Managing Scope Change Essay Example for Free

Managing Scope Change Essay After successfully planning and organizing the AD High Tech online store project, project manager Chris Johnson was promoted to vice president of e-business. Eric Robertson returned from his leave and assumed the position he had left as the project manager for the online store. In late summer 2003, Johnson began hearing whispers from his colleagues that the project was in trouble. On August 20, CIO Matt Webb frantically approached Johnson in his office. He had just fired Robertson and wanted Johnson to serve as the interim project manager. For more than three months, Robertson had told Webb that the project was on track, but suddenly he changed course and told Webb that he â€Å"guessed† it would be at least one month late and that costs would overrun by more than 20 percent. This was hardly acceptable, since it was imperative that the project be completed in time for the holiday shopping season. The project had strategic importance to the company and was integral to its holiday promotion strategy. Webb explained to Johnson that there was an additional challenge: the vice president of marketing wanted to create â€Å"promotional bundles† for the holiday season. Promotional bundles are a collection of items bundled together and sold at a lower cost than if the items were purchased individually. AD’s trial promotions with some retailers had shown an increase of 10 percent in sales with the addition of these promotional bundles, and the marketing plan called for them to be rolled out nationally. Thus, in order to maintain consistency in all sales channels, the bundles also needed to be available in the online store. Once again, Johnson was asked to quickly troubleshoot the project. He needed to analyze the true state of the project and gather his projections for cost and schedule. Johnson also needed to assess the possible impact of adding promotional bundles. Although deterred from his transition into his new job  as vice president, Johnson was nonetheless excited to once again put his project management expertise to use. Promotional Bundles The promotional bundles and the tasks associated with implementing them represented the only functional or scope change for the online store as Johnson set out to troubleshoot the project.  ©2006 by the Kellogg School of Management, Northwestern University. This case was prepared by Derek Yung ’03 and Alex Gershbeyn ’03 under the supervision of Professor Mark Jeffery in the Center for Research on Technology and Innovation. Cases are developed solely as the basis for class discussion. Some facts within the case have been altered for confidentiality reasons. Cases are not intended to serve as endorsements, sources of primary data, or illustrations of effective or ineffective management. To order copies or request permission to reproduce materials, call 800-545-7685 (or 617-783-7600 outside the United States or Canada) or e-mail [emailprotected] No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without the permission of the Kellogg School of Management. This document is authorized for use only by Vivekanandan Thangamani in IDS 507: Advanced Systems Analysis and Design Project taught by Dr. Matthew Liotine from September 2012 to March 2013. The promotional bundles did not necessarily present a technical design challenge for the project. The product catalog from Microsoft Site Server had the flexibility to handle complex rules in dealing with different pricing schemes. However, since MS Site Server had to be configured and  tested, a new set of tasks not originally planned or estimated needed to be factored into the project plan. Sales planning called for a total of twelve promotional bundles. The technical lead on the team, Marc Sanders, estimated that after two to three days of training per person, ten to twelve â€Å"person-days† would be needed for his team to configure the pricing rules in the system. The testing lead estimated twenty to twenty-five person-days would be needed to test the new features and to regression-test the existing products in conjunction with the promotional bundles. Sanders was a bit worried about the size of his development team, since he was barely keeping up with his duties managing the existing tasks on the project. AD was currently charging shipping as a flat percentage depending on order size. The online store, however, was to be built to handle percentages and to specify shipping charges on a per-item basis. In the project outline, the baseline estimate of the Submit Order tasks for design and build included the work for the extra shipping functionality. Sanders estimated that he could reduce 50 percent of the work on the Submit Order tasks if the per-item shipping charge feature was removed. Doing so would likely free up a developer who could potentially work on the ERP interface. Project Staffing As far as Johnson knew, the IT staff was running at full capacity, which meant that any additional resources for the project would have to be contractors. AD did not traditionally use contractors for testing. The market rate for a contract developer had risen to $175 per hour, with an overtime rate of 150 percent. Johnson’s best guess was that it would take one week for a new developer to get acclimated and trained on the procedures of the project. Microsoft could provide consultants who were fully trained with the expertise to configure the pricing engine to accommodate the promotional bundles. Sanders had experience working with these consultants, and he estimated that they could do the configuration work and train another developer to maintain the rules in the system in no more than two to three days. The Microsoft consultants charged $500 per hour and required a minimum  of two weeks to arrange for the visit. Thus, for planning purposes, Microsoft consultants could be hired for two to three days’ work but required two weeks’ lead time to schedule. Review Meeting After reviewing his new assignment with Webb, Johnson quickly gathered all the online store project leads to get their input on the state of the project. He learned that there had been no measurement—and hence no evaluation—of project management metrics. This came as a surprise to Johnson, since Robertson had been known to be meticulous in measuring projects quantitatively in the past. KELLOGG SCHOOL OF MANAGEMENT This document is authorized for use only by Vivekanandan Thangamani in IDS 507: Advanced Systems Analysis and Design Project taught by Dr. Matthew Liotine from September 2012 to March 2013. For the exclusive use of V. THANGAMANI KEL158 AD HIGH TECH (B) After working with the leads for more than a week, Johnson painstakingly pieced together the historical data and got the actual time spent working for all relevant tasks as of August 26. See Exhibit 1 for the project â€Å"actuals.† He also had the earned value template from a previous assignment that could be used to analyze the project plan, if he could figure out how the earned value data could be extracted from the project software. See Exhibit 2. The project was originally scheduled to be implemented by mid-November, before the Thanksgiving weekend. The vice president of marketing and Webb agreed that it was possible to delay implementation until December 1 and still reap some of the benefits of the holiday season. Johnson realized that this was far from the ideal scenario, since the  project would miss the Thanksgiving shopping weekend. However, he needed to provide Webb with an accurate assessment on how and when the project could be completed. Johnson realized that he first needed to update the original Microsoft Project document. He was not sure what, if any, problems existed within the original project. In addition, he was not sure exactly how to incorporate the promotional bundles into the project plan. Johnson’s experience told him that something would need to be fixed, and that the last-minute scope change was going to cost the company. KELLOGG SCHOOL OF MANAGEMENT This document is authorized for use only by Vivekanandan Thangamani in IDS 507: Advanced Systems Analysis and Design Project taught by Dr. Matthew Liotine from September 2012 to March 2013.

