Units Of Sound In The Ict Suite Education Essay

The purpose of this assignment is to measure a piece of package happening out the benefits the programme has to offer for kids with extra demands in ICT. The package that is traveling to be evaluated is Unit of measurements of sound. The unit of sound programme was created in 1972-3 by Walter Bramley. The programme contains a Cadmium ROM which is installed on a computing machine ; a user usher and a reading book are besides provided. Unit of measurements of sound are besides associated with the Dyslexia Action Organisation Group. The package was chiefly designed to assist Dyslexic readers. Rice and Brooks ( 2004 ) found that â€Å" Unit of measurements of Sound was designed to assist dyslexic readers but has been used to assist non-dyslexic hapless readers – in line with the research that ‘ordinary hapless readers ‘ benefit from the same instruction and larning methods designed for dyslexic pupils † . The Unit of measurements of sound is a structured cumulat ive and multisensory programme learning kids reading, spelling, memory and command, it involves the kid to work at their ain gait independently. ‘Information and Communication Technology has a alone and valuable part to do to the acquisition experiences of students with particular educational demands ‘ ( Aquilonis, 2007 ) It is an extra programme that helps back up Particular Educational Needs ( SEN ) kids with Literacy, assisting the kid to construct on their vocabulary, reading and replying simple comprehension constructing on their ego assurance. The advantage of Unit of measurements of sound it has the capableness to alter the background coloring material fount size if the kid types in an wrong spelling or grammar it highlights by altering the coloring material text, besides it has a programme that would read the sentence back to you in full. If you can non recognize the spelling the word can be heard before composing the text. Data is provided which shows how the kids are bettering over the term efficaciously monitoring and entering the kids ‘s advancement. There are three phases of Unit of measurements of sound stage1 Basic is coloured Green stage2 Functional is coloured Blue and stage3.Independent is coloured Orange. Each phase has two elements to it reading and spelling there are four programmes for the kids to finish at each phase. First the kid is assessed with a little reading and spelling trial of 50 words to see if they are successful to get down the programme utilizing the computing machine which is ocular and auditory. The single kid ‘s degree is set depending on their mark by the computing machine to the reading page, and the spelling sets. Unit of measurements of sound is a literacy programme that is used to excite a kid ‘s head by memorizing ocular, there are besides benefits parents every bit good as instructors can back up their kid signifier place with Unit of measurements of sound if they have a Personal computer. Before get downing my observations I spoke to the parents of the kids I would wish to detect by inquiring for their consent to take exposure of their kids working on the computing machine accessing Unit of measurements of sound for portion of their course of study in literacy. Guaranting the parents all their kids ‘s picture taking would merely be used for the school internal web page and my assignment. ( See appendix ) Under The Data Protection Act ( 1998 ) and the Freedom of Information Act ( 2000 ) command the utilizations of information produced by schools. Such web sites must protect the individuality of kids and if, for illustration, exposure of kids are to look, permission from the parents or carers must be obtained and care taken non to supply information that could be misused ( pg4 ) . Title: Unit of measurements of sound in the ICT suite Date: 24.11.09 Time: 8.55am Duration: 35 proceedingss Observer Jacqueline Wildman Purposes: To detect Child A deriving entree to the package Units of sound. Observation: Child A comes into the computing machine suite he says hullo and goes over to the chair pulls it out and sits on it. Child A switches on the computing machine, delaies for a piece and says this computing machine is taking it ‘s clip. Child A bends to another kid and what are you making? The screen comes up child A logs in and entree the package Units of sound, Child A asks â€Å" should I make the reading foremost miss, † I said yes Child A puts the earphone over his ears he looks over and smile. Child A puts his manus up and says lose my earphones are non working I said you have plugged it in the incorrect socket, Child A says, oh! and carries on. Child A accesses the reading and starts the activity Child A reads what is on the screen in the mike hearing his voice what he has said, Child A completes the reading undertaking and clicks the mouse onto the spelling screen.Child A listens to what word is said and so types out what he heard. Child A completes the spellings and asks if he can salvage and publish it out I said yes and please can I see the consequences. Evaluation: Child A accesses the computing machine and the package really easy, the lone clip he wanted aid was when the earphones were non working. Child A seems really confident and knowing with how to utilize a computing machine. Title: Unit of measurements of sound in the ICT suite Date: 25.11.09 Time: 12.00pm Duration: 30 proceedingss Observer Jacqueline Wildman Purposes: To detect Child H entree the package Units of sound. Observation: Child H switches on the computing machine she logs in her name and watchword and says girl I ca n't log on because my watchword wo n't allow me in. The instructor tells her to seek once more she tries the instructor comes over and tells her the watchword she logs on. Child H put her manus up and says girl I ca n't retrieve were to travel the instructor shows her the icon, Child H waits for the programme to come up on the screen she turns to Child A and asks him if she should travel on the reading Child A says yes. The instructor comes over to see if she has accessed the programme Child H says, â€Å" look miss I got on myself. † The instructor says, â€Å" that is first-class. † Child H smiles Child A shouts out! â€Å" Miss I showed her † . She moves the mouse around the desktop and says it ‘s non doing noise the instructor inquire her â€Å" where is your earphones? † Child H replies â€Å" I do n't cognize lose it is non in my draw à ¢â‚¬  . The instructor asks Child H â€Å" where is it? † she shrugs her shoulders ; the instructor gives her another earphone. She plugs the earphone in the socket and listens to the sound and reiterate what she hears in the mike. Child H calls the instructor and says, â€Å" I do n't cognize what the individual is stating, † the instructor takes the earphone and listen and tells her he said dab the kids are asked to log off and close down the computing machine Child H asks if she should salvage her work because she did non complete her reading Evaluation: Child H switches the computing machine on all right but logs in her watchword falsely she could non retrieve what icon she should snap on. The instructor praises her when she entree the reading screen Unit of measurements of sound Child H did non successfully finish a reading page, but with this programme kids can work at their ain gait independently non experiencing that this has to be rushed. In my professional function I use Information Communication Technology ( ICT ) about every twenty-four hours with the kids with limited experience. ICT is linked with portion of the course of study used efficaciously in the schoolroom with different types of demands. ICT besides enhances kids larning which enriches the learning potency for kids who are particular educational demands ( SEN ) with ocular damages, address and linguistic communication damages, medical demands, physical disablements, emotional and behavioral troubles and dyslexia. Katz ( 1995:109 ) cited Nutbrown and Clough ( 2006, p 13 ) states â€Å" about what should be learned and how it would best be learned depend on what we know of the scholar ‘s developmental position and our apprehension of relationships be early experience and subsequent development † . Children are taught the simple and basic instructions which is differentiated to their abilities, such as how to exchange on the computing machines, logging into their history with their username and ain watchword. Children are non afraid to do errors they are confident and knowing scholars who jump to a challenge. Nutbrown and Clough ( 2006 P, 13 ) province that â€Å" Development progresss when kids have chances to pattern freshly acquired accomplishments every bit good as when the experience a challenge merely beyond the degree of their present command † . Monitoring and recordings of the kids advancement would be on traveling procedure publishing out kids ‘s single informations sharing the information with the category instructor and the particular demands co coordinator ( SENCO ) . Benefits of a Particular Educational Needs they are able to entree all installations at their ain gait. Wall ( 2003 p164 ) states that â€Å" inclusion exists where all kids have a right to be able to entree all installations offered and are hence a portion of that community † . Every Child Matters suggest that ‘The Government believes that every immature individual should see the universe beyond the schoolroom as an indispensable portion of acquisition and personal development, whatever their age, ability of fortunes ‘ . Evaluation: In my mundane function I support my SEN kids in utilizing Unit of measurements of sound from every twelvemonth group for 20-30 proceedingss a twenty-four hours. Working and be aftering with the SENCO how the kids are movitative and have benefited from this programme accomplishing good consequence at their ain degree.

