Civil War North vs South

The North and South were deeply divided in the issue of black civil rights, with the North adopting a pro-civil rights stance and the South adopting a pro-slaves stance. The different elimination histories and economics bases of the North and South regions shaped these different views on civil rights for black slaves during 1 820 off 860. The North's pro-civil rights stance grew as a result Of solid economic base in industrialization and their settlement history of religious freedom.While the North's soil and climate did not favor large plantations, this region did have many natural resources which helped fuel the growth of industrialization and urban areas. As shown in Document A in the â€Å"Railroads in 1860,† the North had more than two-thirds of the railroad tracks which made it easier to rainspout goods and drive the economy. Because this industrial growth was not dependent on slave labor, but immigrants coming to the cities, Northerners saw the blacks as people not just economic resources.In addition, the North had been established on religious freedom and had been the focus on America's fight for independence, so the North was tolerant of messages from abolitionists like Frederick Douglas who talked about the injustice of slaves' lack of freedom (Document C). These views were also shown in response to the John Brown incident who tried to seize a federal arsenal and start a slave uprising (Document E). The Northerners called Brown â€Å"a martyr for the sacred cause of freedom. Thus, the northerners didn't rely on slave labor for their industrial economy and were tolerant of messages of freedom due to their settlement history, which led to their pro- civil rights stance. On the other hand, the South's economic base was largely agriculture, and their dependence on slave labor drove their pro-slavery stance. The Southern colonies were primarily settled for cash crops, like cotton and tobacco, because of their fertile soil and climate.As shown in Do cument A, â€Å"The Slave Density and Cotton Production, 1860,† cotton was almost exclusively grown in the South, and heavily relied on slave labor. In addition, the South had limited industry and relied heavily on the North for â€Å"almost every article of utility and adornment†¦ And that were are dependent on Northern capitalists for the means necessary to build our railroads, canals, and there public transportation† (Document B). Because agriculture was their key economic base and was dependent on slave labor, the Southerners viewed slaves as economic resources or property rather than people.They believed the Supreme Court's decision in the Dried Scott case, which held the the Fifth Amendment did not apply to African Americans because they were property, as proof of their viewpoint. They believed that civil rights would destroy their economy, and became violent against antislavery actions such as in the John Brown case that they believed were plotted by the No rth (Document E). Therefore, because the civil rights movement would have destroyed the southern economy which was heavily dependent on agriculture and slave labor, they adopted adopted pro-slavery stance.Therefore the different colonization histories and economics of the North and South led to the North's pro-civil rights stance and the South's pro-slavery stance in 1820 to 1860. These differences truly divided a nation as described by Abraham Lincoln during his Republic nomination speech for U. S. Senator: â€Å"A house divided against itself cannot stand. I believe this government cannot endure permanently half slave and half free. † His speech foreshadowed the divide that would ultimately lead to the Civil War, in which North fought against South over the issue of slavery.