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Molar mass is a fundamental and must-know term in chemistry. Anyone who studies chemistry begins the journey with this term. The molar mass of a substance is defined as â€Å"the mass of one mole of any substance where the carbon-12 isotope is assigned a value of exactly 12gmol-1. Its symbol is M. Molar mass is important because of its usefulness in various calculations. To chemistry students, it is a tool to solve many problems and exercises, as molar mass can be used to calculate the mass or the amount of a sample of a certain substance. Obviously, the most popular way to determine a substance’s molar mass is by using its chemical formula. Another way is to use a sample of that substance and calculate from the mass and the amount of substance. However, not many people would think of using titration and back titration to calculate the molar mass of a substance. Titration is the addition of a known-concentration solution, or the titrant, to a known-volume of a solution of unknown concentration, or the analyte, until the reaction reaches the equivalence point, which would be indicated vis...

Research Study on Gender Bias in Education

Gender Biases in Education: Math Nicole S. Tester Bryant University Abstract This research project conducted was to find out whether women were more affected by gender based expectations than men. This was done by giving both young men and young women a simple standardized math test which most likely they had all been taught and exposed to in the past. This particular test was designed to be at or below the performance level of most college students. There was two versions of the test instructions, with one version providing information about men typically outperforming women on the test, and the other version stating the opposite.These instructions were used as a form of deception to prove my hypothesis. My hypothesis was that women would be more affected by this deception than would the men. My results proved otherwise. Results showed there was little difference in the way the women and men performed on these tests on either version. The ANOVA testing showed these clear results. Do es Performance Reflect Success? Gender biases are present in the American culture. Women are put in a stereotype as the one to stay at home cleaning and cooking while men are believed to have to bring home the paychecks. How we live though is not the only area with gender biases.There are biases when it comes to sports, who can do what jobs and even education. Women are believed to be better at the education aspects having to do with words and comprehension while men are believed to be better at numbers or math. In the research world there is much controversy on whether the bias presented is true or not. Researchers have not been able to support this belief or disregard it due to the many conflicting results. A study done with the purpose of determining whether gender expectations still exist in present time, resulted in the idea that more and more genders are becoming equal in education (Jordan 2008).It was found that both sexes are more likely than ever to complete their high scho ol education and even be able to obtain higher degree. The study also showed the gender gap in scores on the National Association of Education Progress becoming more and more narrow over time. Jordan does not refute the idea of gender bias in education but supported the idea that it is diminishing. These two researchers on the other hand, Fisher (2008) and Johnston (2005), have studies supporting their beliefs that gender biases in teaching are simply a myth.Both constructed research to support the idea that neither females nor males perform differently according to gender expectation or that these gender expectations are implemented at all. Fisher more, specifically, researching in math and Johnston in math and education. Chapman (2012) and Goetz (1996) though, both have studies that seem to prove otherwise. Chapman conducted a study, in Canada, which lead to the belief that gender discrepancies in teaching and education focus more positively on females. Chapman believes males are the ones taking losses in education expectancies.Goetz on the other hand, researched and came up with results which led him to believe American educators focus their attention more on males allowing them a positive advantage. After learning so much from previous research it can be accurately inferred that the gender bias in education does exist. A psychologist, Ghandi (2006) stated in his study the truth behind the bias. He used this truth to conduct a study in which he found that women not only believe the bias but are subject to it when they are told they will fail due to their gender.This particular study is what laid down the foundation for my research study. All of the above researchers knew the biased existed and all tried to support it or disprove it. This research project has one purpose; to find out not if gender biases exist but whether women are affected by these gender based expectations more than men. In many colleges and universities women are very comfortable with the ir gender; they are powerful, and successful. There are clubs devoted to women’s sexuality, success, and even fashion senses.There are awards given to women who have gotten superior grades, been offered great jobs, or are simply a success. Knowing this, what I want to learn is whether these women who are so highly praised and allowed the same success as men are still subjects to gender based expectations, more specifically in learning and education. In my study I will be deceiving the participants into thinking that only women will be successful in this study or to another group I will be saying only men will be successful. The way this will be done is by using simple high school level math tests. Before he test I will be falsely informing half of my participants (equal number of females and males) that only men will pass this test, and then I will repeat this with the other half of my participants but falsely informing them of the opposite. The fact that I will play on women ’s vulnerability will allow me to learn whether these very empowered and successful women will still be so after being told they will fail before even trying. My hypothesis is that these women will be affected by such a statistic and depending on the false statistic they get, they will fulfill it. Methods ParticipantsForty eight undergraduate volunteers (24 males and 24 females) from Bryant University took part in this study. The average age of participants was recorded at 20. 