The Value Of A Value Chain Essay - 1217 Words

A value chain may defined as network of companies which work hand in hand towards a common goal of meeting the customer demands and the stakeholder demands. The idea of value chain first came into existence after Michael Porter coined it. He basically said that the various activities which the organisations carry out to create and give value to its customers. He said that it basically consists of two main activities which are basically known as the primary activities and secondary activities. The events which take place in converting the inputs to outputs followed up by the delivery and after sales support are known as the primary activities which may include inbound logistics, operations, and outbound logistics, marketing, service. The support activities generally support the primary activities which are handled by the organisations staffs. The support activities involves procurement, technology development, human resource development, firm infrastructure. For example value can be c reated when a manufacture converts a raw material into a finished product or when a retail stores outlet provide the goods in a way which is convenient to the customers, sometimes supported by a fitting room or personal shopping advise. (Accountants, San Miguel, Canada, Systems, 1996). Value chain analysis The value chain analysis can be basically defined as the various activities which happens in and around the organisation. They also relates them to the analysis of the competitive strengthShow MoreRelatedThe Value Of A Value Chain1251 Words   |  6 PagesBusinesses create value by converting inputs (that is raw material, labor and overhead) into business outputs in such a way that they have a greater value than the original input cost. Manufacturing companies create value by acquiring raw materials and using them to produce something useful. Retailers bring together a range of products and present them in a way that is convenient to customers, sometimes supported by services such as fitting rooms or personal shopper advice. And insurance companiesRead MoreThe Value Of Value Chain1803 Words   |  8 Pages Value chain is identified as a chain of activities where value is continuously added to the product and service from the product design to final product delivery. Basically, there are many works that are included in the producing process no matter whether it is consume good or service. But not all of the producing activities could be seen as valuable to the entire process, which could offset the cost of time, money, and labor. So when companies are doing the business optimization, the basic thingsRead MoreValue Chain964 Words   |  4 PagesReport on Real Estate Industry Chain and Value Chain Activities Within C alloway Introduction The purpose of the report is to conduct a value chain analysis of Calloway and its industry in order to get a better assessment of the organization’s key functions in terms of satisfying the needs of the tenants and ultimately the shoppers. To end of this report, we will provide a situational analysis and recommendations to improve Calloway’s ability meet its tenants’ and shoppers’ needsRead MoreValue Chain1020 Words   |  5 PagesExecutive Summary Value chain management has become more and more important in industry in past decades. This report provides an insight view of value chain in automotive industry and then examine leadership role of engineer in value chain management. Furthermore, the report will analyse why engineer is so important in management of value chain. Analysis of value chain Automotive industry plays an important pillar role in the economic development of all countries. This is because the developmentRead MoreCreative Value Of A Value Chain1566 Words   |  7 PagesCreative Value in the Making Identifying the primary and secondary components of a value chain helps balance the activities that a company performs internally to create value for the buyers. A value chain is made up of primary and secondary activities. Primary activities relate directly to the physical creation, sale,maintenance, and support of a product or service. Primary activities consist of supply chain management, operations, distribution, sales and marketing, and service, as seen in figureRead MoreValue Chain1783 Words   |  8 PagesValue Chain as a Company Strategy Introduction Now a day, many companies are trying to improve their value chain in order to use the value chain as a strategy in the manner of meeting the customers need and satisfaction. One of the strategies they are using with value chain is to gain competitive advantages for rival among their competitors. Value chain actually can discover and fulfil what customers want and the identification of customer needs will hence become one of the ways to surpass theirRead MoreImportance of Value Chains and Value Chain Analysis602 Words   |  2 Pagesrelationship between processes and value chains. The value chain, as Porter identified, incorporates the following drivers of revenue and profit in an organization: inbound logistics, operations, outbound logistics, marketing and sales, and service. Processes which are how you do things are used through the value chain. By definition, processes are used every time you do something, so this is all quite self-evident. In order to extract value from the value chain, a company should outperform its competitorsRead MoreDell Packards Value Chain And Its Value1215 Words   |  5 Pagesthis very jolting market trends. To sustain the business in day today environment, companies focuses on business process and value chain to establish their evaluations about the performance. This paper creates a better understanding of Hewlett-Packard’s value chain and its value proposition. A successful organization like Hewlett-Packard maximizes it public value through value creation, reduced total cost, improvised business performances, customer satisfaction and increased interoperability. HP’sRead MoreValue Chain And Supply Chain Essay2316 Words   |  10 Pagestheir competitors or at least in step with them. This is where value chain comes in. Value chain deals with adding value to your product so that the company might gain a competitive edge over their rivals. There is always has been a bit of a confusion between value chain and supply chain. Many people get confused between the two. Value chain and supply chain are similar but not quite the same. Value chain refers to the process of adding value to an article or product which includes production, marketingRead MoreDells Value Chain1517 Words   |  7 PagesThe value chain was a concept initially proposed by McKinsey and later developed and made public by Harvard strategy guru Michael Porter. According to Porter, the value chain is defined as the complete flow of products from the suppliers to the customers and management of the information flow in a way that maximizes the consumer satisfaction with the increase in the profit margins of the company. Simply, it includes a series of value-adding activities connecting a company s supply side (raw materials

Factors That Affect The World That Can Impact The Way A...

There are many different things in the world that can impact the way a person develops. One of the main developmental influences in a child’s or person’s life is their parent’s and a stable home. Unfortunately, in today’s society, many families are a result of divorce and it is progressively impacting the way people develop. From a researcher’s standpoint, the view of family has changed dramatically over the past few years and roughly half of today’s families have suffered from divorce (Abbey Dallos, 2004). When parents who have children together decide to separate they need to think of all the possible outcomes, one of them being how their children will react. Each individual copes with things differently. One child could lash out at†¦show more content†¦This can cause tension between siblings and lead to a poor relationship, especially if they chose different parents. Another factor that impacts a child’s development is the departure of one parent from the house. Some children will not get to see that parent for days, weeks, months, or even years, depending on their situation (Kelly, 2003). This can be devastating to a child that has a strong attachment to both parents or the parent that they no longer get to see on a daily basis. For younger children, the leaving of one parent may make them feel scared that the other parent will leave as well. This will cause the child to become increasingly clingy, wanting to sleep in the parents bed, and they will have increased anxiety (Dowling Gorell-Barnes, 1999). It is also a disruption in the child’s life when a parent finds a new partner and introduces them into their child’s life. Although the well-being of a child has improved in families that has step-parents versus families without a step-parent, getting used to having a step-parent is hard and a big change for children (Moxnes, 2003). Children worry about what their step-parent will be li ke, if they will like them, and if they will try to replace their biological parents. Step-parents are also an issue in children’s development because some believe that their parents pay more