Organisational Development Assignment

I POL POYTECHNIC OF NAMIBIA Harold Pupkewitz Graduate School of Business ASSIGNMENT COVER SHEET ————————————————- HP-GSB STAMP Assignments must be submitted in hard copy to:- The Secretary HP-GSB Reception Tel 061 207-2850 Date Received: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Time Received: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ————————————————- I declare that this assignment is our own work. I further declare that where material has been used from other sources, whether by paraphrasing or by direct quotation, it has been fully acknowledged and referenced.I have retained a copy of this assignment for my records. ————————————————- Student’s Signature†¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦ (Signed below) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Date: 28 September 2012 SURNAME &| Mr. Anton Scheun | †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | FIRST NAME:| | | STUDENT NUMBER:| | | COURSE TITLE:| Masters in Leadership and Change Management| | MODULE TITLE| ODOrganisational Development| | MODULE FACILITATOR:| Dr. S. Pillay| | ASSIGNMENT DUE DATE:| 10 October 2012| | This is to certify that the assignment is the work of the student, Mr A. Scheun and where sources were consulted; reference was made to them under he reference table. ii Mr. ANTON SCHEUN 9328548 ORGANISATIONAL DEVELOPMENT ASSIGNMENT iii EXECUTIVE SUMMARY 1. Learning Organisation A Learning Organisation is organisations or enterprises that continuously needs to learn and renew themselves. This indeed has many advantages for both the individual and organisation in that continuous transferring of knowledge and changing of behaviours takes place. The best way to implement such intervention, to become a learning or ganisation, is to link it to the Strategic, Tactical, Operational and Individual Plans of staff members in the organisation.This will ensure integration and everyone contributing to the achievement of the goals and objectives of the enterprise. By so doing, members and the organisation become learning organisations, because this create dialogue, debate, problem solving skills, communication, buy-in and a win-win combination to all parties. 2. Performance Management System The purpose of Performance Management systems for organisations is to measure the achievement and performance of both individuals and the organisation as a whole. The PSN has already implemented a PMS at Offices, Ministries, Agencies and Regional Councils.A Performance Management System can only â€Å"survive† if all staff members are committed, trained and have the culture to effectively implement such a system. The advantages are enormous of which individual as well as organisational goals are met at the e nd of the day. The effective implementation of a PMS for the OPM will indeed contribute to effective and efficient customer needs and satisfaction levels. 3. Total Quality Management Total Quality Management is an area which has been neglected in the past by the Public Service of Namibia (PSN).As an example, all secretaries, institutional workers, drivers and courier’s individual performance plans are integrated and aligned to the Strategic Plan of the OPM for the support and attainment of corporate functions. 2. 2. 4 Team Learning; Team learning involves relevant thinking skills that enable groups of people to develop intelligence and an ability that is greater than the sum of individual members’ talents. As an example, team meetings are conducted during Annual Management Strategic formulation and development sessions by all team unit members.This indeed creates team learning, because all ideas, inputs and strategies being formulated are considered and the best are in corporated in respective plans. By so doing, all team members are buy-in and all sub-units contribute to the achievement of the overall goal and objectives of the OPM. 2. 2. 5 Systems Thinking: Systems thinking involve a way of thinking about, and a language for describing and understanding forces and interrelationships that shape the behaviour of systems.It helps managers and employees alike to see how to change systems more effectively and to act more in tune with the larger processes of the natural and economic world. For example, all unit members of the OPM were involved with the formulation and /or review of their business re-engineering processes. These business processes, such as the recruitment process, were amended to consider and improve time, manpower needs, costs and approval authorities in order to improve, integrate and streamline such processes to the betterment of the OPM.Through this process, policies, structure and budgets were identified for further amendment and alignment to the organisations systems and strategic plans. System thinking also involves the identification of appropriate systems that should be upgraded, such as an appropriate Human Resources Information Management System in order to accommodate personal particulars, performance appraisals, rewards and salary increments to mention a few. 4 3. The under-mentioned interventions are recommended for the Permanent Secretary (PS) of the Office of the Prime Minister (OPM): 3. That the OPM’s Strategic Plan be amended to incorporate a goal: â€Å"Creating a Learning Organisation by 2015†, and objectives with strategies or initiatives, as spelled out below, be included. 3. 2 That the following strategies/interventions be considered: (a) That all management cadre and managers/supervisors be included in the review of the Annual Management Plan of the OPM on a yearly basis. This will allow for buy-in, developing of intellectual stimulating, argumentation and strategy formulatio n for the respective tactical, operational and individual plans of the units. b) That the same team retreat to review, amend and/or formulate all business re-engineering processes of the OPM. This will allow for team building, building a sense of commitment system thinking and creating mental models based on reflecting of where the units are and where they want to be in terms of business processes. (c) That a Training needs assessment be conducted by the training components in order to identify competency, skills and behavioural deficiencies. This will enable the OPM to identify and ectify these deficiencies and also to build capacity in the OPM and Public Service of Namibia. (PSN) (d) That staff members be identified and trained as mentors and coaches to affect mentorship programmes in the OPM and to become coaches in their respective units. This will enable transfer of knowledge, skills and change in behaviours of staff. Further that mentors and coaching will contribute to persona l mastery of individual needs and objectives with OPM’s objectives. e) That units should developed in-service –training programmes in areas of identified deficiencies, such as policy formulation, disciplinary procedures, recruitment and placement, etc. This will contribute to capacity building and attention to day-to-day deficiencies in the work place. It will allow for cross cultural and unit team building and problem solving issues. (f) That the training budget be utilised to accommodate for short courses and leadership/ management development for individuals, teams and the broader organisation.This will indeed contribute a link between individual and organisational goal achievement, capacity building, inputs, innovation and team learning. (g) That as part of career development, managers be transferred, every five years to new posts. Further, that job rotation and job enlargement is implemented in job descriptions to stretch the work and employee capacities for devel opment of prospective staff members to higher posts as part of the succession plan of the OPM. 5 (h) That a Bursary Scheme be created to allow staff members to study in identified fields where capacity is needed in the OPM.This will assist the OPM in skills shortages and to develop capacity of staff and the organisation. (i) That focus groups, tasks teams and committees be created as a stimulus for ideas, problem solving, creating of new innovations in the fields of disaster management, employment creation and measures to retention staff members at the OPM. (j) That a more generative learning approach be adopted by the OPM, whereby staff has the opportunity to take risks, make mistakes, reflect on their decisions they had taken and change their behaviours accordingly. 3. 3. Conclusion:The OPM, as well as any organisation are facing constant challenges in the creation of themselves to become a learning organisation. The creation of a learning organisation is not a short term strategy and cannot be done overnight, but should rather be long-termed focused and be part of any strategic plan of a given enterprise. In its guest to become a learning organisation, the Public Service of Namibia and the OPM are facing the problem to be used as a springboard to obtain relevant experience and qualifications, where after staff members resign to look for greener pastures.The organisational interventions that were recommended will definitely assist the OPM to become a more effective learning organisation in the near future. 1. 2 Performance Management 1. 2. 1 The following definitions are postulated: (a) Performance management is the process of creating a work environment or setting in which people are enabled to perform to the best of their abilities. Performance management is a whole work system that begins when a job is defined as needed. It ends when an employee leaves your organization†. (www. humanresources. about. com ,cited 6/10/2012) b) Performance means:† the act or process of performing or carrying out†. (Oxford Dictionary, page 885) (c) â€Å"An assessment of an employee, process, equipment or other factor to gauge progress toward predetermined goals† (www. businessdictionary. com,cited 6/10/2012) (d) The students own definition is: â€Å"Performance management is a management system, used by managers, to appraise employees with relation to goal achievement, corrective measures to be implemented and identifying future knowledge, skills and behaviours to improve performance of people†. 6 1. 2. What are the challenges with regard to a Performance Management System (PMS)? The challenges are: (a) Line managers are not always totally committed to the implementation processes of the PMS. (b) It requires total commitment from top management, management cadres, line managers, supervisors, performance champions and staff members. (c) It requires a mind shift to a new performance culture. (d) It is an integrated approac h that links to Directives, Rules, and Regulations.(e) It identifies and needs coaching, mentoring, training and in-service training programmes. f) It provides for an integrated budget approach. (g) Performance champions and drivers should be identified and trained. (h) PMDS Moderating Committees should be established to monitor, evaluate and provide corrective actions. (i) It is time consuming to conduct performance appraisals and keep records of performance and behaviours of employees. (j) It should be benchmark with other organisations to effect total quality management and to keep abreast with latest developments and performance management computerized systems. 1. 2. What are the benefits of a Performance Management System? The benefits are: (a) To generate information that supports other human resources activities, i. e. recruitment and selection, rewards and special treatment, disciplinary and grievances,HIV/AIDS and wellbeing, bursary, training and development to mention a fe w. (b) It serves as a two way communication channel between line managers and staff members through which clarity is obtained regarding the achievement of goals and objectives and what each party expects from the other. 7 c) It helps to clarify job descriptions, organisational goals and objectives. (d) It is a long term (continuous) process in which performance improves over time. (e) It relies on consensus and cooperation between employer and employee, rather than control or coercion. (f) It requires a management style which is open and honest and encourages two-way communication and constant feedback on level of staff members’ performances. (g) It assists managers and staff members to measure and assess performance against jointly agreed objectives, standards and key performance indicators. h) It contributes to organisational learning, organisational renewal and total quality management and to the achievement of Vision 2030 of Namibia. 1. 2. 4 The under-mentioned interventi ons are recommended for the Permanent Secretary (PS) of the OPM: (a) The PSN should establish and operationalized a PMS, based on the Balance Score card approach of Dr’s Kaplan and Norton. To do this, a PMS Policy framework and guiding manual for staff members should be compiled and linked to the Public Service Act, Act No. 13 of 1995.(b) In order to roll-out the PMS, the following sub-interventions are needed: 1) Strategic Plans need to be developed and explained to all staff members in order to get buy-in and change mind sets of public servants. (2) Strategic Plans should be cascaded to tactical, operational and group/individual performance plans and performance contracts to legalise and create accountability for the achievement or non- achievement of organisational goals, objectives and activities. (3) Strategic Plans should be supplemented by structural changes, job analysis, manpower planning to effectively integrate PMS with other main and sub-systems of the PSN. 4) The PMS should be market through a vision, mission, values, communication and training strategy. To this performance champions should be identified, trained and use to train –the –trainer in Offices, Ministries, Agencies and Regional Councils (OMARC’s). Training interventions should be develop to train ministers, permanent secretaries and management cadres to obtain buy-in and commitment. (5) Different committees should be established to oversee the implementation, monitoring, evaluation, corrective action, appeal procedures and reward systems of the PSN.To this, a PMS Management Committee, a PMS Working Committee and a PMS Training and Champion Committee should be established to effect implementation with terms of references. 