22 years (SD=1. 13). No cultural or ethnic backgrounds were recorded. With help from different psychology professors a general description was given out within psychology classes and volunteers were recruited. To these participants in particular extra credit was allotted. The rest of the participants were recruited through word of mouth and e-mail in which they were once again given a general description of the study and asked whether they would be willing to volunteer.Each participant was tested indivi dually and required approximately 15 minutes to complete study. Materials The study consisted of participants completing a standardized math test, four survey questions, and a deceptive article which can all be found in the appendix. The math test was found in an SAT math test practice site. This math test worked as the channel for the dependent variable (result on the test). The survey questions asked were simply used for collecting information. The questions did not ask sensitive information or anything that would put any participant at risk.Finally, the short article was written by myself and is completely fictional. It falsely informed the participants on information regarding SAT tests and reported false statistics on men outperforming women for half of the studies and the opposite for the other half. This was used as the deception part of the research which inconspicuously provided the participant with the independent variable (whether females or males pass this test) Procedur es Forty eight students were recruited (24 females and 24 males) from Bryant University as the participants of my study.They were all recruited through psychology classes in which Professors gave a brief overview of what my study entailed and from there proceeded to recruit. The participants recruited in such a manner were rewarded with extra credit points in their class. The rest of the participants were recruited through word of mouth and group e-mails. With each participant recruited I have a brief explanation of what the study was comprised of, what it entailed, and more specifically what each participant would have to contribute. Once I recruited all participants which were necessary I began the research itself.At the start of their participation, each participant was handed a consent for in which they were asked to read thoroughly and if they agreed to the terms and conditions they were to sign and date. In the consent form participants were informed of their ability to leave the study at any time, their entitlement to any information and debriefing, on the confidentiality of the study and many more safety factors. To show the validity of the form I signed and dated on the same page each participant did right in front of them.Each participant agreed to the consent form allowing the study to continue. Once the consent form process was finished I would hand each participant the study packet. At this point they were told that each study was to be completed alone. The packet started off with an article which was entirely false and used to deceive each participant. On it there was made up information on the performance of genders on the SAT test throughout the past years. Each participant was informed that they would not be able to continue with the packet if they did not read these instructions.Once the instructions were read each participant could continue to the next section which consisted of the survey questions. These questions were purely used to colle ct data for analysis. Once the second part was completed each participant would continue on to the math portion of this study. The math portion of the test was a high school level standardized math test previously tested by college level participants. Each participant completed the math portion and would come to me to hand it in. when each individual would approach me I made sure to let them know the true nature of the study and informed them of the deceit.It was very important that no participant left the study with the false idea of one gender outperforming the other. I made sure each participant was thoroughly debriefed and had any questions they had answered. Results The data were analyzed using an ANOVA with the alpha level set at . 05. The main effect of gender participation was not significant, ? (1,44)=. 12, p=. 73, ? 2=. 003 and the main effect of gender test taking was not significant, ? (1,44)=. 00, p=1. 0, ? 2=. 00. However, the interaction between the gender participati on and gender test was marginally significant, ? (1,44)=2. 97, p=. 9, ? 2=. 06. Figure 1 shows a cross-over interaction in which the two variables almost perfectly interact. My hypothesis stated that women’s scores would be more affected by the test gender and the deception then would the men’s. The results of the tests did not vary according to the gender of the participant or gender of the test. My hypothesis was not supported by the above data. There was, however, a notable factor in the results and the fact that they were similar in score for both genders. Discussion No significant main effect for test gender or participant gender occurred in this study.When taking a math test right after reading a deceitful article about the tendency of males or females to outperform the opposite sex, neither gender’s score seemed to be affected. This particular result is not what I predicted in my original hypothesis. Straying away from my belief that women would underperf orm the men once they were deceived into believing they would be