a series of written tasks, which you will share with each other in small groups. There are several reasons for this:- †¢to avoid the last minute rush of having to write the whole assignment at the end of the teaching, when time is short; †¢to enable you to use a variety of different ways of writing, and thus to increase your opportunity to demonstrate your own particular abilities; †¢to enable you to give each other early constructive feedback as to how clearly you have presented your ideas and how they might perhaps be developed; †¢to enable you to write about all aspects of the module content (instead of having to select just a few aspects for a specific essay topic). Before you submit your assignment, you will be asked to write a final piece, to be added to what you have written already. This is designed to give you the opportunity to revisit (edit and revise) the ideas you have presented in your earlier pieces and to discuss what you have gained from the work as a whole. (This is the only task that will need to be completed after the end of the teaching. ) You MUST use academic theories and concepts to develop your personal reflection and portfolio. Your patchwork text SHOULD meet all the learning outcomes (see below; see mdf) Learning Outcomes (threshold standards): On successful completion of this module the student will be expected to be able to: Knowledge and understanding Understand the values and leadership behaviours that create the modern enterprise and equip individuals to manage / lead in globally transformational contexts Knowledge and understandingDevelop a robust understanding of leadership and change management within the context of organisational transformation Intellectual, practical, affective and transferable skillsUtilise the 7 Element framework as a diagnostic tool to evaluate leadership capability in a team or organisation. Intellectual, practical, affective and transferable skillsDemonstrate an ability to reflect upon ones own management development journey against the context of employability in global and transformational settings of the future The sequence of writing tasks which will make up the final assignment is as follows: Weeks 1- 4 (approx. ) 1Explore how your personal experience impacts upon, and has implications for how you interact with others, adapt and respond to change (Learning outcomes 1 – 4). Weeks 5- 7 (approx. ) 2. Using your chosen personal experience critically reflect upon and evaluate your own assumptions, values and leadership behaviours. (Learning outcomes 1 and 3). Weeks 8 – 12 (approx. ) 3 Write about an example of your own group experiences from the point of view of one of your fellow group members imagining their experience of your work with her / him (Learning Outcomes 1- 4) Weeks 1 – 12. 4. Use the learning from your personal experience, and group reflection, in relation to your future workplace role (Learning outcomes 1 – 4) 5. (Final synthesis) A retrospective summary of and commentary on your previous writing, indicating what you have learned which seems to you to be important for your own professional understanding and development (Learning outcomes 1 – 4) Time will be available within the teaching sessions for you to discuss in small groups the writing you have done in response to each of the writing tasks. So you will therefore need to make four or five copies to bring along to the session. The word-limit for the whole assignment is 3,000 words. There are no specific word-limits for the individual pieces of writing, but you should aim to make sure that there is a balance between them. And you will need to leave at least 500 words for the final task (no. 5 above). Patchwork text references Akister, J. (2005). Using a Patchwork Text to assess family therapy students. Journal of Family Therapy, 27(3), 276-279 Illes K. (2003). The Patchwork Text and Business Education: rethinking the importance of personal reflection and co-operative cultures. Innovations in Education Teaching International, 40(2), 209-215. McKenzie J. (2003). The student as an active agent in a disciplinary structure: introducing the Patchwork Text in teaching sociology. Innovations in Education Teaching International, 40(2), 152-160. Ovens P. (2003). Using the Patchwork Text to develop a critical understanding of science. Innovations in Education Teaching International, 40(2), 133-143. Parker J. (2003). The Patchwork Text in teaching Greek Tragedy. Innovations in Education Teaching International, 40(2), 180-193. Quinn J. (2003). Patchwork Text example one: becoming a science specialist teacher. Innovations in Education Teaching International, 40(2), 144-151. Ramsden, P. (1992). Learning to Teach in Higher Education, Routledge: London. Smith L. Winter R. (2003). Applied epistemology for community nurses: evaluating the impact of the Patchwork Text. Innovations in Education Teaching International, Volume 40(2), 161-173. Winter, R. (2003). Contextualizing the Patchwork Text: Addressing Problems of Coursework Assessment in Higher Education, Innovations in Education and Teaching International, 40(2), 112-122. All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission. All student work which contributes to the eventual outcome of the module (ie: if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted via the iCentre using the formal submission sheet Academic staff CANNOT accept work directly from you. If you decide to submit your work to the iCentre by post, it must arrive by midday on the due date. If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is provided for your work to arrive at the iCentre. Posting your work the day before a deadline, albeit by first class post, is extremely risky and not advised. Any late work (submitted in person or by post) will NOT be accepted and a mark of zero will be awarded for the assessment task in question. You are requested to keep a copy of your work. Feedback You are entitled to written feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided by a member of academic staff completing the assignment coversheet on which your mark and feedback will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued. Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance. Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; eg: between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging. At the main Anglia Ruskin University campuses, each Faculty will publish details of the arrangement for the return of your assessed work (eg: a marked essay or case study etc. ). Any work which is not collected by you from the Faculty within this timeframe is returned to the iCentres from where you can subsequently collect it. The iCentres retain student work for a specified period prior to its disposal. To assure ourselves that our marking processes are comparable with other universities in the UK, Anglia Ruskin provides samples of student assessed work to external examiners as a routine part of our marking processes. External examiners are experienced academic staff from other universities who scrutinise your work and provide Anglia Ruskin academic staff with feedback and advice. Many of Anglia Ruskin’s staff act as external examiners at other universities. On occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed as the processes described above for the use of external examiners will not have been completed. This means that, potentially, marks can change, in either direction! Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www. anglia. ac. uk/results. Assessment Criteria and Marking Standards Patchwork text assignment guidelines (Jenkins, 2008) †¢Careful, detailed observation and recollection of events and situations †¢evidence the interrelationship between leadership behaviours, skills, belief systems, values, identity, vision and purpose (7 elements framework) †¢Noticing the various emotional dimensions of events and situations †¢Independent, critical and evaluative thinking †¢Recognising and responding to the complexities of events and situations †¢Effective communication and application of complex concepts and theories (e.g psychoanalytic, psychodynamic, psychotherapeutic) to personal/ inter-personal experiences of events and situations †¢Demonstrating learning in relation to personal development, effective relations with others and future workplace role. †¢Demonstrating the learner outcomes in relation to future workplace effectiveness †¢Coherent structuring, interlinking and presentation of patchwork text (including grammar, typography and referencing). ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS LEVEL 3 Generic Learning Outcomes. (Academic Regulations, Section 2)Assessment criteria by levelMarking standards (by mark band) 70%+60-69%50-59%40-49%30-39%1-29% Characteristics of student achievement per mark band Achieves module outcome/s related to this GLO at this Level of StudyAchieves module outcome/s related to this GLO at this Level of StudyAchieves module outcome/s related to this GLO at this Level of Study Achieves a marginal pass in the module outcome/s related to this GLO at this Level of StudyFails marginally to achieve module outcome/s related to this GLO. MDF may permit compensation Fails to achieve module outcome/s related to this GLO and is not eligible for compensation Knowledge and UnderstandingLevel 3 (FHEQ level 6) is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output includes is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism. Excellent knowledge base that supports analysis, evaluation and problem-solving in theory/practice/ ethics of discipline with considerable originality. Good knowledge base that supports analysis, evaluation and problem-solving in theory/ practice/ ethics of discipline with some originality. Satisfactory knowledge base that supports some analysis, evaluation and problem-solving in theory/practice/ ethics of discipline. Basic knowledge base with some omissions at the level of theoretical/ethical issues.. Restricted ability to discuss theory and/or or solve problems in disciplineLimited knowledge base; limited understanding of discipline/ethical issues.. Difficulty with theory and problem solving in disciplineInadequate knowledge base; lack of understanding of discipline/ethical issues. Unable to discuss theory or solve problems in discipline. Intellectual (thinking), Practical, Affective and Transferable SkillsLevel 3 (FHEQ level 6) is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism. Excellent management of learning, with degree of autonomy/ research that may exceed the assessment brief. Structured and creative expression. Very good academic/ intellectual skills and practical/ team/professional/ problem-solving skills Good management of learning, with consistent self-directed research. Structured and accurate expression. Good academic/ intellectual skills and team/ practical/ prof-essional/problem solving skills Satisfactory management of learning. Some autonomy in research but inconsistent. Structured and mainly accurate expression. Acceptable level of academic/ intellectual skills going beyond description at times Satisfactory team/practical/professional/ problem-solving skillsBasic use of learning resources with little autonomy. Some difficulties with academic/ intellectual skills Some difficulty with structure/ accuracy in expression, but evidence of developing team/ practical/ professional/ problem-solving skillsLimited use of learning resour-ces. Unable to work autonom-ously. Little input to teams. Weak academic/intel-ectual skills. Still mainly descrip-tive General difficulty with structure/ accur-acy in express-ion. Practical/ professional/ problem-solving skills that are not yet secureInadequate use of learning resources. Failure to contribute to team work. Major problems with structure/ accuracy in expression. Very weak academic/ intellectual skills. and weak practical/professional skills. No ability to direct own learning A mark of 0% may be awarded for non-submission, poor or dangerous practice, incoherent and insufficient work, and in situations where the student fails to address the assignment brief and related learning outcomes 7. Assessment Offences. You are reminded that any work that you submit must be your own. All suspected assessment offences will be investigated and can result in severe penalties. Please note that it is your responsibility to consult the relevant sections of the Academic Regulations (section 10 – see www. anglia. ac. uk/academicregs) and the Student Handbook. When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (eg: the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity. Plagiarism is theft and constitutes the presentation of another’s work as your own in order to gain an unfair advantage. You will receive advice and guidance on how to avoid plagiarism and other elements of poor academic practice during the early stages of your studies at Anglia Ruskin. Introduction Being honest in your work is at the heart of studying and working at university. To be honest in your work you must acknowledge the ideas and work of others you use, and you must not try to get an advantage over others by being dishonest. It is important that you understand what it means to be honest in your work. Although