8 (6) In order for PMS to be effectively and efficiently implemented, it should be rolled-out as a project. To this J. P. Kotter’s Eight- Step model is recommended to implement the PMS as a change management initiative. (Robbins & Judge, 2011). Refer to Appendix: A- a presentation which was given by Group 2. (c) Performance Agreements or Packs should be compiled and sign-off between the supervisors and staff member. d) Job profiles or descriptions should be compiled and attached to performance agreements. These two elements display the incumbent position to what is required, whereby the performance agreement emphasized the goals and objectives that need to be achieved by the individual or group. (e) The Disciplinary Policy should be amended to cater for under performers and staff who fail to perform at all. (f) Rewards, both intrinsic and extrinsic should form part of the PMS Policy framework. (g) The appraisal procedure, assessment marks and template to enter performance data should form part of the PMS Operational Manual. h) Recognition to staff should be given, annually, on the 23 June of each year, to coincide with the celebration of Africa Public Service Day. (i) A budget vote should be given to OMARCâ⠂¬â„¢s to cater for financial expenses. (j) The appraisal of staff should be conducted on a quarterly basis. (k) OMARC’s should submit a performance report to the OPM on an annual basis as part of their Annual Report on their respective performances. 1. 2. 5. Conclusion: It is the opinion of the student that the OPM and any organisation should have a PMS system to track performances of people against those objectives in their performance contracts.The PMS system will not only contribute to performance per se, but will encourage open communication, feedback, problem solving issues which inter alia contribute to organisational learning and a system of total quality management. The effective implementation of a PMS for the OPM will indeed contribute to effective and efficient customer needs and satisfaction levels. 9 3. Total Quality Management 3. 1 Introduction: Total Quality Management (TQM) has started in the USA in the mid-1970’s. Philip Crosby, one of the founders of TQM claimed that over 90% of TQM initiatives failed.Studies in European countries found a failure rate of 70% or more. The reason for this is that managers experience problems how to manage the change process in implementing a total TQM system. (Burnes, 2009). TQM exceeds the product quality approach, involves all employees in the organisation and encompasses all functions, i. e. administration, communications, distribution, manufacturing, marketing, planning, training, etc. (www. businessdictionary. com ,cited 2012) 3. 2 The following definitions are postulated: a) TQM can be defined: â€Å"as an executive commitment to a management culture which fosters the improvement of quality of all activities and products via the prioritisation of quality plus companywide organisational development and training†. (Hill, 2011). (b) â€Å"Total Quality Management or TQM is an integrative philosophy of management for continuously improving the quality of products and processes†. ( www. wikipedia. com ,cited 2012) (c) â€Å"TQM is an improvement program which provides tools and techniques for continuous improvement based on facts and analysis; and if properly implemented, it avoids counterproductive organisational infighting†. www. acounting4management. com/total _quality management. htm, 2012). 3. 3 The meaning of Total QualityManagement: TQM has different meanings that include the following features: (a) The commitment and direct involvement of the highest-level executives in setting quality goals and policies, allocation of resources, and monitoring of results. (b) Realisation that transforming and organisation means fundamental changes in basic beliefs and practises and that this transformation is everyone’s job. (c) Building quality into products and practices right from the beginning. d) Understanding of the changing needs of the internal and external customers, stakeholders, and satisfying them in a cost effective manner. 10 (e) Institutin g leadership in place of mere supervision so that every individual performs in the best possible manner to improve quality and productivity, thereby reducing total cost. (f) Eliminating barriers between people and departments so that they work as teams to achieve common objectives. (g) Instituting flexible programs for training and education, and providing meaningful 3. 4 The advantages and disadvantages of Total Quality Management: .4. 1 The advantages are: (a) Lower costs. â€Å"TQM lower costs throughout the business infrastructure and organisation. Because it is an all-encompassing quality management programme, TQM helps different departments to communicate their needs, problems and desires with each other, so that workable solutions can be found that will help the organisation cut costs throughout the supply chain, distribution chain, shipping and receiving, accounting and management departments without losing productivity or the ability to operate rapidly in the face of chang e. (www. ehow. com ,cited 7/10/2012) (b) Improved Reputation. â€Å"TQM has the advantage of improving corporate as well as product reputations in the marketplace, because errors and defective products are discovered much more rapidly than other a non-TQM system, and often before they are ever sent to market or found in the hands of public†. (www. ehow. com ,cited 7/10/2012) (c) Higher employee morale. â€Å"Workers are motivated by extra responsibility, team work and involvement in decisions of TQM†. (www. ehow. om ,cited 7/10/2012) (d) Quality control inspectors. â€Å"Inspectors will ensure that the products and services meet the requirements and standards of the client and organisation, which indeed contribute to better service delivery†. 3. 4. 2 The disadvantages are: (a) Resistance to change. † Workers may feel that their jobs or occupations within the company are at risks under a comprehensive TQM program, and as a result, they may be slow or resist ant to making the necessary changes for the TQM to work properly.In addition, skilled workers may be lost as they decide to leave because of their unease at the direction that things are headed within the company, or they may not implement things properly, costing increase cost†. (www. ehow. com ,cited 7/10/2012) 11 (b) High cost of time. The high cost of implementing a TQM program, and the fact that it may take several years for the program to be fully implemented before results and benefits are seen, can be a huge disadvantage to a TQM program, especially in today’s uncertain economic conditions.TQM should be considered a long-term investment†. (www. ehow. com ,cited 7/10/2012) (c) Resistant to change. Workers may be resistant to change and may feel less secure in their jobs†. (www. ehow. com ,cited 7/10/2012) 3. 5 The under-mentioned interventions are recommended for the Permanent Secretary (PS) of the OPM: The Total Quality Management System is highly re commended for the Public Service due to the following reasons: (a) The PSN needs an instrument which can measure products (i. e. annual reports, speeches, etc. and services(i. e. Health, identity cards, Namibian passports, birth and death certificates, vehicle fleet services, maintenance and fuel consumption, the return on investment of training ) to improve service delivery clients, customers and the public at large. (b) Total Quality Management will ensure the minimisation of wastage. (c) TQM will contribute to effective and efficient service delivery to internal and external clients, and especially to the Presidents Office, Prime Minister, and cabinet. d) TQM will ensure that the food donated to crisis areas, such as Katima Mulilo and Oshikoto Region, during the extreme rainy seasons as well as drought relief programmes, be monitored and/or not get rotten. (e)TQM will contribute to team building and cross functional interaction, problem solving and sound debate between Offices, M inistries, Agencies and Regional Councils (OMASRC’s). (f) It will ensure that product and services could be branded which in turn will have a positive impact on the OMASRC’s and government as a whole. g) It will create stimulus to team work, higher sensitivity levels, greater responsibilities and even empowerment of staff members in the execution of this specific function. It may also make staff members proud to see the end results of product and services in which they were directly involved in. (h) It will force the OPM to set standards and requirements for products and services which will eventually lead to the creation of Namibia’s own government brand, such as the SABS standards. (i) It will create further employment of specialist as inspectors that will not only be utilised for inspection of such products and services, but can also 2 be incorporated in a Department of Inspectorate for the Public Service of Namibia. Such a Department doesn’t exist and need serious consideration. (j) As with resistance to change, it’s recommended that Kotter’s eight step plan be followed, as indicated in Appendix: A. (k) That a vote is created and the Ministry of Finance be assigned to allocated funds for the implementation of TQM in the PSN. (l) That the OPM, Ministry of Defence, Ministry of Transport and Communications be used as pilot ministries in the first two years during roll-out of the project. 3. 6.Conclusion: The PSN and the government need a quality software system to evaluate its products and services. There is a public outcry that the PSN and Government should improve customer satisfaction by bringing their services to the public and that they should change. It’s the opinion of the student that TQM, as a management tool will provide for such a measurement in order to provide effective and efficient service delivery to clients, customers and stakeholders. TQM will significantly help to improve the standard and mea surement of performance management in the PSN. . Six Sigma: 4. 1 Introduction: The originator of the Six Sigma concept was Bill Smith in 1986. Quality improvement controls, such as TQM, were used to pioneer this concept. Six Sigma is the process of eliminating and perfect data entry. This concept is based on project methodologies used to strengthen performance levels, according to www. insigma. com. In 2006, Motorola issued a press release stating that they had $17 billion saved from Six Sigma†. (www. ehow. com ,cited 7/10/2012)4. 2 Definition: a) The project definition of TQM is defined as;† Six Sigma projects have clearly defined deliverables, are management approved, are not so big that they’re unmanageable and not so little that they’re unimportant or uninteresting, and relate directly to the organisation,s mission, according to www. isixsigma. com†. (www. ehow. com ,cited 7/10/2012) 13 4. 3 Advantages and disadvantages of six sigma: 4. 3. 1 The a dvantages are: (a) â€Å"The advantage is that Six Sigma is a quality standard that establishes a goal of no more than3. 4 defects per million units or procedures â€Å". b) â€Å"Six Sigma aims to maximize customer satisfaction and minimize defects†. (c) â€Å"Six Sigma is a tool that if used correctly, can identify key areas of business processes that need attention to lower effect rates. One of the greatest advantages is that all the measured improvements achieved through this technique can be directly converted into financial results†. (d) â€Å"Research proves that firms that successfully implement Six Sigma perform better in virtually every business category, including return on sales, return on investment, employment growth and stock value growth†.Source: (www. ehow. com , cited 7/10/2012). 4. 3. 1 The disadvantages are: (a) The eventual costs to implement Six Sigma are very high. To this, Becthel Corporation in the USA has spent USD 30 million to imple ment Six Sigma. (b) According to a quality expert, Joseph M. Duran, Six Sigma is described as â€Å"a basic version of quality improvement† stating that â€Å"there is nothing new there†¦they have adopted more flamboyant terms, like belts with different colors† Source: (Integrating Organisational Development and Six Sigma. Jeffrey, B. ) 4. Recommendations to the Permanent Secretary: (a) Six Sigma should not be implemented in the Public Service of Namibia in the short to medium term, but it should be considered whether the Namibia Defence Force can do research and conduct a feasibility study to determine the viability of Six Sigma for the PSN. Research indicated that the United States of America has introduced it in their Navy with success. Source: www. accounting4management. com, 2012). (b) The TQM intervention should be given first priority in OMASRC’s, before Six Sigma is considered in the PSN. c) It is further recommended that financial and manpower be a llocated to conduct such a feasibility study and that the Ministry of Finance release funds and a vote to source this research. 14 (d) The above should be carried out according to project management principles and procedures. (e) The feasibility study should be submitted, after presentation to the Permanent Secretaries meeting on 30 June 2013. During this meeting it can further be recommended whether Six Sigma should be introduced and be roll-out to the PSN. 4. 5 Conclusions:Although Six Sigma is widely used, especially in the USA and Europe, no evidence could be found that Namibia is using it currently. This may be, because it is not cost effective and/or there is not yet a market for it. It is strongly recommended that the NDF, especially the Navy should conduct a research and feasibility study to determine whether it is viable for Namibia and if the Defence Force may benefit in the long run. This report will indicate whether Six Sigma can be roll-out to the rest of the Public Ser vice of Namibia.REFERENCES Burnes, B. Managing Change. Fifth Edition. 2009. Pearson Education Limited. England. Nel, P. S. , Gerber, P. D. , Van Dyk, P. S. , Haasbroek, G. D. , Schultz, H. B. , Sono, T. , Werner, A. Human Resources Management. 5th Edition. 2011. Oxford University Press. Southern Africa. Hill, M. Study material on Managing People and Organisations. July 2011. Windhoek. Robbins, S. P. , & Judge, T. A. A. , Organisational Behavior. Global Edition. 2011. Prentice Hall. New Jersey. www. acounting4management. com/total quality management. htm, Definition and Explanation of the Concept of Total Quality Management System. Cited 7/10/2012. www. businessdictionary. om. Definition of Total Quality Management System. Cited 7/ 10/2012. www. businessdictionary. com . Cited 6/10/2012 www. ehow. com. Advantages and disadvantages of TQM. Cited 7/10/2012. www. humanresources. about. com. Cited 6/10/201 www. hrfolks. com. The Learning Organisation. Review- Rohan Nagwekar. Cited 1/ 10/2012. www. see. ed. ac. uk. Learning organisations. Cited 1/10/2012. www. wikipedia. com. Cited 6/10/2012. 15 APPENDIX Appendix: A- Leading change: Why transformational efforts fail. Presented by Group 2 of Masters in Leadership and Change Management, dated September 2012

