Foyaj Globalization free essay sample

Globalization Is the buzzword of today, Economies of the world are being increasingly integrated as new technology and communication has brought people together. We often hear the phrase that the world has become a global village which itself signifies how much has changed In the world In the past few decades. American businessmen are investing their time in studying the culture of the Middle East, so that they can negotiate with their counterparts in a better way. We will write a custom essay sample on Foyaj Globalization or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Young graduates in India are being taught how the Americans roll their Rs, so as to make a seamless onversation with their clients in many of the call-centers! The phenomenon that is globalization, has brought new dimensions to this world, and people are mingling with each other Ilke never before. The social, economic, and political changes that globalization has brought have been accompanied by some challenges. We will not approach its negative effects as a cynic, but as a student or an observer, so that we are free of any kind of pre]udlce and bias, and understand the topic In a better way. The Negative Effects of Globalization In order to cut down costs, many flrms In developed nations have outsourced their manufacturing and white-collar Jobs to Third-World countries like India and China, where the cost of labor is low. The most prominent among these have been Jobs in the customer service field as many developing nations have a large English-speaking population ready to work at one-fifth of what someone in developed world may call low-pay. This has caused a lot of resentment among the people of developed countries, and companies have been accused of taking their Jobs away. Another problem is that many Americans are not satisfied with the level of customer service that they are subjected to, and this has caused a lot of animosity among people and has added to the dissent that people already have against outsourcing. There are various schools of thought which argue that globalization has led to an increase in activities such as child labor and slavery. In countries with little or no accountability, corporations employing children can work smoothly by bribing the officials, which may result in an increase in illegal activities. Critics opine that globalization has resulted in a fiercely-competitive global market, and unethical practices in business Is a by-product of this. Globalization may have Inadvertently helped terrorists and criminals. At the heart of globalization is an idea that humans, materials, food etc. e allowed to travel freely across borders, but 9/1 1 was a ghastly reminder that people with evil Intentions can use It as an opportunity and cause damage. It Is not only the developed nations that are complaining about its negative effects, people in eveloping nations where most of the industries have been set up, have their own set of reasons against globalization. They often complain that their cities have been reduced to garbage-dumps where all the industrial waste is accumulated and pollution levels are sky-high. Fast food chains like McDonalds and KFC are spreading fast In the developing world. People are consuming more Junk food which has an adverse impact on their health. Apart from the health concerns, there is something else that globalization has been criticized for, and it is the accusation that it has eliefs of the host nation. For example, a lawsuit had to be filed against McDonalds in India, after it was accused of serving beef in their burgers. While the rich are getting richer, the poor are struggling for a square meal. If the current Occupy Wall Street protests are a reminder of how angry people are with the current set-up, then those who govern us should take notice, and work towards alleviating poverty. Ideally, globalization should have resulted in creation of wealth and prosperity, but corporate greed and corrupt government has ensured that money is not distributed equally. When the first-known case of AIDS came up in America, only few would have traced its origin to Sub-Saharan Africa. Globalization bought people from various countries together, and this is perhaps the reason that a virus from a Jungle was transported to almost every country in the world. Environmental degradation is an issue which has been debated ferociously in various international meetings, and it has to be accepted that globalization is one of the most important factors that has aggravated the situation. The amount of raw materials needed to run industries and factories is aking a toll on the natural reserves of planet earth, and pollution has severely impacted the quality of air that we need so very much for our survival. As we mentioned in the beginning of the article that like everything else, globalization has its own share of kudos and brickbats. We have reached a stage since our evolution that discarding the concept of globalization may not be possible at all, therefore, the strategy should be to find solutions to the threats it poses to us so that we can work towards a better, fulfilling future.