Analyzing The House on Mango Street

Sandra Cisneros’ â€Å"The House on the Mango Street† weaves a thought-provoking, coming-of-age tale of a young girl. She is not only struggling to grow up to become a fine lady like usual American girls, but she is faced with shame, guilt and disappointment as her family is embarking on to acquire a new home in America. As the story comes to a full circle, the readers would inevitably commiserate with how the girl dealt with the scenarios she had faced.She did not only have to go through the complicated journey with her family to their new home, but she has to deal with the big disappointment that their new house is not what she hoped for. These difficulties definitely fanned some fire inside her – to become more determined and strive harder in the future. In the end, readers could predict her utter frustration why things are always tough for immigrant people like them in America. Related essay: Shame is Worth a TryPoint of View, Setting and CharactersSandra Cisnero’s â€Å"The House on Mango Street† has the ability to pinch one’s heart because the narrator’s point of view belongs to a young girl. Her family has to undergo an awkward transition of looking for a permanent place to live. Readers will immediately infer that the young girl’s family has Chicano roots because the girl enumerated the members of the family in beginning her story — Papa, Mama, Carlos, Kiki and Nenny.What’s admirable about Cisnero’s conversational style of story-writing is that everyone can relate to their experiences. At one point in anyone’s life, we all can identify with the travails of going through a house transfer. Anyone’s initial reaction will be to feel excited of how our new house will look like or who our new neighbors will be. Unfortunately, for the young girl, she is bound to be betrayed by her own expect ations.The setting of the story takes place in a suburb where Chicanos are living in. We can assume that this community is filled with Mexicans, Puerto Ricans or any previous residents of South American countries. These people, like all other immigrants, will always want to stay close to people who would understand them. Since this community is not the usual American neighborhood with homes that have freshly-mown lawns and white picket fences, the narrator is still hoping for the best about the house her father got them in Mango Street.For the narrator, Mango Street is more than street sign; it is her marker that circumscribes the dream that she and her family had brought with them. Her father and mother challenged themselves to cross their country of origin to United States, just to be assured of a better future. This new house will simply be one aspect of attaining their dream — to have a more comfortable life in this new place, in this new country. At the start, we can alm ost smell her overflowing relief of receiving the news about the new house.The narrator justifies that finally they no longer have to pay the rent, â€Å"share the yard with the people downstairs† and there won’t be anymore â€Å"landlord banging in the ceiling with a broom†. However, when she saw the house in Mango Street, she was disappointed. She becomes aware of her own subjective perceptions as she begins to differentiate her family’s wonderful dreams and society’s ugly realities. Thus, she becomes conscious of her parents’ inability to fulfill their promises of the perfect house. She thought that â€Å"They always told us that one day we would move into a house, a real house† (p. 223). However, the â€Å"real house† the narrator expected would be â€Å"like the houses on TV†:Our house would be white with trees around it, a great big yard and grass growing without a fence. This was the house Papa talked about when h e held a lottery ticket and this was the house Mama dreamed up in the stories she told us before we went to bed.But the house on Mango Street is not the way she told it at all (p. 224).Anyone could just imagine the look on her face when she saw their new house. The new house is just the opposite of what she expected. This fact also corresponds to the direct opposition to the words of her parents. This contrast between expectation and reality awakens her awareness of herself as a social being and provokes her own interpretations of the significance the house holds in her life.ThemeApparently, when the narrator saw the house on Mango Street, it transformed from being a symbol of hope to become a symbol of poverty. The narrator associates this realization with the humiliation she has felt in the past, when her family lived in similar places. She recollected back in Lonnis when a nun from her school accosted her:Where do you live? she asked.There, I said, pointing up to the third floor. You live there?There. I had to look to where she pointed–the third, the paint peeling, wooden bars Papa had nailed on the windows so we wouldn’t fall out.You live there? The way she said it made me feel like nothing. There. I lived there. I nodded (p. 224).We recognize that the society has been pushing the girl to feel ashamed of living in houses her family could afford to pay for. It is such a pity how people show obvious contempt to living spaces, when they should be more concerned how a young girl would feel in seeing their negative reactions. It is inevitable that the girl will be ashamed of her entire social and subjective position. Now, the narrator in the story sees the house as a symbol of the shame that threatens her own self-perception. For her, the house on Mango Street is an emblem of the oppressive socio-economic situation that circumscribes her life and is the source of her feelings of alienation. It is this alienation that becomes a catalyst for her desi re to distance herself from this house she does not to be associated with.Unfortunately, the house also becomes the narrator’s first universe. She begins here because it is the beginning of her conscious narrative reflection. She describes the house from the outside; this external depiction is an unkempt and negative description of the house that would translate to her presentation of her own self: She said â€Å"I knew then I had to have a house. A real house. One I could point to† (p. 234).By pointing to this dilapidated house, she points to herself: the house and narrator become identified as one, thereby revealing an ideological perspective of poverty and shame. Consequently, she wants to point to another house and this means she desires to point at another self. And as she longs for this other house and self, she also longs for another name. The dilemma of having this perception is that she will never have an opportunity to inhabit a special house and to fit into and find comfort. This is because her name, origins and culture will never be erased inside her.Stories of immigrants, like this, reveal the difficulties faced by the Latino population as they move in America in search of employment or to be reunited with family. Stories of women staring out of windows or having too many babies, trapped indoors because of jealous husbands, and unable to speak English, reveal both their fear of the dominant culture and the oppression of the patriarchal system in society.Tone and StyleThe story is light to read because it is meant to be narrated by a young girl. It is deemed that she is between 9 to 11 years old. She is doing all the narration in the story and it is her point of view that is magnified. The narrative situation is a familiar one: a sensitive young girl's reflections about her struggle between what she is and what she would like to be. She has voiced out that she wanted a new house where they can have their own room. However, because of their financial difficulties, she is bound to swallow her pride and just accept the dilapidated new house. Although deep inside her, she refuses to give up on her dreams and the hope that someday her family will have those houses she sees on TV.The frame of Cisnero’s short paragraphs is simple but highly effective. We could easily understand the whole story that the family has been wandering from place to place, always dreaming of the Promised Land, which is represented by having their own decent house. When they finally arrive at the house on Mango Street, which is at last their own house, it is not their promised dream home at all. The parents overcome their dejection by saying that this is not the end of their moving, that it is only a temporary stop before going on to the promised house.The narrator knows better. The conflict between the promised home and the harsh reality, which she always recognized, has been replaced by a full force of rejection, violence, fear and was te. Cisneros’ presented these emotions without compromise and without dramatization. This is just the way things are on Mango Street, but the narrator will not give up her dream of the promised house and she is determined to pursue it. The lesson she must learn is that the house she seeks is, in reality, her own individuality.ConclusionGrowing up in a place where you do not belong can be a depressing experience. Especially children, they will never seriously attempt to dissect their feelings and attitudes about being different to the people they see on TV and people they see around them.Thus, we all know now that Cisnero’s story is not just about dilapidated houses and â€Å"dream homes†. It could be linked to the girl’s status of growing up in America. Can she still achieve her dreams when she is living in shame and disappointment? Would her family be able to rise up from poverty? As America has transformed to become a melting pot of cultures, people hav e to be aware of this diversity. Cisnero’s story is just one slice of life that most immigrants in the United States have experienced. Indeed, we can learn from all these disappointments, shame and challenges we face.However, it is through understanding, knowing and respecting the diverse culture of our country that we could somehow ease the difficulties of immigrant people who have chosen to achieve their dreams here. Thus, in this story, Cisneros created a narrator, a storyteller and a mythmaker who draws upon old tales and new experiences to create the dreams of the culturally diverse neighborhoods in America.

Man On The Moon Essay Essay

In the 1900’s space flight was just a topic of the future. But on June 20th, 1969 the US successfully landed a crew of men on the surface of the moon. The moon landing, Apollo 11 is considered one of the greatest accomplishments in the history of mankind. The purpose of the moon mission was to beat the Soviet Union in the space race which president at the time, John F. Kennedy made sure of. With the Soviets attempting to reach the moon USA’s finest scientists got together and through NASA accomplished this amazing achievement. To many the moon landing may not seem like a great accomplishment but in all reality it was the beginning of a whole new era of technology that allowed us to be one step closer to future technology. (www.space.com / Apollo 11 First Men on the Moon) The US was the first to ever send a man to the moon and bring him back successfully, but what really triggered the â€Å"Space War† was the fact that Soviets had already sent 2 spaceships in space and one which landed on the moon, 10 years prior to Apollo 11. While the war with the Soviets was still happening and talk of nuclear warfare was being tossed around American leaders wanted to show the world what they could do. The United States were trailing the Soviets in space developments and Cold War-era America allowed JFK to attempt his proposal of landing a man on the moon. It took a team of NASA scientists and engineers 5 years to test the first unmanned Apollo mission. (www.historyplace.com / Apollo 11) January 1967, NASA was in testing of their 7th Apollo mission, Apollo 7. This mission ended tragically when a fire broke out during a manned launch test that killed three astronauts. Although the Apollo 7 tragedy was a setback NASA still fought on and in October of 1968 they launched the first manned mission, which orbited Earth. After Apollo 7 there were another three manned missions to test all the technology needed for the lunar landing. Finally, 9 years after JFK’s proposal Apollo 11 was ready for launch. The crew of astronauts on this mission was, Neil Armstrong, Buzz Aldrin and Michael Collins. Once the space shuttle took off it traveled 240,000 miles in 72 hours. The men orbited around the moon for a day and then Armstrong and Aldrin got into the lunar module named â€Å"Eagle† and began their decent to the surface of the moon. Once on the surface Armstrong radioed back to NASA saying a famous message, â€Å"The  Eagle has landed.† With millions of people listening to the Lunar Mission, Armstrong began his decent out of the lunar module and spoke his famous quote, â€Å"That’s one small step for a man, one giant leap for mankind.† After collecting moon rocks and taking photos of the moon, also planting the American flag the astronauts mission was complete. The mission was a success and the men traveled back to Earth. USA had successfully landed a man on the moon and returned h im safely, beating the Soviets in the Space Race. (www.Nasa.gov / Apollo 11 Mission) Of course the moon landing did not help defeat the USA’s enemies in the war but what it did do was bring a new belief to all Americans and also the world. What the moon landing did was set off a new era of technology, which would help in all aspects of life or study in the following years to come. The astronauts brought back moons rocks which scientist studied and gave them never before seen data about our moon. Also this moon landing showed the world the real potential of man and that anything is possible with hard work and belief. The moon landing was literally turning science fiction into reality and also giving Americans something to feel proud about. It made men like Neil Armstrong and Buzz Aldrin legends in their own time being the first men to ever walk on the moon and setting a very high bar for all other competitors. America finally showed its worth against the Soviets and proved that one of the most famous presidents (Kennedy) was right for believing in America. (www .archive.wired.com / 10 Reasons Apollo 11 Was Awesome) When talking about an event that has changed humanity one topic for sure has to be the Apollo 11 moon landing. It did not only advance technology but also helped change the world. With millions of people tuning in for the mission all over the world people were being amazed with what was being accomplished. Even after all these years it is still an amazing feeling knowing that we as humans have advanced our technology so much to the point where we can not only leave our own planet but also return. I believe you don’t have to be a science nerd to appreciate Apollo 11, because it was not meant for just a certain type of person it was meant to touch everyone’s hearts in someway and give them new standards in life.

Starbucks - Organizational behaviour Case Study

Starbucks - Organizational behaviour - Case Study Example Orgniztinl bhvir dls with th t mn t th bttm mn, vryn nds t b invlvd nd knw th right ctins nd ttituds fr n rgniztin t sky rckt nd xcl in th futur Strbucks Crrtin is th wrld's numbr n scilty cff rtilr. It rts mr thn 8,700 cff shs in mr thn 30 cuntris. Th cmny is cmmittd t ffring th highst qulity cff nd "Th Strbucks Exrinc" whil cnducting its businss in wys tht rduc scil, nvirnmntl nd cnmic bnfits fr cmmunitis in which it ds businss. (Chris, 2006, 84) "Strbucks urchss nd rsts high-qulity whl bn cffs nd slls thm lng with frsh, rich-brwd, Itlin styl srss bvrgs, vrity f stris nd cnfctins, nd cff-rltd ccssris nd quimnt -- rimrily thrugh its cmny-rtd rtil strs." (Hmbrick, 2007, 20) Strbucks Crrtin urchss nd rsts whl bn cffs nd slls thm lng with brwd cffs, Itlin-styl srss bvrgs, cld-blndd bvrgs, vrity f fd itms, slctin f ts nd vn lin f cmct discs. "Th riginl Strbucks, fundd in 1971, ws cmny ssintly cmmittd t wrld-clss cff nd ddictd t ducting its custmrs, n n n, but wht grt cff cn b." (Hmbrick, 2007, 20) "Yu gt mr thn th finst cff whn yu visit Strbucks. Yu gt grt l, first-rt music, cmfrtbl nd ubt mting lc, (Adlr, 2001, 44) nd sund dvic n brwing xcllnt cff t hm. At hm yu r rt f fmily. At wrk, yu r rt f cmny. And smwhr in btwn thr is lc whr yu cn sit bck nd b yurslf. Tht is wht Strbucks str is t mny f its custmrs - kind f "third lc" whr thy cn sc, rflct, rd, cht r listn." (Adlr, 2001, 44) Th Strbucks Crrtin blivs thir mlys r n f thir mst imrtnt ssts in tht thir nly tru dvntg is th qulity f thir wrkfrc. By crting ridful wrkfrc, by ffring

