Textron Case Essay Example for Free

Textron Case Essay1) How does Textron make bullion?Textron is able to make money as a result of 4 defining aspects of its line of business model a. Textron is a conglomerate by purchasing a variety of companies, Textron is able to look at technology between its business units thus increasing its competitive advantage in these respective units. For instance, lessons learned in aerodynamics at Bell Helicopters layabout be used in the construction of aircraft at Cessna. supernumeraryly, because of Textrons size, it increases its buyer power and can take advantage of economies of scale when purchasing from the common suppliers across business units. b. Diversification Textron has purchased a variety of companies that complement one an new(prenominal) such as different target markets (regular consumers vs. government consumers) and both high and low priced products (ex computer hardware tools vs. private jets).Thus, like a well diversified stock portfolio, Textron is able to hed ge its exposure to risk between its various business units (if one industry performs poorly one year, another industry may fair better). c. Vertically integrated in Textrons history it developed a vertically integrated federation that controlled every operational aspect of the business from raw goods to processing to distribution. Thus, it has been able to control the costs of many aspects of its business d. Finance business unit Additional revenue is generated through the earned interest from customers who purchase credit from Textron in beau monde to purchase Textron products.This revenue stream keeps customers in the Textron environment instead of losing customers to other credit-granting financial institutions. This Textron environment also * Creates a one-stop-shop that can increases Textrons stickiness to its customers (also increase customer retention), which may lead to longer and stronger customer relationships. * Creates flexibility since Textron can offer much than f avourable interest rates than other financial institutions to promote more Textron sales 2) Assessment of TextronsAssessment of Exhibit 1 Textron is investing heavily in assets that are not producing the sales or profits required to sustain its growth. Hence, its only choice is to finance its growth, which increases its debt and risk of bankruptcy. Textron needs to improve its asset solicitude by increasing the output of its assets (such as PPE), changing its assets or improving its days inventory. Textron can increase the outputs of its assets by training staff to use equipment and tools more effectively or upgrade equipment and tools that can increase productivity. Textron can decrease its days inventory by improving its sales forecasting in order to produce only enough units that are demanded by the market.3) Assessment of Textrons silver FlowAnalysis of Cash Flow Statements 2004-2006 (in millions)* Under CFO* Net income most tripled from 2005 (203) to 2006 (601)* Under CFI* N et cash used in acquisitions increased significantly from 2005 (28) to 2006 (502)* Under CFI the Net Cash Used in Investing Activities of Continuing operations has more than doubled from 2004 (800) to 2006 (2062) however, under CFO, the Net Cash Provided by Operating Activities of Continuing Operations has not doubled nor has it grown significantly from 2004 (949) to 2006 (1017).* Under CFF* In 2004 the Net Cash Provided by Operating Activities (Net CFO) is 950 and the Net Cash used in Investing Activities (Net CFI) 818. Therefore Textron generated enough cash to finance its enthronisation military action (950-818 = 135). By contrast, in 2005 and 2006, Textron has had to use debt to finance its investments since in 2005 the Net CFO is 1036 million and Net CFI 1195 million (delta = -159) and in 2006 the Net CFO is 969 but the CFI is 1409 (delta = -440). By increasing the amount of debt, Textron increases its risk of going bankrupt in the future should the company not be able to mee t its debt obligations.* Final Assessment of Cash Flow Statement It seems that Textron is making a good amount of cash through its operations but this cash is not enough to feed its investment activities. Even worse, the increased investment has had little impact in increasing cash inflow. * Assessment of Exhibit 2 All of the above ratios are send towards poor cash flow management except Current Ratio. Thus Textrons favourable Current Ratio can be interpreted as Textron has the major power to pay off its liabilities only if it sells its large inventory (indicated by its large Days Inventory value).4) Textrons use of LIFO and FIFOe. Textrons income before taxes in 2006 utilize FIFO* Under current method* The beginning inventory of 2006+purchase -COGS=the ending inventory of 2006 * 1,712 + purchase 8,528 = 2,069(in millions) let this calculation be called A

Explain Why the Treatment of Indigenous People Essay Example for Free

Explain Why the Treatment of Indigenous People EssayThere were two main concepts that were mentation to have motivated European countries to explore and colonize in America the excitement and the profit of the sassy World. Throughout the 17th century England and Spain began to fight for overtop of the North American Continent, with dis confusable economic goals in mind. The success in the colonization of the New World depended on m any factors one which included the discourse of the natives.Although the ideal treatment of natives within the countries colonies was identical by violently taking the Native American lands and turning them into outpost for their empires however, their incentive for the treatment was different. The Spanish revealed a more transcriptionatic way of mistreating the natives because they intended to colonize America for gold and slaves without any obstacles, and the side of meat colonized for land with no intention or set to interfere with the nati ve people intensely until they necessarily had to.Francisco Vasquez de Coronado led a massive expedition bent on finding and conquering Seven chromatic Cities of Cibola, while doing so, he embittered many Native Americans toward the Spanish. As the Spaniards trudged through the North American b baffles in search of gold and slaves, they established a labor system called the encomienda system which helped sustain control over the natives in North, Central, and South America, so they can have certain opportunities to roam the lands in search of gold without any un wanted interruptions.Conquistadors were granted trusteeship over the indigenous people they conquered, in an expansion of familiar feudal institutions, notably the commendation ceremony, which had been established in New Castile during the Reconquista. The conquistadors scrupulously adhered to the Spanish law of conquest by reading the Requerimiento, which ordered defiant Indians, in Spanish, to accept Spanish rule and Chri stian conversion immediately. If the Indians neglected this order, they deserved the harsh punishments of a just war. For example, as the Spanish encountered swift resistance at the mesa-top pueblo of Acoma, the Indians refused Spanish demands for provisions for an exploring expedition. Spanish troops captured the pueblo, killing octet hundred inhabitants in the process, forcing surviving men to have one foot cut off and along with the women and children, to be servants of the soldiers and missionaries. As for the English and their colonalization, they strived for the land of the Americas, with lesser rivalry from the natives as possible therefore, unlike the Spaniards they did not have a systematic way of controlling the natives.At first all went well, the Native Indians eagerly traded and shared their corn. Given such abundance and native hospitality, the colonist wondered why they should work at all. Refusing to grow their own food they expected the Roanokes to feed them. Howe ver, the English had outlived their welcome, and fearing that the natives were about to attack, the English soldiers killed the Roanoke leader.Although some settlers were curious and open-minded about the Indians way of life, most assumed that Native Americans would submit to their authority and feed them while they looked for gold. The Spaniards had different ways of conquering the American land treating the indigenous people than the English people however, they each shared the same idea that the Indians needed to be controlled and render to the needs of those who conquered them.They felt that they did not need to respect the culture, the religion, and the people of the land. The Europeans had a high self respect which they felt overpowered that of the natives. They wanted what was not theirs in order to better their economy without any compromise, while destroying another societys culture. Because of this they were able to come to the same conclusion that they could treat the Na tives as they did.To conclude, the Spanish and the English had a similar perspective of how they wanted to treat the natives of the lands they conquered, however they differed in strategy in how they were able to confine them because of the goals they individually had in mind prior to their conquest.The English had a simple idea of coming into America sharing the land and the crops with the natives until they got afraid and too greedy, leaving violence as a resort. With the Spanish, they strategize according to the fact that they wanted the gold and to enslave the native people with no mercy, resulting in striping the natives away from their dignity.