outperformed, the results disproved my hypothesis. This outcome is consistent with the research of Fisher (2008) and Johnston (2005) in finding there is no significant gab in the performance of females and males in the subject of math.The results are not consistent though with those findings by Ghandi (2006) a researcher whose findings state that women do poorly on math when they are told their gender is to blame. Some factors which may have led to the inconsistency between my hypothesis and my results can be attributed to the limitation when conducting this research. Being part of such a small university, my research was very limited in the sample size it could use. Three thousand undergraduate students was a small population to choose just forty eight participants from.This also lead to what I believe was a biased sample since each and every participant was also my friend. The fact that the participants had a relatio nship with me could have caused an over performance level which would not usually happen. Some internal validity which should be looked at was the fact that many variables were simply not recorded. These factors include the race and ethnicity of the participant, whether English was their native language, if they understood the deceiving article in the start, and whether they understood every question asked in the math portion.Another internal validity factor is the way in which data was recorded. If this study were to be repeated, observation should definitely be an alternative way of recording data. There was so much happening as I observed each and every participant complete my study. Participants would get frustrated or smile the whole way through. Sometimes they would try to help each other out when I looked the other way or simply just guessed the answers since they did not want to be taking a math test.Using a standardized that does not give anything in return to these partici pants, should not have been my only source of data since it was not the best way to find results. Regardless of the limitations, new studies and research in the field of gender differences in education have resulted with outcomes very similar to mine. Although my hypothesis was not supported, the consistency it has with the studies of Fisher (2008) and Johnston (2005) only come to show that this study will be supporting much research in the psychology world.My results will be one more way to support the idea that there is little or no difference in gender performance in math. In addition to replicating my results, future research might extend the finding by examining other subjects in the world of education. Expanding the testing to be possibly in language, critical thinking, sciences and also math may give a better understanding on whether there is a discrepancy in women’s performance when they are told they are going to fail. Future research might also want to expand their sample by moving to younger generations in school, possibly in igh school, and older generations in and out of school. By doing so the outcome may result more accurately and allow a better understanding of the prediction. In conclusion, gender performance on standardized math tests do not have a direct link to the subject or the belief that one gender will outperform the other. After testing 48 participants (24 female and 24 male), giving each the same exact standardized math test but deceiving each to think they would outperform or underperform the opposite sex, no gender seemed to truly outperform. Each gender resulted close to equal.The results did not support my hypothesis but it led the way to a new hypothesis and a completely new approach to this study. References Goetz, J. (1996). In Education Expert: Classroom Gender Bias Persists. Cornell Cronicle. Retrieved from http://www. news. cornell. edu/chronicle/96/4. 25. 96/gender. html. Jordan, J (2008) The Myth of Gender Bias in School. Retrieved March 8, 2012. From http://www. parentdish. com/2008/05/20/the-myth-of-gender-bias-in-school/ Fisher, M (2008) Study: No gender differences in math performance. University of Wisconsin-Madison News. Retrieved from http://www. news. wisc. edu/15412Johnston, T (2005) No evidence of innate gender differences in math and science, scholars assert. Stanford University News. Retrieved from http://news. stanford. edu/news/2005/february9/math-020905. html Gandhi, U. (2006) Gender bias in math skills doesn’t add up, scientists say. The Globe and Mail. Retrieved from http://www. theglobeandmail. com/news/technology/science/article197902. ece Chapman, A. (2012) Gender bias in education. Research Room. Retrieved from http://www. edchange. org/multicultural/papers/genderbias. html Table 1 Cross over interaction [pic] Appendix Survey questions Male/ Female (circle one)Date of Birth __________ Anticipated graduation year __________ Have you ever taken a standardized test (e xample: SAT) Math questions (standardized test) http://www. majortests. com/sat/problem-solving-test01 1. Of the following, which is greater than ? ? [pic]A. 2/5 [pic]B. 4/7 [pic]C. 4/9 [pic]D. 5/11 [pic]E. 6/13 2. If an object travels at five feet per second, how many feet does it travel in one hour? [pic]A. 30 [pic]B. 300 [pic]C. 720 [pic]D. 1800 [pic]E. 18000 3. What is the average (arithmetic mean) of all the multiples of ten from 10 to 190 inclusive? [pic]A. 90 [pic]B. 95 [pic]C. 100 [pic]D. 105 pic]E. 110 4. A cubical block of metal weighs 6 pounds. How much will another cube of the same metal weigh if its sides are twice as long? [pic]A. 48 [pic]B. 32 [pic]C. 24 [pic]D. 18 [pic]E. 12 5. In a class of 78 students 41 are taking French, 22 are taking German and 9 students are taking both French and German. How many students are not enrolled in either course? [pic]A. 6 [pic]B. 15 [pic]C. 24 [pic]D. 33 [pic]E. 54 6. If f(x) = Â ¦(x? – 50)Â ¦, what is the value of f(-5) ? [pic]A. 75 [pic]B. 25 [pic]C. 0 [pic]D. -25 [pic]E. -75 7. ( v2 – v3 )? = [pic]A. 5 – 2v6 [pic]B. 5 – v6 [pic]C. 1 – 2v6 [pic]D. 1 – v2 pic]E. 1 8. 230 + 230 + 230 + 230 = [pic]A. 8120 [pic]B. 830 [pic]C. 232 [pic]D. 230 [pic]E. 226 [pic] 9. Amy has to visit towns B and C in any order. The roads connecting these towns with her home are shown on the diagram. How many different routes can she take starting from A and returning to A, going through both B and C (but not more than once through each) and not travelling any road twice on the same trip? [pic]A. 10 [pic]B. 8 [pic]C. 6 [pic]D. 4 [pic]E. 2 [pic] 10. In the figure above AD = 4, AB = 3 and CD = 9. What is the area of triangle AEC ? [pic]A. 18 [pic]B. 13. 5 [pic]C. 9 [pic]D. 4. 5 [pic]E. 3