Economic Theories Essay Example | Topics and Well Written Essays - 250 words

Economic Theories - Essay Example he distribution of the most basic needs for the sake of the people and the way in which these are deemed as sufficient or not from the general standpoint. The intangibility of these economic theories is necessary as these warrant the overall living conditions of the people and the manner in which they would see their lives shaping up within the coming times. The abstract nature of these economic theories is generally seen as a good thing as it ensures a wide range snapshot of the society and the ways and means through which wellness and sufficiency within the society could be assured. Human behavior depends a good deal on the applicability of these economic theories and if these theories are not fulfilling as per the needs, requirements and wants of the people, then there would be serious issues in the implementation of economic representations for the sake of the people. It is always a necessity to make the economic theories as close to practical lives of the people as

McDonalds Growth on the European Market Case Study

McDonalds Growth on the European Market - Case Study Example In order for Macdonald to compete in the European market, it should focus on the quality of the products. With the increasing awareness on the risks associated with obesity, customers are avoiding fatty foods. Therefore, the company should ensure that its products meet the required standards and are healthy. On the other hand, in order to retain the customers, the firm need to shift its focus towards customer relationship management. Currently, there are many competitors in the market. As a result, customers easily be swayed away from the products. As a result, it is significant for the company to work towards satisfying the tastes and preferences of the target market (Prasad, 2010). This will be significant in increasing its market share and improving its competitive advantage. In order for the company to address the growth issues, it needs to conduct an intensive market research. This is to identify factors that have made the customers to change their consumption behavior and what changes are necessary to reposition the company in the market. In addition, the research should also identify the effective advertising channel and the best advertising message to use in order to attract the customers towards its products. This is to ensure that the adverts are compatible with the local

Product Design and Its Impact on Functional Product Information Essay

Product Design and Its Impact on Functional Product Information - Essay Example Marketers and academics agree that product design is important, and there exists a large body of managerial and quantitative research on design as a component of the new product development process. Consumer research on design, however, has been somewhat limited. Consumer behavior investigations into product appearance have included examinations of behavioral responses to product form (Silvera, Josephs, and Giesler 2002; Veryzer and Hutchinson 1998), the interaction of brand strength and design (Page and Herr 2002), the effects of repeated exposure to designs (Cox and Cox 2002), and the role of individual differences in response to design features (Bloch, Brunei and Arnold 2003; Holbrook and Schindler 1994). Bloch (1995) developed a model of consumer response to product form that outlined several stages in the design process from managerial goals through the creation of the products form to the consumer's response. Blochs model addressed the possibility of both cognitive and affectiv e responses to product form but did not speak specifically to how variations in product design might influence the nature of the cognitive or affective reactions. In a discussion of the different roles of product design, Creusen and Schoormans (2005) similarly mentioned the psychological role that product appearance might play but did not offer predictions as to the nature and direction of the influence. The current research contributes to the growing literature on product design by investigating how a product's appearance can influence the processing of functional product information. I examine the extent to which design signals quality, and how such a signal might interfere with the evaluation of more objective product information. Prior consumer research in product design has examined how aesthetics could influence quality evaluations in the absence of other information (Page and Herr 2002).

Actions of the Secretary of Defense Donald Rumsfeld Essay

Actions of the Secretary of Defense Donald Rumsfeld - Essay Example Donald Rumsfeld’s decision to modify Pentagon’s covert action and intelligence was right. The Pentagon that he joined was a monolith determined to win mega wars against two opponents simultaneously. He was uncertain of America’s victory in such wars because the enemies had equal capability and strength. He anticipated for varied threats that required diverse defense capabilities rather than automatic and programmed responses. He, therefore, sought to transform the pentagon by supporting a culture that values creativity and intelligence risk-taking. It is evident that Rumsfeld did not bend both titles. The government’s war against terror calls for a remaking of Pentagon’s and CIA’s activities and incorporate strategies that were not in place by September 11. Currently, there are calls to transfer the use of drones or move the targeted killing program to the Pentagon from CIA. Propaganda is usually distorted information meant to persuade the po pulace. The internet and social media sites such as Facebook and Twitter can help people to propagate ideas, whether it is by demonizing the opponent or mobilizing support. It is also inappropriate to use social media for data-mining operation. Data-mining poses a threat to privacy. A social media can provide personal and sensitive data only for it to be used for different purposes other than the intended one. What the Pentagon did with U-Turn was beneficial though unethical. Under Title 50, the actions helped Pentagon’s intelligence gathering operations.

Solvent and Polarity Effects in Thin Layer Chromatography Lab Report

Solvent and Polarity Effects in Thin Layer Chromatography - Lab Report Example The adsorption chromatography is the most common type of TLC that analysts use in the labs to carry out their experiments from the many types of TLCs that exist (Snyder 57). Solvents with low volatility and with low viscosities are mostly used in the TLC experiment. Some of the commonly used solvents in the TLC process include hexane, ethanol, pentane, hydrocarbon mixture, acetone, ethyl acetate and diethyl ether because they are much cheaper and due to the fact that they are non-toxic. The distance that a compound travels on the silicon plate will depend largely on the compound’s affinity for the absorption material (Silicon plate) in comparison with the eluent (the solvent in use). This experiment determines the effect of polarity on elution as well as determines the TLC of an unknown organic compound. 120 mL jars, filter papers, hexane, ethyl acetate, acetone, ethanol, measuring cylinder, silica gel, TLC plates, lead pencils, trans-stilbene, 9-flourenone, benzoic acid, methylyene chloride, spotter and Iodine. 5. In a separate set up, dissolve in a test tube 2 mg of benzoic acid, 9-fluorenone and trans-stilbene in 10 drops of methylene chloride. Label each test tube. Record the observations in each test tube. 6. Use a spotter to apply a little amount of trans-stilbene at the first point on the first line on one plate very briefly using a spotter. Here, the solution should move by capillary action. Similarly, apply some amount of benzoic acid and 9-fluorenone on the second and the third line respectively. Look at the spots under ultraviolet light to see clearly. NB: It is important to protect one’s eyes using a protective device like a goggle to avoid eye contamination from the dangerous ultraviolet rays. Add some little solvent in each line of the plate again if the lines are not clearly visible. Record

Simplified Model of Consumer Behaivor Essay Example | Topics and Well Written Essays - 1250 words

Simplified Model of Consumer Behaivor - Essay Example Under the decision making stage, the consumer behavior may be significantly influenced by a range of psychological factors including motivation, perception, learning, beliefs and attitudes. Those factors play a central role in the process of need recognition. Once a consumer identifies his actual needs, he will begin pre-purchase research so as to gather maximum information about available products in the required category. In addition, he may search for alternatives. In the output phase, the consumer makes a trial purchase and may or may not repeat the purchase based on the post trail purchase evaluation. Recently I purchased a Nokia N8 mobile phone. Certainly, a number of socio-cultural factors and Nokia’s promotional practices have influenced me to take this purchase decision. Firstly, I came to notice a Facebook post depicting extensive features of this cell phone. While I went through the post in detail, I could realize that most of the product features were really useful to my everyday life. When I researched further, most of the online mobile phone review forums strongly recommended me to order for a Nokia N8. In addition, reputed social status that I would obtain from purchasing this costly model also persuaded me to go on with the purchase decision. ... My attitudes and beliefs toward the Nokia brand greatly influenced me to make this purchase decision. Since Nokia is world’s leading mobile manufacturer, I strongly believed that they had adequate expertise and experience to deliver high quality products. Moreover, I thought that Nokia N8 with 12 mega pixel camera would assist me to put off my plan for digital camera purchase. Trade Dress â€Å"Trade dress refers to total image or overall impression created by product’s configuration or packaging, interior and exterior decor, architecture and other promotional materials† (Finnegan, Henderson, Farabow, Garrett and Dunner). In the United States, a product’s trade dress is considered as a form of intellectual property and hence it is legally protected by the Lanham Act. In the country, registrable trade dress elements may include features like â€Å"size, shape, color, texture, graphics, and packaging† (Finnegan, et al). Evidently, the size, shape, and color of a product are major factors that distinguishes the particular product from other similarly products. A product’s texture indicates the font, style, and other characteristics of writing that are used to label name and other details of the product on its cover. The element of graphics plays a notable role in creating the product’s visual appearance and thereby attracting consumer attention. In addition, packaging also contributes to a product’s external look even though the primary intention of this feature is to protect the product from damages. Coca Cola’s 3-dimensional Coke product has a valuable trade dress. The shape and color of this 3-dimensional Coke product

Summary and Critical Reflection of a Talk Essay

Summary and Critical Reflection of a Talk - Essay Example This makes the people supporting convicted mothers’ right to live with their children in prison raise questions about equality rights and if the government and law really cares about the natural rights of guilty women at all. The desire to keep a child close to look after him/her is a natural right of a parent regardless of his/her criminal background. This approach forms the bedrock of the female lawyer in the audio link who interestingly contemplates the validity of rights of imprisoned women to keep their children close. She establishes herself as an enthusiastic supporter of imprisoned women’s rights believing many of them are really confronted with unfortunate challenges. The lawyer who is also a shrewd women’s rights activist calmly asks that in absence of a good rehabilitation program, where is an unfortunate child supposed to go? The presence of a father or a guardian is one option, but what happens to a large population of children who in the absence of a thoughtful child protection group have nowhere to go when not allowed by the state to stay with their unfortunate mothers? It is stressed by her that in many instances, a mother despite her felonious record is fit to handle the chores of a regular mother but she is still denied the right to hold custody of her child. This rejection is only made emphatic by the fact that she is incarcerated, has committed some crime in the past, violated the law, and lost all reputation. However, it should be pondered here by opponents of â€Å"children inside prison† ideology as suggested by the lawyer that does any of these factors really make the desire of an imprisoned woman to live with her children any less overwhelming? Does the ministry’s decision to take children away from their guilty mother to help them grow up in a nontoxic atmosphere also snatch this will of the mother to see her children on routine basis? Such concerns are open to multiple interpretations as claimed by t he lawyer and implementing decision based on analysis of only one side of the picture is not a smart talent strategy. When there is not enough evidence suggesting a mother is physically, mentally, or behaviorally capable of looking after her child, creating barriers between mother and child is empty mockery of natural human rights. It is claimed by the highly concerned lawyer speaking for all incarcerated mothers that the importance of creating more mother and baby units in jails where cannot be stressed enough. It should be safely assumed by governments everywhere that the best place of all for a child to stay is with his/her parent provided the parent is not disadvantaged mentally. The issue of imprisoned women’s rights picked up momentum and made headlines in Vancouver, Canada when the provincial program got cancelled in 2008 which allowed babies to stay with their mothers. It is claimed in one report that this negative step taken by the law enforcement agencies and state not only negatively interfered with the infant’s right to a mother’s care, but also raised valid questions about discrimination against female prisoners and inequality of rights. It is compellingly stated by Peter Hough that â€Å"the lives of far more people in today’s world are imperiled by human rights abuses than by terrorist or conventional military attacks† (cited in Darian-Smith, 2013, p. 257). The report further reveals the