Review of Scoring Rubric

Review of Scoring Rubric Introduction English language learners’ represents a significant subpopulation of USA students which in the 2006/07 school year were more than 5 million in the PK to 12 grades (Esquinca, Yaden, Rueda, 2008). This is projected to represent 1 in 9 students in the country with 80% of them nationally being native Spanish speakers and overall about 400 different home languages.Advertising We will write a custom critical writing sample on Review of Scoring Rubric specifically for you for only $16.05 $11/page Learn More English language Proficiency tests whether commercial or institutional are used to assess proficiency of limited English proficient (LEP) students. In every state in the country, states, education agencies and schools have an obligation to identify LEP students especially those who come from homes where another language other than English is spoken. These tests are meant to assess the student’s oral proficiency in English also writing and reading skills (The California State University, 2009). In some states, there are already laid out procedures for identifying students who might become LEP students. There are set of questions designed to find out non-English speakers under Home Language Survey program. If discovered that a student is from non-English background, an English proficiency test is issued. In other states, specific English language proficiency tests are used. In other countries such as USA, Australia and UK and others where English is the language of communication, English language proficiency test is a requirement for international students wanting to pursue education in these countries at any level. It is a requirement also in other for immigration, skilled worker programs, and professional titles (Solorzano, 2008). For these students, commercial tests such as TOEFL and IELTS are recommended. International English Language Testing System (IELTS) IELTS was established 21 years ago and was one of th e pioneer tests in English language skills. The test is co-owned by the University of Cambridge ESOL Examinations, the British Council, and the IDP: Australia with more than 800 testing centers and locations in 130 countries around the world (Alderson, Krahnke, Stansfield, 2008).Advertising Looking for critical writing on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More IELTS assesses English language proficiency in four skills; listening, reading, writing and speaking. These tests are continually improved to encompass advances in applied linguistics, technology, language assessment and language pedagogy (The California State University, 2009). Test formats and results The IELTS tests are available in over 800 centers and locations in 130 countries of the world, and are accessible internationally. Every year the tests are held on fixed dates and are set in the same conditions across the world. It consists of four parts, w hich reflect the skills in the English language. These are reading, writing, speaking and listening. These are oriented to test candidates in their mastery of English in real life-situations. They are also offered in two formats, the academic format for university and tertiary candidates and general training. They are also used by English medium universities, colleges and professional groups and immigration agencies such as in Canada to test the immigrants English language ability (TESL Canada Federation, 2011). Test Content IELTS test on listening contains four sections of recorded assessment for candidates. This increase in complexity as they progress and contain a mixture of dialogue and conversation. This test contains seven different task categories which include tables, matching, forms, multiple choice, classification and notes. This tests the ability of a candidate to listen and understand contents in English in real-life situations. This section takes about 40 minutes where the first 30 minutes a candidate listens to recorded material and in the last 10 answers the given questions as outlined by Ekbatani, (2010). In reading skills assessment, candidates are presented with three passages, which are derived from authentic books, magazines or even journals, which they are supposed to read and complete ten different tasks. These include multiple choice, short answer, sentence completion and labeling diagrams among others. In writing skills, candidates are required to complete two tasks, which are a one hundred and fifty word report, based on presentations in a table or diagram. This tests the ability of the candidate to describe and explain issues as they seem. The other task is a 250 word essay which could be in response to an opinion or problem outlined in the test.Advertising We will write a custom critical writing sample on Review of Scoring Rubric specifically for you for only $16.05 $11/page Learn More The final skill tested is speaking which is done for ten to fifteen minutes. Here, the candidate and the examiner interact on a face-to-face basis and the former is expected to describe, narrate and give explanations on personal and general issue topics that are asked. These tests have an overall test time of two hours and forty five minutes. Test scoring The listening and reading tests contain 40 items and each correct answer is given one mark with the maximum a candidate can achieve being 40 points. These points are known as raw points and are then put in band scores, which range from 1 to 9, 1 meant to mean no language