Two of years studying a foreign language should be required in high Essay - 1

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Expanding of Businesses - Assignment Example In this similar context, one of the chief factors related to exporting which needs to be considered by the small firms is to concentrate on sales activities for exporting in markets having better performance as compared to firms pursuing strategies in isolation. There are various reasons for firms engaging in expansion on global basis that include exploiting the unique knowledge possessed by the firms and potentially reducing costs through development scale of economies or through leveraging resources (Brouthers & et. al., 2009). In order to determine the major factors that a small organisation has to consider before commencement of exporting, it has been viewed that the notion of export planning plays a decisive part in the commencement of exporting. In this regard, it can be affirmed that export planning might assist a firm towards accessing the potential of mitigating uncertainties and complexities related to exporting. Another key factor related to exporting for small firms is fo rmation of strategic alliances with trustful partners. This step could be beneficial for small organizations to maintain effective performance in long run (Sengupta & et.al., 1999). It can also be stated that through proper research of market, it is quite possible to make a thorough assessment of the markets resulting in acquiring a brief idea about the market nature. Efficient distribution and shipping assists smaller firms in exporting as an organization finds an appropriate market that has reasonable demand and regulations and bears no entry barriers that eventually results in smooth conduct of business (Samuels, 2013). It can be stated that the small organisations needed to consider certain key factors prior to their commencement of exporting. In this similar concern, the small organisations strongly believe that they can attain significant benefits from considering the factors before commencing exporting. The benefits comprise raising sales along with revenues, minimizing risks , enlarging life-cycle of the products and most significantly penetrating into new business markets among others (Tekle, 2013). After acquiring a brief idea about the benefits that can acquire by the small organisations, it can be affirmed from a broader perspective that they need to consider a particular chief factor concerning building an effective corporate international image prior to the commencement of exporting. It has often been viewed that financial risks generally occurs while carrying out transactions on an international basis. Thus, on the basis of the above discussion, it can be stated that the small organisations must consider certain other major factors like adopting as well as executing planning dimensions, conducting proper analysis of market and concentrating much upon product pricing and quality prior to the commencement of exporting (Tekle, 2013). Question 2 It has been apparently observed that the business organisations belonging to this modern day context tends to invest substantially in abroad for the purpose of raising profitability, overall productivity, business reputation and most significantly attaining superior competitive position. However, relating to this context, it can be observed that a business organisation when investing abroad often has the difficult choice of either buying an existing facility or building a new facility. This can be owing to the reason

Analysis of video Essay Example | Topics and Well Written Essays - 1000 words

Analysis of video - Essay Example For example, they have right to acquire wealth, they can take legal action against another person and they can also be prosecuted in the court for their misconduct. Corporations in the United States and the rest of the nations are gaining huge influence over normal persons and as a result, they often abuse the rights of the individuals in the society (Bakan, 2012). This is because they are less conscious about the needs of the people since their endeavor is to achieve their goals of amassing affluence irrespective of the impact of their actions in the community. Nature of Corporation’s Institutions According to Bakan (2012) corporations are basically established to with a motive of generating wealth or their shareholders. Unlike ordinary persons, corporations lack conscious for the human feelings hence will do anything in order to acquire more wealth. They subject human beings into torture due to their activities without minding about their actions (Banerjee, http://www.google .co.ke/search?tbo=p&tbm=bks&q=inauthor:%22Subhabrata+Bobby+Banerjee%222009). Although normal human being would not subject their fellow human beings into immense sufferings, corporations have no concern for human life. Their focus is to engage in activities that will generate wealth for the investors. In the modern society, corporations are enjoying extreme autonomy which a normal person cannot enjoy. This is because corporations are made up of different individuals and since their focus is on the returns they will make, they have a lot of wealth which they use to defend their positions against all evils they commit (Macfarlane, 2002). This prevents individuals from enjoying their liberty granted by the constitution. Consequences of Corporations Institutions in the Society The law of the nation requires individuals to enjoy liberty without partiality by any one. However, corporations are taking advantage of the needy people in the society and convert them into a supply of affordable labour (Macfarlane, 2002). They pay them low wages just or maintenance of their lives. They want to law taxes from their income. Corporations aim at amassing immense wealth from the public while offering negligence assistance to the society. For example, they pay their workers very low wages, abuse children, paying low taxes by failing to declare their entire gains from their trading activities (Bakan, 2012). The corporations are trying to acquire maximum wealth from the nation while they want to offer little in return. The negative impacts of the corporations’ activities are affecting people who do not gain anything from the corporation’s (Bakan, 2012). For example, damping of the wastes materials and emissions due to their production activities has detrimental effects of the environment. The emissions of poisonous substances are adversely affecting human beings, aquatic life and vegetation. They are the major causes of cancer disease which is continuing to take away the lives of many people. Corporations such as Monsanto and Syngenta among others use chemicals which have detrimental effects on the surroundings and on human beings. Some corporations spray their workers with chemicals in order to evade spread of diseases by the workers. These are hindrance to the freedoms of the individuals and have negative impact in the society. Furthermore, huge corporations fail to disclose vital

Managing Personal and Organisational Changes Essay - 1

Managing Personal and Organisational Changes - Essay Example As a consequence, higher education institutions are today pressurised to follow an unconventional way of pedagogy approach and compete at the international level, as the desire and intention of the students to gain a global career opportunity increases in the 21st century societal context. This in turn has substantially increased the competition level faced by higher education institutions; whereby, political bodies have also been taking requisite measures in this particular sector to augment the level of competition (Coughlan, 2013). Therefore, adoption of change, under such circumstances, becomes quite crucial for higher education institutions around the world. ... Based on the findings, inferences have been drawn along with specific recommendations to the steps that university leaders can take while applying the change. A Critical Analysis and Evaluation on the Nature of the Changes, Difficulties and Opportunities Facing the Higher Education Institutions Using Relevant Organisational Change Management Models and Theories In the 21st century context, managing organisational change is accounted as a common challenge faced by industry leaders. As by Waddell & Sohal (1998), organisational change management is considered as a major challenge in 21st century organisational management, fundamentally owing to the functioning of two pivotal factors; one is the involvement of multiple change driving forces and the other is the influenced caused by retraining factors. In agreement to this notion of change management, By (2005) and McMurray & et. al. (2010) had argued that resistance to change is a common phenomenon that causes massive hindrances in apply ing change management strategies. This particular change management theory can be well assessed applying the Lewin’s Force Field Analysis model in the context of higher education sector. According to this model, change can be managed efficiently with the accurate identification of ‘driving forces’ and ‘restraining forces’. While the driving forces implies those factors that influence and causes change in the organisational context, restraining forces tend to work as an obstruction or barrier to change enforcement (Hunt & et. al., 2006). When applying the Lewin’s Force Field Analysis model in the higher education sector, the driving forces can be identified in terms of job market alterations, business context changes, political changes and other societal changes that have

Compare and contrast Freuds and Piagets development models Term Paper

Compare and contrast Freuds and Piagets development models - Term Paper Example How could Piaget claim that Freud’s explanations are insufficient? Jean Piaget (1896-1980) worked on the development of intellectual capabilities of children. The way he viewed the development of children’s mind and their intellectual capabilities is enormously exceptional especially in educational theories. He proposed that children cannot commence certain type of tasks until they are mature enough to do so. He further stated that children’s psychological process doesn’t develop smoothly instead there are certain transitions that take them into new capabilities and area. He saw that the transitions take place at the age of 18 months, 7 years and 11 years. These ages are the ages of immaturity irrespective of the brightness and sharp mindedness of a child. Piaget’s Stages of Cognitive Development i. Sensori-motor (from birth to 2 years) ii. Pre-operational (2 to 7 years) iii. Concrete Operational (7 to 11 years) iv. Formal Operational (11 years and onwards) In contrast to that, Sigmund Freud (1856-1939) defines that personality development can either results in successful and healthy completion of personality and may also result in failure and unsuccessful personality. Freud believed that personality is developed through different stages depending upon the erogenous zone.

High School English Experience Essay Example | Topics and Well Written Essays - 750 words

High School English Experience - Essay Example Being a member of the Middle East region, I personally have experienced the difficulties the non-English speaking communities undergo predominantly while living in an English speaking country as well as while rendering one’s services at a multinational organization. Being the citizen of one of the Arab states, I did not have English speaking background altogether; consequently, having least knowledge about this international language was certainly a natural phenomenon. While recalling my school years to my mind, it becomes evident that a large majority of my school-mates had been undergoing the same problem of having almost no knowledge or information about English language. Somehow, it was my elder sister that not only provided me with information about this foreign language, but also laid stress upon learning the same. I had obtained an opportunity of seeking the knowledge of English from my intermediate years. Our dedicated professor at college increased the passion of gett ing acquainted with the basics of English in his students. However, his immediate departure and replacement with a non-serious and demanding instructor lessened my passion for learning English to a great extent, and feelings of not getting able to learn English started haunting my thoughts subsequently. Though the hopes of embarking upon the process of learning English appeared to be losing ground, when I got a job at a multinational company, where speaking in English was the only source of communication partly because of the very reality that the employees at the company belonged to divergent nationalities and regions of the globe working under the same environment. Though English was not the primary language of all co-workers; nonetheless, almost all people could convey their message by speaking some words and phrases of English language. As a result, the idea of having command of the language made its certain place in my mind subsequently in order to make sure headway on the way to making achievements in professional life and career. In the meantime, I proceeded to the USA for higher education, and emphasized upon paying due heed in the learning of language. I had got admission at Ashland University, where the supervision of sincere and devoted teachers during my under graduation years turned out to be extremely supportive in respect of obtaining understanding of the language in a skillful and proficient manner, though I experienced serious challenges on the way to obtaining command over the subject actually. As a result, I developed great taste for English language and literature. Actually in Arabic language, there is no helping verb, and the structure of sentences is quite different one in comparison with English. The concept of definite and indefinite articles i.e. a, an and the, as well as appearance of subject in the beginning of sentences are also quite different ones in my primary language i.e. Arabic. Somehow, developing taste for the great literary giants including Shakespeare, Milton, Pope, Coleridge, Keats, Jane Austen and Emily Bronte etc wide opened new horizons of knowledge before my eyes, and I was determined to elect English 100 as an optional subject in my four year graduate program.  