Night World Soulmate Chapter 16 Free Essays

It was a very long time before Hannah heard footsteps again. She distracted herself during the long wait by whistling songs under her breath and thinking about the people she loved. Her mother. We will write a custom essay sample on Night World : Soulmate Chapter 16 or any similar topic only for you Order Now Her mother didn’t even miss her yet, didn’t know she was gone. But by tomorrow she would. Tomorrow was May first, Hannah’s birthday, and Chess would give her mother the letter. Chess, of course. Hannah wished now that she’d spent more time saying goodbye to Chess, that she’d explained things better. Chess would have been fascinated. And she had a right to know she was an Old Soul, too. Paul Winfield. That was strange-she’d only known him a week. But he’d tried to help her. And at this moment, he knew more about Hannah Snow than anyone else in Montana. I hope he doesn’t start smoking again if he rinds out I’m dead. Because that was probably how she would end up. Hannah had no illusions about that. She had a weapon-but so did Maya, and Maya was much faster and stronger. She was no match for Maya under the best of circumstances, much less when she was weak and feverish. The best she could hope for was to get Maya to kill her while she was still human. She thought about the Circle Daybreak members. They were good people. She was sorry she wouldn’t have the chance to know them better, to help them. They were doing something important, something she instinctively sensed was necessary right now. And she thought about Thierry. He’ll have to go wandering again, I guess. It’s too bad. He hasn’t had a very happy life. I was starting to think I could take that sadness out of his eyes†¦. When she heard a noise at last, she thought it might be her imagination. She held her breath. No. It’s footsteps. Getting closer. She’s coming. Hannah shifted position. She had stationed herself near the mouth of the cavern; now she took a deep breath and eased herself into a crouch. She wiped her sweaty right palm on her jeans and got a better grip on her stake. She figured that Maya would shine the flashlight toward the pole where Hannah had been tied, then maybe take a few steps farther inside the cavern, trying to see what was going on. And then I’ll do it. I’ll come out of the darkness behind her. Jump and skewer her through the back. But I’ve got to time it right. She held her breath as she saw light outside the mouth of the cavern. Her greatest fear was that Maya would hear her. Quiet†¦ quiet†¦ The light came closer. Hannah watched it, not moving. But her brain was clicking along in surprise. It wasn’t the slanted, focused beam of a flashlight. It was the more diffuse pool of light from a lantern. She’s brought another one. But that means†¦ Maya was walking in. Walking quickly-and not pausing. She couldn’t shine the light onto the pole yet. And she didn’t seem anxious to-apparently it didn’t occur to her that she needed to check on Hannah. She was that confident. Hannah cursed mentally. She’s going too far-she’s out of range. Get up! Her plan in ruins, she flexed her knees and stood. She heard a crack in her knee joint that sounded as loud as a gunshot. But Maya didn’t stop. She kept going. She was almost at the pole. As silently as she could, Hannah headed across the cavern. All Maya had to do was turn around to see her. Maya was at the pole. She was stopping. She was looking from side to side. Hannah was behind her. Now. Now was the time. Hannah’s muscles could feel how she had to stab, to throw her weight behind the thrust so that the stake went in under Maya’s left shoulder blade. She knew how to do it. †¦ But she couldn’t. She couldn’t stab somebody in the back. Somebody who wasn’t menacing her at the moment, who didn’t even know they were in danger. Oh, my God! Don’t be stupid! Do it! Oh, my Goddess! a voice echoed back in her head. You’re not a killer. This isn’t even self-defense! Frustrated almost to the point of hysteria, Hannah heard herself let out a breath. It was wet. She was crying. Her arm drooped. Her muscles collapsed. She wasn’t doing it. She couldn’t do it. Maya slowly turned around. She looked both beautiful and eerie in the lantern light. She surveyed Hannah up and down, looking in particular at the drooping stake. Then she looked at Hannah’s face. â€Å"You’re the strangest girl,† she said, in what seemed to be genuine bewilderment. â€Å"Why didn’t you do it? You were smart enough to get yourself out and make yourself a weapon. Why didn’t you have the guts to finish it?† Hannah was asking herself the same thing. Only with more expletives. I am going to die now, she thought. And maybe die for good-because I don’t have guts. Because I couldn’t kill somebody I know is completely evil and completely determined to kill me. That’s not ethics. That’s stupid. â€Å"I suppose it’s that Egyptian temple training,† Maya was saying. â€Å"Or maybe the life when you were a Buddhist-do you remember that? Or maybe you’re just weak.† And a victim. I’ve spent a couple thousand years being a victim-yours. I guess I’ve got my part down perfect by now. â€Å"Oh, well. It doesn’t really matter why,† Maya said. â€Å"It all comes down to the same thing in the end. Now. Let’s get this over with.† Hannah stared at her, breathing hard, feeling like a rabbit looking at a headlight. Nobody should live as a victim. Every creature has a right to fight for its life. But she couldn’t seem to get her muscles to move anymore. She was just too tired. Every part of her hurt, from her throbbing head to her raw fingertips to her bruised and aching feet. Maya was smiling, fixing her with eyes that shifted from lapis-lazuli blue to glacier green. â€Å"Be a good girl, now,† she crooned. I don’t want to be a good girl†¦. Maya reached for her with long arms. â€Å"Don’t touch her!† Thierry said from the cavern mouth. Hannah’s head jerked sideways. She stared at the new pool of light on the other side of the cave. For the first few seconds she thought she was hallucinating. But, no. He was there. Thierry was standing there with a lantern of his own, tall and almost shimmering with coiled tension, like a predator ready to spring. The problem was that he was too far away. And Maya was too fast. In the same instant that it took Hannah to make her brain believe her eyes, Maya was moving. In one swift step, she was behind Hannah, with her hands around Hannah’s throat. â€Å"Stay where you are,† she said. â€Å"Or I’ll break her little neck.† Hannah knew she could do it. She could feel the iron strength in Maya’s hands. Maya didn’t need a weapon. Thierry put the lantern down and raised his empty hands. â€Å"I’m staying,† he said quietly. â€Å"And tell whoever else you’ve got in that tunnel to go back. All the way back. If I see another person, I’ll kill her.† Without turning, Thierry shouted. â€Å"Go back to the entrance. All of you.† Then he looked at Hannah. â€Å"Are you all right?† Hannah couldn’t nod. Maya’s grip was so tight that she could barely say, â€Å"Yes.† But she could look at him, and she could see his eyes. She knew, in that moment, that all her fears about him not wanting her anymore were groundless. He loved her. She had never seen such open love and concern in anyone’s face before. More, they understood each other. They didn’t need any words. It was the end of misunderstandings and mistrust. For perhaps the first time since she had been Hana of the Three Rivers, Hannah trusted him without reservation. They were in accord. And neither of them wanted this to end with a death. When Thierry took his eyes from Hannah’s, it was to look at Maya and say, â€Å"It’s over, now. You have to realize that. I’ve got twenty people down here, and another twenty on the surface waiting.† His voice became softer and more deliberate. â€Å"But I give you my word, you can walk out of here right now, Maya. Nobody will touch you. All you have to do is let Hannah go first.† â€Å"Together,† Hannah said, coughing as Maya’s hands tightened, cutting off her breath. She gasped and finished, â€Å"We go out together, Thierry.† Thierry nodded and looked at Maya. He was holding his hand out now, like someone trying to coax a frightened child. â€Å"Just let her go,† he said softly. Maya laughed. It was an unnatural sound, and it made Hannah’s skin crawl. Nothing sane made a noise like that. â€Å"But that way, I won’t win,† Maya said, almost pleasantly. â€Å"You can’t win anyway,† Thierry said quietly. â€Å"Even if you kill her, she’ll still be alive-â€Å" â€Å"Not if I make her a vampire first,† Maya interrupted. But Thierry was shaking his head. â€Å"It doesn’t matter.† His voice was still quiet, but it was filled with the authority of absolute conviction, a kind of bedrock certainty that held even Hannah mesmerized. â€Å"Even if you kill her, she’ll still be alive-here.† He tapped his chest. â€Å"In me. I keep her here. She’s part of me. So until you kill me, you can’t really kill her. And you can’t win. It’s that simple.† There was a silence. Hannah’s own heart was twisted with the force of her love for him. Her eyes † were full. She could hear Maya breathing, and the sound was ragged. She thought that the pressure of Maya’s hands was infinitesimally less. â€Å"I could kill you both,† Maya said at last in a grating voice. Thierry lifted his shoulders and dropped them in a gesture too sad to be a shrug. â€Å"But how can you win when the people you hate aren’t there to see it?† It sounded insane-but it was true. Hannah could feel it hit Maya like a well-thrown javelin. If Maya couldn’t have Thierry as her prize, if she couldn’t even make him suffer, what was the point? Where was the victory? â€Å"Let’s stop the cycle right here,† Thierry said softly. â€Å"Let her go.† He was so gentle, and so reasonable, and so tired-sounding. Hannah didn’t see how anyone could resist him. But she was still surprised at what happened next. Slowly, very slowly, the hands around her neck loosened their grip. Maya stepped away. Hannah sucked in a deep breath. She wanted to run to Thierry, but she was afraid to do anything to unbalance the delicate stalemate in the cavern. Besides, her knees were wobbly. Maya was moving around her, taking a step or two in front of her, facing Thierry directly. â€Å"I loved you,† she said. There was a sound in her voice Hannah had never heard before, a quaver. â€Å"Why didn’t you ever understand that?† Thierry shook his head. â€Å"Because it’s not true. You never loved me. You wanted me. Mostly because you couldn’t have me.† There was a silence then as they stood looking at each other. Not because they understood each other too well for words, Hannah thought. Because they would never understand each other. They had nothing to say. The silence stretched on and on-and then Maya collapsed. She didn’t fall down. But she might as well have. Hannah saw the life go out of her-the hope. The energy that had kept Maya vibrant and sparkling after thousands of years. It had all come from her need to win . . . and now she knew she’d lost. She was defeated. â€Å"Come on, Hannah,† Thierry said quietly. â€Å"Let’s go.† Then he turned to shout back into the tunnel behind him. â€Å"Clear the way. We’re all coming out.† That was when it happened. Maya had been standing slumped, her head down, her eyes on the ground. Or on her backpack. And now, as Thierry turned away, she flashed one glance at him and then moved as fast as a striking snake. She grabbed the black stake and held it horizontally, her arm drawn back. Hannah recognized the posture instantly. As Hana of the Three Rivers she’d seen hunters throw spears all the time. â€Å"Game over,† Maya whispered. Hannah had a fraction of a second to act-and no time to consider. All she thought was, No. With her whole weight behind the thrust, she lunged at Maya. Stake first. The sharp wooden point went in just under Maya’s shoulder blade. She staggered, off balance, her throw † ruined. The black stake went skittering across the rough stone floor. Hannah was off balance, too. She was falling. Maya was falling. But it all seemed to be happening in slow motion. I’ve killed her. There was no triumph in the thought. Only a sort of hushed certainty. When the slow-motion feeling ended, she found herself the way anybody finds themself after a fall. On the ground and surprised. Except that Maya was underneath her, with a stake protruding from her back. Hannah’s first frantic thought was to get a doctor. She’d never seen someone this badly hurt before- not in this life. There was blood seeping out of Maya’s back around the makeshift stake. It had gone in very deep, the wood piercing vampire flesh like razor-sharp steel through a human. Thierry was beside her. Kneeling, pulling Hannah slightly away from Maya’s prone form, as if she might still be dangerous. Hannah reached for him at the same time, and their hands met, intertwined. She held on tight, feeling a rush of warmth and comfort from his presence. Then Thierry gently turned Maya onto her side. Hair was falling across Maya’s face like a black waterfall. Her skin was chalky white and her eyes were wide open. But she was laughing. Laughing. She looked at Hannah and laughed. In a thick choking voice, she gasped. â€Å"You had guts-after all.† Hannah whispered, â€Å"Can we do anything for her?† Thierry shook his head. Then it was terrible. Maya’s laugh turned into a gurgle. A trickle of blood ran out of the side of her mouth. Her body jerked. Her eyes stared. And then, finally, she was still. Hannah felt her own breath sigh out. She’s dead. I killed her. I killed someone. Every creature has the right to fight for its life-or its loved ones. Thierry said softly, â€Å"The cycle is broken.† Then he let Maya’s shoulder go and her body slumped down again. She seemed smaller now, shrunken. After a moment Hannah realized it wasn’t an illusion. Maya was doing what all vampires do in the movies. She was falling in on herself, her tissues collapsing, muscle and flesh shriveling. The one hand Hannah could see seemed to be wasting away and hardening at the same time. The skin became yellow and leathery, showing the form of the tendons underneath. In the end, Maya was just a leather sack full of bones. Hannah swallowed and shut her eyes. â€Å"Are you all right? Let me look at you.† Thierry was holding her, examining her. Then when Hannah met his eyes, he looked at her long and searchingly and said with a different meaning, â€Å"Are you all right?† Hannah understood. She looked at Maya and then back at him. â€Å"I’m not proud of it,† she said slowly. â€Å"But I’m not sorry, either. It just-had to be done.† She thought another moment, then said, getting out each word separately, â€Å"I refuse to be †¦ a victim†¦ anymore.† Thierry tightened his arm around her. â€Å"I’m proud of you,† he said. Then he added, â€Å"Let’s go. We need to get you to a healer.† They walked back through the narrow passageway, which was no longer dark because Thierry’s people had placed lanterns every few feet. At the end of the passage, in the room with the vertical shaft, they had set up some sort of rope and pulley. Lupe was there, and Nilsson, and the rest of the CIA group. So were Rashel and Quinn. The fighters, Hannah thought. Everyone called and laughed and patted her when she came in with Thierry. â€Å"It’s over,† Thierry said briefly. â€Å"She’s dead.† Everyone looked at him and then at Hannah. And somehow they knew. They all cheered and patted her again. Hannah didn’t feel like Cinderella anymore; she felt like Dorothy after killing the Wicked Witch. And she didn’t like it. Lupe took her by the shoulders and said excitedly, â€Å"Do you know what you’ve done?† Hannah said, â€Å"Yes. But I don’t want to think about it any more right now.† It wasn’t until they’d hauled her up the vertical shaft that it occurred to her to ask Thierry how he’d found her. She was standing on an inconspicuous hillside with no buildings or landmarks around. Maya had picked a very good hiding place. â€Å"One of her own people sold her out,† Thierry said. â€Å"He got to the house about the same time I did this evening, and he said he had information to sell. He was a werewolf who wasn’t happy with how she’d treated him.† A werewolf with black hair? Hannah wondered. But she was too sleepy suddenly to ask more questions. â€Å"Home, sir?† Nilsson said, a little breathlessly because he’d just come up the shaft. Thierry looked at him, laughed, and started to help Hannah down the hill. â€Å"That’s right. Home, Nilsson.† How to cite Night World : Soulmate Chapter 16, Essay examples