The New World Essay Example for Free

The New World Essay That idea of a distant paradise on earth shaped the way Europeans came to think of America after Columbus and his successors reported their discoveries. For example, the following mythic lands may have served as inspirations for the alluring idea of America as a place of joy, ease, riches, and regeneration: a. the Garden of the Hesperides of Greek myth b. the Elysian Fields described by the poet Homer c. the Islands of the Blessed, described by Hesiod, Horace, and Pindar d. Atlantis, described by Plato in the Timaeus and the Critias e. the Garden of Eden f. the Fortunate Isles, described in the Voyage of St. Brendan (ninth century) g. the enchanted gardens of Renaissance literature Columbus’s discovery of America has been described as â€Å"perhaps the most important event recorded in secular history. † On the other hand, it has been pointed out that had Columbus not discovered America, it would soon have been discovered by some other explorer. Edmundo O’Gorman, in The Invention of America (1961), asserted that America was not discovered but was invented by Europeans in the 16th and following centuries. The contrary idea of America as a place of degenerated plants, animals, and humans was also held by Europeans long before it was set forth by the French naturalist Buffon (1707–1788) in the early volumes of his Natural History (1749–1804). Thomas Jefferson made effective reply in his Notes on the State of Virginia (1785), but remnants of the idea continued to persist in the European popular mind. Modern readers are often surprised to learn of Columbus’s never-ending insistence, even in the face of contrary evidence, that he had reached the coast of Asia, not a new continent. That mistaken certainty was in large part caused by his faith in faulty calculations showing the earth’s circumference to be about 18,000 rather than 25,000 miles. The ancient geographer Eratosthenes calculated the circumference of the earth with nearly perfect accuracy in the third century BCE. But Columbus, as did the best navigators of his time, relied on charts based on measurements made by the second-century-CE astronomer Ptolemy (Claudius Ptolemaeus). The calculation of the earth’s circumference presented in Ptolemy’s Guide to Geography (published, in Latin, in 1409) was off by more than 25 percent. Had the calculation been accurate, Columbus would have been correct in assuming that after sailing west for 33 days, he had indeed reached the Orient. Columbus’s writing style is spare and unornamented. In contrast, the letters (the first published in 1504) of Amerigo Vespucci, reporting his voyages to the New World from 1497 to 1504 (he claimed four,historians credit him with two), were filled with vivid and titillating details describing the new land and its inhabitants. As a result, Vespucci’s reports received greater attention throughout Europe than the reports (as distinct from the discovery itself) of Columbus. Because of Vespucci’s renown and because of his real accomplishments, the German geographer Martin Waldseemuller, in making his influential map of the new continent (1507), applied the name â€Å"America† to South America. Eventually, through popular usage, â€Å"America† came to be used for the North America as well. Vespucci’s voyage of 1501–1502 (under the flag of Portugal) along the coast of South America was the first extended exploration of the coast of the New World and the first to show clearly that the new lands were not a part of Asia but a new continent. That discovery is said by Vespucci’s partisans to justify naming the new continent America. Nevertheless, Vespucci has been vilified as a braggart and a windbag. Doubt has been cast on his accomplishments, although in recent decades they have in part been verified and shown to be substantial. Columbus’s first letter was printed and published in nine versions in 1493, and by 1500 it had appeared in nearly twenty editions. Yet his reports did not inspire the immediate outpouring of writing, personal and public, on the New World that might be expected. Indeed, from the last decades of the fifteenth century to the beginning decades of the seventeenth century, â€Å"four times as many books were devoted to the Turks and Asia as to America, and the proportion of books on Asia actually increased in the final decade† of that period (J. H. Elliot, The Old World and the New [1992] 12). When Columbus died in Vallodolid, Spain, in 1506, his death went unrecorded in the city chronicle. His fall to obscurity was in part caused by the fact that he was overbearing and irascible, creating many enemies. In addition,  the stories of his failures and his greed as a colonial administrator diminished him in the eyes of his contemporaries, further discouraging the celebration of his name in poems, romances, dramas, and histories. Columbus had failed to produce the expected supply of riches. He had failed to provide his voyages with effective chroniclers who could glorify his achievements, and he had no ability to effectively glorify himself in his written reports. Nor was he associated with a singular dramatic achievement—such as the conquest of the Aztec empire that raised Cortes to the stature of an epic hero. In the sixth century BC the Greek mathematician Pythagoras declared that the earth is a sphere. By the fifteenth century AD that fact was believed by the vast majority of educated Europeans. Yet a longstanding myth holds that Columbus was almost alone in believing that the earth is a sphere and for that belief suffered the ridicule of his learned contemporaries. The myth survives today, preserved in popular histories, tales, and even in popular song lyrics that proclaim: â€Å"They all laughed at Christopher Columbus /When he said the world was round. In reporting that he was the first to see a light in the distance, on the night of October 11, before the actual sighting of land on October 12, Columbus appears to claim that he was the first to see the Indies. Note also Columbus’s solicitation of support for further exploration, his offering, if â€Å"their highnesses will render very slight assistance,† to provide gold, spice, cotton, mastic, â€Å"aloe-wood,† and â€Å"slaves, as many as they shall order to be shipped. The explorers and conquerors of the New World in large measure based their justifications (stated or implied) for conquest on a.  the cultural superiority of the conquerors; b. the physical and mental inferiority of the conquered; c. the backwardness of the Americans’ culture and technical development; d. the obligation and the ability of the intruders to make better use of the land and its resources; e. the duty to bring Christianity to the heathen. Columbus does not use all such justifications. Note his report that the Indians are â€Å"of a very acute intelligence. † Modern critics of Columbus assert that his treatment of the Indians showed a disregard for their natural rights. But the popular idea that individuals have natural rights (much less â€Å"unalienable† natural rights) did not arise for several centuries. Columbus took possession of the newly discovered land â€Å"by proclamation made and with royal standard unfurled. † His act was not a dramatic gesture meant to awe the natives but a formal step (compare the flag planting by the American astronauts on the moon in 1969) to establish, according to the international law of the day, that the lands and their inhabitants were now the possessions of Spain and subject to Spanish authority. Having taken formal and legal possession of the land and its inhabitants for Spain, Columbus assumed that he, as a royal official, was therefore justified in capturing six Indians and returning them as exhibits to the Spanish king and queen, just as a royal official could order the lives of men and women in Spain itself. Because he believed that he had landed in the Indies, Columbus used the word â€Å"Indians† to describe the people he saw. In recent years the word has been attacked as inaccurate and demeaning, although Columbus did not intend it to be so. The substitute â€Å"Native American† has been advanced, and is the most widely preferred term. The term â€Å"Siberian American† has been offered in its place as a more accurate term, but it is seen as derisive by some and remains unpopular. Columbus reported of the Indians, â€Å"With 50 [European] men all of them could be held in subjection and can be made to do whatever one might wish. † Columbus was wrong. The attempt to coerce and enslave the men and women of the New World eventually failed. Yet the alluring idea of forcing native inhabitants to work for their conquerors long endured. For instance, John Smith reports of North American native inhabitants that they could be brought â€Å"all in subjection† and exploited by â€Å"forty or thirty† Englishmen. Discovery narratives traditionally report on the technical backwardness of the people of the discovered lands. In Columbus’s age the lack of technical development and the absence of metals such as iron and steel were taken as signs of primitive inferiority. In later ages, especially after the rise of the idea of the Noble Savage, a lack of technical achievement was taken as a sign of virtuous simplicity, of a life free of the dominance of the machine and the technological horrors that accompany it. Columbus describes the technical ignorance of the inhabitants and their unfamiliarity with metal-edged weapons: â€Å"I showed them swords and they took them by the edge and through ignorance cut themselves. † Compare John Smith’s report of the Indians’ fear of gunpowder and firearms their amazement at the movements of a compass needle. The technical ignorance of a reportedly benighted people has often been and is still used to justify their subjugation and colonization by a technically superior culture that asserts its right to conquer, usually because it can â€Å"make better use of the land. † In addition, there was recourse to the religious justification for colonization—the argument that Christians have the right and the duty to lead (by force if necessary) those living in spiritual darkness into the light of religious truth and to the blessings of heaven. The religious justification is offered as a benefit to the pagans themselves. The technological argument is not. Rather its end is the fruitful exploitation of the land and its natural resources for the colonizers. But even the technological argument for exploiting the land has its biblical justification in the declarations that the land exists for the benefit of man, who therefore has an obligation to exploit and â€Å"subdue† it (Genesis 1:28). That Columbus was a sincere believer in Christianity is not in doubt. His devout faith is evident inthe names he gave the first islands he encountered in the New World: San Salvador and Isla de Santa Maria de Concepcion. Yet his religious motives for colonizing the lands he discovered have sometimes been dismissed as a disguise for