Miss Havisham and Magwitch from Great Expectations Essay

Discuss the relationship between character and location in the case of Magwitch and the marshes; Miss Havisham and Satis House (chapters 1-19) Both the characters Miss Havisham and Magwitch are linked closely with their respective surroundings, as Dickens employs imagery and pathetic fallacy to illustrate this. Although many characters in Great Expectations reflect their environments, the relationship of Miss Havisham and Magwitch offer a particular contrast. The novel echoes many of Dickens’s own life experiences, and the reader is given a strong flavour of Victorian history and commonplace. There is no doubt that when Dickens describes the marshes in the early stages of the novel, he is influenced by his own passion for the†¦show more content†¦Pip’s imagination is left to run wild, and by blending a child’s view of things with the more detached attitude of an adult narrator, Dickens creates a world of violence and humour. Magwitch and the marshes are similar in the way they are both shrouded in mystery. On the one hand, we have the mist and the natural elements of the marshes which make the environment appear mysterious, and then the convict, who Pip knows little of, and indeed it is not until the end of the novel that Pip realises Magwitch has been supplying him with secret sums of money. Miss Havisham’s relationship with Satis House is deeper, perhaps more sinister. When Pip first witnesses Miss Havisham, he remembers being taken to see, â€Å" a skeleton in the ashes of a rich dress, that had been dug out of a vault.† Like the interior of the house, the overgrown garden and the disused brewery are suggestive of Miss Havisham’s own decayed and barren, misused body. The idea of the emptiness of possessions, which is to be a recurring theme in the novel, is also underlined by the meaning concealed in Miss Havisham’s name. The, â€Å"Have a sham† reflects how this gaunt woman has been warped in time by the pretence of the wedding. The â€Å"Satis† name of the house means â€Å"enough† and one could conclude that the building is tired of all the neglect. Miss Havisham’s body reflects the festering of herShow MoreRelatedCreating Tension Through the Presentation of Magwitch and Miss Havisham in Great Expectations1182 Words   |  5 PagesHow does Dickens create tension through his presentation of Magwitch and Miss Havisham in Great Expectations? Introduction ============ Great Expectations is about a young boy, Pip, who lives in a deprived town with his sister (Mrs Joe) and her husband (Mr Joe). Pip meets a fugitive, Magwitch and after meeting with this runaway he fears from his life. Pip is then summoned to go and play at Miss Havisham’s house. 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Silver blaze by Arthur Conan Doyle Free Essay Example, 1250 words

Furthermore, Watson is Sherlock Holmes’s sidekick who, by and large, is not as brilliant as him. However, Wanton somehow does make things easier for Holmes. Through sly questions and ejaculations of surprise, Dr. Watson synthesizes the focal point of this story. No doubt, after reading this story carefully, one is instinctively aware that Holmes is homosexual. This is a subject that had become so intense in the nineteenth century. Not only does Holmes exhibit hints of homosexual propensity, there is also the idea of homoeroticism felt between him and his sidekick Watson. Holmes in not impressed by women or their appeal, yet still, this is clearly a rare character when it comes to the male species. He instead favors the company of a man, for this case, Watson over that of a woman no less (Robb 24-30). There are still a few instances of heated encounter as well as physical contact between Sherlock Holmes and Watson, including the holding of hands, murmur against earlobes and s leeping in double beds. Sherlock Holmes’s gender is somehow bent. And according to Bradley, there is a great possibility that there exists a homosexual relationship between the two (Robb 33). We will write a custom essay sample on Silver blaze by Arthur Conan Doyle or any topic specifically for you Only $17.96 $11.86/pageorder now For instance, Sherlock Holmes possesses remarkable knowledge of perfumes and has a refined gift to smell. Conan Doyle characterizes Sherlock Holmes in a very refined, almost feminine, manner. Sherlock Holmes is not at all to get occupied with women. He doesn’t appreciate or value marriage or love in the manner in which many people, like his friend Watson do. Not only does Holmes undervalue love, he also does not think positively about love and/or about other sex (Robb 33-60). In this story, Holmes is not at all determined to tell of his own story. Conversely, it is his friend Dr. John Watson who tells the adventures he and Holmes embark upon in the structure of written accounts that are to be in print in the newspaper. Holmes detests with certain alacrity the sensational and melodramatic legends that Watson chronicles. The manner in which Watson describes the whole situation makes him a mediator between the reader and the traits of Holmes. O n many occasions, Sherlock Holmes encounters with many of London’s criminal, for this case, Scoot Yard sporadically request Holmes’s assistance. They appear to require Holmes’s ability of deduction, since they are not the smartest people there is. There are several primary problems that embattle any mystery show specifically introducing the crime each week. Ideally, there is no problem with that if the character is a police officer.