Organizational Communication Downward Communication

Question: Discuss about theOrganizational Communicationfor Downward Communication. Answer: Introduction Among the given topics the Organizational Communication is interesting to me. In the communication studies organizational communication is a subfield of the larger discipline (Richards and Schmidt 2014). The main functions of organizational communication are to inform, persuade and promote goodwill (Kramer 2014). In an organization the flow of communication can be formal or informal. The communication through formal channels are downward, horizontal and upward but the communication through informal channels are called grapevine. In the year 1950 organizational communication was focused exceedingly to improve the organizational life and output. Downward communication: when the information and messages flow down through organizations hierarchy, it is called downward communication. In this process the messages and orders start to travel from upper level to the lower level of the organization (Spaho 2013). The responses of downward communication go from the lower level to upper level through the same way. Horizontal communication: Transmission of information between the people of the same level of hierarchy in the organization is known as horizontal communication (Beigi and Mozayani 2016). This is different from the vertical communication because the vertical communication is happened between the different levels of hierarchy but it is happened within the same level of the organizational hierarchy. It is also known as lateral communication. Upward communication: When the information and messaged are transferred from the frontline employees to management, this flow of communication is known as upward communication (Fairhurst and Connaughton 2014). Through this communication process management can know about the feeling of the employees to their jobs and the managers get feedback from the employees about the working conditions. Grapevine: In the organization informal communication is known as grapevine, there is not any define way of communication in this process (Vestergaard 2016). Here the information passes through a long way and from where the communication is started that has been lost. It is very difficult to find the starting and end of the communication. The organizational communication is interesting to me because the study of organizational communication includes the interpersonal relationships and interactions between the people of the organizations. This study helps the students to learn how communication can influence the organizational compositions and a student can choose the organizational communications to build his career. When a strong bond is made between two or more people in the organization, it is known as interpersonal relationship (Arnold and Boggs 2015). Organizational communication shows how the people in an organization work together to achieve the organizational goal. Business communication is depending upon several factors such as organizational culture, size of the group etc. Interpersonal communication is also a part of organizational communication. To understand an individual it is very important to communicate with that person in a proper way and to maintain a good relationship with others the communication also is very important. Understand the human nature is very complicated and also interesting. Different human beings possess different nature, different behaviour, and different way of talking. Communication helps to understand all of these aspects of human nature. So I think the study of communication is a very interesting thing and the applications of this topic can be seen within our daily life. So it is also easy to understand the topic through examples. The relations between the students and teachers, the employees and management and the relations between family members all are depending on the communications between them. All the above mentioned aspects are related to organizational communication. So all those topics can be known by studying organizational communication. When a student get a job after completing his study, these topics are very much helpful for better performance in his professional life. Thats why the topic Organizational Communication is interesting to me and I have chosen this topic for my assignment. I think I can apply this topic in my professional life. In future when I will do a job in an organization, the organizational communication will very much helpful for me to build my career successfully. Communication has a vital role in any business, an organization cant reach to its goal without an effective communication. The relationship between manager and the subordinates plays an important role for the success of business. Manager is the key person in an organization (Batool et al. 2016). Communication is like a ribbon which binds the management with their officials and it is necessary for the better performance of the organization. The orientation programme is the first effective communication to the new employees of an organization. Through a positive orientation programme an employee is motivated and it effects his performance spontaneously. A manager in any organization should be a good communicator because he communicates the massages and information from one person or gro up to another person or group. An effective communication is related to job satisfaction, performance and attitude of the employees in an organization. So it is seen clearly that if I want a spontaneous career then it is very important to establish a well-defined bonding with the organizational member and an effective communication is the best way to build it. Now a days though the information technology is very advance but the communication through human element cant be ignored. Through communication people can know each other and also can combine their thoughts and efforts for a particular work. The employees want to know that what is happening in the organization and also want to know what their co-workers are thinking and doing to achieve the organizational and as well as personal goals. The managers have to do more logical communications with the directors and employees that means the downward and upward communication. An effective communication can build a bridge of understanding among all the people of the organization. So I think as an employee in an organization if I want to achieve my personal goals it is necessary to know about organizational communication. Without communicating with others it is impossible for me to know what exactly is going in the organization and I also cant clear about my work which can affect my performanc e. The daily functions of management such as organizing, planning, leading and controlling all are done successfully through an effective and well organised communication. References Arnold, E.C. and Boggs, K.U., 2015.Interpersonal relationships: Professional communication skills for nurses. Elsevier Health Sciences. Beigi, A. and Mozayani, N., 2016. Dialogue strategy for horizontal communication in MAS organization.Computational and Mathematical Organization Theory,22(2), pp.161-183. Fairhurst, G.T. and Connaughton, S.L., 2014. Leadership communication.The Sage handbook of organizational communication: Advances in theory, research, and method, pp.401-423. Kramer, M.W., 2014.Managing uncertainty in organizational communication. Routledge. Richards, J.C. and Schmidt, R.W., 2014.Language and communication. Routledge. Spaho, K., 2013. Organizational communication and conflict management.Management-Journal of Contemporary Management Issues,18(1), pp.103-118. Vestergaard, G.L., 2016. The science grapevine: Influence of blog information on the online media coverage of the 2010 arsenic-based life study.Journalism, p.1464884915623171. Batool, S., Khattak, S.R. and Saleem, Z., 2016. Professionalism: A Key Quality of Effective Manager.Journal of Managerial Sciences Volume X Number,1, p.106.

Parts, Pieces And Remnants Essays - Appropriate Technology, Drill

Parts, Pieces and Remnants Abstract: The two pieces that have been chosen are the bicycle crank and aircraft drill. Reason of chosen shape color Life span material Other use Bicycle Crank Color, light weight Smooth rectangular Silver Long, dependable Aluminum ------------- Aircraft Drill Interesting shape Helical Silver Life time Steel Drilling other objects Introduction: Having a knowledge about materials that have been used in an object , helps us better understand the technology around us. This experiment is intended to stimulate interest in material science. Both bicycle crank and aircraft drill have very important roles in technology of bicycling and drilling, so it is necessary to know what theses two pieces are made from and why they are designed like this. Procedure: Aircraft drill and bicycle crank have been picked from the box of miscellaneous parts, pieces and remnants. They were observed, touched, and felt to analyze their characteristics . They were picked because their color, weight, and shape caught my attention. Result: Aircraft drill: It has a helical shape, that helps to drill inside of strong objects. Also, the helical shape helps to remove the leftover chips that are made by drilling an object. The manufacture uses steel in the drill because of its strength. They use silver color to avoid any rust. Because of its strength, it should have a long life span. Bicycle crank: It has a smooth rectangular shape with two holes at the ends that helps it to attach to the body of bicycle from one side and to the pedal from another side . They made it smooth and light to avoid any injury and easy to carry. Also its light weight brings the bicycle's weight down. They used aluminum because it's light and doesn't rust. Speaking of heist, I wouldn't get anything for one piece of crank. Conclusion : Every small piece of an object has been designed carefully because the manufactures have thought about and studied every detail prior to construction. Aircraft drill and bicycle crank are two examples of well-designed products.