skills and 9 meaning an expert user of the language. In writing and speaking skills test, detailed performance descriptors are used with each being rated in the 9 IELTS bands. After the marking, and scoring, candidates receive test report forms showing overall test band score and the scores in the subtests. Each of the subtest scores carries the same weight and the final score is obtain ed by calculating the mean score of the four subtests. These results are valid for two years (Hogan, 2005). Band scale Tests are marked thoroughly and consistently and results scored on a 9 band system. This is a unique scale that does not give a pass or fail instead it puts the overall scores in a band system where each band means specific English language competency. These are then reported in the nearest whole or half bands, which are discussed by TESL Canada Federation, (2011) Band 0 means that the candidate did not provide any information while band 1 means the candidate is a non user of the language and has no ability to use it behold a few isolated words. A candidate with 1-3 marks falls into this category. Band 2 is referred to an irregular user who does not have the capacity to communicate in English apart from the essential information where limited words are used in familiar instances and needy situations. This candidate experiences hardships in the use and understanding of the English. Band 3 refers to a candidate who is a very limited user of English. He/she expresses and understands basic meaning in familiar situations and communication breakdown arises.Advertising Looking for critical writing on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Band 4 refer to a limited user of the language and portrays basic competence only in familiar environments. Problems in understanding and articulating issues arise, and complex language use is not possible. Band 5 represents a candidate who is a modest user of English language. This one has limited use of the language where overall meaning is understood although he/she might make a mistake. Communication in familiar field is possible though. Band 6 candidate uses English proficiently and has a valuable grasp, however, there is a likelihood of, inappropriacies, misunderstandings and inaccuracies. In common situations, the candidate can fairly understand complex language. A band 7candidate uses English excellently, since the operational command of the same is demonstrated, however, occasional misunderstandings and inappropriacies are observed. This candidate can cope with intricate language and detailed reasoning. A band 8 candidate uses English very excellently, since he/she demonstr ates unwavering command of the language, however, inappropriacies and unsystematic inaccuracies come about intermittently. This candidate handles intricate in depth reasoning well. This is given to a candidate who has a raw score of 35-39 marks. Band 9 is an expert user of the language where he/she has fully equipped command. He understands the language completely in an appropriate and accurate manner. Has a raw score of 40-41 marks. Scoring rubric reliability and validity The IELTS modules are rated by certified and trained examiners according to Hogan, (2005). They use a set of descriptors made from each key criteria of each module as Hogan continues to say. For example, speaking sub test where the major criteria are ease, consistency, grammatical range and accuracy, lexical resource and pronunciation (Hogan, 2005). These band descriptors that actually are used are confidential, but IELTS have provided a public version of them which are available on their website. These are mainly for the purpose of helping stakeholders know what candidates can do also for candidates to know the level of performance expected from each band score and in each criterion. IELTS examiners have also been put through intensive training and standardization in face-to-face situations so that they can be well positioned to apply the descriptors in a valid and reliable manner (Solorzano, 2008). Also, the production of question papers follows several stages that ensure that the results are reliable and indiscriminative. First, appropriate test content is outlined that reflects the goals of academic and general training modules. The next stage involves trailing the material with a representative group with an aim of determining whether there is a challenge indistinguishing between the more and the less able students. Finally, the questions are introduced to live tests in the standard fixing stage to ensure it aligns with the IELTS metric (TESL Canada Federation, 2011). IELTS scores are v alid for two years, and if for more than that, a valid proof should accompany the scores to show that the candidate has maintained or tried to advance their English. This is because the test shows a person’s language skill at a given time. A person’s ability to communicate in English may diminish in time especially if the language is not in use (Hogan, 2005). Test of English as a Foreign Language-Internet-based Test (TOEFL IBT) According to Hogan, (2005), the TOEFL IBT is an examination that weighs up nonnative English speakers capacity to understand and exploit spoken and written English in environments such as, schools, colleges, as well as universities. According to Hogan, (2005), the test allows institutions to gauge the student’s capacity to communicate in English in academic situations and how ready they are to undertake academic work as it assesses