there is general agreement within the UK academic community about the types of activity that are unacceptable, this does vary slightly between institutions, and may be different from where you studied before. We have developed this guidance to help you understand what it means to be honest in your work, and what you should do to make sure that you are handing in work that meets our expectations. This means we can make sure that we can maintain reliable standards for our academic awards, and  students continue to enjoy studying for academic qualifications that have a good reputation. In this guidance we will: †¢clearly define what being honest in your work and good practice mean, and how you can achieve this; †¢define ‘assessment offences’, including plagiarism, cheating and collusion; †¢identify the resources, help and advice available to help you learn the academic skills you need to avoid committing assessment offences; †¢explain how we expect you to behave; and †¢describe what happens if we think you have committed an assessment offence. Being honest in your work and good practice You can show good practice when you do your work independently, honestly and in a proper academic style, using good referencing and acknowledging all of your sources. To show good academic practice you must: †¢show you understand the literature; †¢use research from academics and others in your area of study; †¢discuss and evaluate ideas and theories; †¢develop your own independent evaluation of academic issues; and †¢develop your own arguments. To support your own good practice you will need to develop your: †¢skills at studying and getting information (for example, reading, taking notes, research and so on); †¢skills in looking at an argument and making your own evaluation (for example, having a balanced opinion, using reasoning and argument); †¢writing skills for essays, reports, dissertations and so on; †¢referencing skills (how you include your sources of information in your work); and †¢exam techniques (for example, revising and timing). Achieving good practice is not as complicated as it may appear. You need to do the following. †¢Know the rules. †¢Make sure you reference all of your information sources. Poor practice or dishonesty in your work (such as plagiarism, cheating, fraud and so on) can be a result of you not knowing what you are allowed to do. †¢Develop your own style. Sometimes students include too much original text from the work of others, as they believe that they cannot ‘put it any better’. Although you should try to express ideas in your own words, quoting or summing up ideas from academic sources is fine, as long as you say where you have taken this from. You must also reference other people’s performances or art in your own work. It fine to use other people’s performances and art, but you must be completely clear about why you are using that work, and make sure it is obvious that it isn’t your own. Definitions of assessment offences Plagiarism Plagiarism is when you present someone else’s work, words, images, ideas, opinions or discoveries, whether published or not, as your own. It is also when you take the artwork, images or computer-generated work of others, without properly acknowledging where this is from or you do this without their permission. You can commit plagiarism in examinations, but is most likely to happen in coursework, assignments, portfolios, essays, dissertations and so on. Examples of plagiarism include: †¢directly copying from written work, physical work, performances, recorded work or images, without saying where this is from; †¢using information from the internet or electronic media (such as DVDs and CDs) which belongs to someone else, and presenting it as your own; †¢rewording someone else’s work, without referencing them; and †¢handing in something for assessment which has been produced by another student or person. It is important that you do not plagiarise – intentionally or unintentionally – because the work of others and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes, qualifications, reputation and so on. To use someone else’s work, words, images, ideas or discoveries is a form of theft. Collusion Collusion is similar to plagiarism as it is an attempt to present another’s work as your own. In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another person’s work. Examples of collusion include: †¢agreeing with others to cheat; †¢getting someone else to produce part or all of your work; †¢copying the work of another person (with their permission); †¢submitting work from essay banks; †¢paying someone to produce work for you; and †¢allowing another student to copy your own work. Many parts of university life need students to work together. Working as a team, as directed by your tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to benefit of one or more person and try to deceive another (for example the assessor). Cheating Cheating is when someone aims to get unfair advantage over others. Examples of cheating include: †¢taking unauthorised material into the examination room; †¢inventing results (including experiments, research, interviews and observations); †¢handing your own previously graded work back in; †¢getting an examination paper before it is released; †¢behaving in a way that means other students perform poorly; †¢pretending to be another student; and †¢trying to bribe members of staff or examiners. Help to avoid assessment offences Most of our students are honest and want to avoid making assessment offences. We have a variety of resources, advice and guidance available to help make sure you can develop good academic skills. We will make sure that we make available consistent statements about what we expect in this document, and in student handbooks and module guides. You will be able to do tutorials on being honest in your work from the library and other central support services and faculties, and you will be able to test your written work for plagiarism using ‘Turnitin ®UK’ (a software package that detects plagiarism). You can get advice on how to honestly use the work of others in your own work from the library website (www. libweb. anglia. ac. uk/referencing/referencing. htm) and your lecturer and personal tutor. You will have an opportunity to do a ‘formative’ assignment before you finish and hand in your first ‘summative’ assignment. A ‘formative’ assignment is one in which you can talk about your work thoroughly with your tutor to make sure that you are working at the correct level for your award, and that you understand what is meant by good practice (a ‘summative’ assignment counts towards the assessment for your course). You will be able to use ‘Turnitin ®UK’, a special software package which is used to detect plagiarism. Turnitin ®UK will produce a report which clearly shows if passages in your work have been taken from somewhere else. You may talk about this with your personal tutor to see where you may need to improve your academic practice. We will not see these formative Turnitin ®UK reports as assessment offences. If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor. They will be able to help you and tell you about other resources which will help you develop your academic skills. What we expect from you  We will make sure you have the chance to practice your academic skills and avoid accidentally breaking our Academic Regulations. On page nine of the Student Charter (see http://web. anglia. ac. uk/anet/students/pdfs/09_student_charter. pdf), it says you have to ‘be aware of the academic rules relating to your studies’. To make sure that you are aware of the rules, we expect you to agree to: †¢read this guidance and make sure you thoroughly understand it; †¢work through ‘PILOT’, the online tutorial available on our library website (http://libweb. anglia. ac.uk/pilot/), which aims to help you learn good practice and has a useful section on plagiarism; †¢make sure that you are familiar with how to reference (acknowledge other people’s work); †¢correctly reference all the sources for the information you have included in your work; †¢identify information you have downloaded from the internet; †¢never use someone else’s ideas for a performance, film or TV programme, their artwork, graphics (including graphs, spreadsheets and so on and information from the internet) as if they are yours; †¢only hand in your own original work; †¢never use another person’s work as if it were your own; and †¢never let other students use or copy your work. What we will do for you To help you avoid making assessment offences, our staff will: †¢make sure they are familiar with the guidance on being honest in your work and the Academic Regulations; †¢tell you clearly about the guidance on being honest in your work and any guidelines on misconduct, and record the dates for future reference; †¢arrange library information sessions for you;

Network Case Study Essay Example for Free

Network Case Study Essay 1. Which of the following is true about a TCP/IP network? A) The network uses only standards defined in TCP/IP RFCs. 2. Which of the following terms is not a common synonym for TCP/IP model? (Choose two answers.) D) TCP/IP mapping and C) Ethernet 3. Think generically about the idea of a networking standard, ignoring any particular standard or standards group. Which of the following is typically true of a standard? (Choose two answers.) B) It exists as a deployed network device, which people can visit on the Internet. C) It has been passed through some form of review and approval or certification process. 4. Contrast an international standard as compared to a de facto standard. (Choose two answers.) B) International standard documents have been reviewed more thoroughly. D) International standards typically mean that the standards group has been authorized by many countries to create standards that apply to multiple countries. 5. Which of the following are true about the commonly used version of the TCP/IP model as shown in this chapter? (Choose two answers.) C) The physical layer sits just below the data link layer. D). The network layer sits in the middle of the five layers. 6. The TCP/IP model refers to standards other than those the IETF defines in RFCs. Which of these standards groups is typically the source of external LAN standards? (Choose two answers.) A) ITU B) IEEE 7. Which of the following is not a typical reason for a group of ten companies to start a vendor group, for the purpose of pushing a new networking technology? C) To improve the chances that the technology will be standardized 8. The TCP/IP and OSI models have some obvious differences, like the number of layers. Think about the more commonly used version of the TCP/IP model discussed in this chapter, and then think about how to talk about TCP/IP using OSI terms. Which of the following is a correctly phrased statement for how to use OSI terminology? B) IP is a network layer protocol. 9. Historically, which of the following models were the earliest models used in corporate networks? A) Vendor models 10. Which of the following statements is true when comparing the OSI and the TCP/IP mode l as defined in RFC 1122? B) The lower four layers of TCP/IP define the same kinds of functions as the matching layer numbers from OSI. 11. A network engineer connects two PCs (PC1 and PC2) using Ethernet NICs and an Ethernet cable that has copper wires inside. The two PCs communicate successfully. Which of  the following happens when PC1 sends bits to PC2? D)PC1 converts the bits to sound waves, and the NIC uses an A/D converter to send the data over the cable. 12. A TCP/IP network includes an Ethernet LAN with 10 PCs uses a LAN switch. PC1 sends data intended for an app running on PC2. Which of the following mechanisms does Ethernet define so that PC2 receives and processes the data? A)The Ethernet header lists PC2’s MAC address so that PC2 will realize that the data is meant for PC2. 13. Two network pros are having a conversation about some issues in a network. They discuss some issues related to how PPP forwards data, so they happen to be discussing the data structure that includes the PPP header and trailer. Which of the following terms do they use? B) Packet 14. Which of the following are true facts about IP addresses? (Choose two answers.) C) Are listed in the data-link trailer D) Used by routers to make a forwarding decision 15. Which of the following answers is true about Ethernet MAC addresses? A) 48 bits in length C) Are listed in the data-link trailer 16. Which of the following statements is true comparing LANs and WANs? (Choose two answers.) A) LANs generally connect devices that are nearer to each other, compared to WANs. D) LANs are purchased, and WANs are leased. 17. Which of the following answers list true facts about the data link layer of TCP/IP? (Choose two answers.) B) Two TCP/IP data-link protocols are Ethernet and PPP. C) Data-link protocols define addresses that identify devices connected to the underlying physical link. 18. Which of the following answers list true facts about the network layer of TCP/IP? (Choose two answers.) B) The two primary protocols are TCP and IP. C) IP provides logical addressing and routing ser vices 19. Which of the following answers lists true facts about the transport layer of TCP/IP? B) The two primary protocol options are TCP and IP. C) TCP provides error recovery services to application layer protocols that use TCP. 20. A PC user opens a web browser and sends a request to a web server to load a new web page. Three routers forward the data as it passes from client to server. Consider the data plus all headers and trailers that go from the web client to the web server. Which of the following headers go all the way from the web client to the web server? (Choose three answers.) A)Data-link header B) Network layer header C) Transport layer header