Writing Obituaries as a Celebration of Life

Writing Obituaries as a Celebration of Life Beginning reporters often view the writing of obituaries with disdain. After all, they say, an obit is by its very nature old news, the story of a life already lived. But seasoned journalists know that obits are some of the most satisfying articles to do; they give the writer a chance to chronicle a human life from start to finish, and in doing so to find themes and deeper meaning beyond the simple retelling of events. And obits, after all, are about people, and isnt writing about people what makes journalism so interesting in the first place? The Format The format for an obit is surprisingly simple - its basically written as a hard-news story, with what amounts to a five Ws and the H lede. So the lede of an obit should include: Who diedWhat happenedWhere the person died (this is optional for the lede, and is sometimes put in the second paragraph instead)When they diedWhy or how they died But an obit lede goes beyond the five Ws and the H to include a summing up of what made the persons life interesting or significant. This usually involves what they did in life. Whether the deceased was a corporate executive or a homemaker, the obit lede should try to summarize (briefly, of course) what made the person special. Obit ledes also generally include the persons age. Example John Smith, a math teacher who made algebra, trigonometry, and calculus interesting for several generations of students at Centerville High School, died Friday of cancer. He was 83. Smith died at home in Centerville after a long struggle with colon cancer. You can see how this lede includes all the basics - Smiths occupation, his age, the cause of death, etc. But it also sums up, in just a few words, what made him special - making math interesting for generations of high school students. Unusual Deaths If a person has essentially died of old age or a disease related to age, the cause of death generally isnt given more than a sentence or two in an obit, as you see in the example above. But when a person dies young, either through an accident, illness or other causes, the cause of death should be explained more fully. Example Jayson Carothers, a graphic designer who created some of the most memorable covers for the Centerville Times magazine, has died after a long illness. He was 43 and had AIDS, said his partner, Bob Thomas. The Rest Of the Story Once youve fashioned your lede, the rest of the obit is basically a brief chronological account of the persons life, with the emphasis on what made the person interesting. So if youve established in your lede that the deceased was a creative and much-loved math teacher, the rest of the obit should focus on that. Example Smith loved math from an early age and excelled at it through his grade-school years. He majored in math at Cornell University and graduated with honors in 1947. Soon after receiving his bachelors degree he began teaching at Centerville High School, where he became known for his engaging, animated lectures and pioneering use of audiovisual materials. Length The length of an obit varies, depending on the person and their prominence in your community. Obviously, the death of, say, a former mayor in your town will probably be longer than that of a school janitor. But the vast majority of obits are around 500 words or less. So the challenge for the obit writer is to neatly sum up a persons life in a fairly short space. Wrapping Up At the end of every obit are a few must-haves, including: Any information available about funeral services, viewings, etc.;A listing of the deceaseds surviving family members;Any requests family members have made regarding donations to charities, scholarships or foundations.

Cloning and Aggression among Sea Anemones Essay

Cloning and Aggression among Sea Anemones - Essay Example These clones rapidly spread out and form large aggregations of individuals exhibiting polymorphism. Individuals present in the center of clones are larger with gonads, and reproduce sexually. Individuals at the edge of the colony are smaller, with larger fighting tentacles (acrorhagi), being defensive in nature reproduce asexually. This division of labor allows individuals in the center to expend more energy on sexual reproduction and individuals on the edges of aggregations to expend their energy on developing large acrorhagi to fight the individuals of adjacent clones. Aggression is provoked when individuals on the circumference come into contact with genetically different clones. Acrorhagi, which are large projections loaded with nematysts located at the base of the tentacles, are used to sting, injure, and even kill members of the other clone. This inter-clonal fighting results in clear boundaries between adjacent aggregations. This aggressive behavior is fused on non-clone mates , as members of each clone can distinguish their own clone mates and do not attack them. Intraspecific competition of the inference sort has also been observed in experiments where two adjacent clones competed over the resource of space. The significance level for shore position, clonal/aclonal growth, and aggressiveness... Rare species were excluded for consistency and simply sharpen the focus of the present study. Study sites The samples were collected from two long north-south gradients extending from subarctic to subtropical latitudes.(Further details see L.Francis,1988,p.243) Assignment to categories The samples are categorized based on habitat, individual body size, clonal, aggressive nature. Statistical method The significance level for shore position, clonal/aclonal growth, and aggressiveness acting simultaneously is determined by using a multi-way G-test. In addition, Fisher's exact test with critical alpha levels corrected to compensate for multiple use of data is also used since some of the theoretically possible sets are though empty, is permissible, if conservative, to use [comparison wise error rate = 1 - ( 1 - )1/c, where c is the number of comparisons and is the desired level of confidence; Sidak, 1967, cited in SAS guide, 1985]. (For three sets of comparisons, a comparison wise error rate of 0.0165 is equivalent to an experimental error rate of 0.05.) Development of a model A geometric model is developed to predict the relative energy efficiency of interference as a function of increasing size: (1) for growth through isometric increase in size (simulated growth of an aclonal adult), and (2) for growth without increasing in height (simulated growth and spread of a compact, encrusting clone). Results Correlations From the observations, it was evident that overall distribution of species was uneven with respect to shore position, clonal/aclonal growth and aggressiveness. Tested separately, two of the three pair wise interactions were significant (for cloning vs. aggression and

Ideas of Adam Smith, Niccolo Machiavelli, Karl Polanyi, Jean-Jacques Essay

Ideas of Adam Smith, Niccolo Machiavelli, Karl Polanyi, Jean-Jacques Rousseau - Essay Example Machiavelli reiterates that crimes may win an empire but they can never win glory moreover he believed necessary wars were just wars and that the arms of a nation are hallowed when it lacks other resources apart from fight. In addition, concerning the markets, Machiavelli considers increase of land and things to be core (Machiavelli 13-14). Rousseau believes in a monarchy that guarantees the needs and the universal will of its people are executed. He believes the pressing interest of a ruler is his most indispensible duty is observing the laws of which the individual is the minister and on which the whole authority is founded. Moreover, he considers social actions to be reciprocal in nature thus impracticable for anyone to position himself beyond the law without relinquishing the advances of the law in a sovereign country. Rousseau believes that the government is not the master of the law but it is much of guarantor of the law and posses many means of inspiring love of it, which makes the talent of reigning. Rousseau believes that people are born amoral however, when people enter society they acquire the capacity for vice as well as the capability for virtue. Rousseau’s analysis regarding vice is comprehensible and well developed which exemplifies that vice results from competition. According to Rousseau, human beings are born free but in many political societies they are subjected to a form of dependence that amounts to slavery. Moreover, Rousseau considers two kinds of inequality that include natural and contrived inequalities but only natural inequalities are acceptable. As well, Rousseau believes justice is impossible to achieve in a world that is stark of social inequality in addition he believes that concentrations of wealth increases inequality (Rousseau 8). In wealth of nations, Smith closely ties liberation of the desire for wealth to commerce and free market, which he considered the most effective way of satisfying that desire, which is synonymous with Rousseau’s view on governance. Thus in Smith’s view, life is ceaselessly driven by desire, anxiety and fear hence life is eternally filled with disturbance and disquiet (Fitzgibbons 3). Smith considers people by nature to have a tendency for improving their circumstances through buildup of goods of affluence, status a nd power. Smith considers the accumulation of wealth as means that jeopardizes tranquility as opposed to producing it, which is also synonymous with Rousseau regarding personal interest. Therefore, both perspectives of Smith and Rousseau consider the pursuits of wealth to be deeply misleading; for instance, Smith argues on the condition of the material world (Gudz 2). Polanyi in The Great Transformation clarified precincts of self-regulating markets and currently there is no reputable, intellectual hold for the proposition that markets by themselves result in competent, let alone equitable outcomes. This view is also synonymous with Rousseau model which considered the concentration of wealth to be the cause of increase in inequality. Polanyi addresses a certain defect in self-regulating economy which involves the relationship between the economy and society in how economic systems affect the way people relate to one another. This view is also considered by Rousseau who believed accu mulation of w