Teaching Plan Essay Example for Free

Teaching Plan Essay Maria is a 23-year-old female on disability pension. She left school since she was 12 years old and currently staying with her grandmother in Dromana. She has a long history of Borderline Personality Disorder with a self-harming behaviour and been experiencing chronic suicidal thoughts which often occur spontaneously with clearly definable triggers. These thoughts can be managed effectively well by the use of distraction/relaxation techniques, however, her level of distress can quickly escalate to an acute crisis situation whereby Maria becomes overwhelmed by the desire to end her life and emotional pain. Maria will then attempt to self-lacerate to reduce her distress or overdose on over the counter or prescribed medication. One of the crisis plans that would prevent her from inflicting harm to self is by encouraging her to call a clinician or duty worker during business hours or call the Triage after business hours for phone coaching to de-escalate her current acute emotional state. As Maria is learning to move from her emotional mind to a ‘wise’ mind, we are encouraging her to try to balance these better. Maria understands that her emotional mind and wise mind are often unbalanced, which usually makes her emotions take hold which then often escalate, leading to self-harm behaviour. [Source: Out-Patient Record, Peninsula Community Health Service (2010)] Introduction Patient teaching plans are tools developed by nurses in facilitating a systematic and evaluative way used in communicating to their patients regarding a particular treatment or practice. According to Bastable (2008, p. 07), a teaching plan is a â€Å"blueprint for action to achieve the goal and the objectives that have been agreed upon by the educator and the learner. † In this context, the nurse is the educator while the patient is the learner where a teaching and learning activity will occur for a specific treatment of therapy will occur. Bastable (2008) further explained that patient teaching plans should have a â€Å"purpose, content, methods and tools, timing, and evaluation of instruction. † The purpose, content, methods and tools, timing and evaluation of instruction should be in line with the objectives nd goals of a teaching plan. In order to have a more comprehensive and effective teaching plan, there is a need to identify concisely the elements of an ideal education process (Bastable 2008). By using a case study of a patient with a Borderline Personality Disorder, this essay will explain the importance of a patient teaching plan. It will further discuss the underlying principles and practice in the development, implementation and evaluation of a teaching plan based on the case study cited. It will also discuss the underlying processes in the development of the patient teaching and learning plan. It will then discuss the issues that will occur in the implementation of the patient action plan. Finally, it will give an analysis of the impact of the teaching plan to the patient. Importance of Patient Teaching Plan to Patients with Borderline Personality Disorder Borderline Personality Disorder (BPD) patients have the tendency of â€Å"exercising aggression, self-mutilation, impulsive behavioural dyscontrol, or self-damaging behaviour† (Latalova Prasko, 2010 p. 239). Thus, there are chances that BPD patients have the behaviour to harm themselves like slashing, being violent to other people and they can also be impulsive. According to a letter written to the editor published in the Journal Academy of American Physicians Assistants (JAAP, 2000) by Roxane Head, the patients that have BPD â€Å"may experience simultaneous conflicting thoughts, images and emotions. † Hence, these conflicting thoughts, emotions and images could trigger higher level of suicidal tendencies. Incidence of BPD cases are brought about and associated to Post-Traumatic Stress Disorder (PTSD) which establishes the link that causes mood instability as a result of prior â€Å"parental abuse or neglect. (JAAPA, 2000) In this context, parental abuse can be attributed from childhood experience which can either be â€Å"physical or sexual. † (JAAPA, 2000) Based on the case study presented above, Maria has experienced sexual abuse from her step-grandfather. It has also been stated that she has the tendency to do self-harm and over-dosing herself with medications. Based on the symptoms of BPD, there is a need for an immediate treatment and intervention when a mental crisis occurs. However, some BPD patients are not confined in hospitals or treatment facilities but are in their homes and are away from the management of clinicians and therapists. The introduction of Dialectical Behaviour Therapy (DBT) is a kind of treatment program for BPD patients that focus on the â€Å"teaching of behavioural skills in helping and facilitating individuals in replacing maladaptive behaviours with skillful behaviours. †(Neacsiu, Rizvi, Linehan, 2010) Phone coaching or therapy is one of the common DBT methods that are being used in treating BPD patients. Thus, there is a need for nurses and other medical practitioners to educate BPD patients on how to contact and communicate to clinicians and phone therapists. Hence, an effective teaching plan is needed to be designed and implemented which is tailor-made for BPD patients using some learning theories. Principles and Practices Development and Implementation of Teaching and Learning Plans Patient teaching and learning plans are aimed to assist nurses and other health educators in formulating a comprehensive of plan of teaching activities that for a certain type of patient, just like BPD (Falvo, 2010). Since BPD patients are known to have irregular emotions, DBT treatments such as phone coaching or therapies target emotion dysregulation and its after-effects by enhancing motivation and teaching skills aimed at areas of deficit (Vitaliano, Lynch Linehan 2010). Thus, in developing a teaching plan for BPD patients, it would be helpful to use specific learning theories that explains and targets the emotions and behaviours of individuals. One of the learning theories that could be applied in formulating a teaching plan is the Cognitive Learning Theory. According to Ziegler (2005, p. 60) Cognitive Learning Theory focuses on â€Å"cognitive restructuring† process of the mental state of the learner. Thus, it is beyond duplicating certain behaviour but rather it is more on storing and remembering some information in the learner’s mind. Emerson (2007, p. 19) suggested that the learning process using the cognitive learning theory would entail some cognitive steps in a progressive manner in â€Å"acquiring, processing, and structuring† information which makes the learning to be involved or â€Å"active† in the learning process. Hence, in formulating a teaching plan it is also essential to make the learner or the patient as the centre of the learning process. Nurses who are geared toward educating their patients or clients must initially focus and assess their patient’s behaviour as well as their mental and physical capacity (Sarman, Daugherty Riegel, 2000). Sarman, Daugherty Riegel (2000) further explained that it is important to consider the patient’s â€Å"physical condition, medications, culture, and psychosocial attributes but not always dependent on whether the patient perceives the need for change and is motivated to do so. Hence, the patient’s behaviour, especially with current mental illness or disorders should not be considered as a hindrance in patient teaching, but it is also part of a nurse’s â€Å"professional responsibility† to initiate a process in â€Å"teaching, motivating, providing resources to support in maintaining and sustaining the change† (Sarman, Daugherty Riegel, 2000). In Maria’s case, it is helpful to consider the Cognitive Learning Theory in formulating a teaching technique for phone coaching. According to Binks, Fenton, McCarthy, Lee, Adams Duggan, 2009) the initial step in teaching, is to help the client establish a link between their thoughts, feelings, emotions, actions to target a patient’s symptoms. † In Maria’s case, she has the tendency to harm herself when a crisis arises. Further, it is also essential to teach the client to â€Å"monitor his or her own thoughts, feelings and behaviours and also providing alternative ways of coping with regards to the specific symptoms of her current illness,† which is BPD (Binks, et. al 2009). In this step, it is essential to help Maria identify the level of feeling or emotion that she is currently experiencing or feeling at a specific attack. As part of the cognitive learning process, the use of visual aids such as mood charts and graphs would be helpful for the learner in acquiring, processing and structuring and applying it. According to Mountain (2008, p. 105), mood charts can help in understanding the â€Å"intensity of emotions, anxiety, emotions and the patient’s symptoms. † Mountain (2008, p. 105) further explained that mood chart will help in the learner to be â€Å"more aware on the moods and how they change. Thus, in the case study being cited, it will use a mood ring chart that classifies different emotions and level of anxiety with a corresponding colour. The mood ring chart would facilitate in Maria’s learning process as it would facilitate her in communicating to the phone coach therapist the level of emotion or anxiety she currently experiencing. The mood chart would be very helpful in Maria’s case since she will be seeking treatment from a phone therapist who would help her manage the crisis attack by either distraction or relaxation techniques, which would cause a change of her emotion or mood. Another teaching style that will be used is by demonstration. This teaching technique can be implemented and used in the case study since there is a need for the nurse-educator to teach the patient how to use the phone in contacting the phone therapist or clinician. In Maria’s case, it is very important that the nurse-educator should teach the patient a step-step process by demonstrating and giving instructions on where to locate a phone, who and what number to call, how to use the phone and how she will communicate to the phone therapist or clinician. In this way, the Maria will learn to use the phone with much confidence because the inability to use the phone and other technologies could hinder the success and effectiveness of the treatment. Evaluation of Te aching and Learning Plans In the development of a teaching in a patient education process, it is essential to consider the importance of evaluation. Bastable (2008, p. 558) argued that evaluation is defined as â€Å"a systematic process by which the worth or value of something-in this case, teaching-and learning- is judged. In this context, evaluation is a process in measuring the effectiveness of the development and implementation of patient teaching plans. The significance of the evaluation process is a critical aspect in the nurse teaching process and decision making since it would create an impact in its outcome and to future development and implementation of further patient teaching plans (Bastable, 2008). Hence, it is important to measure the effectiveness of the outcome of the teaching process to determine which aspects of the teaching plan needs to be improved and corrected as well as for the benefit of future teaching plans. In evaluating the teaching plan developed for Maria, it is essential to determine of what guidelines and methods to use in its evaluation. As the teaching plan has been developed for Maria which was patterned from Bastable (2008), the purpose, goal and objectives were clearly defined as well as its methods of instruction, resources needed and the methods of how it would be evaluated. To evaluate the teaching plan for Maria, it is essential to focus on the objectives set and its content outline which could be verifiable by the methods of evaluation being set. The first objective in the teaching plan is to help er recognize if she’s depressed or needs therapy, this can be recognized by post-testing. The second and third objective is to help her locate phone numbers of clinicians as well as how to use the phone to communicate with a clinician, this can be evaluated a return-demonstration by Maria after the nurse-educator teaches her how to perform these processes. The fourth and fifth objectives is to teach Maria how to distinguish the type of mood she is experiencing and associate it with the corresponding colour based on the mood chart and these processes can be evaluated by post-testing. The last objective is to teach Maria to listen and comprehend what the phone therapist is advising while is undergoing phone coaching and this could be evaluated through question and answer with the nurse-educator. Possible Issues that Might Occur in the Implementation of the Patient Teaching Plan In the implementation of patient teaching plans, there is a tendency that there is a difficulty in motivating patients to learn what have been taught in the patient teaching plans. There is also a possibility that the patient will not follow the skills and steps being taught. In the case of Maria, there will be a tendency that she will not listen of what the nurse-educator will be teaching her, like by recognizing her level of emotions. There also might be a possibility that she will insist a certain level of emotion which in reality is not real emotion that she is experiencing which would cause a contradicting intervention or treatment from the phone therapist. Impact of Teaching Plans to the Patient The evaluation on the implementation of patient teaching plans is not the ultimate indicator that the teaching plan for a certain patient is successful. However, Falvo (2010) argued that a teaching plan can be deliberately considered successful when a patient like Maria can be able to manage her crisis attacks even without the help of phone coaching therapists. By using the case study, Maria will be able to perform the prescribed distraction or relaxation techniques when she is experiencing depression or anxiety attacks. Conclusion The development of teaching and learning plans is a very important step in the treatment of mental disorder patients. It is vital that these teaching and learning plans should be meticulously developed in a way that would suit to specific individual needs, especially to patients with serious mental disorders like Maria who is suffering from Borderline Personality Disorder. The development of patient teaching plans should be carefully planned and could be flexibly adjust depending on the circumstance that could possibly occur during its implementation. Lastly, careful monitoring and evaluation in the implementation of teaching plans is very important in the learning processes to identify positive results to be maintained and at the same time improve areas that needs to be addressed.