Development of Kindergarten Business

Development of Kindergarten Business 1. Introduction The investigation of the thesis proposal was set up in order to create a business plan with the help of clear and well-thought decisions based on the professional marketing research. The basic idea was open up a kindergarten with the specialty of focusing on the English teaching from the young ages and providing a children-focused environment where the children have higher chances to become more open-minded, creative, quicker learners and successful members of the society. The inquiry of the thesis was based on hypothesizes and the relationships of those issues among each other. Small business owners start up a company  without doing proper analyses, surveys and making a concrete plan. Inevitably, they soon find that they are out of money and  have no time or clear strategies how to market their business.The business plan is aimed at making preparation for setting up enterprise. It has a high importance that the business owners are well prepared, fully informed about the market environment, have a wide understanding of the industry and know they own firms goals with the assumption of their strengths, weaknesses, opportunities and threats as well that they are able to have the control of their companys position on the market among the other participants. The main requirement of a business plan is that all used information has to be based on real facts. Foggy and muddy data lead us toward dreaming what does not give any secure base of the idea and no any proper strategy can be formulated and implemented, so instead of the successful operation we can play more a gambling. This cannot be an objective of any serious entrepreneur. There are several makeup for a structu re of a plan but every firm has to focus on their specialties and highlight the differences that are unique in their business according to Pinson (2008, p.152). A well prepared, professional leadership philosophy is based on the feasibility of the business idea and provides extraordinary benefits to the company. The study of the research is based on hypothesizes and their relationships. These propositions constitute the basis for this examine. The first is about the financial background that families with income significantly above the average are interesting to find ambitious education and high standard circumstances for their children. The Hungarian Central Statistical Office published the average net monthly earnings of employees in the national economy of the year 2010 was 132,623 Ft. (http://portal.ksh.hu/pls/ksh/docs/eng/xstadat/xstadat_infra/e_qli018c.html) In the light of this information it can be assumed that families with one or two children where the parents monthly net income reaches the 200,000 Ft each want to consume this service. After understanding the benefits of the school this parents based on their wealth possibilities want to use the offered services. The second states that mothers with higher education what means a bachelor diploma and above are willing to use the most of the services of the SK. These women understand the profit of the diploma and would like to give the youngest members of their family better opportunities, as the children-centered education from the very beginning of their life, what provides those children faster and easier carrying capacities. These abilities what the children can learn in the kindergarten will base the future learning habits and help to reach the knowledge needed to get a diploma much easier as the other children with traditional way of teaching system from their early young ages. The third hypothesis says that mothers with the knowledge of minimum one foreign language want their offspring to start learning a foreign language already from their early young ages and the starting age should not be later then their three years of age. The importance of this statement based on the fact according to Kovà ¡cs and Szamarasz (2006, p.106) that children especially in their early young ages are more affiliated in connection of the second language learning and the period until the fourteenth year are the most effective in that field. As an assumption the basic idea what provided the construction of these hypothesizes was that families with income over the average are ready to separate a budget for taking this service. The explanation of why the further research objectives were focused on mothers abilities and skills is that they are the members of the families usually who are at home with their children in the younger age and they are searching for nursery schools at the first level. The fathers will be involved only after the first selecting level what is done mostly by the mothers. Aware of the information of the hypothesizes acceptation or even rejection the best possible business structure, target market, what means the most essential element of this market, can be chosen. Summarizing these specific information of choosing and researching these hypothesizes provides results what mean strong, real facts and serves as a basis of the business plan and implementing the strategies based on them, leads the school to reach a stabile and successful market present in the field of child education. This matter is important in the long-term planning of the company because by increasing the number of kindergartens and creating a possible franchise system in the future can substitute the state nursery schools. To the examination of these theory issues are several possibilities available what will be listed detailed and discussed in the topic of methodology. The frame structure of the report shows the form of a business plan included the investigation of the speculation with the result of it what provides the statement of the decision making, so that this company can entry the market successfully and reach effective market presence position by its profitable operating in the future. After introducing the kindergarten idea as a whole and the background of the business, a market analyses will be followed by a competition analyses and by a funding strategy. The next part of the exploration focuses on the market research what provides the answers of the above mentioned theorizes. The hypothesis testing gives the results weather the stated theories can be excepted or rejected. At the end process of the inquiry the consequence of the theory researches offer the construction availability of a successful marketing management with the help of a well-thought marketing strategy. In the conclusion the experiences will be summarized and judged by the available evidences, furthermore recommendations designated. 2. Methodology In this chapter several method possibilities will be introduced and presented. First of all the development of a business plan will be discussed. The basic line to follow declares the structure of the assessment. In case a company would like to enter the market all relevant issues has to be analyzed and clarified. The business idea in this particular project is about entering the kindergarten market. 2.1. Market analyses The most important step is to understand the market itself, the field of that market segment with all their advantages and disadvantages. This clear overview leads to be more involved into it and with that precise review the whole transparency is available and then the main direction can be determined. Market analyses gives explanation about the nature of the business. The examination of the historical background, the development of the nursery schools and among them the private kindergarten provides the first base of the assessment. The detailed business issues serve as starting point. 2.2. Competition analyses After understanding the business in what the kindergarten want to entry, a competition analyses follows. The market can be analyzed by internal and external factors as well. The micro environment is directly linked to the company; the macro environment has a direct impact on the firms life. There are several methods for the competition analyses what can be chosen for this assessment. 2.2.1. Porters five forces model There is the potential method to use as Porters five forces model (Porter, 1986, p. 541). It is a framework for industry analysis and business strategy development formed by Michael E. Porter and considers the attractiveness of the market in the industry sector. According to him the opportunities and the threats as external factors should take into consideration at formulating the organizations corporate strategy, furthermore by creating the competitive strategy, these issues should provide the basis and the clear understanding of them. He collected and defined the five issues what exist in every market. â€Å"As the world economy has been engulfed by strong international competition, Porter argued that strategy equates to how the firm competes against other firms in its business. Porter argued that strategy is not just a series of model at the corporate level of strategy. He noted that strategy includes analyzing potential entrants, suppliers, buyers, substitutes, and competitorsâ €  (Stahl, Grigsby, 1997, p. 145) The five forces what influences the industry in Porters theory model are the following: Existing competitive rivalry between suppliers Threat of new market entrants Bargaining power of buyers Power of suppliers Threat of substitute products including technology change Three of Porters five forces refer to competition from external sources. The remainder is internal threat. These forces are the parts of the micro environment. They consist of those forces close to a company that affect its ability to serve its customers and make a profit. 2.2.2. PEST analyses There is a framework of external factors available called PEST analysis. It covers the abbreviations as Political, Economic, Social, and Technological analysis used for macro-environmental factors. This method identifies the factors which influences most the company from outside. These factors play the major roles in the organizations long-term life and influence the long-term decision making, what the companies has to take into consideration. Recently two extra aspects has changed the sequence of the models key terms by adding ethics and demographic factors to this strategic tool provided the new terms STEEPLE and STEEPLED. (Curtis, Cobham, 2008, p. 54) STEER analysis considers the regulatory reasons as well. 2.2.3. SWOT analyses With the help of the SWOT analyses the companys environment can be analyzed by the different directives. According to Ferrel and Hartline (2008, p. 119), creating a correct SWOT offers a mechanism for development of the marketing plan. In case the analysis is not reliable and accurate, the time we have spent on is going to be only a waste. It shows the viability of a business on the market and introduces the main points of the company what it focuses on the most. It explains the important pillars of the firm and explores the disadvantages, so necessary tasks can be planned and done in the future to eliminate those problems. The SWOT is created for investors and banks as a part of a business plan that every participant has a clear overview about the business and the chances of return. Based on the fact that it shares information what provides perspectives, this analyses means a fusion of information from many areas. That information consists of four elements as strengths, weaknesses, opportunities and threats. The first two characteristics are internal and the lasts external factors of the corporation. Strengths: advantageous factors of the business over the other participants of the industry. Weaknesses: the firms disadvantages relative to the other competitors. Opportunities: external chances what provide better possibilities in the market field for the company. Threats: external issues what can afford difficulties for the business. During a well-focused SWOT analyses it is essential to look after every kind of competitors to have the benefits of it. The potency of this analysis lies in its simplicity and no trained skills are crucial what earns money for the firm. As a conclusion of the above mentioned analyses possibilities Porters five forces model will be utilized in this investigation based on the fact that it provides an extensive overview of the whole industry and a comprehensive solution for analyzing the competition situation on the market with the addition of introducing of identification of the direct, indirect competitors. 