Role of Johnathan Edwards on First Great Awakening Essay

Role of Johnathan Edwards on First Great Awakening - Essay Example During his final years he was in charge of a boarding school where he preached the Indian boys. He died from smallpox in 1758, five weeks after he was inaugurated as the President of the College of New Jersey (â€Å"Jonathan Edwards†). The First Great Awakening Religious renewal The First Great Awakening was a movement that revitalized Christianity in the American colonies during the third and fourth decades of the eighteenth century. The impact was particularly felt in New England. The movement was caused by certain Christians who began to protest against the traditional mode of worship. It was generated by intense preaching from theologians like Jonathan Edwards which encouraged the avid listeners to disassociate from established rituals. They could feel a new sense of spiritual sincerity and their prayers were intensified by deep emotions (â€Å"Basic Concepts of the First Great Awakening†). Cause of the movement The glorious revolution of 1688 brought an end to the fights between different religious and political groups in England. The Church of England became the most important church of the country. People began to practice only one religion as the other religions like Catholicism, Judaism, and Puritanism were suppressed. Although this created religious stability but there was lack of fervor among the worshippers. Religion became a set of rituals to be followed without deep faith in the heart and soul. This state of complacency continued for several decades in England and American colonies before the First Great Awakening brought a religious renewal in the second quarter of the eighteenth century (â€Å"Basic Concepts of the First Great Awakening†). First Revivals in 1733-35 The roots of the First Great Awakening grew when a terrible earthquake struck on October 29, 1927 in New England. This led to wide-spread spiritual awakenings among the general people which paved the way for future revivals. The massive impact of the event and thi rty sermons regarding the earthquake that were published shook the spiritual complacency among the believers. As an immediate effect of the earthquake people began to crowd in churches to seek for salvation through Christ. The pastors began to preach the benefits of revival. Haverhill’s church became the largest center for revival after the earthquake where many fervent meetings were held with the churches of Bradford and Massachusetts. Pastor John Brown wrote in a letter that 154 people most of whom were youths came to him for â€Å"full membership, baptism, or renewal of their baptismal covenant† (Kidd, 10). Many people who had committed grave sins came to the church with deep faith to seek salvation. Brown however did not believe that the earthquake was the only cause of the start of revival, as he saw new interests for religion in his congregation in the spring of the same year. The next revival came in a â€Å"Time of great Security† with no external provoc ations like natural disasters. This was the revival generated by Jonathan Edwards in Northampton in 1734-35. Although George Whitefield was the most important preacher of that era, Edwards was the â€Å"greatest American articulator of the evangelical view of God, man and revival† (Kidd, 10-13). In April of 1734, a young man died within two days of being attacked by Pleurisy. Soon after that a young married woman died who seemed to have been blessed with God’