Power Corrupts in George Orwells Animal House - 752 Words

In George Orwell’s ‘Animal Farm’, one of the major themes was power, and how absolute power corrupts absolutely. To the animals, Jones was a tyrant, always mistreating and abusing them, until one day Old Major told them of a dream he had, where the animals will be able to live in a utopia, and lead lives of peace. After the rebellion occurred and the animals overthrew Jones, Napoleon soon came to power. He promised the animals lives of prosperity, and for a while Animal Farm was a blissful place, however after a while his reign became a tyranny, one very similar to Jones, if not worse. When the animals were under Jones’ rule, they lived a life of misery and slavery. He was a very cruel master; he abused and enslaved the animals and furthermore, he locked away all the food so the animals were left to starve. Jones was a despicable, incompetent and drunken farmer; he was in the position of power on the farm but he did not fulfil his duties as leader, as all h e does is drink, as Orwell described it: Mr Jones, of Manor Farm, had locked the hen-houses for the night, but was too drunk to remember to shut the pop-holes. (Ch.1; P.1). He was a tyrant, as he operated the farm with absolute control, only for the benefit of himself with no cares about how his animals were being treated in the process, which was how Napoleon came to treat his subjects. And as Old Major described him Man is the only creature that consumes without producing. (Ch.1; P.4). The fall of Jones’ tyrannyShow MoreRelatedGeorge Orwell s Animal Farm1395 Words   |  6 PagesGeorge Orwell’s Animal Farm: The Power of Corruption In George Orwell’s Animal Farm, Orwell illustrates how power corrupts absolutely and how Napoleon degrades the structure and stability of Animal Farm because of the decisions that he makes. I will also expand on the idea of how Old Major’s ideas for an organized society get completely destroyed by Napoleon’s revolutionary actions. It was ironic and satirical that Napoleon’s own power annihilates Animal Farm. The satire in George Orwell’s AnimalRead MoreHow Is Marxism Portrayed in Animal Farm by George Orwell? Essay1369 Words   |  6 PagesHow is Marxism portrayed throughout ‘Animal Farm’ by George Orwell? The main aim of Marxism is to bring about a classless society, and ‘Animal Farm’ is generally considered to be a Marxist novel, as all its characters share a similar ambition at the beginning. ‘Animal Farm’ represents an example of the oppressed masses rising up to form their own classless society, whilst offering a subtle critique on Stalin’s Soviet Russia, and communism in general. Orwell is, ironically, revolutionary in hisRead MoreEssay about Animal Farm: The World and the Words 1041 Words   |  5 Pages Animal Farm is a masterfully written cynical exploration into the abuse of power through language.c George Orwells book provides a theory of power structures, equality and the very nature of human character. As a short, ten-chaptered essay, this book has made its mark on the communist and authoritarian societies with the cutting morals and the phrase â€Å"All animals are equal, but some animals are more equal than others† In the beginning, Mr. Jones is an antagonistic study into Czar Nicholas IIRead MoreSymbolism and Allegory in Animal Farm1657 Words   |  7 Pagesthree aspects of Animal Farm : Old major, The Windmill and The Seven Commandments George Orwell uses symbols throughout the novel Animal Farm to show how the upper class groups use manipulation to their advantage. Animal Farm in simple terms is the allegory of a revolution gone sour. Animalism, Communism, and Fascism are all the symbols which are used by the pigs as a means of satisfying their greed and lust for power. As Lord Acton wrote: Power tends to corrupt; absolute power corrupts absolutely† whichRead MoreAnimal Farm And Human Nature1051 Words   |  5 Pagestowards life. Do you believe human kind is inherently selfish? In the novel Animal Farm, George Orwell speculates the evil of human nature. Allow me to unfold for you the influence of human nature before the revolution on Manor Farm and the short term and long-term resul ts of the revolution. Animals were treated poorly on Manor Farm. Mr. Jones would forget to feed the animals and of course, slaughter them for food. These animals were used for their resources and provided with the bare minimum that willRead More Critique of Communism in Animal Farm by George Orwell Essay1282 Words   |  6 PagesKarl Marx’s perfect society described in his Communist Manifesto is in direct conflict with the implementation of Soviet Communism, which was scathingly criticized by George Orwell’s book Animal Farm. Karl Marx believed that in order to form a just and equal society, the working class, called the proletariat, would have to overthrow those who owned the means of production, who were known as the bourgeoisie. This was to be known as the Proletariat Revolution where the oppressed laborers in capitalistRead MoreGeorge Orwell s The Handmaid s Tale1242 Words   |  5 Pagescorruption in governments and leaders. While analyzing Animal Farm by George Orwell, l Lost My Talk by Rita Joe and The Handmaid’s Tale by Margaret Atwood it is clear that these works of literature allude to the possibility of corruption, revealing how important justice and equality are to governing societies and to me. Firstly, in George Orwell’s depiction of the events during the time of the Soviet Union shows how governments can obtain power from its citizens and how it can lead to corruption.Read MoreAnimal Farm Corruption Essay930 Words   |  4 Pagescertain amount of power, even the most humble of people can fall subject to corruption. Likewise, one who is already an unjust figure is more than capable of becoming a tyrant. Such is the case in Animal Farm, a novel by George Orwell. Animal Farm focuses on the rebellion of the animals on Manor Farm, and their attempt at a socialism-esque society. The leaders of the farm, two pigs named Napoleon and Squealer, gradually change from fair authority figures to unethical dictators. Orwell’s critically acclaimedRead MoreExamples Of Power Corrupts In Benito Mussolini764 Words   |  4 Pagesruled constitutionally until power corrupted him in 1922. Mussolini also legalized dictatorship so none of the humans have any rights. It can be arg ued that power always corrupts, especially when examining the greed, manipulation, and brutality of both the pigs in George Orwell’s Animal Farm and the greed, manipulation, and brutality of the Italian dictator Benito Mussolini. First, one of the reasons power could corrupt someone is because of greed as shown in Animal Farm and the milk and applesRead More1984 Reader Response Essay599 Words   |  3 Pagesgovernments power and intentions. I became aware of the potential manipulation of which the government could impose upon us. The very thing which I depend on for security and protection may be a conniving entity which feeds off of it’s own power and corruption. As I flourished in my naivety, I was unaware that the people I trusted, whom I believed to be wholly dedicated to our well-being as a society, could betray us at any moment they see fit. I gravely overlooked the potential and the power that the