Modeling CALL programs in EFL Flipped Classrooms

Modeling forecast syllabuss in EFL Flipped ClassroomsModeling yell programs in EFL Flipped Classroomsto rear Achievement and Language Learning AttitudeAbstract computing machine software has been widely used for teaching English manner of speaking in flipped schoolrooms. The present count supplied a practical example of integrating Computer-Assisted phrase Learning (CALL) programs in English courses to flip the teaching mould. The kind of CALL integration addressed in this test has allowed much more flexibility in delivering instruction to diverse sort outs of English learners or at best, to implement individualized instruction. Examples of modeling CALL programs in teaching listening, pronunciation, reading, writing, and vocabulary were implemented in this study. Sixty students (30 arrest group and 30 experimental group) studying at King Marriott Higher Institute for electronic in initialiseion processing system participated in this study. The control group analyze th rough the regular non-flipped classroom while the experimental group studied through implementing CALL programs to flip the classroom. following the Quasi experimental pre-post design the study was conducted during the first semester of the academic year 2016-2017. The results of the study showed that CALL programs in flipped classrooms baffle improved the students wording skill mental attitude and averaged examination dozens to a statistically epoch-making extent.Key words CALL, flipped classroom, attitude, individualized instruction1. BackgroundIntroduction to CALLWhat is CALL?The acronym CALL represents a term that stands for Computer-Assisted Language Learning. It refers to manipulating ready reckoners in run-in teaching and breeding. Traditionally, it is used as a means of teaching and assessing particular language items. Following the traditional CALL motion, the learners are first introduced a rule and different examples, then, they practice varied exercises to ra ise their knowledge of the rule and finally, the ready reckoner gives appropriate feedback and awards marks in records to be later checked by the teacher.Levy and Hubbard (2005) define CALL as the field that is concerned with how the computer mediates between the language learner and language learning objectives (figure 1).Figure 1. Levy and Hubbards 2005 conceptualization of CALLLevy (1997, p. 1) defines Computer- aid Language Learning (CALL) as the search for and the study of computer applications in language teaching and learning. Beatty (2003, p. 7) gives a broad definition of what may go on in computer-assisted language learning (CALL), Beatty gives a definition of CALL that accommodates its changing nature that is any process in which a learner uses a computer and, as a result, improves his or her language. Furthermore, CALL includes issues of material, design, technologies, pedagogic theories and of instruction modes. CALL materials include those which are primarily made fo r language learning and those which adapt the existing computer-based materials, e.g. video and other materials (Beatty, 2003, pp. 7-8).The History of CALLFor more than three decades, computers have been used in language teaching. Three main stages represent the history of CALL Behaviouristic CALL, Communicative CALL and Integrative CALL (Warschauer Healey, 1998). Each stage corresponds to a certain pedagogical approach.Behaviouristic CALLInfluenced by audio-lingual teaching method, Behaviouristic CALL was emerged in the late 1960s and used widely in the 1970s. This stage was characterized by victimisation repetitive language drills, known as drill-and practice. The computer represented a mechanical school that never allowed students to institute individually, which in turn suppress motivation. It also implied using extensive drills, grammatical explanations and translation (Warschauer Healey, 1998).Communicative CALLThe Communicative CALL initiated in the 1980s after rejecting the behavioristic approach to language teaching theoretically and pedagogically. At this time, personal computers were paving the way for students to work individually at schools. Corresponded to cognitive theories, Communicative CALL considered learning as a process of discovery, expression and development. Advocates of Communicative CALL debated that computer based activities should focus more on using communication forms. Furthermore, software including simulations and text reconstruction program was widely used and developed in this period. Therefore, Communicative CALL focused on what the students did with each other while working at the computer rather than what they did with the computer.Interactive CALLInteractive CALL replaced communicative CALL which began to be criticized by the 1990s. Thus, teachers used more loving and learner-centered methods in a response to impertinently second language acquisition theories and socio-cognitive trends. Language learning in authent ic social contexts was emphasized at this time. Content-based project-based and task-based approaches were applied to incorporate learners in authentic environments, and to integrate and use various skills of language learning. In such integrative approaches, learners try to use a variety of technological tools and progress a continuing process of language learning instead visiting the computer lab once a week for conducting separated exercises.Types of CALL ProgramsDavies, Hewer, Rendall, and Walker, (2004) divide CALL programs into Specific CALL software They are specific language learning programs designed to develop, facilitate the language learning process, like language learning CDs, language learning websites and quizzes. generic software They are general computer software designed for general purposes, like word-processors, show software, and spreadsheet, that can be used in language learning. Web-based language programs They are online language learning programs like conc ordancers, online dictionaries, online encyclopedias, news/magazine sites, etc. Computer-mediated communication (CMC) programs for online oral and written communication like email programs, online a contemporaneous and synchronous chat, discussion forum, etc.Warschauer (1996) divides CALL programs and applications into dickens main categories computer as tutor programs and computer as tool programs. Computer as a tutor refers to CALL programs designed for teaching grammar, listening, pronunciation, reading, text reconstruction, vocabulary and writing. Computer as a tool refers to the most common use of a computer as a tool, and probably the usual use of computer programs for language learning, as word processing programs, grammar checkers, concordancers and collaborative writing.Advantages of computer in language teaching and learningTeaching and learning technologies become one of the most effective areas in the educational system, especially in language learning (Reinders and Th omas, 