his true motives: greed for gold and desire to extract riches from the land. The desire for religious conversions and for gold is evident in almost all the early narratives of New World discovery. Columbus hoped to bring Christianity to the heathen by establishing the religion of Spain in the new lands. He had no desire to promote religious liberty and would have strongly resisted the idea. John Smith similarly believed that the English lands in North America should be colonized under the protection of an established church—the Church of England. It is worthwhile to compare the views of Columbus and Smith to the views of the Pilgrims and the Puritans who wished to escape what they believed to be an oppressive established church—though they themselves then demonstrated an oppressive narrowness with respect to departures from the confines of their views. Notice the appearance in Columbus’s reports of themes later apparent in American literature: a. America as a land suited to Christian evangelism and the ultimate coming of â€Å"the church triumphant† b. America as a paradise of exotic landscape and people and of simple and innocent life c. America as a place for economic, political, and spiritual opportunity and personal fulfillment. THOMAS HARIOT Thomas Hariot was among the first British explorers to arrive in the New World. Unlike Columbus, he was at least as much a scientist as an explorer. He was particularly interested in astronomy, optics, and the study of mathematics. Hariot’s A Briefe and True Report of the Newfound Land of Virginia gives perspectives on the New World that differ from Columbus’s in accordance with his intellectual interests, as well as his nationality and the part of the world (Virginia, as opposed to the West Indies) that he visited. The third, and final, part of his report, presented in the anthology, offers another view of the inhabitants of the newly discovered land. JOHN SMITH John Smith has been described as the author of â€Å"the first English book written in America† (for his A True Relation of Occurrences and Accidents in Virginia [1608]), and his work is seen as a forerunner of a native, American literature. Smith’s accounts are also an early example of New World writing that emphasizes human qualities commonly thought to be typically American. Note his references to a. Practicality; b. Boastfulness; c. dislike of showy elegance; d. desire to exploit the environment. Smith’s description of New England combines two images of the New World that were current in Europe in the seventeenth century: a.  the image of America as a paradise, a voluptuous land of easy riches b. the image of America as a land that would reward those showing the Protestant virtues of enterprise and willingness to work hard. The first image draws upon ancient myths that describe gardens of ease, joy, and eternal life. The second derives from the ideals of the capitalist middle class that rose to power with the end of feudalism in Europe. A third image, of America as a New Jerusalem, as a place for religious salvation, is not evident in Smith’s writings. Consider the rise to prominence of that third image after 1630 and the coming of the Puritans to Massachusetts Bay. Note how Smith writes of the visible, material world—describing plants, animals, and men—rather than the immaterial, speculative world of philosophy and theology. Smith assumed that the New World is for man’s exploitation, for his physical enjoyment, and for his earthly fulfillment—an assumption at odds with the Puritans’ view of the New World as a place of spiritual testing and of preparation for a fulfillment to be achieved only in heaven. Smith is often contrasted to the Puritans (and the Pilgrims), but there are these similarities: a. Both saw America as a place where individual men and women could escape from Old-World restraints and traditions. b. Both celebrated the possibility of communal, as well as individual regeneration in the lands claimed by England in the New World. c. Both condemned luxury and emphasized the virtues of hard work, abstinence, and enterprise. d. And both saw a life of ease and luxury as a sign of decay that portends inevitable destruction. Smith made no mention of religious freedom as a reason for colonizing. His own motives for colonizing (and what he believed to be the prime motives of others) were secular and materialistic: â€Å"For I am not so simple as to think that ever any other motive than wealth will ever erect there a commonwealth. † General History and his Description of New England are propaganda for colonization as much as they are descriptions of the New World. That is evident in the number and the variety of advantages he cites for colonization: a. profits for investors—†satisfaction of the adventurers†. Markets for English manufacturers—a letter survives, written by Smith to the London Society of Cordwainers (shoemakers) to point out that the Cordwainers, in their own self-interest, should support the settlement of Virginia because the rough land and the shell-strewn beaches of the New World were certain to wear out many shoes c. glory for the colonizers and their monarch—†eternizing of the memory† d. abundant raw materials, especially timber and naval stores. Some of the essentials for colonizing success set forth by Smith in A Description of New England (â€Å"provided always that first there be †): a. potent local government b. housing c. means of self-defense d. adequate provisions e. trained craftsmen Many reasons have been offered to explain why the Jamestown colonists failed to exert themselves sufficiently in establishing their colony: a. that too many of the colonists were â€Å"ne’er-do-wells† and gentlemen who were unused to hard work b. that the colonists were weakened by hunger and disease c. that the â€Å"communal basis† of the settlement discouraged individual enterprise. That many of the early colonizing reports, especially those written by the Spanish colonizers, encouraged the expectation that riches would be quickly found and profits quickly earned, that the â€Å"naturals† could be forced to supply the colonists with food, and that therefore diligent labor was unnecessary e. that the colonists expected their needs to be met by their London backers Note that none of the above explanations suggests that the English colonists, lacking government support such as the Spanish enjoyed, failed because their attempt to colonize Virginia at that time and place was simply beyond their abilities. Smith attributed the difficulties at Jamestown to dissension, weak government, lack of organization, and mistaken attempts by a central governing body (in London) to exert control at long distance. Such problems of government and society arose partly from human characteristics that later came to be considered distinctly American: a. radical individualism b. disrespect for law and governments c. hostility toward distant, central governments d. Contempt for traditions of rank, privilege, and authority Note how such characteristics were prominent among the causes of the American Revolution, 170 years later, and how those same characteristics win popular praise today. It is also notable that the American environment and its great distance from Europe prohibited the easy transfer to America of England’s a. feudal class structure; b. widespread belief in the worth of a noble class and an idle gentry; c. upper-class contempt for those in â€Å"trade† or whose jobs required hard, physical labor; d. high valuation of the contemplative, intellectual life; Customs of labor, farming, law, and political organization. The travel literature of the 16th and 17th centuries commonly reported incidents in which New World savages were awestruck by examples of European science and technology. When Powhatan’s followers captured Smith, in December 1607, he was first exhibited before neighboring tribes. Smith’s description of events permits the conclusion that the Indians displayed him as a great trophy because he was a noble warrior (for his brave resistance) and a mighty wizard (for his tricks with a compass). Perhaps a better reason for the exhibition before local sub-tribes and their chiefs was revealed in 1845 when a manuscript letter (written in 1608) by Edward Maria Wingfield, former President of the Colony (and Smith’s enemy), was discovered and published. Wingfield wrote: having him prisoner, [they] carried him to [their] neighbors to see if any of them knew him for one of those which had been, some two or three years before us, in a river amongst them northward and [had] taken away some Indians from them by force. At last [they] brought him to the great Powhatan (of whom before we had no knowledge) who sent him home to our town the 8th of January [1608]. Pocahontas’s formal, tribal name was â€Å"Matoaka. † The nickname â€Å"Pocahontas† (meaning â€Å"playfulone†) was given to her by her father, Powhatan. Such nicknames were common among the Native peoples in Virginia. Powhatan himself had the tribal name of â€Å"Wahunsonacock,† the name â€Å"Powhatan† later takenfrom the name of the region in which he ruled. At the time of their adventure, Smith was 28 and Pocahontas 12 or 13. She died in 1617 while on a visit to England, well before any detailed description of her rescue of Smith was published. It is not known whether Smith saw Pocahontas while she was in England, and little is known of her true character. In his History of Travel into Virginia Britannia (1612), William Strachey described Pocahontas as: a well featured but wanton young girl, Powhatan’s daughter, [who], sometimes resorting to our fort, of the age then of 11 or 12 years, [would] get the boys forth with her into the market place and made them [cart]wheel, falling on their hands turning their heels upwards, whom she would follow, and [cart]wheel so herself, naked as she was, all the fort over. It is interesting to consider what qualities in Strachey’s â€Å"wanton young girl† and Smith’s savior helped make her the first heroine of American myth and folklore. Some points to note: a. Pocahontas’s similarity to ancient mythic heroines, daughters of kings who protect a heroic stranger renounce their native lands and people, yet fail to marry the hero—heroines . b. the similarity of Pocahontas’s experiences to those told in the various medieval romances c. Pocahontas’s similarity to historical American Indian heroines, such as Sacagawea (who served as guide and interpreter for Lewis and Clark) and Malinche (interpreter for Cortes in his conquest of the Aztecs) d. Pocahontas’s early appearance in literature, first referred to in Ben Jonson’s play Staple of News (1625) and then the subject of later works, such as (1) The Female American (1767), a novel published in London and described as â€Å"a second Robinson Crusoe†, and (2) The Indian Princess (1808), an American play, the first of many Pocahontas dramas, and the first of the vastly popular â€Å"Indian Plays† of the nineteenth-century American stage.