Main Areas Of Study Group Communication And Emotional Intelligence

Question: Discuss about the Reflection Analysis In Main Areas Of Study Group Communication And Emotional Intelligence. Answer: Introduction The purpose of this paper is to present a report on reflection analysis in two main areas of study. That is, group communication and emotional intelligence, self-talk and assertiveness. These areas are very important in facilitating effective communication in business. In that connection, the reflection analysis with relate my experience in different aspects of communication in business. For a business to undergo growth and development (Thomas, 2009 pp. 67-82). The level of communication applied is very important. In that case, properly framed communication will enhance formulation of strategies so as to initiate the process of growth and development. On the other hand, poor ineffective communication will limit development of ideas, options, strategies, decision making and judgment. In such a case the process of growth and development in business will end up stagnating. Similarly, emotional intelligence, self-talk and assertiveness contribute equally to business growth and developmen t. In order to generate a conclusive and comprehensive reflection, it is important to consider each event at a time. Group communication Typically, a group may comprise sport teams, families, committees, work teams and friendship circles. In that connection, group communication involves communication that takes place among different people with a common agenda. Individuals may belong to several types of group provided the agenda under consideration is common. Groups take a very big role in determining the quality of life an individual lives today. For this case, we are reflecting group communication in terms of business. A lot of work and many of judgments and decisions that shape a business depend on actions taken by a particular group. Group communication is very relevant because it influence the way people experience and understand business. In addition, the study on group communication assist in understanding how groups operate in the process of influencing society and individuals (Thomas, 2009 pp. 67-82). Furthermore, study of group communication can result and influence different types of innovation such as prod uct innovation, process innovation, marketing innovation and technological innovation. To understand how group communication work, it is important to have a clear definition of a group. A group is not a mob or a crowd. Again, a group is not an organization neither is it an interpersonal pairing of two individuals. The question we need to ask from the above distinguishing factors is, what is a group? For the purpose of group communication, a collection of people become a group if and only if the members forming that group share a common goal, create identities for members and the group, they hold expectations over each member in terms of participation and belonging to the group. Members also form a group if they can influence each other through development of tactics and strategies in order to control each other and maintain the group. Function of group communication The role played by group communication has wider capacity of determining the level of business growth and development. This is because, group communication involves sharing common goal by a team of members. Every member aims at providing the most appropriate idea that will be incorporated in business operations (Ryan Deci, 2017 pp. 93-112). For this study, group communication can be defined as the messages that are exchanged by group members regarding business operations. These messages may be in form of verbal or nonverbal. Either way, they form the conclusive set of messages that can be encoded and decoded by different group members (Dann Dann, 2007 pp. 179-185). These messages are very significant to groups because group members are in a position to participate in business operations and maintain the identity of the group. Another important contributions of group communication include ability to determine goals and objectives, motivate participants as well as contributing to bus iness unity. Group performance is also facilitated through group communication. Different questions about group communication may arise so as to critically understand the importance of group communication. Such questions can be formulated as follows: How would team members share information regarding decision plan? How group members build relationship on who to involve in critical process of business growth and development? How group members make viable decision for business growth and development? How to create team spirits so as to initiate intrinsic motivation? These question provide a clear reflection of group communication since these messages reveal the duties and responsibilities deployed to specific members in the group. Group communication is very significant because messages decoded and encoded contribute highly ion making group decisions,conflict management as well as establishment of rapport necessary to propel the group during difficult circumstances (Reece and Walker, 2007 pp. 179-185). In addition, through continuous exchange of messages, it is possible to shape what the group will be and what can be accomplished in the long-run. Importance of studying group communication Group communication is very important in challenging folk wisdom (Marshall, 2013 pp. 69-85). This is because group discussion results to polarization of opinions. In that case, this information is useful to me because group communication tend to appear