The Melancholy In John Steinbecks Books Essay Example for Free

The Melancholy In John Steinbecks Books Essay The melancholy hussar was set in the 19th century in 1801. This was a time were woman had no lives of there own and this shows the character of Phyllis in melancholy hussar. Phylliss father treats her as an object. She is not free to do what ever she wants because she is a woman. Thomas hardy illustrates the role of woman in the melancholy hussar (1801). Woman had no role in society and women were very unimportant. Steinbeck had written his story during the American depression in the 1930. Life was very hard for men and woman because of migration, unemployment, rootlessness and instability. All these had made people very angry and this had caused racism. Crooks in of mice and men also had a very hard life because he was black. Crooks wasnt wanted near the white men, which had led to racism. On page 100, crooks says to Lennie I aint wanted in the bunkhouse and u aint wanted in my room, Lennie replied why aint you wanted in the bunk house BECAUSE IM BLACK. This had shown through text that racism was very natural. Both of these books had inequality in their texts. Curly had the most power over every one in of mice and men. In melancholy hussar Phyllis father had power over Phyllis. In melancholy hussar, the Napoleonic war was going on. The Napoleonic war was when France was at war against England. Germany were allies with England so Germany had sent some of their soldiers but the German soldiers had felt upset and lonely because they did not no English and they had no English friends to communicate with. This is what also had made them very homesick.