integrated skills. TOEFL IBT was developed and is used by ETS a nonprofit organization that is involved in t he advancement of quality education to all around the world. These tests are based on rigorous research and innovation with more than 5 million in 180 countries and 9,000 locations worldwide people taking them every year. Education Testing Services (ETS) was established in 1947 by the American Council of Education, the Collage Examination Board and Carnegie Foundation for the Advancement of Teaching. These organizations gave their testing programs, assets and manpower to establish an educational research and assessment institution that will see advancement of knowledge. This has grown to extend their services to learners worldwide. Besides TOEFL, the organization also offers assessments in TOEL tests, GRE and the Praxis Series (Education Transparency Services, 2009). TOEFL IBT is a version of the English language test that is offered over the internet for assessment in English skills for academic environments. Its core emphasis is integrated communications and communicative competen ce. TOEFL IBT exams are taken in the institutes’ Prometric centers as well as in university and educational centers that use internet based programs. USA was the first to adopt the technology in 2005, followed by Canada, France, Germany and Italy. The use of the internet has enabled the organization to make the test more accessible to many users as well as widening the measure of the English proficiency globally (TESL Canada Federation, 2011). The test does not consist of separate tasks testing different skills as is the case with IELTS but an integrated assessment that tests the four skills; reading, listening, reading and writing at once. The tests involve three approaches as outlined by Buckendahl, Blackhust, Rodeck, (2006); In the first approach, a candidate is supposed to read, listen, and then speak as he/she answers the questions asked, Secondly, a candidate listens and then talk to respond to a question posed, The final approach is where a candidate reads, listens, and then writes down responses to questions. The reading part of the TOEFL IBT consists of 3-5 passages, which are drawn from academic sources and 12-14 questions, based on each passage. The listening skills are tested using 2-3 discussions with two speakers with each having 5 questions lasting 3 minutes. The speaking sub test contain 6 tasks with 2 of them requiring candidates to talk about general topics, two involving listening to a spoken lecture and responding to queries on this while a further two involves reading a brief academic text, listening to the spoken information about this text and then responding to the questions on the two materials. Writing generally involves two tasks. One requiring a candidate to read a short academic text listens to a recorded lecture that is related to the text and answer questions that incorporate the two materials. The last task involves writing an essay about a topic of interest. The whole test takes about 41/2 hours (TESL Canada Federatio n, 2011). Scoring the test The TEOFL IBT is marked out of 30 points for each section, and the total score is out of 120 points. The reading and listening skills are rating that are computer based. In speaking skills, which is done by ETS raters, each task is marked out of four points, and the overall score is put on a scale of 0-30. The writing skills also are marked out of five points for each task and then put on a 0-30 scaled score. The difference between this test and the IELTS is that separate sections do not carry the same weight as they are considered to assess different language abilities (Esquinca, Yaden, Rueda, 2008). Performance interpretation, reliability and validity Performance scores for each section are interpreted differently. For reading performance description ranges from low, medium and high. In speaking ability, performance is rated as weak, limited, fair and good while writing is described as limited, fair or good (The California State University, 2009). This test does not use face-to-face interviews in the speaking section but rather have the candidates record their responses in English. This is said by (Ekbatani, 2010) to eliminate a lot of bias that might be found in face-to-face interviews that are determined by the rapport the examiner and candidate created during the meeting. The recordings together with the other test materials are assessed by between three to six raters instead of relying on a single rater’s impressions. This is said to be fairer for the candidates and more accurate for academic institutions in gauging their students’ skills. TOEFL IBT test has a more improved writing section to the original TOEFL paper based in that another writing task was introduced. The candidate is anticipated to read a small passage, pay attention to a lecture by listening and then put in writing the responses on the computer (Ekbatani, 2010). This whole test takes four hours and is completed the same day which is convenient f or a candidate. Buckendahl, Blackhust, Rodeck, (2006) say that the use of other integrated tasks independently will help instructors to link better teaching, learning and testing in academic environments. Comparison of IETLS and TOEFL-IBT scores and scoring procedures TOEFL IBT speaking and writing modules are graded holistically where the score that is given is an overall assessment of the whole essay in terms of vocabulary, logic, style, and