correct. In that connection, some group members may exaggerate their opinions so as to offer the highest possible formulation. I tend to understand that some of group communication may not initiate the best decision making process due to exaggeration made by some members. It is therefore very important to consider opinions offered by some members in finality so as to come up with the most reliable and feasible decision (Krugman, Obstfeld Melitz, 2012 pp. 113-123). This point changes my thinking about group communication. As long some members are not genuine about their opinions, then group communication may not achieve the most remarkable changes in business growth and development. Emotional intelligence, self-talk and assertiveness This is another event that need to be reflected so as to determine their contribution to communication in business. Emotional intelligence is a process where individuals have capability to recognize emotions. This can be their own emotions as well as those of others. It is also known as emotional quotient (Holmes, Hughes, Mair Carlsen, 2015 pp. 7-25). It enable individuals to discern between different emotions and feelings. This process involves application of emotional information so as to enhance thinking and behaviors. It also involves management and adjustment of emotions so as to adapt to surrounding and achieve goals and objectives. In this paper, I reflect conceptualization and conceptual evidence so as to support emotional intelligence, self-talk and assertiveness. For the case of self-talk, the concept relates to action of talking to oneself mentally, loudly or silently. Typically, this is referred as positive self-talk. This concept is interpersonal skill. In this paper, emotional intelligence is linked with capability to resolve logical problems by use of intelligence quotient (Hitt, 2014 pp. 119-125). According to intelligence of researchers such as Gardner and Moran, there are several emotional intelligence that can be incorporated in business communication. They include musical intelligence, spatial intelligence, interpersonal intelligence and natural intelligence. Importance of emotional intelligence, self-talk and assertiveness This concept is very important in business communication and individuals need to understand the basic principles applied in this concept. Ability to use emotional judgment in decision making process is very significant (Hausman, 2007 pp. 111-117). Therefore, in order to promote assertiveness and emotional intelligence, different companies offer training programs so as to enable individuals in making feasible decisions in business communication. This is because, emotional intelligence is not always inborn. It can be developed through training of individuals. Moreover, considering self-talk and assertiveness in business communication, individuals are able to initiative positive self-talk process so as to generate ideas and opinions. If I relate this concept with my working experience, I realize that some ideas are purely developed through emotional intelligence. Therefore, individuals are required to use assertiveness and emotional intelligence to make viable decisions (Fletcher, 2012 pp. 29-45). There are some business communication that require personal assertiveness and emotional intelligence rather than depending on group communication process that take a lot of time to initiate. The new insight about group communication, emotional intelligence, self-talk and assertiveness depend on what information the business need to achieve. The hypothesis to be tested in this case is underlined on the motive of business communication (Dann Dann, 2004 pp. 9-15.). Therefore, the positive side of emotional intelligence is to assist individual widen the concept of intelligence. My reflection on this is to assist individuals to be assertive in communication since assertiveness is based on balance. It is also based on winning. In balance, assertiveness require an individual to be forthright about needs and wants. If an individuals are assertive, then they are self-assured, firm, fair and empathy. In terms of winning, individuals do what they base as best interest without regard for issues such as desires, feelings, needs and rights. Conclusion Business communication is very important and individuals need to understand how group communication, emotional intelligence, self-talk and assertiveness contribute to business communication (Daft, 2015 pp. 79-85). From my reflection, my way of thinking changes in terms of business communication. When dealing with decision making and judgment, group communication is important since different group members can offer individual contributions and opinions towards business growth and development. On the other hand, there are some cases where emotional intelligence, self-talk and assertiveness can be applied rather than group performance. I lay down my reflection on what need to be followed based on what a business aim to accomplish. This will collectively determine the most appropriate path to follow. References Daft, R.L. (2015) Management. South Western College Pub. Pp. 79-85. Dann, S., Dann, S. (2004)Strategic Internet Marketing. Brisbane: John Wiley Sons. Pp. 9-15. Dann, S., Dann, S. (2007) Competitive marketing strategy. Frenchs Forest, NSW: Pearson Education. Pp. 179-185. Fletcher, F. (2012) Business Problem Solving. Routledge. Pp. 29-45. Hausman, D. M. (Ed.). (2007) The philosophy of economics: An anthology. 3rd ed. Cambridge: Cambridge University Press. Pp. 111-117. Hitt, M.A. (2014) Strategic Management: Concept, Competitiveness and Globalization. South-Western College Pub. Pp. 119-125. Holmes, K, Hughes, M, Mair, J Carlsen, J. (2015) Events and sustainability.1st edition. Abingdon: Routledge. Pp. 7-25. Krugman, P. R., Obstfeld, M., Melitz, M. J. (2012) International economics: Theory policy. 9th ed. Harlow: Pearson Education. Pp. 113-123. Marshall, B. (2013) Accounting Information Systems. Australian edition. Frenchs Forest, NSW: Pearson Australia. Pp. 69-85. Reece, I. and Walker, S. (2007) Teaching, training learning: a practical guide. 6th ed. London: Business Education Publishers Limited. Pp. 179-185. Ryan, R.M., Deci, EL. (2017) Self-Determination Theory: Basic Psychological Need in Motivation, development and Wellness. The Guilford press. Pp. 93-112. Thomas, K.W. (2009) Intrinsic Motivation: What Really Drives Employees Engagement. Berret-Koehler publishers. Pp. 67-82.