2012). Today the number of teachers and students using computers and the Internet to teach/learn a second language has increased due to the technology succeeds (Han, 2008). In order to analyze the advantage of using computer in language learning, Li-Yun Lu and Tang (1996) divide the advantages into three types the inherent nature of the computer The benefit of the teacher the benefit of the learner. The inherent nature of the computerThe computer can handle a much wider range of activities, and much more powerfully, than other technological aids. It offers a two-way learning session with the student. The computer can assess the students response. It can also display messages, take the student through subsequent attempts at a question, and even take the student to a different section of package, looking on the nature of the response. The benefit of the teacherThe computer presents several aspects of particular promise. Prominent among these is its versatility in handling diff erent kinds of material. For example, the simplest is the one-way presentation of information, in the form of text, graphics, audio and video. Also, the computer can handle question-and-answer routines, simulated dialogues, hypothesis interrogatory, and many another(prenominal) other types of exercises. The benefit of the learnerThe computer also offers many advantages for the learner. Access is one of the benefits. The computer offers the student the choice of when to study particular topics and how long to spend on them. The flexibility owns many educational courses accessible to students who would otherwise have no chance to take them. It is not a dream to make the distance teaching. Many computers can be linked by call on special landlines. Alternatively, teachers can send tapes or discs of their materials through the post. Whatever the factors of time and distance, the computer retains its potential for personalized instruction. There is no low caution period as the stude nt waits for his or her turn to come round in class. On the contrary, each student has the computers full attention and can work at the speed best suited to the individual.Flipped ClassroomsWhat is a flipped classroom?The flipped classroom is a recent model of pedagogy in which the regular lecture and duty assignment elements of a course are reversed. In other words, activities that have traditionally taken place inside the classroom now take place away(p) the classroom and vice versa. For instance, instead of having lectures during sessions at university, students gather the information largely outside of sessions, by reading, watching videos and listening to podcasts or other audio format (Centre for Academic Development and Quality, 2016). Tucker (2012) adds there is more than one model for flipping the classroom, the core idea is to flip the regular instructional approach with the help of teacher-created videos and interactive lessons, instruction that used to take place in cl ass is now accessed at home, in advance of class. The classroom becomes a place to deal with problems, advance concepts, and to engage in collaborative and active learning.In contrast to the lecture format, in flipped classrooms the role of the lecturer changes from being a presenter of content to a learning coach. Bergmann, Overmyer and Willie (2011) state that the lecturer is no longer the sage on the stage but the guide on the side. Students become active learners instead of relying on the lecturer as the disseminator of knowledge.Advantages of the flipped classroomsFlipped classrooms have may learning advantages related to sustainable learning, engagement and interaction. Bergmann, Overmeyer and Willie (2011) include several advantages for the Flipped classroom1- lifelong learning learners depend on CALL programs to learn the content before coming to classrooms. Such method of acquiring knowledge, is a lifelong learning skill.2- Material engagement in classroom learners complete different active learning exercises that reflect the applications, implications and controversies associated with the material. This engagement highlights the importance of the material in the learners everyday lives and helps them relate to the topics.3- interaction between learners and cogency class periods are specified to interactions among the learners. This strategy shifts the focus of learners from the front of the classroom. The flipped classroom moves the faculty teacher from the stage to one-on-one interacting with the students.2. Method2.1. Participants and locationThe study was conducted at the King, Marriott Higher Institute for Computer Science, Alexandria, Egypt during the first semester of the academic year 2016-2017. 60 students (30 control group and 30 experimental group) participated in the study.2.3. TreatmentTwo units from CommercialTechnical English Terminology Textbook were used in this study (Unit 1 Introduction into Business English and Unit 2 Recruitment) . The control group studied the two units through the regular non-flipped classroom. The experimental group studied the units through implementing CALL programs to flip the classroom. The researchers introduced the proposed CALL programs and how to use them during the introductory session.2.4. Instruments2.4.1. Achievement TestThe researchers conducted an achievement test to assess the participants performance. The test is composed of three parts the first evaluates communication skills, the second assesses vocabulary acquisition and the third is reading comprehension. (appendix I).2.4.2. Attitude SurveyTo assess the participants attitudes toward the flipping classrooms in English language learning, the researchers conducted an attitude survey (appendix II). The researchers followed Lickerts 5 range scale in conducting the survey.3. Results3.1. AchievementHypothesis OneThere is a statistically significant difference between the mean scores of the experimental group students and that of the control group in the post application the achievement test in favor of the experimental group students.To verify the validity of the previous hypothesis independent samples t-test was used. Table (1) shows the significance of difference between the mean scores of the control and the experimental group students in post-testing.Table 1Significance of difference between the mean scores of the experimental and the control group students in post- testingGroupMeanStd. DeviationLevenes TestdftSig.Control13.41.79FSig.585.35.001Experimental15.71.57.31.57The data presented in table (1) reveals that Levenes Test F (Equality of Variances) equals 0.31 which is significant at 0.57, t value is (5.35) and significant at 0.001, and df equals 58 which means that there is a statistically significant difference between the mean scores of the control and experimental group in post-testing.3.2. AttitudesHypothesis two Participants have positive attitudes toward flipped classrooms in English langu age learning.Results of attitude survey are