Qualitative approach to inquiry research and theory

Qualitative approach to inquiry research and theory For almost four decades now, the disciplinary boundary between social sciences and humanities has drawn closer together in order to form an interpretive, qualitative approach to inquiry, research, and theory (Denzin and Lincoln, 2008). Although the use of qualitative approaches is not new, it is remarkable the extent to which it has expanded through social sciences and into other related fields such as public health (Carter et al., 2009, Finlay, 2007, Denzin and Lincoln, 2008, Draper, 2004, Liamputtong, 2009). In the past, public health research projects primarily involved quantitative methods and approaches (Finlay, 2007). The quantitative approach includes the traditional public health disciples of epidemiology and statistics, and medicine and biology (Draper, 2004). More broadly, this approach employs rigorous, systematic, and objective methodology in order to obtain knowledge that can be generalisable (Denzin and Lincoln, 2008, Patton, 2002). In recent times, however, qualitative research methods and approaches have become increasingly accepted within public health fields (Finlay, 2007, Draper, 2004). Recognition of the value of such research is increasing, where the focus is on the lived experiences of an individual as well as the social context of health and illness. Although, not surprisingly, the increased popularity of the qualitative approach has been met with some resistance (Denzin and Lincoln, 2008). A resurgent scientifically based research paradigm has created a hostile envi ronment for qualitative research. From this perspective, qualitative research is viewed as a soft science, and research outcomes are often thought to lack in reliability and validity (Guba and Lincoln, 1998, Liamputtong, 2009, Denzin and Lincoln, 2008). Moreover, quantitative researchers argue that the gold standard of producing worthwhile knowledge is based on quantitative, experimental study designs (Denzin and Lincoln, 2005), and that the interpretive nature of qualitative data is of little value in contributing to scientific knowledge (Liamputtong, 2009, Finlay, 2007). Consequently, effort is required from qualitative researchers to be explicit about the process in which research is being carried out and to defend that process as a form of human inquiry that should be taken seriously (Crotty, 1998). More specifically, there is a need for qualitative researchers to understand and appreciate the philosophical and theoretical principles that underpin qualitative research (Draper, 2 004, Carter and Little, 2007). As such, this paper will outline a model developed by Crotty (1998), which provides a framework for the various philosophical and theoretical perspectives that influence and distinguish qualitative inquiry. This framework offers researchers a sense of stability and direction as they move towards understanding and undertaking the research process (Crotty, 1998). Next, this paper will briefly discuss the rationale behind employing qualitative approaches for research, particularly in evaluation settings and culturally diverse research contexts. However, before outlining the framework developed by Crotty (1998), it will be useful to briefly examine what is meant by the term qualitative research (Draper, 2004). Qualitative Research Qualitative research is an area of inquiry that crosses disciplines, fields, and subject matters (Denzin and Lincoln, 2005). It includes a range of complex, interconnected terms, concepts, and assumptions. Furthermore, qualitative research does not privilege a single methodological practice over another and has no theory or paradigm that is distinctly its own (Denzin and Lincoln, 2005). The broad use of qualitative research as a term can therefore make it difficult for scholars to agree on any essential definition (Denzin and Lincoln, 2008, Strauss and Corbin, 1996). In this being said, we must establish a definition for the purpose of this discussion. Denzin Lincoln (2005) define qualitative research as; a situated activity that locates the observer in the world. It is comprised of a set of interpretive, material practices that make the world visible. These practices transform the world and turn it into a series of representations including; field notes, interviews, conversations, and recordings (Denzin and Lincoln, 2005). Essentially this means that qualitative researchers study things in their natural setting, attempting to make sense of, or interpret, phenomena in the context of the meaning people bring to them. Consequently, qualitative research involves an interpretive, naturalistic approach to the world (Denzin and Lincoln, 2005, Denzin and Lincoln, 2008, Patton, 2002, Draper, 2004, Liamputtong, 2009). As a starting point, during the initial stages of developing a qualitative research project it is suggested that two main questions are addressed (Crotty, 1998). Firstly, what methodologies and methods will be used in the proposed research? Secondly, how will the chosen methodologies and methods be justified? These questions can then be expanded into four basic elements; epistemology, theoretical perspective, methodology and methods (Crotty, 1998). When undertaking social research majority of discussion and terminology relate in some ways to these four main elements, however there are numerous ways in which they are categorized (Patton, 2002, Carter and Little, 2007, Draper, 2004). What is frequently found is that the four elements are placed together in ways that suggest comparability (Crotty, 1998, Carter and Little, 2007). For example, terms such as Ethnography and Constructionism may be placed together as methodologies, approaches or perspectives (Crotty, 1998). In order to prevent confusion it is suggested that these main elements are sorted to provide some guidance when undertaking the research process (Crotty, 1998). Various ways to distinguish these qualitative traditions have been offered by numerous authors (Draper, 2004, Patton, 2002), including: Lincoln and Guba (2005), Schwandt (2007), Crotty (1998) and Creswell (1998). However, for the purpose of this discussion, the framework (please refer to Figure 1 below) suggested by Crotty (1998) will be employed. Methods Methodology Theoretical Perspective EpistemologyFigure 1 This framework offers three main epistemologies: objectivism, constructionism, and subjectivism (Patton, 2002, Crotty, 1998). These three elements are then suggested to influence in varying degrees different theoretical perspectives: positivism (and postpositivism), interpretivism (symbolic interaction, phenomenology, hermeneutics), critical inquiry, feminism, and post modernism (Patton, 2002, Crotty, 1998). It is far beyond the scope of this paper to define and expand on each of these philosophical and theoretical elements outlined above, however it is important to be aware of the characteristics and distinctions that exist at each level of this model (Draper, 2004). Firstly, it should be noted that in many research textbooks the use of the term qualitative often implies that is forms an umbrella superior to the term paradigm (Guba and Lincoln, 1998). Furthermore, qualitative research and quantitative research are often compared against each other as polar opposites (Crotty, 1998, Johnson and Waterfield, 2004, Draper, 2004). However, as Crotty (1998) suggests, the distinction between qualitative research and quantitative research is drawn at the level of methods (Crotty, 1998). It does not occur at either the level of epistemology or theoretical perspective. What does occur at these levels is the distinction between objectivist/positivist research, on the one hand, and constructionist and subjectivist research, on the other (Crotty, 1998). As such, discussion of Crottys framework will begin at the level of epistemology. Epistemology Epistemology aims to provide a philosophical foundation for deciding what kinds of knowledge are possible and how we can ensure that they are adequate and legitimate (Crotty, 1998). In other words, epistemology is the study of the nature of knowledge and justification (Schwandt, 2007). This element is the starting point because epistemology creates the foundation for the research process and will directly influence other elements in the framework (Carter and Little, 2007). More specifically, decisions about epistemology will impact choice of methodology, as some epistemologies are incommensurable to certain methodologies (Carter and Little, 2007). Epistemology may also constrain research methods, determine the relationship between researcher and participant, the appropriate measures of research quality, and the nature of reporting (Carter and Little, 2007). Although there are a variety of epistemologies (Crotty, 1998, Schwandt, 2007), Crottys framework proposes three main epistemologies; objectivism, subjectivism and constructionism. Of these three, constructionism is the epistemology that qualitative researcher often invoke (Crotty, 1998). However, it is important to note that it has become common for qualitative researchers to superficially claim to be a constructionist (Crotty, 1998). When a researcher claims to be a constructionist it is vital that the deeper significance of the term is reflected on, including: what does it mean for research to be constructionist? And what implications does being constructionist hold? Responses to these questions are important for defending the process in which research has been undertaken (Crotty, 1998). As previously mentioned, Crottys framework suggests that from an epistemological perspective the distinction is made between Objectivist/Positivist research, on the one hand, and Constructionist and subjectivist research on the other (Crotty, 1998). Furthermore, the distinction between qualitative and quantitative approaches is drawn at methods. As such, in accordance with this framework, research can be qualitative or quantitative, or both qualitative and quantitative, without this being problematic in any way (Crotty, 1998). However, problems would arise in the attempt of being both objectivist and constructionist (or subjectivist). Therefore, to avoid such