LOreal SWOT Analysis Essay

LOreal SWOT Analysis Essay Prior to the establishment facial cosmetics, LOreal can be identified as a hair-colour formula which has been introduced by a French chemist known as Eugene Schueller in 1907. At this time it was called Aureole. Schueller brought and idea of manufacturing it on its his own products which were later taken to Parisian markets hairdressers to be sold. It was only in 1909 that Schueller registered his company as Societal Franà §oise de Teintures Inoffensive pour Cheveus,the future LOreal. Scheuller started to export his products, which was then limited to hair-colouring products. There were 3 chemists employed in 1920. In 1950, the research teams increased to 100 and reached 1,000 by 1984. Today, research teams are numbered to 2,000 and are still expected to increase in the near future. Through agents and consignments, Scheuller further distributed his products in the United States of America, South America, Russia and the Far East. The LOreal Group is present worldwide through its subs idiaries and agents. LOreal started to expand its products from hair-colour to other cleansing and beauty products. The LOreal Group today markets over 500 brands and more than 2,000 products in the various sectors of the beauty business. Such includes hair colours, permanents, styling aids, body and skincare, cleansers and fragrances. Indeed, the LOreal Group have reached the peak that all cosmetic brands sought after and also identified many factors that can contribute to the success of the Company. In the early 1980s LOreal achieved high level of global of distribution which was barely in the sights of its senior managers. Since LOreal was known to be Frances leading beauty company, it was international presence was so limited that many believed and had a conception of Parisian beauty as being expensive and high culture. The image of LOreal brands at the time e.g. Lancà ´me in cosmetics and LOreal professional in hair care limited the company ability to expand into international markets. When a person is infected the infection could be coming from inside the body or outside, similar to the organization where by some of the decision/changes being made are being influenced by factors outside the company and sometimes its hard to resist them. Non exceptional LOreal is one of the organizations being subjected to these factors. The factors can be put in one word SWOT (Strengths, weakness, opportunities and threats factors) (http://loreal.exteen.com) Internal Influences (S)trengths The on going success of the LOreal Group is without if not for the ingenuity of the concept of their vision as a team. LOreal Chairman and CEO Lindsay Owen-Jones consider passion as the key to the well-renowned accomplishment of the said Company. The primary strength of the Company is the continuing research and innovation in the interest of beauty which assures that the LOreal Cosmetics offers the best to their consumers. Their dedication to their continuous research makes them the leader in the growing cosmetics industry despite the competition in the market. On the other hand the LOreal group also had of Strength of developing activities in the field of cosmetics as well as in the dermatological and pharmaceutical fields in order to enhance and put more concentration in their particular activities. The cosmetics activities of LOreal are divided in to three groups. First is the Consumer Product Division which encompasses all the brands distributed through mass-market channels, ensuring that LOreal quality is available to the maximum number of the consumers. The Luxury Products Division includes the prestigious international brands selectively distributed through perfumeries, department stores and duty-free shops. The Professional Products Division offers specific hair care products for use by professional hairdressers and products sold exclusively through hair salons. The Active Cosmetics Department creates and markets products for selective distribution through pharmacies and specialist health and beauty outlets. The LOreal Groups dermat ological activities are linked with Galderma, which is basically a dermatological firm that contributes to the innovation of the LOreal Groups products. The pharmaceutical activities of LOreal are also handled by Sanofi-Aventis. These divisions and subdivisions ensure the quality that the LOreal Group offers to its customers. To further add to the enumerated strengths of the company, LOreals advertising strategy also plays a major part to its growth. Through adapting to the culture of their target market as the main tool of their advertisement, the Company brought LOreal products within reach of other women from different parts of the world. (http://loreal.exteen.com) (W)eaknesses Perhaps one of the weaknesses that a big company faces is the decentralized organizational structure. This is also part of the difficulties that LOreal is facing. Due to the many subdivisions of the Company, there is also the difficulty in the control of LOreal. This slows down the production of the Company because of the need of giving reference to the other Board members and directors of the Company. LOreal will also have a difficulty in finding out what division is accountable for the possible pitfalls of the Company. Another weakness that LOreal faces is their profit. The profit margin of LOreal is comparably low than that of the other smaller rivals. While LOreal projects certain rise in digits as their profit, the result does not usually meet the expectations (Sang, 2003). Perhaps, this is also due to the high-end advertising and marketing as well as the width of the Company. Also the coordination and the control of the activities and image in the worldwide market are also view ed as a weakness in the part of LOreal. Due to its worldwide marketing strategy, there are also dissimilarities brought about in the campaign of LOreal products as to what iMac. (http://loreal.exteen.com) External Influences (O)pportunities The LOreal Company concentrates on cosmetic products that enhance women of all ages. The growing demand for beauty products gives LOreal the opportunity to focus in their field of specialization, particularly on hair styling and colour, skincare, cosmetics and perfumeries. Being the leading cosmetic brand gives them the edge for their well-known image. Opportunity also emanates from their growing market that ranges from the affluent, the aging and also the masses of the developed countries. Another opportunity that LOreal must take advantage of is their greater market share because of the numerous patents registered by the Company. This enables them to have the top of the line products only to their name and therefore would lead costumers only to them for they could not find any of the said cosmetics in other brands. (http://loreal.exteen.com) (T)hreat A threat to the LOreal group is also the growing competition within the field of cosmetic brands. Due to the on going addition to the field of cosmetics, there is still the danger that other brands could surpass the profit of LOreal. Another threat to the Company is the economic downturn that is quite evident in other countries. Such could thus hurt the possibility of higher profit for the company. Most products of LOreal are within the reach of the citizens of developed countries, but LOreal may have problems reaching out even to the average people from the underdeveloped countries. Also a threat to the LOreal Group is the spending habits of consumer and the economic crunch that most countries are experiencing as of present. While the LOreal Group may be producing the best of its line, people may find that their products are not of their basic needs and would skip buying LOreal products. However, with the growth of the market, the damage could be far from taking place. Another signi ficant threat that LOreal faced was competing against leading U.S beauty makers. In the professional division, Clairol was the leading U.S hair colour brand, with 70% share of the U.S market. Although hair colouring was LOreals strength, it was the firms original and most profitable product line. Hair colour was the really the business they were fighting to get in, but Clairol seemed unbeatable. (http://loreal.exteen.com) Task 2 How globalisation influences policies and decisions making in LOreal When the Red ken managers initially launched new products independently of LOreals corporate headquarters in New York city, several of these post acquisition launches were unsuccessful. The Red ken brand management was later relocated to LOreal U.S corporate headquarters in New York City where it was rebranded Red ken 5th Avenue NYC. The Red ken acquisition triggered a reassement of LOreal entire hair care division where the senior managers realized that they needed a division focused entirely on sales to salons and hairdressers because the U.S professional market was unlike the professional market in Europe where a mid luxury hair care products were sold in department stores. By contrast, most of the mid to luxury hair care sales products in the U.S were sold in salons and other American speciality beauty supply stores. Since Salon sales had a larger profit margin than mass market hair care products, the sales eventually in professional division made up a third of all LOreal hair ca re sales. And the managers realized that Red ken had a global potential as an American brand of American origin. Since every country has its own way of lifestyle on how they perceive things, the LOreal management team has to consider some issues on their policies before making their decisions. Like in the case above , the Red ken is American brand that has it own way of selling in the market unlike in Europe , the LOreal managers therefore , has to do how the products is perceived in making American market compared to European . Its here that we find how the senior managers changed their policy and make a decision to suit how the product is liked in that particular market. Evaluating the effectiveness of LOreal response to globalisation. While LOreal was enjoying its 19th consecutive year of double digit growth in 2004, it had become an international beauty products that was focusing almost exclusively on the manufacturing , developing and sale nine of French , six American one Italian ( Giorgio Armani perfume) , one Chinese( Yue-sai acquired in 2004) and one Japanese brand ( Shu Uemera acquired in 2001) . Its organizational structure, marketing, strategy, and culture were all oriented to the fast growing global personal care market. According to Owen Jones , LOreal s U.S brands were a significant component of the whole orientation and they recognized that they wanted to be a truly global company that they would like to promote around the world American brands because it was the other great alternative in the beauty industry. However , the did something that was basically unthinkable for most multinational companies since they didnt just stopped having local brands rather they tried to put their brand everywhere as s ell United States to Americans , the United States to Chinese, Italian elegance to the Japanese , French beauty to Africans , and Japanese chic to Brazilians and many others. At the time when the Maybelline was acquiring the market, it had lost the focus as many of the analysts and watchers said. Two years before the acquisition, Maybelline branched out into the lucrative anti-aging cosmetics market with its Revitalizing brand. Revlon quickly responded with aggressive and well capitalized advertising campaign for its age -defying brand, overwhelming Maybellines poorly preforming revitalizing. It is here that the brand managers decided to drop for a brief time one of Maybellines most famous tagline when they realized the Maybelline is losing focus again. During the research, they found that the other competing brands had unique positions within the market place but consumers were unable to define what Maybelline was. It was sort of sleepy almost a stale brand because it seems most the consumers get confused about the brand and start putting it and mentioning in a different way. Maybelline to some individuals meant mothers pink nail polish, since the mangers got some comments about pink and green Great Lash mascara which they wanted to point out that they were proud of that day because its leading mascara in the world. The international potential of Maybelline was perhaps just as compelling as its domestic potential which has incredibly powerful value as its an American brand which corresponded to the idea that in America girls are so well made up, and therefore, the idea of perfection coming from America. This had a big appeal with young people all over the world. LOreal promoted close relationship between Research and development and international brand teams when the Garnier managers decided that the brand needed a fruit based shampoo for the European consumer market and they worked closely with LOreal European scientists , who realized that fructose , a type of sugar common in fruit , strengthens hair Japans fast growing wet lipstick market . Not only these but also the Maybelline global brand team built on water shines success in Japan creating water shine Diamonds a lipstick that contained small microscopic glass beads coated with silver and the international brand teams were responsible for not only developing new products but also ensuring the integrity of a given brands positioning . With international brand teams based in the brands home country, the teams global product plans were skewed toward the needs of the country. In the U.S market are sometimes easily influenced by the fact that the U.S market is so large that the managers hav e to put some extra cautious to ensure that global plans are compatible wit other markets a cross the world and not just U.S but also when creating the plans of the other regional offices execute and by sustaining a consistent brand positioning in a far-flung markets was at times a challenge that they had a U.S brand in Japan that allowed to get away from the global marketing plan where the advertisement and promotions were oriented more to Japanese market rather than the brands global message which involved democracy, independence and freedom . They had too much local adaptation and maintaining the brand message in every country. LOreals strategy focused on internal growth, disciplined global marketing continuous product innovation, creating a strong presence in every distribution channel of each product division all over the world and acquiring an important role in expanding LOreals product portfolio and generating revenue growth.

Positive Depiction of Communism in Buffy the Vampire Slayer TV Series E

Red Revised In a recent article concerning the political movement behind followers of Garabandal, journalist Barry Hanratty reports â€Å"to speak of communism today almost seems anachronistic† (Hanratty). Communism today does seem to be an oxymoron. The United States’ Cold War politics have trapped communism in a different century and attached to this word those negative feelings once associated with foreign Communist powers. Americans have now forgotten the actual definition of communism, relying solely on the propaganda fed to America during its wars against communist nations and particularly Joseph McCarthy’s time in Congress. However, some individuals in America are moving past the propaganda and looking at communism at the root of its definition, seeing it - not as a totalitarian form of government, but rather as a system which distributes all property of a community equally among community members, making social class nonexistent and all individuals share equal economic status. Fran Rubel Kuzui proved to be one of those individuals by directing the television series Buffy the Vampire Slayer which shows communism as something positive rather than threatening. The episode that exemplifies this most is â€Å"Normal Again.† In this episode, Kuzui uses the two realities Buffy finds herself in to contrast communism with capitalism, showing not only a preference to communism, but also that it has a place in a new generation. Each form of the two economic systems are established in their respective realities through camera angles. In the reality where Buffy is a vampire slayer, the camera shoots everything at a level angle. When her friends help Buffy up off the bench in the graveyard, the camera follows Buffy in a way that... ...ording to his need. Our nation’s history with communism has clouded this economic philosophy, thereby preventing the youth of the United States to weigh communism fairly. â€Å"Normal Again† gives a new generation a new perspective. This episode opened up the possibility that the capitalism that rules America may be just as constricting and frustrating as a mental institution; that the only escape may be the equality-centered community communism offers. Works Cited Page Hanratty, Barry. â€Å"Garabandal’s Prophecy about Communism.† The Workers of Our Lady. Bishop Roman Danylak. 27 Oct. 2007 . Trbic, Boris. â€Å"Dark is the Night.† Australian Screen Education 41 (2006): 34-8. Whedon, Joss, prod. â€Å"Normal Again.† Buffy the Vampire Slayer: The Complete Sixth Season on DVD. Twentieth Century Fox, 2004.