Collegial and Formal Type of Leadership

Collegial and Formal Type of Leadership This assignment consists of two parts. In the first part, the models of collegial and formal type of leadership are considered and compared to the head teachers role to which the author is familiar within the educational system of Cyprus. The head teachers role will be analysed both leadership styles. In the second part, the author concentrates on the assumptions made about the school organization and its values with the collegial and formal types of leadership. The assignment ends with a conclusion based on the authors understanding of leadership that emerges from a consideration of both theory and practice in relation to these two models. Part 1 According to Pashiardis (1995) the educational system in Cyprus has a bureaucratic structure and school principals are constantly trying to satisfy the bureaucrats rather than the needs of students and parents. Everything must be done in a pre-determined manner, which hardly leaves any space for errors or gives leeway for deviation from the mainstream. This is the main reason why the formal model of leadership is being chosen. Most of the elements of management fit into the bureaucratic structure of the Cypriot educational system. On the other hand, within the collegial model of leadership the governing body of each school is free to set additional aims and objectives that would not only benefit the school community but also the quality of the education offered. Collegial Model of Management According to Bush (1995) and his collegial model, the aims emerge from a participative process whereby staff reach an agreement based on common values. The leader in a collegial model believes that school staff should always be a team in order to be effective and that everyone should be involved in all activities concerning the school practices. In this case, all teachers should have a common vision, set a mission and be aware of their role to ensure the success of the academic enterprise. The elements of Collegial Model are the processes by which goals are determined by the nature of decision process and the leadership style. The collegial model is based on agreement goals among the members of an organization and presents lateral structures and all members have the right to participate in the decision process. As Kaily P. (2010) wrote specific problems can be addressed by different committees which are appointed at the beginning of the school year. These committees consist of teachers according to their abilities and expertise. They undertake to address and solve problems that arise during the school year such as student discipline by formulating a code of conduct, violence at school- prevention and treatment, development activities for motivation in learning, learning difficulties and workarounds (Kaily P. E849 Web Activity 1, 2 November 2010). Furthermore, Palli C. (2010) there is a shared leadership and a collective sense of responsibility among the staff at her sc hool. At the beginning of the school year there was a delegation of roles and responsibilities. Also the teachers had the opportunity to select the committees they wanted to be members according to their interests (Palli C. E849 Web Activity 1, 3 November 2010). The most positive aspect of the Collegial Model is the fact that goals have already been agreed, resulting to the possibility for the participant staff to concentrate and to achieve the goals set. Everybodys ambitions, expertise and capabilities are taken into consideration and used in a way that promotes the welfare of the school unit. As Bennett has argued, knowledge is an important power resource. Sharing knowledge in a collaborative way requires a high degree of mutual trust and consensus (Study Guide p. 37). Formal Model of Management Looking into Bush (1995) the formal models of management aver that objectives are set at the institutional level. Goals are determined by senior staff and the support of other teachers is taken for granted. Therefore, the activities of schools are evaluated in the light of these official purposes. Furthermore, the organizational structure is regarded as objective reality. Individuals hold defined positions in the organization and working relationships are assumed to be strongly influenced by these official positions. Formal models treat structures as hierarchical with decision-making as a top-down process (Study Guide p. 32). In contrast to collegiality, the characteristics of  the formal management models  according to Bush (2003) heads have  authority because of their positions  and are  accountable  for what they do to their sponsor they use any  rational  way to achieve goalsâ‚ ¬Ã‚ ¦Ã‚  fits a lot to the Cypriot Educational System. Not only do public schools but also private ones have debt-reduction management programmes and everything must be centralized and economies of scale must be made. One is asked to annually report in advance how many students are registered for the following academic year that the number of teachers is reduced to the minimum to save resources. In bureaucracy, efficiency, discipline, control, reliability  is more important (Weber 1989, p.312). Promotion is on the basis of seniority  (Bush 2003) more like a typical formal bureaucratic Cypriot school. However, after a long waiting at the age of 40-55 one finally leave from the low-paying Cypriot private sc hool and is employed by a highly-benefiting Cypriot public school. When he/she gets employed at public school, will only find out just a few days before the school year starts, revealing bureaucracy which is neither efficient nor reliable. Part 2 According to Bush and Derek (2003) leadership may be understood as influence but this notion is neutral in that it does not explain or recommend what goals or actions should be sought through this process. However, certain alternative constructs of leadership focus on the need for leadership to be grounded in firm personal and professional values (Bush and Derek, 2003, p.4). Wasserberg (1999) also claims that the primary role of any leader is the unification of people around key values (Wasserberg, 1999, p.158). Furthermore, according to Gross (1985) values are generated externally to the individual rather than being internal, personal creations. However individuals play crucial role in establishing particular values with environments in which they live and work (Study Guide, p. 47). Bush (1998; 2003) also links leadership to values or purpose while management relates to implementation or technical issues (Bush, 1998, 2003, p.4) Collegial model is interpinned by integrative and motivating values. Integrative values are those that serve to draw individuals into collectivity and motivating values are those that shape individual and collective perceptions of needs and interests (Study Guide, p. 46). The implication of these values for leadership role in the educational system in Cyprus could justified since head teachers usually encourage the staff to take part in any decision-making procedure. In this way agrees for certain values the schools. Thus personal opinions (teachers, parents students) are acceptable by others, differences and disagreements are shown in a democratic form. In addition, collaboration is promoted by head teachers. Every teacher, parent, student has its personal needs and interests. Head teachers try to help all members in personal and professional difficulties and offer ways in order for everyone to have a role in the school. Moreover, head teachers promote trust and confidence among all members, make constructive comments and encourage staff to participate in educational seminars and other educational programs. The formal leadership model combines mostly regulatory and directive values which seek to control the behaviour of individuals and groups. The equal opportunities and race relations legislation is enacted in many developed countries. Such values are an important part of the policy process both nationally and within organizations. Whether we accept or reject someone elses value system is not the same as denying that it is a value which shapes their actions (Study Guide p.46). This is one of the three different kinds of Grosss classified values which influence different facets of the school.   Although the ministry of Education and Culture directs schools on how to operate, each school may develop its own principles and values according to its particular needs and aims. Under the guidance of the Head Teacher certain values have been defined for my schools culture like: Equal opportunities for all children as an expression of fundamental human rights, the development of students socia l skills, democratic dialogue in case of conflicts among the children, the multi-dimensional improvement of childrens personality, the importance of interaction with the external environment (parents), and the practice of multiple intelligences. All the above societal values are articulated within the school serve to draw individuals into a formality. The way that my school is managed promotes collaboration and reduces conflict between staff. The head teacher supports the efforts of his teachers and motivates them to share and generate the schools values. He helps teachers cope with the difficulties encountered and promotes respect, democracy, honesty and trust. He encourages teachers to take part in educational seminars and provides equal opportunities for participation in decision making trying to follow democratic values. Individuals play a crucial role in establishing particular values within the environments in which they live and work. Values are manifested in the actions people take, including the things that they say and the language they use (Study Guide, 47).   According to Sergiovanni (2000), how we resolve a problem relates to the extent to which our decision making is dominated by the values of our life world and our system world. As he interprets, system world should be interdependent with life world (the essence o f values and beliefs) Conclusion In conclusion it can be seen that there has to be a leadership style which will incorporate practices from both styles of leadership and which promote the development of the school through the participation and involvement of all the staff members. A head teachers role is to make the vision and the mission of the school known to his/her staff in order for the teachers with the right knowledge and ability to be involved in the decision making. References Bush T 2003. Theories of Educational Management, 3rd edn. London: Sage. Bush T. And Derek G., (2003), School Leadership: Concepts and Evidence, Full report Spring 2003 E849 Leading and Managing for Effective Education, Study Guide, (2003), The Open University. Kaily P. E849 Web Activity 1, 2 November 2010 Palli C., E849 Web Activity 1, 3 November 2010 Pashiardis, P. (1995), Cyprus principals and the universalities of effective leadership, International Studies in Educational Administration, Vol. 23 No. 1, pp. 16-26. Bush, T. (1998) The National Professional Qualification for Headship: the key to effective school leadership?, School Leadership and Management, 18(3) 321-34. Sergiovanni 2000, Effective Educational Leadership, O.U., Sage Wasserberg, M. (1999), Creating the vision and making it happen, in Tomlinson, H., Gunter, H. and Smith, P. (Eds.), Living Headship: Voices, Values and Vision, London, Paul Chapman. Webb, R. and Vulliamy, G. (1996), The changing role of the primary head teacher, Educational Management and Administration, 24 (3), 301-15.