conflict there is a need to be consistently objectivist or consistently constructionist (or subjectivist) (Crotty, 1998). Theoretical Perspective Next we describe the philosophical stance that forms the base of the chosen methodology for the research project (Crotty, 1998). Inevitably, when undertaking research a number of assumptions are made in relation to the chosen methodology (Crotty, 1998). By stating what these assumptions are we are elaborating the theoretical perspective of the study (Crotty, 1998). Crottys suggests the theoretical perspectives: positivism (and postpositivism), interpretivism (symbolic interaction, phenomenology, hermeneutics), critical inquiry, feminism, and post modernism (Crotty, 1998). Generally, qualitative research is said to be broadly rooted in the interpretive tradition, while quantitative research being rooted in the positivist tradition (Draper, 2004, Liamputtong, 2009). However, Crotty offers an alternative position in regards to the distinction drawn at this level (Crotty, 1998). Crotty suggests that from the level of theoretical perspective, contrast is made between positivism vs. non positivism, not quantitative vs. qualitative (Crotty, 1998). In other words, it is possible for a quantitative piece of work to be presented in non positivist way. Moreover, qualitative research may also be understood in a positivist manner, or situated in an overall positivist setting (Crotty, 1998). For example, when investigators talk of exploring meanings by employing qualitative methods and then confirming or validating their findings through a quantitative study, the latter is being approached in a positivist way. Consequently, what makes a study turn into a positivist piece of work is not necessarily the use of quantitative methods but the attribution of objectivity, validity and generalisability to quantitative findings (Crotty, 1998). Methodology Methodology is the third level in the framework and is a term that is frequently used loosely in the literature (Carter and Little, 2007). For example, various authors refer to methodology as: schools of thought or movements (such as symbolic interactionism or feminism), whole disciples (such as anthropology), or methods (such as focus groups or observation). However, the definition that will be offered for the purpose of this discussion is: the research design that determines the choice and use of specific methods and connects them to desired outcomes (Crotty, 1998). Furthermore, methodology is the middle ground that exists between the discussion of methods and the discussion of the philosophy and theoretical elements of the study. In this sense, methods and methodology are closely associated. What is required at this level of the framework is not only a description of the methodology but also an account of the rationale it provides for the choice of methods and the particular forms in which the methods are employed (Crotty, 1998). There are numerous methodological theories that researchers may adopt in qualitative research. Over the decades, methodologists have articulated various ways to approach qualitative research (Carter and Little, 2007). Some of the methodologies that Crotty (1998) suggest include: Experimental research, Ethnography, Phenomenological research, Grounded theory, Action research and Discourse analysis. Among the various methodological theories that are used in qualitative research, one of the most commonly used is phenomenology (Liamputtong, 2009). When constructing methodology researchers commonly state that they will use whichever methodology that suits the objectives and research questions of the study (Carter et al., 2009). Although, this does not recognise that this relationship exists in two directions. In other words, the methodologies provide a way of thinking that will strongly impact a studys possible objectives, questions, and study design. Importantly, however, the objectives, questions, and study design will also shape the choice of methodologies (Carter and Little, 2007). As such, the degree to which a study is undertaken within a theoretical framework will be less important that the degree to which a study can justify the internal consistently of the choices of method, methodology, and epistemology (Carter and Little, 2007). Methods Finally, the last level of the framework that will be outlined is methods. Research methods can be defined as the particular activities that researchers engage in so as to gather and analyse their data (Crotty, 1998). Whichever data collection methods are chosen for the study, the challenge lies in being capable to undertake the procedure off skillfully, rigorously, and sensitively (Finlay, 2007). Given the aim of identifying and justifying the research process, it is vital that the methods are described in as much detail as possible. Crotty (1998) outlines a wide range of methods that may be employed when undertaking research (Draper, 2004), some of which include: questionnaires, observation, interviews, case studies, document analysis, and focus groups. More specifically, within qualitative research there are multiple methods that may be utilized, some of the most common include: Observation, Interviewing, and Focus Groups (Patton, 2002). However, it is important to note that there is no one particular method or set of methods that completely represent the qualitative approach (Schwandt, 2007). Methods are the most flexible and pragmatic components of the research process and are strongly influenced by other elements in the framework. Methods also create the pathway to the final research product (Carter and Little, 2007). There is no research without: sampling, data collection, data managements, analysis, and reporting. Additionally, without careful choice of methods, the research questions will not be effectively answered and the objectives will not be met. As methods are the most accessible, observable and obligatory of the four elements in Crottys framework, it is often the element that is most attended to in practice (Carter and Little, 2007). It is also too easy to select methods because they are more familiar, faster, or easier to implement without paying sufficient attention to the research outcomes and conclusions they will produce (Carter and Little, 2007). In the health sector, qualitative research is frequently conducted without attention to the philosophical and theoretical perspectives that influence and distinguish qualitative inquiry. In these circumstances, such research will be difficult to justify unless methods, methodology, and epistemology are outlined and internally consistent. By having a firm handle on the methodological and epistemological decisions, the methods should evolve to serve the study (Carter and Little, 2007) Justification Since the framework developed by Crotty (1998) has been outlined, discussion will now briefly touch on the rationale for employing a qualitative approach to research, particularly in evaluation settings and culturally diverse contexts. The actual and potential application of qualitative methods and approaches is so broad and over time is constantly expanding (Patton, 2002). However, qualitative approaches are not always appropriate for all inquiry situations (Patton, 2002). Certain purposes, questions, problems and situations are more appropriate for qualitative application than others. Within the field of public health qualitative research has much to offer in terms of understanding patterns of behaviour and how particular problems arise, as well as informing the design of interventions or services (Draper, 2004). In general, within the field of public health quantitative research aims to assist both practitioners and policy makers to ensure that health education and provision are relevant to the needs of service users (Finlay, 2007). Some qualitative research will also focus more particularly on giving a voice to marginalized, vulnerable or disempowered individuals or groups, with a view to empower them to take control of their own health. Another relevant application for qualitative approaches is in the context of evaluations, since they tell the programs story by capturing and communicating participants stories (Patton, 2002). Qualitative findings in evaluations illuminate the people behind the numbers and put faces on the statistics in order to deepen understanding (Patton, 2002). More specifically, qualitative research has also become important for collecting information on the perceptions, beliefs, and values of culturally diverse groups (Caldero et al., 2000). As nations become more culturally diverse, qualitative research approaches will become more widely used. This is in the hope to achieve a better understanding of the needs of minorities and other vulnerable populations that are experiencing less than optimal access to health care and experiencing poorer health status then the broader population (Caldero et al., 2000). The use of qualitative research is not intended to replace, but should be considered complementary to, quantitative research approaches. This will result in wider and a more realistic understanding of the health status of our diverse population (Caldero et al., 2000). Conclusion In conclusion, it might be true that research can be completed without attending to the philosophical and theoretical foundations of ones work (Carter and Little, 2007). However, this discussion suggests that having an awareness of these elements carries substantial benefit (Carter and Little, 2007, Draper, 2004). Epistemology, theoretical perspective, methodology and methods are all fundamental concepts (Draper, 2004). Reporting our research requires us to set forth the research process we have engaged in and to do so faithfully and comprehensively (Crotty, 1998). Is it, after all, our account of the research process that establishes the credit of our research. The process itself is the only source of justification. Consequently, effort is required from researchers to be explicit about the process in which research has been carried out and to defend that process of qualitative research as a form of human inquiry that should be taken seriously (Crotty, 1998). Word Count: 2950 word