2.3. Funding The survey was analyzing the market situation, furthermore the system and functioning of the kindergarten business was understood in narrow aspect. It is very important to have a broad overview of the financial possibilities to create a successful participant on the market what represents more efficiency and ensure the organizations competent future by gaining significant profit. This chapter will observe and look after the potentials started from the local level because the goal is to support and strengthen the school, furthermore to get it well-known, popular among the local clients and investors to lead it into a beneficial market situation. The funding will continue with introducing of state provided support options and at last but not at least with European level of promises. A financial plan indicates a one year prediction what includes the summary of the costs started with the set-up cost, expenses of the equipments, and the payments of operating as the salaries. The other side of the forecast contains the sum of revenues and direct financial support of the investors, sponsors and the European Commission. All relevant aspects will be discussed in this section and a designated plan will be compiled for the companys finances. 2.4. Market Research There are several research methods available, but the plan needs to be focused on one or two methods that will yield the results we are seeking. 2.4.1. Quantitative qualitative data There are two ways to collect data for market research as quantitative and qualitative as for example deep interviews and questionnaires according to Chisnall. (2001, p.55) Quantitative data collection is statistical and uses mathematical analysis to measure the research findings. It can inform of significant differences in comparative data, as well as provide more simple analyses such as averages and satisfaction scores. Therefore quantitative data collection requires an adequate sample. It is suitable for deeper problem approach, works with small samples. Qualitative data collection, on the other hand, is used to identify key issues that a business may want to explore in-depth. Although qualitative methods such as focus group discussions dont actually measure the findings statistically but can be used to uncover issues which can be quantified and then measured through quantitative analysis. Therefore qualitative data collection is often used as a basis to design quantitative research. The qualitative research method provides objective results and represented in big samples. There are two generic classification of the information on which research designs depend as primary and secondary data. 2.4.2. Primary secondary data Primary data have to be collected for the first time by either one or a blend of observation, experimentation, questionnaires. Secondary data are existing information that may be useful for the purposes of specific surveys. This may be available internally or externally and has a disadvantage of being not fully useful or perfectly characterized to our case. These data can be collected from the government statistics, public libraries or online, offline market research sources. 2.4.3. Primary data collection methods Observation help to learn the behavior and this can lead for wider understanding of the participants of the market. Ethnography is observing customers using products in their natural environments. Mystery shopping is a form of participant observation. Experimentation is to compare the responses to several alternatives in the marketing mix and to evaluate this information as a guide to management in deciding the most effective method of marketing specific products. Survey research methods are very flexible and can be used for gathering information about consumer knowledge, attitudes, preferences and opinions. Methods of enquiry are the following: Surveys can be completed via face-to-face questionnaires the personal interviewing, mail and telephone or online. Interviews ask and probe respondents to gain detailed responses. Focus groups are moderating a discussion with users. Useful for capturing key concerns and messages. Product clinics and tests having users try products and give feedback There are two main types of question according to Chisnall (2001, p. 138): the open-end questions and the closed questions. Open-ended questions result free responses and are mostly used in the early phase of the study, what affects a general overview of the researched subject. It has the disadvantageous that the answers have to be recorded verbatim by the interviewers, so special training needed to handle this type of questions. The closed questions give limited response. It includes the simple alternative (yes/no) and the multi-choice questions, which has the unfavorable characteristic that it always â€Å"dont know† answers and it decreases the utility of the questionnaire. 2.4.4. Testing, data collecting, report, budget After choosing the method will be used for our survey the data collection will follow. The material should be tested in order to be able to create a relevant and reliable market research report in the future. The pilot work is necessary at the questionnaire scheming in order to receive valid results. Repetition is a useful and efficient tool in order to control the accuracy of the earlier responses. The choosing of the most useful method and the testing can reduce the market research costs and this plays an important role in the research budget planning. 2.4.5. Survey result In this chapter a report will cover the different subjects of the enquiry. Those information mean the base of the hypothesis testing of this appraisal, therefore all relevant data will be introduced and presented. 2.4.6. Findings and analyses This division concentrates on the effects of the survey outcomes what will be discussed. The above mentioned hypothesizes will be tested and as end results, they will be accepted or rejected. Based on the facts a better and safer marketing strategy can be created and implemented into the marketing management process. 2.4.7. Hypothesis testing The hypothesizes, what were laid down at the beginning of the inquiry will be analyzed by comparing them with the facts resulted by the market research, and declared to be false or true. 2.5. Marketing Management The Marketing Management Process consists of analyzing market opportunities, researching and selecting target markets, developing marketing strategies, planning marketing tactics; implementing and controlling the marketing effort. After researching and analyzing the market environment, the strategic management part of the marketing management process will follow. The STP marketing will be used for further analyses with the support of the 8 Ps marketing mix technique what is mostly applied for non-profit organizations. 2.5.1. Marketing Strategy The STP marketing is an important element in developing the marketing strategy and refers to the market segmentation strategy (Segmentation), target market selection (Targeting) and market positioning (Positioning). The main goal of this strategy is defining the facts that on which market the business should operate and what kind of technical solutions should be implemented. Segmentation divides and separates the market into distinctive groups with a focus on those likely to deliver the best return. In his review Dr. Fojtik said (2011) â€Å"Targeting is the process of evaluating segments and focusing marketing efforts on a country, region or group of prospects and customers that has significant potential to respond. It highlights the sector that can be reached most effectively, efficiently and profitably.† Positioning helps to become part of the customers mind by placing the company and the created brand efficient. 2.5.2. The 8P-s marketing mix technique The basic concept of the science of marketing is the 4P-s, or at some places 5 to 9P-s in a wider approach. According to Donovan and Henley (2010, p. 282) this method is very useful. â€Å"Perhaps one of the best known concepts in marketing is the 4Ps, apparently first described by McCarthy (1960). The 4Ps have endured because they provide the four fundamentals of marketing planning and management.† This is widely known as the marketing mix and even though it is relatively an old concept compared to all the modern marketing tools, it is still a very useful, easily applicable and therefore a popular way to market ones business. The name of the concept comes from the starting letter of its core components. The short form of the first one is Product, which is followed by Price, the next one is Place and the last one is Promotion in the basic part of the method. According to Crossley (2010) People relations, Partnerships, Policy changes and Paid marketing form the additional 4 soc ial elements of the 8P-s. This scheme was constructed basically for non-profit organizations but due to the reason the kindergarten is looking for investors, sponsors as a non-profit organization, this procedure can be applied into it. 2.6. Conclusion and recommendation At the end of the investigation a summary will follow with conclusion, recommendations but no new methods will be introduced in that section but judgment of the evidence will be presented. 3. Market analyses As the first step the most important is to analyze the market. After understanding and having a wide overview of the business, the main direction can be determined. 3.1. The historical background The historical background of the development the nursery schools will be inquired. The first kindergarten started in 1828 in Hungary by Terà ©z Brunszvik according to Mà ©szà ¡ros (1968, p. 248). Big number of children visited this institution and mostly the offspring of families in poor financial and social environments. The first reason to collect them was to teach them the rules of etiquette manners, moral and social values besides the general knowledge as mathematic, reading with the help of object lesson tools. The music and singing played a huge role because children can learn easier playfully and to develop the habit of body maintenance is the best way to choose the versification combined with singing. Those schools were operated and financed by members of wealthy, reach families who felt social responsibilities. The kindergarten system was part and the first cornerstone of the public education structure. They operations were regulated by the public education act. To be abl e to place the kindergarten business on the market it is a central question how big is the market. This business is not well covered and because of the rising demand of interest about the new age nursery schools there are a lot of possibilities to create a structure even to establish a franchise system in the future based on the rising stage of dynamism. 3.2. Legal environment 1993rd Act LXXIX. law regulates the public education in Hungary. â€Å"The act extends to the regulation of pre-primary education, school education and teaching, the college of education and learning, as well as on the related administrative and service activities, regardless of the structure and maintenance of the institution.† (http://www.complex.hu/jr/gen/hjegy_doc.cgi?docid=99300079.TV) It declares all aspects of the procedure and operation detailed. Every child has to attend the kindergarten at least one year long before the primary school age and after they 3rd age, but have the opportunity to enjoy the service the entire time during this period. The operation of the state schools is financed by the government but the in practice the parents has to add direct or indirect support on a monthly level if they would like to secure the acceptable environment for their children. 3.3. What is the kindergarten business? To be able to place the kindergarten business on the market it is a central question how big is the market. There are 44 kindergartens existing and operating in Pà ©cs included all private nursery schools according to the Pà ©cs city official portal. (http://hivatal.pecs.hu/oktatas/ovodak/) According to the regulation from 20 to 25 children can create a school group what means that the kindergarten have to operate closed to those number of occupancy what is a great disadvantage of the state nursery schools against the private schools and it leads the company into a better market situation because it wants to operate with less number of children. This new age nursery school business is not well covered and because of the rising demand of interest about them there are a lot of possibilities to create a successful business and even to establish a franchise system in the future, based on the rising stage of dynamism. The other main issue of the industry is that following the basic educ ational plan and habit, the institutions operating language is Hungarian and the level of foreign language teaching is very low and not focused. The importance of that topic will be explained in the subchapter of 3.4.2. 