grammar. In IELTS, on the other hand, scoring is done using a checklist where each item in the list is graded individually. The checklist includes grammar, word choice, fluency, cohesion and logic among others. TOEFL IBT generally requires a person with an ability to compose a logical and detailed argument which exhibits clarity, excellent word choice and style. IETLS requires excellence in grammar and vocabulary and generally a candidate who can write a decent essay (Education Transparency Services, 2009). In TOEFL IBT speaking module, scori ng procedures are more complex where the responses are spoken into a microphone, then recorded digitally and ETS is used for scoring. Through ETS Online Scoring Network (OSN), four to six different human raters score the responses. This ensures objectivity and reliability. In IETLS, speaking module test is conducted by an interviewer in the country where the candidate is taking the test, who then scores the response (Hogan, 2005). In the writing module, TOEFL IBT candidates type and then send responses digitally to ETS for assessment. Writing responses are scored the same way the speaking responses are scored. They are rated by four to six raters through ETS OSN for reliability and objectivity purposes. In IELTS, responses are handwritten by the candidate and then forwarded to in-country human raters at the test center for scoring (Ekbatani, 2010). In terms of quality control of the rating procedures, TOEFL IBT, raters are subjected to a calibration test, which they must pass, every time they rate. The scoring sessions are also monitored by scoring leaders to ensure highest quality control. In IETLS, examiners go through a retraining and recertification process every two years to ensure reliability (Alderson, Krahnke, Stansfield, 2008). Conclusion English proficiency is a requirement not only in schools in countries like United States of America but also for immigration, skilled worker programs, and professional titles in English speaking countries. English proficiency tests are used to assess the communication skills of a candidate. IELTS and TOEFL IBT are among the most common tests since they are accepted by many institutions and offered in many centers around the world. These have four testing modules; speaking, writing, reading and listening though the contents of these and their procedures in testing are different. TOEFL IBT is computer based while IETLS is paper based. In the scoring and scoring procedures, the two tests are different in terms of scori ng, scoring rubrics and the way the responses are rated. Moreover, both tests have different procedures of ensuring validity, reliability and the way the test results are interpreted. Reference List Alderson, C., Krahnke, K., Stansfield, C. (2008). Reviews of English Language Proficiency Tests. Teachers of English to Spekears of Other Languages, 358-368. Buckendahl, C., Blackhust, A., Rodeck, E. (2006). Adaptation within a Language: Considerations for Standard Setting. International Test Commission Conference (pp. 1-19). Brussels: University of Cambridge ESOL. Education Transparency Services. (2009). Guidelines for the Assessment of English  Language Learners. United States of America: Education Transparency Services. Ekbatani, G. (2010). Measurement and Evaluation in Post-Secondary ESL. New York: Routledge, Taylor and Francis Group. Esquinca, A., Yaden, D., Rueda, R. (2008). Current Language Proficiency Tests and  their Implications for Preschool English language learners. U nited States of America: University of Southern Califonia. Hogan, M. (2005). Something New? Quite a Lot In IELTS, Actually. 18th Annual EA  Education Conference 2005 (pp. 40-58). Australia: IELTS. Solorzano, R. (2008). Review of Educational Research: High Stakes Testing; Issues,  implications, and Remedies for English Language Learners. United States of America: American Educational Research Association. TESL Canada Federation. (2011). Overview of English Language Proficiency  Tests. Retrieved from TESL Canada Federation: https://www.tesl.ca/ The California State University. (2009). Focus on English: English Placement Test  (EPT). California: The California State University. Vecchio, A., Guerrero, M. (1995). Handbook of English Language Proficiency Tests.  New Mexico: New Mexico Highlands University.

Leadership Thesis Proposal Example | Topics and Well Written Essays - 500 words

Leadership - Thesis Proposal Example Research on P-O fit now considers the fit between employees and their jobs, their co-workers and their supervisors, and is no longer focused on only their fit with the organisation. A number of theories, such as Schneider’s (1987) attraction-selection-attrition (ASA) theory, suggest that employees choose employment with a company they perceive as a good fit; management employees with minimal P-O fit however will choose to leave their company of employment. Others like Chatman, Wong & Joyce (2008) claim that even though a management employee may have a low P-O fit with an organisation they still seek and gain employment with that organisation and may stay for a number of reasons connected with entrenchment (Harman, Lee, Mitchell, Felps & Owen, 2007). In such cases they often stay with the organisation but operate in less prominent or powerful positions of leadership (Meyerson & Scully, 1995). The implication from these theories is that an organisation is a single, constant and homogenous culture if employees are able to determine their fit within them.