presented in the following table.Table 2Students attitudes toward flipping the classrooms in English language learningStatement potently check markIndecisiveDisagreeStrongly take issue1. The flipped strategy helped me to study individually according to my pace.No.12 (41.4%)No.13 (44.8%)No.3(10.3%)No.1(3.4%)No.0(0%)2. The flipped strategy attracted me to study more outside the classroom.No.11(36.7%)No.14(46.7%)No.3(10%)No.2(6.7%)No.0(0%)3. The flipped strategy helped me to get more knowledge and information.No.9(30%)No.15(50%)No.5(16.7%)No.1(3.3%)No.0(0%)4. In-class activities enhanced what I studied outside the classroom.No.9(30%)No.16(53.3%)No.5(16.7%)No.0(0%)No.0(0%)5. In-class activities make the teacher usable to answer questions.No.18(60%)No.11(36.7%)No.0(0%)No.1(3.3%)No.0(0%)6.Working with colleagues collaboratively in class makes me more active.No.9(30%)No.16(53.3%)No.4(13.3%)No.1(3.3%)No.0(0%)Close inspection of the data present ed in the previous table reveals that the participants have positive attitudes toward flipping the classrooms in English language learning.4. DiscussionThe researchers implemented different CALL programs in this study like Natural redeer, Corpus concordancing, online listening science laboratory and PowerPoint presentations. The selected training units were explained and presented through PowerPoint program and were given to the experimental group students to be studied outside the classroom. Also, the experimental group students were trained during the introductory session on a cocordancing program for enhancing vocabulary acquisition and the natural reader program for developing reading skills. Experimental group students were trained to study the proposed units outside the classroom and to practice different activities in the classroom to enhance what they have studied. On the other hand the control group students studied with the regular method, i.e. explanation in the classro om and activities outside the classroom.After finishing the treatment (2 units) both the experimental and the control group students sat for an achievement test and the experimental group students immaculate an attitude survey related to the flipped classrooms. The mean scores of the control and the experimental group were 13.4 and 15.7. The results of the achievement test highlights the effectiveness of flipping the classrooms. Furthermore, the results of the survey proved that experimental group students agreed upon flipping the classrooms.ReferencesBeatty, K. (2003). Teaching and researching computer-assisted language learning. New York Longman.Bergmann, J., Overmyer, J., and Willie, B. (2011). The flipped class What it is and What it is not. The Daily Riff. Retrieved from http//www.thedailyriff.com/articles/the-flipped-class-conversation-689.php.Centre for Academic Development and Quality (2016). CADQ Guide The flipped classroom. Nottingham Trent University. Retrieved from www. ntu.ac.uk/cadqDavies, G., Hewer, S., Rendall, H., Walker, R. (2004). ICT4LT Module 1.4 Introduction to computer assisted language learning (CALL). http//www. ict4lt.org/en/en_mod1-4.html.Han, W. (2008). Benefits and barriers of computer assisted language learning and teaching. US-China Foreign Language, 6(9), 40-43.Levy, M. (1997) CALL Context and conceptualization. Oxford Oxford University Press.Levy, M. and Hubbard, P. (2005). Why call CALL CALL? Computer Assisted Language Learning. Vol. 18, No. 3.Li-Yun Lu and Tang, F (1996). Computer-Assisted Language Learning. NYU School of Education Department of Teaching and Learning-Multilingual Multicultural Studies TESOL.Reinders, H., Thomas, M. (2012). Contemporary computer assisted language learning. Retrieved from http//www.eblib.com.Tucker, B. (2012). The Flipped Classroom. Education Next. Retrieved from www. educationnext.org.Warschauer M. (1996) Computer Assisted Language Learning an Introduction.In Fotos S. (ed.) Multimedia lang uage teaching, Tokyo Logos International 3-20.Warschauer, M., Healey, D. 1998. Computers and language learning an overview. Language teaching forum. 31, Pp.57-71.Appendices extension IAchievement TestI- Complete the following conversation. (7 pts)Operator Hello, Frank and Brothers company, ?John This is John Robert. Can I have extension 3421?Operator Certainly, . .David twat Richardsons office, David speaking.John John Robert calling, is. ?David Imsorry hes out at the moment. Can ?John Yes, Could you ask him to . at 9147 6320. Its urgent.David Could you the number please?John Yes, thats 9147 6320, and this is John Robert.David Thank you Mr Robert, Ill make message.John Thanks, bye.David Good bye.II- Insert the following words in the gaps in the text below. (9 pts)Many People looking for work read the . advertised in newspapers by companies and. . To reply to an adevertisment it is to for a job. You fill the companys., and send it along with your CV and You often have to give th e names of two.. . If your qualifications match the , you might be. , i.e. selected to attend an.. .III- Read the following extract, then answer the questions. (4 pts)Business is an organized approach to providing customers with different products and services they need. Also word business refers to an organization that provides these products and services. Businesses in general render to make a profit i.e., they aim to achieve revenues that exceed the costs of operating the business. Prominent examples of for-profit businesses include Mitsubishi Group, General Motors Corporation, and Royal Dutch/Shell Group. However, or so businesses only seek to earn enough to cover their operating costs. Commonly called nonprofits, these organizations are primarily nongovernmental service providers. Examples of nonprofit businesses include such organizations as social service agencies, foundations, advocacy groups, and many hospitals.Answer the following questions.1- Define business and its mai n aim.2- Show the difference between profit and nonprofit business.3- Mention two examples of nonprofit organizations.4- Propose a suitable title to the extract.Appendix IIAttitude SurveyChoose the response that best reflects your attitude1. The flipped strategy helped me to study individually according to my pace.Strongly agreeAgreeIndecisiveDisagreeStrongly disagree2. The flipped strategy attracted me to study more outside the classroom.Strongly agreeAgreeIndecisiveDisagreeStrongly disagree3. The flipped strategy helped me to get more knowledge and information.Strongly agreeAgreeIndecisiveDisagreeStrongly disagree4. In-class activities enhanced what I studied outside the classroom.Strongly agreeAgreeIndecisiveDisagreeStrongly disagree5. In-class activities make the teacher available to answer questions.Strongly agreeAgreeIndecisiveDisagreeStrongly disagree6. Working with colleagues collaboratively in class makes me more active.Strongly agreeAgreeIndecisiveDisagreeStrongly disagree This book is compiled and supplemented by one of the researchers (Dr. ayman Elesery).