3.4. Sunshine Kindergarten The presentation the main structure of the nursery school provides a base in understanding the concept as a whole of the Sunshine Kindergarten (SK). The business idea this institution places of interest on foreign language and the importance of nature in the everyday life. The education system teaches the children every subject theoretical and does not pay attention of the well and easy practicability of the topic. In case learning would be part of our life from the early childhood, every issue could be cultivated easily and naturally as how to clean our teeth. The globalization plays a big role today and the world became very small. The education will be available in English and Hungarian languages. The well known English give an advantage for a better and easier prevailing around the Globe. The kindergarten will operate with small and closed group of children with max.15 people in one group educating by intellectual way (no TV) what focuses on environment and nature. The global warming and nature catastrophes warn us to change our life style and show children how important the natural world is and we need to take care of it. On the daily basis it will be two teachers permanently and the subsidiary personal on duty. 3.4.1. Vision Mission Statement The vision statement is that children are our future and they can really save the world. It is constructive to provide them the possibility for experiencing the basic steps of a healthy physical-psychical life what has more understanding on the importance that we are part of the nature and we have to learn how to live in symbiosis with it to achieve a happy and successful adulthood. The second part of the vision is that useful and efficient English language knowledge is feasible for everyone by implementing a correct tools and training ways. Mission Statement The vision can be realized by educate young children by a different way creating a strong basis to be open-minded, to live in symbiosis with the environment and be flexible. At this peer group do not exist yet developed habits, so it seems the easiest way to put into action this knowledge into peoples life without changing any personalities of them. With skilled kindergarten teachers and a well defined schooling program the vision is successful reachable. 3.4.2. Service The main service offered from the SK is the child supervision and training by a different way as usual in the state nursery schools. The quality of the service is always lower there due to the less environmental conditions as old buildings and high number of children put into one group. It is understandable that overloaded nursery schools are not able with every willing of the teachers to concentrate very well to every child personally. Every state institution needs financial support from the parents anyway due to the bad circumstances, so families in better financial situation can offer their children higher quality education from the very beginning. What else makes different this institution is the relationship to the nature and to the English language. Nowadays the environmental pollution plays a big role in our life. In case the inhabitants of the world do not change their mind considered pollution we all know the possible causes of this behavior. The basic idea is to school and show people already in their early childhood the importance of that fact. The best way to protect the environment is to create nature focused behavior to give the chance for adults to create more environmental friendly businesses in the future and think different simply. All offered food is ecological and organic, so all meals in the kindergarten should be prepared from fresh ingredients ordered from the organic food company. The physical training will be a part of the daily routine to get the children used to it. The second issue what need to be taken into consideration was the globalization. Due to this fact distances disappear and cultures come more close to each other. The basic problem is the communication what can be solved by knowing the most useful language what is the English based on the research of George Weber. â€Å"English is the most obvious example of a language on the way up. It has survived the fall of the British Empire without even slowing down, it has now gone beyond being the language of the worlds only remaining superpower (which in the long run would be a liability), becoming the first truly world-wide lingua franca. International English has become independent of any one English-speaking country, even the USA. From, a certain level upwards, in business, sport, politics, science and many other fields, knowledge of English has become not a matter of prestige but of necessity. Also: the level at which this occurs is moving ever downwards. In science and technology the grip of English is complete. With growing computer sophistication it is becoming easier to put even the most awkward languages and script on screen but that does not alter the big picture. The Chinese trader, scientist, manufacturer who wants to talk to his foreign contacts is not helped much by even the most carefu lly presented Chinese characters on his screen. He has to tell his non-Chinese customers in English.† (http://www.andaman.org/BOOK/reprints/weber/rep-weber.htm) The figure shows the significant difference of the most used and important languages. At this point we have to mention the weakness of the Hungarian school system. Subject and languages as well will be taught as an external data without any successful integration that knowledge into the students every day. Our belief is to teach a second language by a natural way from the early years can provide a big advantage by implementing that knowledge effectively in the practice in the everyday life. At this age group our expectations should not be high, the passive language skills will be developed and so a stabile basic for the future improvements. The business idea is b Development of Kindergarten Business Development of Kindergarten Business 1. Introduction The investigation of the thesis proposal was set up in order to create a business plan with the help of clear and well-thought decisions based on the professional marketing research. The basic idea was open up a kindergarten with the specialty of focusing on the English teaching from the young ages and providing a children-focused environment where the children have higher chances to become more open-minded, creative, quicker learners and successful members of the society. The inquiry of the thesis was based on hypothesizes and the relationships of those issues among each other. Small business owners start up a company  without doing proper analyses, surveys and making a concrete plan. Inevitably, they soon find that they are out of money and  have no time or clear strategies how to market their business.The business plan is aimed at making preparation for setting up enterprise. It has a high importance that the business owners are well prepared, fully informed about the market environment, have a wide understanding of the industry and know they own firms goals with the assumption of their strengths, weaknesses, opportunities and threats as well that they are able to have the control of their companys position on the market among the other participants. The main requirement of a business plan is that all used information has to be based on real facts. Foggy and muddy data lead us toward dreaming what does not give any secure base of the idea and no any proper strategy can be formulated and implemented, so instead of the successful operation we can play more a gambling. This cannot be an objective of any serious entrepreneur. There are several makeup for a structu re of a plan but every firm has to focus on their specialties and highlight the differences that are unique in their business according to Pinson (2008, p.152). A well prepared, professional leadership philosophy is based on the feasibility of the business idea and provides extraordinary benefits to the company. The study of the research is based on hypothesizes and their relationships. These propositions constitute the basis for this examine. The first is about the financial background that families with income significantly above the average are interesting to find ambitious education and high standard circumstances for their children. The Hungarian Central Statistical Office published the average net monthly earnings of employees in the national economy of the year 2010 was 132,623 Ft. (http://portal.ksh.hu/pls/ksh/docs/eng/xstadat/xstadat_infra/e_qli018c.html) In the light of this information it can be assumed that families with one or two children where the parents monthly net income reaches the 200,000 Ft each want to consume this service. After understanding the benefits of the school this parents based on their wealth possibilities want to use the offered services. The second states that mothers with higher education what means a bachelor diploma and above are willing to use the most of the services of the SK. These women understand the profit of the diploma and would like to give the youngest members of their family better opportunities, as the children-centered education from the very beginning of their life, what provides those children faster and easier carrying capacities. These abilities what the children can learn in the kindergarten will base the future learning habits and help to reach the knowledge needed to get a diploma much easier as the other children with traditional way of teaching system from their early young ages. The third hypothesis says that mothers with the knowledge of minimum one foreign language want their offspring to start learning a foreign language already from their early young ages and the starting age should not be later then their three years of age. The importance of this statement based on the fact according to Kovà ¡cs and Szamarasz (2006, p.106) that children especially in their early young ages are more affiliated in connection of the second language learning and the period until the fourteenth year are the most effective in that field. As an assumption the basic idea what provided the construction of these hypothesizes was that families with income over the average are ready to separate a budget for taking this service. The explanation of why the further research objectives were focused on mothers abilities and skills is that they are the members of the families usually who are at home with their children in the younger age and they are searching for nursery schools at the first level. The fathers will be involved only after the first selecting level what is done mostly by the mothers. Aware of the information of the hypothesizes acceptation or even rejection the best possible business structure, target market, what means the most essential element of this market, can be chosen. Summarizing these specific information of choosing and researching these hypothesizes provides results what mean strong, real facts and serves as a basis of the business plan and implementing the strategies based on them, leads the school to reach a stabile and successful market present in the field of child education. This matter is important in the long-term planning of the company because by increasing the number of kindergartens and creating a possible franchise system in the future can substitute the state nursery schools. To the examination of these theory issues are several possibilities available what will be listed detailed and discussed in the topic of methodology. The frame structure of the report shows the form of a business plan included the investigation of the speculation with the result of it what provides the statement of the decision making, so that this company can entry the market successfully and reach effective market presence position by its profitable operating in the future. After introducing the kindergarten idea as a whole and the background of the business, a market analyses will be followed by a competition analyses and by a funding strategy. The next part of the exploration focuses on the market research what provides the answers of the above mentioned theorizes. The hypothesis testing gives the results weather the stated theories can be excepted or rejected. At the end process of the inquiry the consequence of the theory researches offer the construction availability of a successful marketing management with the help of a well-thought marketing strategy. In the conclusion the experiences will be summarized and judged by the available evidences, furthermore recommendations designated. 2. Methodology In this chapter several method possibilities will be introduced and presented. First of all the development of a business plan will be discussed. The basic line to follow declares the structure of the assessment. In case a company would like to enter the market all relevant issues has to be analyzed and clarified. The business idea in this particular project is about entering the kindergarten market. 2.1. Market analyses The most important step is to understand the market itself, the field of that market segment with all their advantages and disadvantages. This clear overview leads to be more involved into it and with that precise review the whole transparency is available and then the main direction can be determined. Market analyses gives explanation about the nature of the business. The examination of the historical background, the development of the nursery schools and among them the private kindergarten provides the first base of the assessment. The detailed business issues serve as starting point. 