Relocating Work without Bargaining Assignment Example | Topics and Well Written Essays - 1500 words

Relocating Work without Bargaining - Assignment Example The movement and relocation of the employee is a ploy to weaken the bargaining power of the members who will be working collectively and it is not by means of getting a tax break. The coincidence between laying off and relocating the employees and the successful election of the members of union cast doubts on the claim that they after tax break. Therefore, this is a blindfold to drive their own selfish interest in their own favour. The threat of that presents itself with the position of the Union unity need strategies that will weaken them. This is the score that the employer wants to achieve by moving to Kentucky and laying off some of the employees. 2. The company’s defence that Schulz made the decision to move the company before the organizing campaign got started, was supported only by his own testimony believe Schulz would it change your opinion of defence? Why or why not? 2. The knowledge that Schulz gave the testimony on a support of relocating company. The defence will not change since the main talking point of the argument the timing of the relocating company to Kentucky. The decision was reached at precisely two months after the establishment of the Union body. The motive was a long-range oversight that was aimed to weaken the team of the union. For this reason, the defence cannot change because the reason and rationale for moving were with an affront to section 8(a) which transcends strengths of the testimonials. The plans of relocating to Kentucky is not only an affront to the rights of the rights of the employees but it is also done with malice as forethought. Wherefore, it can be argued that the decision and defence will maintain its stands even with the revelation of testimonial that was done at that time shortly after forming the union. 3. Kentucky, like Michigan, is not a right-to-work state, so union organizing in a plant in Kentucky is as likely as in Michigan. The company’s decision to move from Michigan seems to have been both complicated and expensive.  

Hurricane Katrina Disaster Response Essay Example for Free

Hurricane Katrina Disaster Response Essay Bureaucratic/hierarchical model is a kind of organizational management wherein all the members of the organization contribute for the achievement of its purpose which is to give the best possible performance. It has rules and regulation which the members followed. and the personnel took orders from the top. The advantages of bureaucratic/hierarchical model include the following: its power and technical system is implemented by means of its rules and regulations; these rules are well-defined and managed fairly which are the reasons why members and clients agree and measure up to its authority. It has rights and benefits or privileges which serve as a protection to its members as well as its clients, regardless of their status. Bureaucratic/hierarchical model has the capacity to work efficiently and effortlessly, giving power to the people to operate in a synchronized or harmonized way. However, bureaucratic/hierarchical model has its disadvantages as well, and these are the following: agreement or conformity is not always appreciated due to the fact that this may hinder or impede the capacity to attend and respond to events that has not been encoded into their system of rules and regulations; it has the tendency to build a conspiracy or plot among its members; also its administrator has the tendency to become more occupied in maintaining the official form that they lose sight of their original main purpose. Meanwhile, the network model is a kind of organizational management composed of independent people and group that operate in many levels, has links across boundaries, and worked together for a common purpose. It has multiple leaders, and its members meet occasionally. The main purpose of the network model is to provide quality services to its clients through high degrees of informal communications via worldwide web. Because of this purpose, numerous advantages can be derived from networking. First of all, it provides a faster proliferation of information and other related announcement between those at sharp-end and those who support them. It enables members to render high quality services through the various skills and capacity of their teams wherever and whenever the need arises. Technical wise, network can still operate even in cases of natural disaster thereby lessening disruption as it can adjust accordingly. However, as much as this model has numerous advantages, it also has its disadvantages. Among them are: the lack of hierarchy does not always ensure quality services; the fact that since the people involved in this model has less chance of meeting, in cases of any trouble or problem, it takes longer for them to coordinate; and although they have high tech equipment plus the capabilities to operate these equipments, it does not guarantee of reliability in instances of electricity crisis and disasters. Wise (2006) proposed implementing an â€Å"adaptive management† approach for disasters to