Media As Force Multiplier

Media As Force MultiplierTo mean solar day media hires to be used in a more than pro-active manner to shape the subroutineal scheme of a commander. This can be done by more integration and engagement of the media, public relations incumbent and the men in uniform into two itinerary communication looking after each others needs at the same time. One very of the essence(p) aspect is the education of the staff and subordinate commanders at operative level to realise the need and advantage of engaging media to wards phalanx operations.The fourth e assert in this maintai democracyal age gives commanders with vast opportunities to leverage towards own operations which should be pinked to the maximum. The media can be used as potent ferocity multiplier in achieving the objective by boosting the morale of our own forces and people, as an agent of deception for the soldiery, gathering valuable intelligence and enhancing better build up of situational awareness, sustained mental o peration and in the long run communicating the objective and end state to the international community.Maximizing the use of fourth estateMaximising and moulding the perception of the throng and adversary by the use of fourth estate and how the commander leverage the media to effectively achieve useable objective to his own advantage is what the commander should search which obviously is the need of the hour.Before employing the media, a brief review of the nature of the media would be required to better understand its potential. Media showing any army operation ranges from novice in the field to the seasoned veteran. Thus employment of media by the commander should be in a judicious manner like non all(a)owing the media to wander in the battlefield at free exiting due to the wide spectrum of their work experience. At operational level coverage of media can be divided into three main principles namely mobility, aptitude and responsibility. Mobility is recalled as the cent er of gravity of the media which is reporting from the scene while safety is the medias critical vulnerability. This is evident from journalist getting stuck during operations not able to move due to lack of mobility. The units which are more mobile or the ones with freedom of mobility cover the operation in a much more realistic manner. Regarding the safety many a journalists arrive landed themselves in dangerous situations and few lost their lives while covering news from the crisis zone. With regards to capability, media is often up of military on randomness age battlefield being armed with sophisticated transmit communication technology. This mobility and capability have complicated the operational commanders challenge to be more proactive in winning or at least not loosing to the media coverage.Understanding the medias concerns, capabilities, strengths and weaknesses will jockstrap operational commanders in utilizing media towards the operational design and conduct of ope rations. Use of media by the commanders is enumerated below-(i) Media as a platform. Media offers a platform for the operational commanders to transmit his operational objectives and goals. In many a cases during the operation when a commander is interviewed he communicates to general masses by giving his objective without divulging any intricacies which could jeopardise the operation. This personal manner the people are aware as to what is happening and further their support towards the operation. This also keeps rest of the forces informed and they understand the goal.(ii) PSYOPS potential. The use of medias PSYOPS potential by the operational commander towards own advantage. Propaganda top executive get victory before the first shot is fired by merely demoralizing the adversary and breaking the will to force. Using commercial broadcast would provide a heightened level of credibility with the foeman because its third party stature provides some assurance of truth, over militar y broadcast. Using commercial television for PSYOPS would have to be covertly subtle, done on a sublime level, and would require special authorization. The military might and capability can be projected to the adversary and people to play with their minds. Destructive controls of the adversary, pumping in of more forces to the theatre and special training of our phalanx to take on the enemy will affect the way the operation will be conducted by the enemy. In short, to maximize the potential of PSYOPS the operational commander must consider the media as a primary means of influencing an opponents processs.(iii) Media as a deception tool. The operational commander must consider using the media as part of the general deception devise. Media can be utilized to inject information regarding a plan or designs however act on some other plan frankincense keep the adversary guessing on the course of action and delay his moves.(iv) Media for intelligence gathering. An area rich with possi bilities for operational commander is harnessing the potential of media in gathering intelligence. Valuable intelligence like background information on people, terrain and facilities in a particular region can be provided by the reporters. troops may assign agencies/reporters to a particular geographic region to gain intimate knowledge of the social fabric and the culture. Military leaders need to exploit this intelligence asset when planning or entering a new theatre. Tapping into the media is an excellent open-source for gathering information about the adversary though it might be time consuming and challenging. Radical expansion and modernization of open-source exploitation is an important reform for the intelligence community these days. Commanders should develop innovative slipway to penetrate and analyse the most difficult targets, the objective should be to strengthen analytic expertise, methods and practice. Exploiting open-source information must be the priority and is on e way operational commanders and intelligence staff can aide in this challenge.Day in and day out, there are new revelations about Muslim terrorist sleeper goby cells in India. Most of the suspects arrested and/or tried have connexions to Pakistan. Islamist extremism in India needs to be explored by recognised experts. Military forces are subjected to this extremism in day to day operations which needs to be addressed. Military has to look into the modus operandi, funding, support (state and non-state), recruiting pattern in terms of location, general populace, mode, means, etc to understand the enemy to maximize its operations. The internet, where a virtual caliphate has been created in cyberspace, is used to proselytize, recruit, radicalize, fund raise and plot act of terrorism. Military should be proactive in tapping the internet in conjunction with the state and friendly nation intelligence network to draw out inferences and intelligence to further their operations. Knowledge building and knowledge sharing should be the priority in this information age.Operational secrecy and media. Some secrecy is essential to both national security and democracy but excessive secrecy undermines accountability and close-making, and sometimes national security itself. Disclosure decision in a democracy then must balance the importance of public knowledge and deliberation against the hazard of exposing and undermining desirable actions or damaging national security. But neither the military nor the press can be trusted to strike the balance, for both have unsymmetrical incentives. The military risks public criticism when it announces an audacious