What Stimulates Entrepreneurship In Large Organizations Commerce Essay

What Stimulates Entrepreneurship In Large Organizations Commerce Essay This paper discusses how large organizations deal with entrepreneurial activity. Entrepreneurship Is often associated with small firms. These small firms are more flexible, they dont have problems with bureaucratic structures and as a consequence they are more speedy in coming up with new inventions. On the other hand, Peter Drucker (innovation and entrepeneurship) states that entrepreneurship is based upon the same principles, whether the entrepreneur is an existing large institution or an individual starting its own venture. So the nature of entrepreneurship is the same in both cases. To succeed in todays unpredictable world, companies large and small must be agile and able to respond quickly to fast-moving markets (Taylor 2001). In this case we will focus on the large companies who have to encounter a lot of problems if they want to implement corporate entrepreneurship. In the first part, we do a literature review concerning corporate entrepreneurship. Here we will look for constraints of and solutions to corporate entrepreneurship. In the second part we combine theory with practice. Through in depth interviews I would like to learn how a large organization (Barco) manages corporate entrepreneurship, what problems they have and if they get result from their actions. ( A big ship isnt easy to turn). I will do this by following a structure based on the framework of Morris (1998). This framework includes the following aspects: systems, structure, strategic direction, policies, people and culture. For every aspect I would like to have an interview with a responsible to get insight on how Barco applies corporate entrepreneurship. By considering every aspect I want to learn which methods Barco applies and which it doesnt apply and why this is the case. Taylor Bernard (2001), From corporate governance to corporate entrepreneurship, Journal of Change Management, 2:2, 128-147 Literature Review Definition: What is corporate entrepreneurship? Definitions of corporate entrepreneurship vary a lot. Some authors speak of intrapreneurship (Gifford Pinchot, 1985), others form corporate venturing (Chesbrough, 2002). von Hippel (1977) defines corporate venturing as an activity that aims at creating new businesses for the corporation through the development of external or internal corporate venture. Corporate entrepreneurship is a term used to describe entrepreneurial behavior inside established organizations (Guth Gingsberg, 1990). Damanpour (1991) states that at a basic level corporate entrepreneurship involves the generation, development and implementation of new ideas and behaviors by a company. Zahra (1991) argues that corporate entrepreneurship can have formal and informal activities aimed at creating new businesses inside of established companies through product and process innovations and market developments. From all the definitions we may conclude that there is no real consensus of what corporate entrepreneurship exactly is. Maybe a definition is to narrow to describe the whole process of corporate entrepreneurship. Corporate entrepreneurship is not an exact science and every firm adapts it in other ways. This is why we may not see this definitions in a strict way. Therefore we will look at corporate entrepreneurship as a system-wide activity undertaken within the context of existing firms. Pinchot, Gifford III, Intrapreneuring: Why You Dont Have to Leave the Corporation to Become an Entrepreneur (1985). University of Illinois at Urbana-Champaigns Academy for Entrepreneurial Leadership Historical Research Reference in Entrepreneurship. Chesbrough, H.W. (2002) Making Sense of Corporate Venture Capital, Harvard Business Review, March von Hippel, E. (1977). The sources of innovation. New York: Oxford University Press. Guth, W. D., Ginsberg, A. (1990). Guest editors introduction: Corporate entrepreneurship. Strategic Management Journal, (Summer),11, 5-15. Damanpour, F. 1991, Organizational Innovation: A Meta-Analysis of Determinants and Moderators, Personnel ( September): 28-36 Zahra, S. (1991). Predictors and financial outcomes of corporate entrepreneurship: An exploratory study. Journal of Business Venturing, (July),6, 259-285 Motivation: Why engage in corporate entrepreneurship? Today firms are struggling to reinvent themselves and find ways how they could survive. For some companies its already too late but for others corporate entrepreneurship may be the key to survive. The way of doing business has tremendously changed in the 21st century. Today companies must survive in a fast changing global environment where uncertainty is higher than ever. Firm nowadays need to become flexible and adaptive. One way by doing this is by stimulating entrepreneurship within the organization. Authors argue that entrepreneurship becomes key in the sustainability of large firms ( Baumol, 1996; Audretsch Thurik, 2001). The dynamic that drives real competitive advantage is entrepreneurship and innovation. Previous research also supported a positive relationship between intrapreneurship and growth, profitability, or both ( Covin and Slevin, 1986) for large firms in general, as well as for small firm performance in hostile environments ( Covin and Slevin, 1989) Other reasons for stimulating entrepreneurship are that you take advantage of the in-house genius ( Adams 1996 ) and that you can exploit new market opportunities ( Eggers 1999 ) Baumol, W.J. (1996), Entrepreneurship: Productive, unproductive, and destructive, Journal of Business Venturing, 11(1), 3-22 Audretsch, D. B., Thurik, A. R. (2001), Whats new about the new economy? From the managed to the entrepreneurial economy , Industrial and Corporate Change, 10(1), 267-315 Covin, J.G., and Slevin, D.P. (1986), The development and testing of an organizational-level entrepreneurship scale , In R. Ronstadt et al., eds., Frontiers of Entrepreneurship Research. Wellesley, MA: Babson College. Covin, J.G., and Slevin, D.P. (1989), Strategic management of small firms in hostile and benign environments, Strategic Management Journal 10(January):75-87. Adams, R. V. (1996). Inspiring innovation. International Business, 9, 56-58. Eggers, J. H. (1999). Developing entrepreneurial growth. Ivey Business Journal, (May),63, 76-81. Obstacles for corporate entrepreneurship A lot of large companies started to see the importance of corporate entrepreneurship. These companies were mostly used to work in old bureaucratic ways with a lot of control and hierarchical structures. Nowadays these companies realize that they have to change into entrepreneurial entities. The change from corporate governance to corporate entrepreneurship could be seen as a large problem because it has to deal with all the organizational aspects. To bring in corporate entrepreneurship in an organization everything has to be right. There are a lot of obstacles for corporate entrepreneurship. Given the large number of potential constraints, it is helpful to identify general categories into which they can be grouped. Morris ( 1998) captured obstacles and divided them in six groups: culture, strategic direction, structure, systems, policies and people. This way of structuring seems interesting because we can then think of solutions in a planned way. By considering every aspect we are more focused and keep an overview of different processes who often work together. In this paper I will use and extend the framework of Morris to handle most constraints of corporate entrepreneurship and look how a large company applied solutions to these problems. Let us look at each of the categories in more detail. CULTURE Cornwall and Perlman (1990) define culture as an organizations basic beliefs and assumptions about what the company is about, how it members behave, and how it defines itself in relation to its external environment. Many authors have identified the critical role that corporate culture plays in the organizational process (e.g. Deal Kennedy, 1982; Martin 1992; Sackmann 1992). Cornwall and Perlman (1990) have written that culture is a key determinant of, and the first step in fostering, entrepreneurial activity within an organization. For instance, Sonys success in product innovation has been largely attributed to the success with which the company has inculcated its Sony Spirit in employees (Quinn, 1985). Although setting up a culture may not be that straightforward. Firstly, a culture that is risk averse, or very process driven, is almost by definition discouraging employees from being entrepreneurial. ( Morris, Kuratko Covin, 2011). Kriegesmann et al. (2005) have noted a tendency within companies to develop zero error cultures as competitive strive to meet high performance standards in a hypercompetitive marketplace. Managers therefore wrongly believe that zero errors are proof of high performance standards. Secondly, companies often cant make clear what they stand for, or do not achieve a consensus over value priorities (Morris, 1998). To stimulate entrepreneurship there should be a clear focus on what the company is about. The elements of a culture should be in line with the vision, mission and strategies of an organization. Thirdly, culture itself is very complex and cannot be easily changed. For example, a non-innovative firm could bring in an extremely entrepreneurial CEO, and it could take seven to ten years (or more) to realize a substantial cultural change (Morris, Kuratko Covin, 2011). Fourthly, The culture itself may be too strong or too commanding. In this manner, homogeneity is stimulated and people are not allowed to think outside the cultural box. This can lead to stagnation and a reduced ability to adapt changes in the environment (Cloke and Goldsmith, 2002). As corporate entrepreneurship asks for change and diversity, a culture that is too imposing could be tremendous for corporate entrepeneurship. Lastly, individualism-collectivism would also appear to be an important dimension of organizational culture (Morris, Davis Allen, 1994). A culture that focuses too much on individualism or collectivism may not be encouraging for corporate entrepreneurship. The result will be modest levels of entrepreneurship (Morris, Davis Allen, 1994). A high individualistic culture may produce strong incentives for entrepreneurial behavior, but will also result in gamesmanship, zero-sum competition, sequestering of information, and the chaotic pursuit of tangential projects having little fit with the organizations competencies or overall direction. (Maidique 1980; Quinn 1985; Reich 1987; Rosenbaum et al. 1980; Steele 1983). Furthermore, individuals will more likely use organizational resources to satisfy self-interests and many tasks will be left incomplete as individuals are unable to obtain cooperation from those have the expertise. (Morris, Davis Allen, 1994). On the other extreme, a strongly collectivist atmosphere may actually give rise to an anti-entrepreneurial bias. Companies therefore may suffer from free-riding or social loafing syndromes. (Earley 1989; Jones 1984; Albanese and Van Fleet 1985). The way in which a firm sets up a good corporate culture and handles the above problems will be determining for the firms entrepreneurial success, as culture gives people direction and keeps the whole organization together. Morris, M. H. 1998. Entrepreneurial Intensity ( Westport, CT: Quorum Books) Deal, T., Kennedy, A. (1982), Corporate cultures. Reading, MA: Addison-Wesley. Martin, J. (1992). Cultures in organizations: Three perspectives. Oxford: Oxford University Press. Sackmann, S. (1992), Culture and subcultures. An analysis of organizational knowledge. Administrative Science Quarterly, 37, 140-161 Cornwall, J. and Perlman, B. (1990) Organisational Entrepreneurship, Homewood, ///.: Irwin. Macmillan. Quinn, J.B. (1985). Managing innovation: Controlled chaos. Harvard Business Review, 73-84 Cloke, K. et al., 2002. The end of management and the rise of organizational democracy, Jossey-Bass. Michael H. Morris, Duane L. Davis, Jeffrey W. Allen (1994), Fostering Corporate Entrepreneurship  : Cross-Cultural Comparisons of the Importance of Individualism versus Collectivism, Journal of International Business Studies, Vol.25, pp. 65-89 Earley, P. Christopher, (1989). Social loafing and collectivism: A comparison of the United States and the Peoples Republic of China, Administrative Science Quarterly, 34: 565-81 Jones, Gareth, (1984) Task visibility, free riding, and shirking: Explaining the effect of structure and technology on employee behavior. Academy of Management Review, 9: 684-95 Albanese, Robert David D. Van Fleet. (1985), Rational behavior in groups: The free-riding tendency, Academy of Management Review, 10: 244-55. Kriegesmann, B., Kley, T., and Schwering, M. (2005), Creative errors and Heroic Failures: Capturing Their Innovative Potential, Journal of Business Strategy, 26(3): 57-64 STRATEGIC DIRECTION Michael Porter (1996) draws a critical distinction between strategy and operational effectiveness, arguing that managers are increasingly preoccupied with the latter and ignorant of the former. As operational effectiveness could be effective in the short run, it fails in the long run. Therefore, firms need to find strategies for long run survival. Firms that want to engage in successful corporate entrepreneurship need to have an entrepreneurial orientation. Entrepreneurial orientation refers to the strategy-making practices that businesses use to identify and launch corporate ventures (Dess and Lumpkin, 2005). In the absence of an entrepreneurial orientation, the goal of corporate entrepreneurship may not be reached. Furthermore, entrepreneurship in a firm may not be achieved if there is no meaningful direction from the top. This requires good leaders with a clear vision and commitment to entrepreneurship. Instead, top management is often more cautious with new opportunities. This could be a major problem because with no top management support, nobody will feel to engage in entrepreneurial activity and take risks. Hence, middle-and lower-level employees are strongly influenced by the role models found at the top of the firm. In the absence of specific goals for product and process innovation and a strategy for accomplishing such goals, entrepreneurship will only result accidentally or by chance (Morris, Kuratko Covin, 2011). Besides that, firms could also have problems to define a strategy that encounters both exploration and exploitation. As exploration and exploitation are often two opposing forces, the strategy of a firm needs to find a balance between these two. This mental balancing act can be one of the toughest of all managerial challenges -it requires executives to explore new opportunities while working on exploiting existing capabilities (OReilly Tushman, 2004). A final note is that strategy formulation itself is not enough. The actual execution of a strategy is as important as the strategy itself. Implementing the strategy requires adequate structures, systems, procedures and human resource practices. Gregory G. Dess, G.T. Lumpkin (2005), The role of Entrepreneurial Orientation in Stimulating Effective Corporate Entrepreneurship. OReilly C. Tushman M., (2004), The ambidextrous organization, Harvard Business Review, 74-81. Porter, M.E. (1996), What is Strategy?, Harvard Business Review, 74(6): 61-78. STRUCTURE Structure typically depends on a number of factors