solve the solution to the above mentioned management model. Adaptive management is a kind of management which makes use of the combination of science and management, and its approach is based on the new information they have acquired. Their approach of management starts with having meeting with members and personnel to discuss the problem and discuss their plans. They will then create a group who will monitor and study the facts and figures, as well as inform their leader about the results of their study. This not only helped solve the problems but at the same time provide an opportunity for organizational learning to all the people involved. The process in adaptive management model includes the following: they first identify the worries and reservations regarding the matter at hand; after which the leader, together with his personnel launched ways or means to test the proposition and suggestion regarding the matter or problem. The last step they take is; after thorough study and consultation with all the personnel concerned, they will then proceed to change their system for a new one which they believe will accommodate for better handling and solving of the matter or problem at hand. Given the Hurricane Katrina scenario, if the adaptive management approach is applied from day 1 when Hurricane Katrina is still in Category 1, the authorities assigned to the disaster division of the government would have lost no time in conducting an emergency meeting to discuss contingency plan with regards to the approaching typhoon. They would have studied and discussed all the angles and possibilities in case the typhoon gained strength. After that, the authorities would improvise plans on safety measures for the public, and formed groups who will monitor the status of the typhoon, the course of its travel 24/7, and update the head of the department from time to time. When one levee collapsed, the authorities would have been able to prevent other levees to collapse because the adaptive management model is more suitable to utilize in case of emergencies like what happened at the height of Hurricane Katrina. As a conclusion, this student recommends the use or application of adaptive management approach for the Hurricane Katrina. For one, this approach is more accurate and reliable since it is more updated due to the continuous training of the manager and personnel of organization with this approach. They possess high technology equipment that proves to be more accurate, and their personnel have the skills and capabilities to handle these equipments that will surely save time in responding to emergencies and disasters. All these aspects will surely be more proficient in handling emergency situations as they lead to better and fast coordination, that can save life better and faster than when bureaucratic/hierarchical model and network model is employed. Bibliography Brown, T. L. and Potoski, M. (2003). Management capacity in municipal and county governments. Public Administration Review. 63(2). Business system-the bureaucratic model. (2008). Business Open Learning Archive. Retrieved March 18, 2009, from The Business Open Learning Archive database. Wise, C. R. (2002). Organizing for Homeland Security. Public Administration Review 62, 131 – 144.

The Worldwide Reputation of Morgan Stanley Essay -- Morgan Stanley Emp

The Worldwide Reputation of Morgan Stanley Morgan Stanley has earned a worldwide reputation for excellence in financial advice and market execution. Today, Morgan Stanley is employing over 51,000 members in about 27 countries connect people, ideas and capital to help their clients reach their financial needs and future goals. (http://www.morganstanley.com). Ever since the year 1997, Morgan Stanley has joined forces with two respected organizations. Morgan Stanley, which was established in New York in 1935 combined with Dean Witter, which was as big and well-known as Morgan Stanley. Dean Witter was established in 1924 in San Francisco. Due to the fact that they have become more powerful by combining each other’s advantages in the financial world, they have made many historic records. Some of these include in â€Å"national and international expansion, in the use of technology, and in the development of new financial tools and techniques that have redefined the meaning of financial services for individual, institutiona l and investment banking clients† (http://www.morganstanley.com/about/inside/history.html?page=about). According to the Morgan Stanley’s website, it states that â€Å"Morgan Stanley is one of the world's largest diversified financial services companies, with a reputation for excellence in advice and execution on a global scale. Our Firm enjoys leading franchises in three attractive businesses: Global Securities, where Morgan Stanley serves individual and institutional investors and investment banking clients; Global Asset Management, with our highly rated Morgan Stanley and Van Kampen funds; and Global Credit Card Services, with our Discover Card, held by 40% of U.S. households, as well as a growing Morgan Stanley card business in the United Kingdom† (http://www.morganstanley.com/about/ir/index.html?page=inv). Because Morgan