2.2. Competition analyses After understanding the business in what the kindergarten want to entry, a competition analyses follows. The market can be analyzed by internal and external factors as well. The micro environment is directly linked to the company; the macro environment has a direct impact on the firms life. There are several methods for the competition analyses what can be chosen for this assessment. 2.2.1. Porters five forces model There is the potential method to use as Porters five forces model (Porter, 1986, p. 541). It is a framework for industry analysis and business strategy development formed by Michael E. Porter and considers the attractiveness of the market in the industry sector. According to him the opportunities and the threats as external factors should take into consideration at formulating the organizations corporate strategy, furthermore by creating the competitive strategy, these issues should provide the basis and the clear understanding of them. He collected and defined the five issues what exist in every market. â€Å"As the world economy has been engulfed by strong international competition, Porter argued that strategy equates to how the firm competes against other firms in its business. Porter argued that strategy is not just a series of model at the corporate level of strategy. He noted that strategy includes analyzing potential entrants, suppliers, buyers, substitutes, and competitorsâ €  (Stahl, Grigsby, 1997, p. 145) The five forces what influences the industry in Porters theory model are the following: Existing competitive rivalry between suppliers Threat of new market entrants Bargaining power of buyers Power of suppliers Threat of substitute products including technology change Three of Porters five forces refer to competition from external sources. The remainder is internal threat. These forces are the parts of the micro environment. They consist of those forces close to a company that affect its ability to serve its customers and make a profit. 2.2.2. PEST analyses There is a framework of external factors available called PEST analysis. It covers the abbreviations as Political, Economic, Social, and Technological analysis used for macro-environmental factors. This method identifies the factors which influences most the company from outside. These factors play the major roles in the organizations long-term life and influence the long-term decision making, what the companies has to take into consideration. Recently two extra aspects has changed the sequence of the models key terms by adding ethics and demographic factors to this strategic tool provided the new terms STEEPLE and STEEPLED. (Curtis, Cobham, 2008, p. 54) STEER analysis considers the regulatory reasons as well. 2.2.3. SWOT analyses With the help of the SWOT analyses the companys environment can be analyzed by the different directives. According to Ferrel and Hartline (2008, p. 119), creating a correct SWOT offers a mechanism for development of the marketing plan. In case the analysis is not reliable and accurate, the time we have spent on is going to be only a waste. It shows the viability of a business on the market and introduces the main points of the company what it focuses on the most. It explains the important pillars of the firm and explores the disadvantages, so necessary tasks can be planned and done in the future to eliminate those problems. The SWOT is created for investors and banks as a part of a business plan that every participant has a clear overview about the business and the chances of return. Based on the fact that it shares information what provides perspectives, this analyses means a fusion of information from many areas. That information consists of four elements as strengths, weaknesses, opportunities and threats. The first two characteristics are internal and the lasts external factors of the corporation. Strengths: advantageous factors of the business over the other participants of the industry. Weaknesses: the firms disadvantages relative to the other competitors. Opportunities: external chances what provide better possibilities in the market field for the company. Threats: external issues what can afford difficulties for the business. During a well-focused SWOT analyses it is essential to look after every kind of competitors to have the benefits of it. The potency of this analysis lies in its simplicity and no trained skills are crucial what earns money for the firm. As a conclusion of the above mentioned analyses possibilities Porters five forces model will be utilized in this investigation based on the fact that it provides an extensive overview of the whole industry and a comprehensive solution for analyzing the competition situation on the market with the addition of introducing of identification of the direct, indirect competitors. 2.3. Funding The survey was analyzing the market situation, furthermore the system and functioning of the kindergarten business was understood in narrow aspect. It is very important to have a broad overview of the financial possibilities to create a successful participant on the market what represents more efficiency and ensure the organizations competent future by gaining significant profit. This chapter will observe and look after the potentials started from the local level because the goal is to support and strengthen the school, furthermore to get it well-known, popular among the local clients and investors to lead it into a beneficial market situation. The funding will continue with introducing of state provided support options and at last but not at least with European level of promises. A financial plan indicates a one year prediction what includes the summary of the costs started with the set-up cost, expenses of the equipments, and the payments of operating as the salaries. The other side of the forecast contains the sum of revenues and direct financial support of the investors, sponsors and the European Commission. All relevant aspects will be discussed in this section and a designated plan will be compiled for the companys finances. 2.4. Market Research There are several research methods available, but the plan needs to be focused on one or two methods that will yield the results we are seeking. 2.4.1. Quantitative qualitative data There are two ways to collect data for market research as quantitative and qualitative as for example deep interviews and questionnaires according to Chisnall. (2001, p.55) Quantitative data collection is statistical and uses mathematical analysis to measure the research findings. It can inform of significant differences in comparative data, as well as provide more simple analyses such as averages and satisfaction scores. Therefore quantitative data collection requires an adequate sample. It is suitable for deeper problem approach, works with small samples. Qualitative data collection, on the other hand, is used to identify key issues that a business may want to explore in-depth. Although qualitative methods such as focus group discussions dont actually measure the findings statistically but can be used to uncover issues which can be quantified and then measured through quantitative analysis. Therefore qualitative data collection is often used as a basis to design quantitative research. The qualitative research method provides objective results and represented in big samples. There are two generic classification of the information on which research designs depend as primary and secondary data. 2.4.2. Primary secondary data Primary data have to be collected for the first time by either one or a blend of observation, experimentation, questionnaires. Secondary data are existing information that may be useful for the purposes of specific surveys. This may be available internally or externally and has a disadvantage of being not fully useful or perfectly characterized to our case. These data can be collected from the government statistics, public libraries or online, offline market research sources. 2.4.3. Primary data collection methods Observation help to learn the behavior and this can lead for wider understanding of the participants of the market. Ethnography is observing customers using products in their natural environments. Mystery shopping is a form of participant observation. Experimentation is to compare the responses to several alternatives in the marketing mix and to evaluate this information as a guide to management in deciding the most effective method of marketing specific products. Survey research methods are very flexible and can be used for gathering information about consumer knowledge, attitudes, preferences and opinions. Methods of enquiry are the following: Surveys can be completed via face-to-face questionnaires the personal interviewing, mail and telephone or online. Interviews ask and probe respondents to gain detailed responses. Focus groups are moderating a discussion with users. Useful for capturing key concerns and messages. Product clinics and tests having users try products and give feedback There are two main types of question according to Chisnall (2001, p. 138): the open-end questions and the closed questions. Open-ended questions result free responses and are mostly used in the early phase of the study, what affects a general overview of the researched subject. It has the disadvantageous that the answers have to be recorded verbatim by the interviewers, so special training needed to handle this type of questions. The closed questions give limited response. It includes the simple alternative (yes/no) and the multi-choice questions, which has the unfavorable characteristic that it always â€Å"dont know† answers and it decreases the utility of the questionnaire. 2.4.4. Testing, data collecting, report, budget After choosing the method will be used for our survey the data collection will follow. The material should be tested in order to be able to create a relevant and reliable market research report in the future. The pilot work is necessary at the questionnaire scheming in order to receive valid results. Repetition is a useful and efficient tool in order to control the accuracy of the earlier responses. The choosing of the most useful method and the testing can reduce the market research costs and this plays an important role in the research budget planning. 2.4.5. Survey result In this chapter a report will cover the different subjects of the enquiry. Those information mean the base of the hypothesis testing of this appraisal, therefore all relevant data will be introduced and presented. 2.4.6. Findings and analyses This division concentrates on the effects of the survey outcomes what will be discussed. The above mentioned hypothesizes will be tested and as end results, they will be accepted or rejected. Based on the facts a better and safer marketing strategy can be created and implemented into the marketing management process. 2.4.7. Hypothesis testing The hypothesizes, what were laid down at the beginning of the inquiry will be analyzed by comparing them with the facts resulted by the market research, and declared to be false or true. 2.5. Marketing Management The Marketing Management Process consists of analyzing market opportunities, researching and selecting target markets, developing marketing strategies, planning marketing tactics; implementing and controlling the marketing effort. After researching and analyzing the market environment, the strategic management part of the marketing management process will follow. The STP marketing will be used for further analyses with the support of the 8 Ps marketing mix technique what is mostly applied for non-profit organizations. 2.5.1. Marketing Strategy The STP marketing is an important element in developing the marketing strategy and refers to the market segmentation strategy (Segmentation), target market selection (Targeting) and market positioning (Positioning). The main goal of this strategy is defining the facts that on which market the business should operate and what kind of technical solutions should be implemented. Segmentation divides and separates the market into distinctive groups with a focus on those likely to deliver the best return. In his review Dr. Fojtik said (2011) â€Å"Targeting is the process of evaluating segments and focusing marketing efforts on a country, region or group of prospects and customers that has significant potential to respond. It highlights the sector that can be reached most effectively, efficiently and profitably.† Positioning helps to become part of the customers mind by placing the company and the created brand efficient. 2.5.2. The 8P-s marketing mix technique The basic concept of the science of marketing is the 4P-s, or at some places 5 to 9P-s in a wider approach. According to Donovan and Henley (2010, p. 282) this method is very useful. â€Å"Perhaps one of the best known concepts in marketing is the 4Ps, apparently first described by McCarthy (1960). The 4Ps have endured because they provide the four fundamentals of marketing planning and management.