such as the nature, the size, the strategies and environmental conditions of a firm (Burns, 2005). Although there is no one best structure, it is generally argued that a companys structure follows from the strategy. If entrepreneurship and innovation are integral part of the companys strategy, then inconsistencies with certain general types of structure can be problematic. Morris, Kuratko Covin (2011) state that a hierarchical structure is a typical problem in large organizations. A hierarchical structure seems to be problematic because this reduces the ability to identify market opportunities and to take risk. Entrepreneurship suffers the farther away decision making becomes from everyday operations. Other entrepreneurial barriers within a hierarchical structure are top-down management and restrictive communication channels. In contrast, as an organic structure may be more preferred to stimulate corporate entrepreneurship (e.g. Morris and Kuratko, 2002) , organic structures may also have some pitfalls. For instance, if teams almost work autonomously, this can result in anarchy. Additionally, there is a tendency to continually narrow the span of control of managers over subordinates. The result is over-supervised employees with little room for creativity. To finish, structures that give responsibility for entrepreneurial activities to managers without delegating a certain amount of authority also constraints corporate entrepreneurship as managers will feel frustrated. Therefore, some hierarchy, that gives managers some authority could be desired. Burns P., (2005), Corporate Entrepreneurship: Building an Entrepreneurial Organisation, Palgrave Macmillan Morris, H.M. and Kuratko, D.F. (2002), Corporate Entrepreneurship, Fort Worth: Harcourt College Publishers. SYSTEMS Large organizations typically depend on a number of formal managerial systems that have evolved over the years. These systems were needed to coordinate the increasingly complex corporate environment and were focused on stability, order and coordination. Within this focus, entrepreneurship is discouraged (Morris, Kuratko Covin, 2011). The question here arises in what way the old systems are obsolete for corporate entrepreneurship. As corporate entrepreneurship requires other systems, companies are forced to try new things. In what way could the old system be used and in what way are new systems required? For example, how do companies use control, budgeting and planning systems that foster innovation and entrepreneurship? Control systems have historically placed a heavy emphasis on efficiency, sometimes ignoring or even undermining effectiveness (Morris, Schindehutte Allen, 2006). Probably, control systems may be too strict for corporate entrepreneurship. Budgeting systems provide no flexibility for the funding of experimental projects and tend to reward the politically powerful. Planning systems are often too harsh and become prescribed, they focus on the planning document rather than the planning process, and often use professional planners instead of relying on the people who really are involved (Morris, Kuratko Covin, 2011). Lastly, these systems could be supported by new technologies. The way in which firms use information and communication technologies could help them achieve a better environment for corporate entrepreneurship. If information systems are absent or deficient, innovation could be slower. POLICIES AND PROCEDURES First of all, it should be clear that policies and procedures are a smaller part of the larger control system. Policies and procedures are in fact the underlying elements of how control systems work. For example, inflexible policies and strict procedures will result in rigid control systems, which, as I have discussed, are tremendous for entrepreneurial activity. The procedures that people have to follow when they want to introduce new entrepreneurial activity may be too strict. Two of the most costly side-effects of detailed operating policies are complex approval cycles for new ventures and detailed documentation requirements (Morris, Kuratko Covin, 2011). This could be seen as red tape for entrepreneurial activity. If procedures are very complex, people are blocked and give up their ideas. Nevertheless, some procedures are definitely required for making decisions about which project may be initiated and which may not. The fact is that those procedures are often too severe. For example procedures often impose unrealistic timetables and performance benchmarks on entrepreneurial programs (Morris, Kuratko Covin, 2011). They way in which firms can overcome these strict policies and procedures will lead to better corporate entrepreneurship. PEOPLE Al of the entrepreneurial activity depends on the people, it are the people who have to do it. The treatment of people is done by human resource management. Human resource management is responsible for the recruitment, training, motivation, evaluation and rewarding of people. When a firm engages in corporate entrepreneurship, human resources also need to apply new methods. The main problem with people is that they have a natural tendency to resist change. This is a big problem as entrepreneurship requires a lot of change. How does HR helps to change people minds in the direction of corporate entrepreneurship? What problems do they face? Next to that, people are afraid of failure. It is important for HR to see failure as a process of learning. The way in which HR treats failure may therefore be important for the entrepreneurial people. Another people-related aspect is the lack of skills and talent in the entrepreneurial area. Therefore recruitment and training of qualified people may be very important. A different aspect of corporate entrepreneurship is that people should have some freedom in their work. For example 3M was the first company that introduced organizational slack as a key factor for corporate entrepreneurship, enabling their engineers and scientists to spend 15% of their time on projects of their own design. As a result of this many inventions came out of 3M (e.g., Post it Notes and Scotch Tape). CASE Google. How do other companies do this? Do they also give some time to work on own projects or do they use other methods? How does HR deal with autonomy of their people. Autonomy is necessary for people to work on entrepreneurship. But what is a good autonomy. Shouldnt there be some control? Furthermore, corporate entrepreneurship often requires to work in teams. How does HR helps to form decent teams? How do they encounter the problem of free-riding? One more aspect of HR is that they are responsible for rewarding people. How does HR give bonuses for new entrepreneurial activity. Especially the rewarding of teams may not be that easy. Breaking through the obstacles The way in which an organization can deal with the above obstacles will be determining for their entrepreneurial success. In this section we will look at research that offers solutions to overcome the problems and constraints of corporate entrepreneurship. CULTURE In this section we will look at the literature concerning solutions to set up a decent culture that stimulates entrepreneurship within a firm. First of all, an entrepreneurial culture should have some basic values concerning entrepreneurship. Entrepreneurship therefore requires a culture built around risk, innovation, emotional commitment, autonomy, and empowerment, among others (Cornwall and Perlman 1990; Peters 1987; Pinchot 1985; Waterman 1987). It is important that a culture is open for risk-taking and sees failure as an opportunity to learn from. In that way, culture can help to overcome peoples natural tendency to fear failure. For example Nokias culture states that you are allowed to have a bit of fun, to think unlike the norm, where you are allowed to make a mistake (Leavy, 2005, p. 39). In the factories of BMW there is a flop of the month award, given by the senior executive for successful failures (Kriegesmann et al., 2005). Here it is recognized that failure is needed to innovate and learn. Next, a culture needs a clear vision about what the company stands for. It is here that leadership comes into place. It is difficult to build a culture without someone having a vision about the future. According to Covin Slevin (1991), top management values and philosophies are essential variables of firm-level entrepreneurship. There should be a clear voice from top management that gives direction towards an entrepreneurial culture. Moreover, vision, mission and strategy should be aligned. For example, you cant have an entrepreneurial vision when your strategy is imitating competitors. As a final point, the culture should find a good balance between individualism and collectivism. Corporate executives must recognize and proactively manage this dimension of culture. The highest levels of entrepreneurship will occur when a fairly balanced amount of consideration is given to the needs of the individual and the collective (Morris, Davis Allen, 1994). Individuals are needed to provide the vision, commitment, and internal salesmanship because otherwise nothing would be accomplished. But as the process unfolds, the entrepreneur requires teams of people with unique skills and resources. Cornwall, Jeffrey T. Baron Perlman, (1990), Organizational entrepreneurship. Homewood, ///.: Irwin. Peters, Thomas. (1987), Thriving on chaos, New York: Alfred A. Knopf. Pinchot, Gifford, ///. (1985), Intrepreneuring, New York: Harper and Row. Waterman, Robert H, (1987), The renewal factor: How the best get and keep the competitive edge, New York, Bantam Books. Leavy, B. (2005), A Leaders Guide to Creating an Innovation Culture, Strategy Leadership, 33(4): 38-45. Jeffrey G. Covin, Dennis P. Slevin (1991), A Conceptual Model of Entrepreneurship as Firm Behavior, Baylor University STRATEGIC DIRECTION Many fast-growing young corporations attribute much of their success to an entrepreneurial orientation. By illustration, 3M is a good example of how a corporate strategy can induce internal venture development. Every aspect of 3Ms management approach is aimed at new venture creation and 3Ms policies create a climate of innovation and entrepreneurial development. (Dess and Lumpkin, 2005). Dess and Lumpkin (2005) emphasize the role of entrepreneurial orientation towards successful corporate entrepreneurship. The dimensions of entrepreneurial orientation include autonomy, innovativeness, proactiveness, competitive aggressiveness and risk-taking. Moreover, Geller (1980) argued that a risk-taking, highly venturesome, and innovative top management style is appropriate in invest/grow situations. In a study of Barringer and Bluedorn (1999) a positive relationship was found between corporate entrepreneurship intensity and scanning intensity, planning flexibility, locus of planning, and strategic controls. These are all part of the strategic management practices. Environmental scanning refers to the managerial activity of learning about events and trends in the organizations environment (Hambrick, 1981). Planning flexibility refers to the capacity of a firms strategic plan to change as environmental opportunities/threats emerge. Flexible planning systems allow firms to adjust their strategic plans quickly to pursue opportunities and keep up with environmental change (Stevenson and Jarrillo-Mossi, 1986). The term locus of planning refers to the depth of employee involvement in a firms strategic planning activities. A deep locus of planning involves a high degree of employees from all hierarchical levels in the planning process (Barringer and Bluedorn, 1999). Strategic controls base performance on stragically relevant criteria, contrasting to objective financial information (Gupta, 1987; Hoskisson and Hitt, 1988). Examples of strategic control measures include customer satisfaction criteria, new patent registrations, quality control, etc. Next, the challenge to balance exploitation and exploration could be seen as a major task for the top management. The companys leaders must decide if they should house mainstream and newstream activities in physically separate units within the organization (spatial separation approach) or if major innovative activity should be periodically performed within mainstream units (temporal separation approach) (Baden-Fuller and Volberda, 1997). According to Morris, Kuratko and Covin (2011) organizational ambidexterity is encouraged when top-level managers assume direct responsibility for both mainstream and newstream. By placing themselves in roles where they directly interact with both the exploitation-focused and exploration-focused sides of their organizations, top managers can more effectively balance the resource commitments needed to achieve current and future competitiveness. Finally, top managers help create ambidextrous organizations by setting explicit goals for innovative outcome. For example 3M wants at least 25 percent of its annual sales coming from products introduced over the preceding five years. Lastly, the implementation of a firms entrepreneurial strategy relies largely on middle-level managers. According to Kuratko et al. (2005), Middle-level managers endorse, refine, and shepherd entrepreneurial opportunities and identify, acquire, and deploy resources needed to pursue those opportunities. Baden-Fuller, C., and Volberda, H. 1997. Strategic Renewal: How Large Complex Organizations Prepare for the Future, International Studies of Management Organization, 27(2): 95-120 Geller, A. (1980), Matching people to business strategies, Financial Executive, 48(10), 18-21. Bruce R. Barringer, Allen C. Bluedorn, The relationship between corporate entrepreneurship and strategic management, Strategic Management Journal, 20: 421-444. Hambrick, D.C. (1981), Specialization of environmental scanning activities among upper level executives Journal of Management Studies, 18, pp. 299-320. Gupta, A.K. (1987), SUB strategies, corporate-SBU relations, and SBU effectiveness in strategy implementation, Academy of Management Journal, 30, pp. 477-500. Hoskisson, R.E. and M.A. Hitt (1988), Strategic control systems and relative RD investment in large multiproduct firms, Strategic Management Journal, 9(6), pp. 605-621 Kuratko, D.F., Ireland, R.D., Covin, J.G. and Hornsby, J.S. (2005), A Model of Middle-Level Managers Entrepreneurial Behavior, Entrepreneurship Theory and Practice, 29(6): 699-716. STRUCTURE Structural context, according to Burgelman (1983) refers to the various administrative mechanisms which top management can manipulate to influence the perceived interest of the strategic actors at the operational and middle levels in the organization. The corporate entrepreneurship and the innovation literatures indicate that one method of managing the uncertainties of innovation is through organizational structure (Burgelman, 1983, 1984; Nielsen, Peters Hisrich, 1985; Tornatzky et al., 1983). In general, results indicate a link between higher levels of innovation and more organic structures (rather than mechanistic structures) characterized by decentralization, lack of formalization, open communication, broader span of control and high levels of complexity ( for example: Covin Slevin, 1990; Burns Stalker, 1961; Pierce Delbecq, 1973; Tornatzky et al., 1983). Supporting a flexible/fluid organizational structure that minimizes bureaucracy and maximizes adhocracy; and by evaluating innovative schemes in terms of their contribution to a coherent str