plan but risks little when it is secretive. Likewise, journalists have much to gain from publishing classified secret and little to loose. They almost fully internalize the benefits of publication, but may discount or inaccurately assess national security harms. A free press is essential to inform the public, but critic urg e that reporters are less accountable than the military they seek to check. The press wields vast power to undercut desirable classified information and to communicate the nations capabilities and vulnerabilities to the enemy. The military needs to look into unauthorized possession and disclosure of documents or information relating to the national defence by the press which could harm emerging operations.Operational security is paramount in any campaign be it a full scale war or handling internal crisis situation. Commanders at all times establish rapport with reporters so they develop trust in him and accept his explanation of events. General Schwartzkorf established four rules to engage the press, they are, dont permit them intimidate you, there is no law that says you have to answer all their questions, dont answer any question that in your judgement would help the enemy and finally dont ever lie to the people of the nation you are fighting for. These rules apply and holds goo d to any commander. Press brief of any commander is transmitted via satellite to world wide audience which includes the adversary as well. Clear message can be sent across to the public and the adversary government and its military leaders.Information overload by the media. The rapid advancement in technology and the medias ability to report real time as they occur, military can no longer realistically hope to maintain operational security by denying information to the media. In the present context, to reduce the enemys military effectiveness is information overload. This entails providing the enemy more information than his ability to assimilate in any tending(p) point of time. A new military media construct, synergistic relationship with cooperation at all levels will ensure information overload and will force the enemy to focus on many diverse scenarios, making it impossible to discern binding intelligence data. These days media not only gathers information on preparation for the theatre of operation but have gone a step ahead by broadcasting possible strategies and tactics debated by military strategists. International community, general public and fighting forces will monitor these telecasts and contemplate scenarios and reviews presented on international cable network and may be compelled to commit their scarce military resources to counter possible attacks. Thus the adversarys forces may be diluted and their overall military effectiveness reduced. The media has invariably become an indisputable ally in this process.Media for neutralizing propaganda. Media can be used to expose the untrue stories and the evil design of the adversary and thus making the propaganda machines of the parties involved ineffective. Media can aggressively hunt for the truth and fed with intelligence by various agencies to publish/broadcast the same thereby neutralizing the force multiplication effect of the propaganda by the adversary.Social dimensionsPublic and military mor ale. Public support, national morale and soldiers will are powerful force multiplier for a commander to have victory. Opinion creates a state of mind, which is what precisely what constitutes the will and in other words is known as morale. Many difficulties are spank with a high state of morale. If the people in general are not supportive of the cause of the war or operations other than war and adopt a couldnt care less attitude towards it, the same attitude gets passed on to the soldiers which is detrimental to the cause. Commanders should use media to project a true and correct prototype to the public and once this is done, no matter what the odds are, a willing public support and response multiplies the chances of victory. The soldiers morale needs be boosted by the media as well and should peak just before the impending attacks sustaining it through the operations. Media serves as a forward as well as a backward link for the soldier with the people back home. Any wrong news or rumours traveling either way will affect the morale of the people as well as the troops which should be monitored by the commanders and negated by responsible journalism.Reaching the public. Today the commander should know the fact that the thrust which comes from the people of the nation when any operation takes place is due to the instant relay of situation to the masses by the media. The military thus have an advantage in stretchiness to the people as fast as possible to generate and harness the support. Military being known for a respected institution and profession in the country, the image maintenance if not enhancing should be the prime concern of the commanders. During any conventional war or operation other than war, the credibility of military action is seldom questioned due to the trust, confidence and respect which the military enjoys. Commanders need to be proactive in engaging the press rather than being reactive and thus loosing the opportunity to use the media rath er than being used by the media.Accurate and correct reporting. Inaccurate reporting and depiction of the operations will have a negative and devastating effect on the conduct of operation there on in terms of likely changed perception of our own people and international opinion. This in turn will effect the decision making cycle from tactical to strategic level. Apart from the people of the nation and high level decision makers, one very important factor which comes into picture is that of our own troops, who are exposed to the same news, be it at the air bases, ships, harbours, communication chains, rear areas, etc will have an impact on the psychi. This again is going to have a telling effect on the way the troops are going to fight subsequently. Commanders should to be concerned of the said fact in this information age to keep the morale of the troops high. In fact the operations where our forces have given a valiant fight should be projected to each and every possible people by the fastest means. Our soldiers are the best and to maintain the image of this potent force especially in this fast pace materialistic world, Commanders must take every opportunity to showcase our outstanding airmen, soldiers and sailors.Image building when our armed forces are engaged in aid to civil power.Disgruntled armed forces personnel, rejected equipment suppliers or contractors, families and others seek justice through media and court. More perturbing are court cases, some of which have been widely reported and sensationalised. These incidents are in an increasing trend and common to all the three services. Such unfavorable publicity has a bearing on the discipline and morale and cannot be simply ignored. Military commanders need to engage with the media and rationalise the news and not allow the media to sensationalise the issue.The problem arises because of human rights violation, real, exaggerated or sometimes fabricated. These must be investigated and the findings ma de known to the public. Human rights commissions, NGO organisations and media can help redress the balance. These instrumentalities, therefore, need to be cultivated, not shunned. The commanders need to pay more attention to these issues and negate any adverse publicity which might bring down the morale of the troops and operation as such.