† This is widely known as the marketing mix and even though it is relatively an old concept compared to all the modern marketing tools, it is still a very useful, easily applicable and therefore a popular way to market ones business. The name of the concept comes from the starting letter of its core components. The short form of the first one is Product, which is followed by Price, the next one is Place and the last one is Promotion in the basic part of the method. According to Crossley (2010) People relations, Partnerships, Policy changes and Paid marketing form the additional 4 soc ial elements of the 8P-s. This scheme was constructed basically for non-profit organizations but due to the reason the kindergarten is looking for investors, sponsors as a non-profit organization, this procedure can be applied into it. 2.6. Conclusion and recommendation At the end of the investigation a summary will follow with conclusion, recommendations but no new methods will be introduced in that section but judgment of the evidence will be presented. 3. Market analyses As the first step the most important is to analyze the market. After understanding and having a wide overview of the business, the main direction can be determined. 3.1. The historical background The historical background of the development the nursery schools will be inquired. The first kindergarten started in 1828 in Hungary by Terà ©z Brunszvik according to Mà ©szà ¡ros (1968, p. 248). Big number of children visited this institution and mostly the offspring of families in poor financial and social environments. The first reason to collect them was to teach them the rules of etiquette manners, moral and social values besides the general knowledge as mathematic, reading with the help of object lesson tools. The music and singing played a huge role because children can learn easier playfully and to develop the habit of body maintenance is the best way to choose the versification combined with singing. Those schools were operated and financed by members of wealthy, reach families who felt social responsibilities. The kindergarten system was part and the first cornerstone of the public education structure. They operations were regulated by the public education act. To be abl e to place the kindergarten business on the market it is a central question how big is the market. This business is not well covered and because of the rising demand of interest about the new age nursery schools there are a lot of possibilities to create a structure even to establish a franchise system in the future based on the rising stage of dynamism. 3.2. Legal environment 1993rd Act LXXIX. law regulates the public education in Hungary. â€Å"The act extends to the regulation of pre-primary education, school education and teaching, the college of education and learning, as well as on the related administrative and service activities, regardless of the structure and maintenance of the institution.† (http://www.complex.hu/jr/gen/hjegy_doc.cgi?docid=99300079.TV) It declares all aspects of the procedure and operation detailed. Every child has to attend the kindergarten at least one year long before the primary school age and after they 3rd age, but have the opportunity to enjoy the service the entire time during this period. The operation of the state schools is financed by the government but the in practice the parents has to add direct or indirect support on a monthly level if they would like to secure the acceptable environment for their children. 3.3. What is the kindergarten business? To be able to place the kindergarten business on the market it is a central question how big is the market. There are 44 kindergartens existing and operating in Pà ©cs included all private nursery schools according to the Pà ©cs city official portal. (http://hivatal.pecs.hu/oktatas/ovodak/) According to the regulation from 20 to 25 children can create a school group what means that the kindergarten have to operate closed to those number of occupancy what is a great disadvantage of the state nursery schools against the private schools and it leads the company into a better market situation because it wants to operate with less number of children. This new age nursery school business is not well covered and because of the rising demand of interest about them there are a lot of possibilities to create a successful business and even to establish a franchise system in the future, based on the rising stage of dynamism. The other main issue of the industry is that following the basic educ ational plan and habit, the institutions operating language is Hungarian and the level of foreign language teaching is very low and not focused. The importance of that topic will be explained in the subchapter of 3.4.2. 3.4. Sunshine Kindergarten The presentation the main structure of the nursery school provides a base in understanding the concept as a whole of the Sunshine Kindergarten (SK). The business idea this institution places of interest on foreign language and the importance of nature in the everyday life. The education system teaches the children every subject theoretical and does not pay attention of the well and easy practicability of the topic. In case learning would be part of our life from the early childhood, every issue could be cultivated easily and naturally as how to clean our teeth. The globalization plays a big role today and the world became very small. The education will be available in English and Hungarian languages. The well known English give an advantage for a better and easier prevailing around the Globe. The kindergarten will operate with small and closed group of children with max.15 people in one group educating by intellectual way (no TV) what focuses on environment and nature. The global warming and nature catastrophes warn us to change our life style and show children how important the natural world is and we need to take care of it. On the daily basis it will be two teachers permanently and the subsidiary personal on duty. 3.4.1. Vision Mission Statement The vision statement is that children are our future and they can really save the world. It is constructive to provide them the possibility for experiencing the basic steps of a healthy physical-psychical life what has more understanding on the importance that we are part of the nature and we have to learn how to live in symbiosis with it to achieve a happy and successful adulthood. The second part of the vision is that useful and efficient English language knowledge is feasible for everyone by implementing a correct tools and training ways. Mission Statement The vision can be realized by educate young children by a different way creating a strong basis to be open-minded, to live in symbiosis with the environment and be flexible. At this peer group do not exist yet developed habits, so it seems the easiest way to put into action this knowledge into peoples life without changing any personalities of them. With skilled kindergarten teachers and a well defined schooling program the vision is successful reachable. 3.4.2. Service The main service offered from the SK is the child supervision and training by a different way as usual in the state nursery schools. The quality of the service is always lower there due to the less environmental conditions as old buildings and high number of children put into one group. It is understandable that overloaded nursery schools are not able with every willing of the teachers to concentrate very well to every child personally. Every state institution needs financial support from the parents anyway due to the bad circumstances, so families in better financial situation can offer their children higher quality education from the very beginning. What else makes different this institution is the relationship to the nature and to the English language. Nowadays the environmental pollution plays a big role in our life. In case the inhabitants of the world do not change their mind considered pollution we all know the possible causes of this behavior. The basic idea is to school and show people already in their early childhood the importance of that fact. The best way to protect the environment is to create nature focused behavior to give the chance for adults to create more environmental friendly businesses in the future and think different simply. All offered food is ecological and organic, so all meals in the kindergarten should be prepared from fresh ingredients ordered from the organic food company. The physical training will be a part of the daily routine to get the children used to it. The second issue what need to be taken into consideration was the globalization. Due to this fact distances disappear and cultures come more close to each other. The basic problem is the communication what can be solved by knowing the most useful language what is the English based on the research of George Weber. â€Å"English is the most obvious example of a language on the way up. It has survived the fall of the British Empire without even slowing down, it has now gone beyond being the language of the worlds only remaining superpower (which in the long run would be a liability), becoming the first truly world-wide lingua franca. International English has become independent of any one English-speaking country, even the USA. From, a certain level upwards, in business, sport, politics, science and many other fields, knowledge of English has become not a matter of prestige but of necessity. Also: the level at which this occurs is moving ever downwards. In science and technology the grip of English is complete. With growing computer sophistication it is becoming easier to put even the most awkward languages and script on screen but that does not alter the big picture. The Chinese trader, scientist, manufacturer who wants to talk to his foreign contacts is not helped much by even the most carefu lly presented Chinese characters on his screen. He has to tell his non-Chinese customers in English.† (http://www.andaman.org/BOOK/reprints/weber/rep-weber.htm) The figure shows the significant difference of the most used and important languages. At this point we have to mention the weakness of the Hungarian school system. Subject and languages as well will be taught as an external data without any successful integration that knowledge into the students every day. Our belief is to teach a second language by a natural way from the early years can provide a big advantage by implementing that knowledge effectively in the practice in the everyday life. At this age group our expectations should not be high, the passive language skills will be developed and so a stabile basic for the future improvements. The business idea is b

Capitalism, Marketing, and the Insidious and Covert Co-optation of the

Capitalism, Marketing, and the Insidious and Covert Co-optation of the Self Subtitle: A Manifesto for Avatars 1. Introducing Avatars AVATARA-Sanskrit.; ava-'down', tarati-'he goes, passes beyond' literally, 'a descent', a conception described in the Bhagavad gita, 4th Teaching, 1-8 where Krishna confides: "when goodness grows weak, when evil increases, I make myself a body." (OED) Originally referring to the incarnation of Hindu deities, avatars in the computing realms have come to mean any of the various "strap-on" visual agents that represent the user in increasing numbers of 2 and 3D worlds. (Lonehead, ONLINE SOURCE, NO PAGE NUM) This essay studies the covert, market driven forces at work in our choices of images for the avatars inhabiting cyberspace, in order to understand the dangers of the exchange of self-images for advertisements. To forge a set of alternative resistant and forceful conditions for imaging what Sherry Turkle has termed "the second self," tactics based in imaging, language, and psychology can be opposed to the insidious and covert co-optation of the self by commodities. This essay is an attempt to examine the construction of alternative figures as models of resistance. The Manifesto for Avatars offers a formal set of oppositional strategies for constructing unconsumable self-images. The apparent freedom of identity and gender enjoyed by the participants in multi-user domains and the Internet in general (Langley, Stone) is a dangerous illusion, masking the corporate agendas dominating the nature and spirit of the construction of cyberspace and avatars. Imagine an internet chat room where we are all represented by the commodity of our choice. Much like the large, recognizable logos th... ...hler, L. Cartwright, and C. Penley. New York: New York University Press, 1998, 312-314 Stephenson, Neal. SnowCrash, New York, Bantam Books, 1992. Stone, Allucquere Rosanne."Will the Real Body Please Stand Up?: Boundary Stories About Virtual Cultures." In Cyberspace: First Steps, ed. Benedikt, 82-85. Talking Heads. "Once in a Lifetime." Perf. David Byrne, Brian Eno, Chris Frantz, Jerry Harrison, Tina Weymouth. Remain in Light. Sire Records, 1980. Thacker, Eugene. ".../visible_human.html/digital anatomy and the hyper-texted body", CTHEORY, 2 June, 1998. Online, n pag. Oct. 1998. http://www.ctheory.com/a60.html Turkle, Sherry. The Second Self-Computers and the Human Spirit. New York: Simon and Schuster, 1984. Ziff-Davis TV, Inc. "If You Build It, They Will Come." thesite: The Avatars 97 Conference. Aug. 1997 Online, n pag. ZdNet Sept. 1998 .