Curt flood :: essays research papers

Curt Flood was as crucial to the economic rights of ballplayers as Jackie Robinson was to breaking the color barrier. A three-time All-Star and seven-time winner of the Gold Glove for his defensive prowess in center field, Flood hit more than .300 six times during a 15-year major league career that began in 1956. Twelve of those seasons were spent wearing the uniform of the St. Louis Cardinals. After the 1969 season, the Cardinals attempted to trade Flood, then 31 years of age, to the Philadelphia Phillies, which set in motion his historic challenge of baseball’s infamous "reserve clause." The reserve clause was that part of the standard player’s contract which bound the player, one year at a time, in perpetuity to the club owning his contract. Flood had no interest in moving to Philadelphia, a city he had always viewed as racist ("the nation’s northernmost southern city"), but more importantly, he objected to being treated as a piece of prop erty and to the restriction of freedom embedded in the reserve clause. Flood was fully aware of the social relevance of his rebellion against the baseball establishment. Years later, he explained, "I guess you really have to understand who that person, who that Curt Flood was. I’m a child of the sixties, I’m a man of the sixties. During that period of time this country was coming apart at the seams. We were in Southeast Asia. Good men were dying for America and for the Constitution. In the southern part of the United States we were marching for civil rights and Dr. King had been assassinated, and we lost the Kennedys. And to think that merely because I was a professional baseball player, I could ignore what was going on outside the walls of Busch Stadium was truly hypocrisy and now I found that all of those rights that these great Americans were dying for, I didn’t have in my own profession." With the backing of the Players Association and with former U.S. Supreme Court Justice Arthur Goldberg arguing on his behalf, Flood pursued the case known as Flood v. Kuhn (Commissioner Bowie Kuhn) from January 1970 to June 1972 at district, circuit, and Supreme Court levels. Although the Supreme Court ultimately ruled against Flood, upholding baseball’s exemption from antitrust statutes, the case set the stage for the 1975 Messersmith-McNally rulings and the advent of free agency. The financial and emotional costs to Flood as a result of his unprecedented challenge of the reserve clause were enormous.