The Cold War: A New History

The raw War A New HistoryBy 1945, solid ground War II came to an end, entirely there was no victorious celebration or a promising future of hope for peace. The members of the Grand Alliance had already toasted their success in winning the war. However, the United States and the Soviet Union became wary of for each one other as they had very different goals regarding how to deal with Germany and easterly atomic number 63. The competing visions of the both countries had led the world to fall under the shadow of the Cold War. In his integrity-volume-book The Cold War A New History, John Lewis Gaddis examines the dynamics of the political conflicts that dominated the world from the end of World War II to the late 1980s. John Lewis Gaddis is currently the Robert A. Lowett professor of history at Yale University. He is a high-fl declare historian who had written six other books on the subject of the cold war. In 2005, he was also rewarded a National Humanities Medal by the National Endowment for the humanities (Gaddis, back of front cover). Unlike his previous six books, Gaddis was convinced by his students and agent to write a short, comprehensive, and accessible (Gaddis, pg x). He had intended to write his book for a new generation of indorsers for whom the Cold War was never current events (Gaddis, pg x). From many research from the works other Cold War historians and as well as his own analysis, Gaddis created a masterpiece of work that leads his reader through the history of a fearful era and behind-the-scene strategies and thoughts on both sides of the war. His objectives were to reveal the underlying dynamics of the political struggles of the confrontation between the United States and the Soviet Union that shaped, and threatened to end, our lives (Gaddis, back of front cover) while intertwining with his own judgments of the historical events.The superpowers, the United States and the Soviet Union, may have collaborated together to end the World War II however, their visions of shaping the postwar settlement of Germany and eastern Europe could non have been more different. As Gaddis had stated in his book, The tragedy was this that victory would require the victors either to cease to be who they were, or to give up much of what they had hoped, by fighting the war, to attain (Gaddis, pg 6). Stalin of the Soviet Union desired security for himself, his regime, his country, and his ideology, in precisely that order (Gaddis, pg 6). He solely believed that his country deserve a lot of territories because of the wartime expenditures that caused the countrys land to be ravaged and the notorious, bloody casualties of an approximate of 27 million civilians that died as a result of World War II (Gaddis, pg 9). He also had a zealous dream which was influenced by the Marxist-Leninist ideology that communists would soon dominate Europe through patience because capitalists cannot comply with one another for long. On the other hand, unlike Sta lin, the Americans had a less determined goal of grasping security and global influence of their democratic ideas. Most take leave of Americas history was isolated from the rest of the world until its involvement in World War I. Americans did not have to worry much about security since they were by from the other continents up until their involvement in the world wars.Within time, the distrust between the United States and the Soviet Union intensified by major issues much(prenominal) as the Truman Doctrine, marshal Plan, and especially the fear of the atomic miscarry. President Truman announced to provide military and economic aid to Greece and Turkey along with a savoir-faire that publicized the aid program in supporting the free people to make their own destinies (which became known as the Truman Doctrine). As the Americans searched for an explanation of the Soviet behavior, George F. Kennan, a Foreign Service officer who served in the American embassy, found the problem that the Soviet Unions internally driven hostility toward the outside world (Gaddis, pg 31). After the Truman Doctrine, the Marshall Plan was devised as a solution to Kennans identification of problem, which was committing the United States to provide economic aid for the reconstruction of Europe. The Marshall Plan was intended to produce psychological benefits that would prevent Europeans to not turn towards communism as a solution for their hunger and poverty. According to Gaddis, the Marshall Plan was a trap to get Stalin to make believe the wall that would divide Europe, which was the blockade of Berlin (Gaddis, pg 32).The fear of the atomic bomb was probably most intensifying cause of the distrust between the 2 superpowers. The atomic bomb was developed by the Americans and British (without telling the Soviet), called the Manhattan Project, to use against Germany. When the bomb was used on Japan, Stalin reacted strongly, War is barbaric, but using the A-bomb is a superbarbarity ( qtd. by Gaddis, pg 25). non soon after, Soviet scientists devised atomic bombs in August 1949 to Stalins relief. Silently, Stalin and Truman both knew well enough how the atomic weapons can hardly be used without destroying the world. Gaddis analyzed how the two sides did not go into war, especially with the nuclear weapons involved because those weapons could very well end the world.The Cold War spends a good amount of time in examining the emergence of autonomy during the Cold War. However, Gaddis was not focusing on the decolonization of the various countries. Instead, the author dove into what was beneath the surface by showing how the non-alignment of nonparasitic countries had an advantage by not committing to either side of the Cold War. As Gaddis writes, if one superpower became too great, a smaller power could defend itself by threatening to align with the other superpower (pg. 124). Other countries such as North and South Korea, North and South Korea, and East and West G erman kept the two superpowers on their hooks. The weaknesses of those countries became their strength because if their countries collapsed, the countries may turn to communism (which is what the United States does not want) or capitalism (which is what the Soviet Union does not want). The best elan to put to is in Gaddis words, a compelling form of Cold War blackmail if you push me too hard, my government will fall, and youll be sorry (pg. 130).In this short, comprehensive, and accessible book, Gaddis did an gallant job to discuss and condense down his judgments and the history of the entire era of the Cold War in a fewer than 300-pages of text. Gaddis split his book into nine different chapters, in which each chapter covers a different topic that were occurring on both sides of the Cold War. Although each chapter covers a different topic, Gaddis subdivided each chapter into smaller sections, yet still able to compel the events or topics in a sequenced manner which allows the reader to follow along without confusion. In each topic, Gaddis does not only provide the hard facts that happen but examines and provides insightful analysis of how the events or ideologies influenced the leading of the superpowers. This made it difficult to summarize and capture everything of what the author has to run to the reader about an era that is commonly written about.In the center of the book, Gaddis provided sixteen pages of black-and-white photos that are organized in chronological order of the heavy people that made up the history of the Cold War as well as events. In addition, there were maps of Europe that added as a opthalmic aid for the reader as the author explains territorial changes, bases, and alliances of the two superpowers. The author was very straightforward with what he had to say, which makes it easy to read and understand, and revealing to his audiences of what the superpower leaders were truly thinking of and their strategies in reaching their ambit ions. However, there are flaws or bad choices of events that the author decided to take time to talk about. For instance, Gaddis spent two to three pages on the Watergate crisis, which led to the resignation of President Richard Nixon. As a reader, one may find how such an event is irrelevant to the Cold War. Overall, it was impressive of how the author organized the numerous events of the Cold War into a one-volume book.The writing style of Gaddis is very absorbing, which makes the book to be enjoyable to read. He chose great quotes from leaders and other people during that time that backs the judgments he makes. Also, he included little anecdotes that supplement his grand narrative of analysis of the various events of the Cold War. For example, every individual who has some background knowledge of the Cold War knows that the atomic bombs were not used since the bombing of Hiroshima and Nagasaki. However, he started out on the second chapter telling the reader how General MacArthu r commanded five atomic bombs to be dropped on the Chinese advancing down the Korean peninsula and two Soviet bombers took off from Vladivostok (Gaddis, pg. 48-49). I was momentarily fooled by this little fiction Gaddis created. The purpose of the story was to show how close the world was to have a nuclear-violent war that could virtually destroy the entire planet.I would unquestionably recommend this book to anyone who anyone who is interested in the Cold War because the book is not just a history book that provides hard facts about events, but also deep analysis of how the events influenced leaders during that era and the future of today. The book is not difficult to read but it would be better if the reader already had some background knowledge of the World War II and the Cold War. The book is worthy for a reader to take their time and absorb the analytic thoughts, examples, and anecdotes that the author conveys. Gaddis examines the different aspects of the events switching and back and forth between the perspectives of the two superpowers. While doing so, he guides the reader through the history of the Cold War without miss any of the commonly-known landmarks of the era providing a well-written narrative of the authors own interpretation and the history itself.