Stanley is business partners with one of the top credit card companies, more people are exposed to what Morgan Stanley has to offer to their clients. Dean Witter first office opened in 1924 in San Francisco. In 1935, Henry S Morgan, Harold Stanley an d others leave J.P Morgan & Co. and Drexel & Co to form investment banking firm of Morgan Stanley & Co, Inc. The year of 1972 was when Morgan Stanley went public. Their Mission Statement is â€Å"Whether serving private individuals or Fortune 500 companies, Morgan Stanley Investment Manag... ...ing of myself and open my eyes to an environment where I may be in just couple of year. Ultimately, this experience has shown me which direction I should take after I graduate in June. I know for sure that even though this kind of filed has lot of room to move up and also make tons of money, this is not something that I would be satisfied with as my career. I would like to go into the automotive industry and search what they have to offer me. References Morgan Stanley homepage. (n.d.). Retrieved November 25, 2004, from http://www.morganstanley.com/ History of Morgan Stanley. (n.d.). Retrieved November 28, 2004, from http://www.morganstanley.com/about/inside/history.html?page=about Investor Relations. (n.d.). Retrieved November 15, 2004, from http://www.morganstanley.com/about/ir/index.html?page=inv Morgan Stanley Investment Management (2004). Exceeding Expectations. [Brochure]. Corporate Governance. (n.d.). Retrieved November 9, 2004, from http://www.morganstanley.com/about/inside/governance/msg_ethics.ht ml?page=about Company Organization. (n.d.). Retrieved November 8, 2004, from http://www.morganstanley.com/about/inside/orgchart.html?page=about

Team Sport

His stomach was like a helicopter, churning around nervously. The palms of his hands were shaking in an irritable manner and in all truthfulness; he probably had the right to be so nervous. The period that was next was the one he had been dreading all morning. It was the first lesson of his new school and it was sport! He heard the last bell for class and painfully sauntered into the roomy school gym. ‘God' he thought, ‘I hate team sports.' He remembered at his old school how, nerve-racking it felt to be picked last! He thought that now it would be even worse being the new kid. About fifty, different sized boys were standing in a restless random fashion. Some were shouting, trying to prove their side in an argument, others were wrestling each other on the rugged, aged gym floor. One group was sitting quietly, contemplating some math theory they developed, but most of the boys were making clamorous, heavy noises. Obviously, the teacher was not present. As he walked in most of the boys' attentions were changed to him. Some of the more insecure boys snickered and laughed savagely at him, pulling faces. Others were surprised, because they had never seen him before. He was obviously new. He stood there tensely, playing with his untidy, white-blond hair. He was attempting to act as if he wasn't the centre of attention, and that he wasn't at all nervous and sensitive. It wasn't really working out, because about fifty boys' eyes glued to him like couch potatoes watching television, watching his every movement. He was in luck though, because the broad, glass double-door of the gym swung open. Every boy looked at the person who entered the gym. When they realised that it was the teacher, they started to groan. They didn't want another lengthy, tiresome school year to start. But, some of their faces were excited at having such a teacher that was so young, that she was straight out of uni. She wasn't bad looking either, in their opinions. Also, usually the young teachers could not control the class, so they could have some fun in sport. Or so they thought†¦ â€Å"Good-morning boys.† She greeted briskly, in a hight-pitched, tight voice, â€Å"My name is Ms. Hart, and I am your new P.E. teacher for your entire middle school. So, not only am I teaching you guys, but I am also teaching the lower grades of seven to nine. I will make sure that every one will be fit, happy and healthy by the time the year is over.† ‘Happy?' doubted the new boy, ‘that's not a word in my vocabulary.' He shuddered; remembering the times that the guys at his old school had made fun of his white-blonde hair, calling it ‘granny hair'. â€Å"I have one more thing to say before we get started into a game of basketball. Who are the new boys this year?† The new kid raised his long hand feebly, along with two others. Miss Hart observed them closely. She finally spoke. â€Å"What are your names?† she inquired enthusiastically. â€Å"Eric Jacobs.† The blond kid answered. â€Å"Martin Gregory.† â€Å"Michael Tran.† The other boys said. The young teacher hesitated for a couple of seconds before grouping them up into groups. Eric was put into a group of boys that were from an Italian background. He walked towards them. They stared hesitantly back at him. One smiled and said confidently, â€Å"Hey Eric, pleased to meet you. Ready to kick but on the basketball court? â€Å"Sure, why not.† Eric said self-consciously. ‘Maybe this new school was ok.' He thought. ‘Maybe he would finally get a chance to fit in.'