A Comparison of On the Road and Crying of Lot 49 Essay -- comparison c

In both Jack Kerouac’s, On the Road, and Thomas Pynchon’s Crying of Lot 49 the characters act in a deviant manner outside of social norms. This in turn leads to a deviant sub-cultural group which competes with the institutionalized authorities for power. Deviance in both novels is usually defined as a certain type of behaviour, such as an inebriated professor babbling on in a lecture hall filled with students or a group of teenagers frolicking naked in a city park on a hot and sunny afternoon. However, deviance can also encompass both ideas and attributes (Sagarin, 1975). The primary understanding of deviance rests in the reactions of observers, something becomes deviant because an individual, group or society takes offense and reacts negatively (Cohen, 1966, Lofland, 1969). These negative reactions occur because onlookers interpret what they see and hear as being bad, insane, strange, immoral, non-conforming, or wrong. Negative responses do more than define deviance; t hey serve as mechanisms of social control and power. In examining these novels from a sociological perspective, both Kerouac and Pynchon examine conflicts between mainstream society and sub-cultural groups. The deviant behaviour, thoughts, and attributes observed from the characters within the novels provide a strong argument for Austin Turk’s conflict theory of deviance, which examines power and cultural conflict as a basis for deviant behaviour. To begin, Austin Turk’s conflict theory of crime divides society into two groups: those with power "the authorities" and those without power "the subjects". In Pynchon’s novel The Crying Of Lot 49, this is realized by contrasting Pierce Inverarity, a California real estate mogul to those of low social economic class... ...sh-Catholic background, and his resemblance to a Fitzgerald hero, with a tragic death and foul dust floating in the wake of his dreams (153).    However, both of the novels express those subjects living by values beyond the social norms as having some power to change societal norms. By examining Turk’s theory of conflict between authorities and subjects, it becomes apparent the deviant behaviour observed from the characters in both novels is an influencing method of power to alter cultural and societal norms.      WORKS CITED Dugdale, John. Thomas Pynchon: Allusive Parables of Power. New York: St.Martin, 1990 Gomme, Ian McDermid. The Shadow Line: Deviance and Crime in Canada. Toronto: HBJ 1993. Kerouac, Jack. On The Road. New York: Penguin books, 1955 Pynchon, Thomas. The Crying Of Lot 49. New York: Harper & Row, 1966   

The Tv Era :: essays research papers

The TV Era   Ã‚  Ã‚  Ã‚  Ã‚  The 20th century marked the beginning of a new era - 'the modern age.'; Some of the greatest minds the human race has ever witnessed lived and worked during the last several decades. These 'fathers of technology';, who arrived well ahead of their time, created the world as people know it. Car, airplane, rocket, are only few of the inventions that prepared mankind for the 180 turn. Some of the inventions found their usage in every day's life, such as: radio, toaster, washing machine…and finally, TV. The TV industry started its development with the invention of the first TV set, somewhere in the early 1950's, and has never stopped growing since.   Ã‚  Ã‚  Ã‚  Ã‚  Discussion whether or not television is a positive part of modern life, might seem arguable from several different viewpoints. Positively or not, the television has affected the life of almost every human being on the Earth…   Ã‚  Ã‚  Ã‚  Ã‚  First of all, people who lived before 'the television era'; could not hear the latest news at any time. The only source of news was the papers. However, without any significant technology involved, the newspapers could only report on the local events. On the top of that, usually such news offered information not accurate enough and too old to interest greater percentage of the population. All the people lived at the slower pace, by not knowing what was going on around them. For instance, a trading person who worked in the United States could hardly find out how British economy did. In the early presidential elections, the newspapers didn't inform enough those who worked on the farms. Therefore, they did not have credibility to vote. Nowadays, the TV campaigns allow us to know about every candidate's move and his beliefs and opinions towards foreign and domestic politics. More important than anything, with the television, ordinary people have a chance to keep track of world affairs. Today, an average person can come home from work, take off his shoes, lean back in the chair and turn on the TV. Then, he has the access to information about Bosnia and the children starving in Central Africa, both taking place thousands of miles away. On the other hand, the same guy maybe just wishes to watch The World Cup soccer match, or his favorite soap opera. The possibilities go to infinity. And how do we get the picture on the TV sets as the final product?

The Working Girls

Women are entering the labor market in greater numbers and are staying in it longer and for a larger proportion of their work lives (Looking 1996). When asked what they want, women respond in survey after survey† â€Å"pay equity,† â€Å"better wages,† or â€Å"more money† (Looking 1996). In other words, women believe they are not being paid what they are worth (Looking 1996). This is a common response up-and down the income spectrum, â€Å"women from the executive suite to the factory floor, from the office to the washroom,† all feel that they are underpaid (Looking 1996). During the 1970's, women earned 59 percent of what men earned, and today they generally earn approximately 72 percent of what men earn (Looking 1996). However, although women's earnings have risen, about 3/5 of the narrowing of the gap is due to the fall in men's real earnings (Looking 1996). Moreover, the wage gap grows as women and men age, the gap is relatively small for young women and men, but thereafter men's wages increase sharply while women's do not (Looking 1996). In fact, the average woman in her working prime, in her early forties, makes only about the same as a man in his late twenties (Looking 1996). About fifteen years ago, it all seemed possible, to â€Å"bring home the bacon, fry it up in a pan, split the second shift with some sensitive New Age man,† however slowly the upbeat work-life rhythm has changed for professional women (Wallis 2004). Although many countries have given women the right to maternity leave and, sometimes, generous subsidies for child care, and some have even initiated a 35-hour workweek, however, the norm for most executives is still 50 hours a week for women (Wallis 2004). According to Catalyst, a U. S. esearch and consulting group, the average number for executives in the U. S. is roughly 70 hours a week (Wallis 2004). And for dual-career couples with children, the combined work hours have grown from 81 hours a week in 1977 to 91 hours per week in 2002, according to the Families and Work Institute (Wallis 2004). The U. S. Census data reveal an increase in stay-at-home moms who hold graduate or professional degrees, these are the very women who seemed destined to blast through the glass ceiling, yet 22 percent of them are home with their children (Wallis 2004). A study by Catalyst found that one in three women with M. B. A. s are not working full-time, compared to one in twenty of their male peers (Wallis 2004). Sylvia Ann Hewlett, economist and author at Columbia University in New York City, who sees a brain drain throughout the top 10 percent of America's labor force, says â€Å"What we have discovered in looking at this group over the last five years is that many women who have any kind of choice are opting out† (Wallis 2004). According to a new study released in March 2006 by Accenture, a global management consulting company, women executives around the world still face an uphill battle in workplace equality, despite significant gains during the past ten years (Most 2006). The study, entitled â€Å"The Anatomy of the Glass Ceiling: Barriers to Women's Professional Advancement,† is based on a survey of 1,200 male and female executives in eight countries (Most 2006). The respondents were asked to score factors they believed influenced their career success across three dimension: individual (career planning, competence, assertiveness, etc. , company (supportive supervisors, transparent promotion processes, etc. ), and society (equal rights, government support of parental leave, etc. ) (Most 2006). The differences between male and female respondents' answers were sued to calculate the current â€Å"thickness† of the glass ceiling, a term used to describe an unacknowledged barrier that prevents women and other minorities from achieving positions of power or responsibility in their professions (Most 2006). According to the study, 30 percent of women executives and 43 percent of male executives believe that women have the same opportunities as men do in the workplace, thus supporting the existence of a glass ceiling (Most 2006). Although there has been some progress in shattering the glass ceiling over the past twenty years, organizations and societies need to understand how important it is to capitalize and build upon the skills of women (Most 2006). In the Bem Sex Role Inventory, researcher Pamela Butler focused questions on real problems women face in changing stereotypical perceptions (Merrick 2000). According to Butler, there is intense pressure for professional women to conform to stereotypical roles such as â€Å"cheerfulness,† â€Å"tenderness,† and even â€Å"gullibility† (Merrick 2000). As women move into management in increasing numbers, it has become more apparent that these stereotypical beliefs ten to limit their advancement (Merrick 2000). The ‘Catch 22' is that when women try strategies of gender-reversal and adopt the so-called male characteristics, they often find that they face another set of problems, that of alienation and hostility, because as Butler points out, becoming one of the boys is harder than it looks (Merrick 2000). According to Butler, it takes cooperation from peers on the job to make strategies work, because research shows that attitudes held by those around a woman, even herself, hinder working relationships between women and men, and these attitudes ultimately are realized in losses of productivity and of real dollars to organizations (Merrick 2000). The purpose of Butler's research was to explore the ethics of perpetuating gender stereotypes in management, and to investigate how the woman manager operates under the system with feminine traits that are perpetuated by socialization and, vice versa, as well as how she operates under the system when she adopts masculine traits that break gender roles (Merrick 2000). The choices of leadership styles pose ethical dilemmas for women, because to get along, the new-age woman manager often finds that she has to act one way on the outside while being driven by a very much different psyche on the inside (Merrick 2000). Moreover, she may discover that in the same way, her male colleagues act toward her one way on the outside yet feel very much differently about her on the job (Merrick 2000). The new-age woman manager also might find herself playing a cruel double game in which she is utilized to show the organization has non-discriminatory hiring practices, â€Å"and at the same time she find she has to handle covert hostility from her colleagues in the workplace, who feel they have been forced to work with her to avoid trouble with the powers that be† (Merrick 2000). Data collected by L. K. Brown reveals that 5 percent of the total worldwide managers in 1947 were women, while only 6 percent of all managers in 1978 were women (Merrick 2000). In the United States, the figures were 14 percent in 1947, compared to 22 percent thirty years later (Merrick 2000). However, most of the managerial positions held by women are in the fields of health administration, building supervision and restaurant management, meaning there are more women managers in fields that have traditionally been perceived women's work (Merrick 2000). A survey carried out by Fortune, found that only ten of 6,400 people who worked at managerial positions in 1,300 of the nation's largest companies were women (Merrick 2000). Moreover, according to Brown, only 3 percent of women managers in the United States earn more than $25,000 annually (Merrick 2000). Brown concludes that larger companies are not promoting women on a large scale, and that women seeking top management posts may prefer smaller companies instead of large male-dominated companies (Merrick 2000). According to a Canadian survey, 55 percent believe that it is easier for men to advance in the workplace than women, and 42 percent of female executives who were surveyed believe that gender-based discrimination will never completely disappear from the workplace (Pollara 2000).