rebeldol Essay on Nora’s Rebellion in Ibsens A Dolls House

Noras Rebellion in A Dolls endure The central rootage of A Dolls House is Noras revolt against society and everything that was expected of her. Nora shows this by breaking away from all the standards and expectations her husband and society had chasten up for her. In her time women werent supposed to be independent. They were to support their husbands, take care of the children, cook, clean, and make everything perfect around the house. Noras first rebellion was when she took out a loan so that she could pay for her husband, Torvalds medical treatment. It was against the law for women to take out a loan without their husbands consent. When she did this she proved that she wasnt as docile and helpless as Torvald thought she was. He called her a poor helpless little creature. A perfect example of Torvalds control and Noras submissiveness was when she got him to re-teach her the tarantella. She already knew the dance but she acted as if she inevitable him to re-teach her the whole thing. When he says to her Watching you swing and dance the tarantella makes my bloo... rebeldol Essay on Noras Rebellion in Ibsens A Dolls HouseNoras Rebellion in A Dolls House The central theme of A Dolls House is Noras rebellion against society and everything that was expected of her. Nora shows this by breaking away from all the standards and expectations her husband and society had set up for her. In her time women werent supposed to be independent. They were to support their husbands, take care of the children, cook, clean, and make everything perfect around the house. Noras first rebellion was when she took out a loan so that she could pay for her husband, Torvalds medical treatment. It was against the law for women to take out a loan without their husbands consent. When she did this she proved that she wasnt as submissive and helpless as Torvald thought she was. He called her a poor helpless little creature. A perfect example of Torvalds control and Noras s ubmissiveness was when she got him to re-teach her the tarantella. She already knew the dance but she acted as if she needed him to re-teach her the whole thing. When he says to her Watching you swing and dance the tarantella makes my bloo...

Organisational Behaviour and Motivation Essay -- GCSE Business Marketi

Organisational Behaviour and MotivationTerm PaperOrganisational behaviour is described as A field of study that investigates the squeeze that individuals, groups, and structure have on behaviour within organisations, for the purpose of applying such knowledge towards improving an organisations effectiveness. (Robbins and Millet and Cacioppe and Waters-Marsh, 1998, p.10). An important area within organisational behaviour is pauperism.Herzberg describes the main paradox in business practice is, How do I get an employee to do what I want him to do (1991, p.13) Motivation is a word that is used to describe how raring(predicate) a person is to complete a task. Motivation is the set of processes that arouse, direct and maintain human behaviour towards attaining a goal (Robbins et al., 1998, p.199). Robbins uses a rounded approach when explaining motivation as the willingness to exert high levels of effort towards organisational goals but conditioned by the efforts ability to satisfy so me individual need. (Robbins et al., 1998, p.199). Inkson and Kolb relate motivation to ability, environmental conditions and performance (1999). Highly cause spate with average abilities may succeed given supportive environments. Conversely, capable people in supportive environments may perform poorly if they lack motivation (Inkson and Kolb, 1999, p.319)Motivation interests me as I enjoy finding out about what factors are required for employees to achieve the desired goals that the business expects of them. Greater knowledge of how people are motivated will also help me personally as it will enable me to understand what drives me to wanting to achieve my goals.Motivation is complex and there are many theories which explain how motivation kitty be brought out in people and as a result how employers can get the most out of their employees. ?Theories of motivation in business have passed through many stages, influencing and being influenced by the prevailing management ideologies and philosophies of each era.? (Bowey, 2001)There are many differing views about how employees should be treated and tended too in order for them to achieve the desired goals. Herzberg believes that ?The only way to motivate the employee is to give him challenging work in which he can assume responsibility? (1991, p.13). Other common ideas include incentive plans, job loading, i... ... issue in remuneration. http//www.netnz.com/gainsharing/Motivation.htmlc)Inkson, K. & Kolb, D. (1999). Management Perspectives for New Zealand. (2nd ed.) New Zealand Pearsons Education (p.317 ? 335).d)Herzberg, F. (1991). One more than Time How Do You Motivate Employees? Harvard Business Review business Classics Fifteen Key Concepts For Managerial Success. (p.13 ? 22)e)Young, S. (1995 March 23). Taking Care of Employees is the Route to Business health People Management The magazine for professionals in personnel, training and development. (p. 53)f)Litt le, B. (1995 February 23). Different Approaches to the Role of Work Place Mentoring People Management The magazine for professionals in personnel, training and development. (p. 51)g)Kohn, A. (1993 phratry - October). Why Incentive Plans Cannot Work Harvard Business Review. (p.54 ? 63)h)Myers, C. & McCutcheon, M. (1995 April 20). Different Approaches to the Role of Work Place Mentoring People Management The magazine for professionals in personnel, training and development. (p. 32 - 34)