J. Edgar Hoover Essay -- essays research papers fc

J. Edgar Hoover Former Senator Joseph McCarthy put it perfectly when he said, â€Å"†¦ for the FBI is J. Edgar Hoover and I think we can rest assured that it will always be.† (qtd. in Denenberg 7). J. Edgar Hoover is credited for reconstructing the Bureau of Investigations (later renamed Federal Bureau of Investigations). Regardless of how people saw him, Hoover was powerful and committed, and did everything within his power to improve the agency that would make this country a safer place for all. John Edgar Hoover was born New Years Day in 1895. After years of education and law school he started as a third generation government worker in July 1917 as a clerk for the Justice Department (Denenberg 23,25-26). In 1919 he was promoted to acting director and later to director in 1924. He ran the FBI until his death on May 2, 1972 at the age of 77 (DeLoach 226). With all of the changes to the system that occurred because of his hard work, J. Edgar Hoover is referred to as the â€Å"father of modern-day law enforcement† (DeLoach 226). Hoover can take credit for separating the Bureau from politics, raising standards for agents, and implementing many other necessary crime programs (DeLoach 226-227). Most people were frightened of Hoover and this caused an attempt to portray him, through the media, in a manner that was far from complimentary (DeLoach 228). It is very difficult to find positive information about him; but no one can deny the hard work and accomplishments he made for the good of this country. To this day, he is the longest-serving leader of an executive branch agency, having served through the terms of eight presidents. He had good standing relationships with all the presidents regardless of their political position. Herbert Hoover (no relation) recommended J. Edgar Hoover to the attorney general for his director position with the Bureau based on his previous performances. No president came close to firing him (Hoover 34-35). For almost three generations, and even now, it is almost impossible to think of the FBI without thinking of Hoover. Democrats accused him of being Republican just as Republicans accused him of being Democrat. Hoover himself was not political. He was just as skeptical, scornful and vindictive in the treatment of right-wingers and left-wingers he didn’t like (Hoover 40). Hoover swept through the department and fired agents with questionable ... ...velt to obtain communications and tactics of suspected spies and war enemies. Though controversial it terminated the largest spy ring in operation in this country (Denenberg 79-81; Directors). Through the years Hoover’s dedication in raising the importance if the FBI helped to expand the Bureau’s jurisdiction and responsibilities (Directors). J. Edgar Hoover’s record of notable government service has never been matched. He transformed the bureau from a badly managed, corrupt organization to a quality law enforcement agency. As its size and budget have increased over the years, its reputation for competence and integrity has declined. It has lost most of the respect that it enjoyed in Hoover’s day. Works Cited Denenberg, Barry. The True Story of J. Edgar Hoover and the FBI. New York: Scholastic Inc.,   Ã‚  Ã‚  Ã‚  Ã‚  1993. DeLoach, Cartha. â€Å"J. Edgar Hoover.† Booknotes: Life Stories. Ed. Brian Lamb. New York:   Ã‚  Ã‚  Ã‚  Ã‚  Random House, 1999. Directors: Then and Now. Home page. Federal Bureau of Investigation. 1 July 2004 . Hoover, J. Edgar. â€Å"J. Edgar Hoover Speaks Out.† By Jack Wooldridge and Wilbur Martin. Nation’s Business January 1972: 32-45.

Ielts Handbook Essay

Introduction This Handbook gives an overview of IELTS for teachers, administrators and other users, including staff in receiving organisations such as universities, professional registration boards and employers. It outlines the key features and administrative procedures for IELTS. The Handbook does not include complete samples of the test components; these are given in the Official IELTS Practice Materials pack, which can be bought from IELTS test centres, or from Cambridge ESOL or IDP: IELTS Australia (see page 20). Additional information is given on the IELTS website www.ielts.org Academic and General Training IELTS is available in two formats – Academic and General Training. The Academic Reading and Writing tests assess whether a candidate is ready to study or train in the medium of English at an undergraduate or postgraduate level. Admission to undergraduate and postgraduate courses is based on the results of these tests. The General Training Reading and Writing tests are not designed to test the full range of formal language skills required for academic purposes, but emphasise basic survival skills in a broad social and educational context. General Training is suitable for candidates who are going to English-speaking countries to complete their secondary education, to undertake work experience or training programmes not at degree level, or for immigration purposes to Australia, Canada and New Zealand. It is the responsibility of the candidate to inform the test centre whether they wish to take the Academic or General Training Modules. Centres are not responsible for providing this information. The General Training Module is not offered at all test administrations. What is IELTS? IELTS, the International English Language Testing System, is designed to assess the language ability of candidates who need to study or work where English is the language of communication. IELTS is jointly managed by the University of Cambridge ESOL Examinations (Cambridge ESOL), British Council and IDP: IELTS Australia. IELTS conforms to the highest international standards of language assessment. It covers the four language skills – listening, reading, writing and speaking. IELTS is recognised by  universities and employers in many countries, including Australia, Canada, New Zealand, the UK and the USA. It is also recognised by professional bodies, immigration authorities and other government agencies. IELTS is not recommended for candidates under the age of 16. Test Administration IELTS tests are administered at centres throughout the world – there are currently over 300 centres operating in more than 100 countries. Centres supervise the local administration of the test and ensure the provision of qualified and trained examiners. A full list of centres is available on the IELTS website. Test centres run regular test administrations, according to local need and results are available within two weeks. Candidates receive only one copy of their results but additional copies may be sent by the test centre directly to receiving organisations at the request of the candidate. There are no restrictions on candidates re-taking the test. Test Format Candidates are tested in listening, reading, writing and speaking. All candidates take the same Listening and Speaking tests. There is a choice between Academic and General Training in the Reading and Writing tests. The tests are designed to cover the full range of ability from non-user to expert user. The first three tests – Listening, Reading and Writing – must be completed in one day. There is no break between the tests. The Speaking test may be taken, at the discretion of the test centre, in the period seven days before or after the other tests. A computerised version of IELTS Listening, Reading and Writing tests (CB IELTS) is available at selected centres, but all centres will continue to offer paper-based IELTS and candidates will be given the choice of the medium in which they wish to take the test. Listening Time: approximately 30 minutes Candidates listen to a number of recorded texts. These include a mixture of monologues and conversations and feature a variety of English accents. The recording is heard only once, and candidates are given time to read the questions and write down their answers. Academic Reading Time: 60 minutes There are three reading passages with tasks. Texts are taken from books, magazines, journals and newspapers, all written for a non-specialist audience. At least one of the texts contains a detailed argument. General Training Reading Time: 60 minutes The texts are based on the type of material candidates would be expected to encounter on a daily basis in an English-speaking country. They are taken from sources such as newspapers, advertisements, instruction manuals and books, and test the candidate’s ability to understand and use information. The test includes one longer text, which is descriptive rather than argumentative. Preparing for the Test It is not necessary to attend an IELTS preparation course though it is, of course, a good idea to prepare thoroughly for the test. An order form is given at the end of this Handbook for an Official IELTS Practice Materials pack. This includes a full practice test with an answer key and a CD of the Listening test and sample Speaking tests, so that candidates can get some idea of their level and familiarise themselves with the format of the test. There is also a wide range of published preparation materials. Academic Writing Time: 60 minutes The first task requires candidates to write a description of at least 150 words. This is based on material found in a chart, table, graph or diagram and demonstrates their ability to present information and to summarise the main features of the input. For the second task, candidates write a short essay of at least 250 words in response to a statement or question. They are expected to demonstrate an ability to present a position,  construct an argument and discuss abstract issues. General Training Writing Time: 60 minutes The first task requires candidates to write a letter of at least 150 words either asking for information, or explaining a situation. For the second task, candidates write a short essay of at least 250 words in response to a statement or question. They are expected to demonstrate an ability to present a position, construct an argument and discuss issues. Speaking Time: 11–14 minutes The test is a face-to-face interview. Candidates are assessed on their use of spoken English to answer short questions, to speak at length on a familiar topic, and also to interact with the examiner. IELTS Test Results Marking is carried out at the test centre by trained examiners whose work is closely monitored. This ensures that test results are available without any administrative delay. Results are standardised and usually available within two weeks of the test, and Test Report Forms are sent to the candidates and to the sponsor(s)/receiving institution(s). Test centres are not permitted to give results over the phone, or by fax or email. The completed Test Report Form bears a centre stamp, a validation stamp, the candidate’s photograph and the authorised centre representative’s signature. The authenticity of any Test Report Form can be verified by means of the Test Report Form Verification Service located at https://ielts.ucles.org.uk British Council, IDP: IELTS Australia and Cambridge ESOL reserve the right to cancel any Test Report Form in the event of any attempt to tamper with or misuse the information contained in it. Test Scores IELTS provides a profile of a candidate’s ability to use English. Candidates  receive scores on a Band Scale from 1 to 9. A score is reported for each test component. The individual test scores are then averaged and rounded to produce an Overall Band Score according to a confidential Band Score conversion table. Overall Band Scores and individual test scores are reported in whole and half bands. Test Report Form An example of the Test Report Form is shown on the right. Each test is reported separately as a Band Score, together with an Overall Band Score. A descriptive statement giving a summary of the English of a candidate classified at each band level is provided below and is included on the reverse of the Test Report Form. Has fully operational command of the language: appropriate, accurate and fluent with complete understanding. Has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations. Handles complex detailed argumentation well. Has operational command of the language, though with occasional inaccuracies, inappropriacies and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning. Has generally effective command of the language despite some inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly complex language, particularly in familiar situations. Has partial command of the language, coping with overall meaning in most situations, though is likely to make many mistakes. Should be able to handle basic communication in own field. Basic competence is limited to familiar situations. Has frequent problems in understanding and expression. Is not able to use complex language. Conveys and understands only general meaning in very familiar situations. Frequent breakdowns in communication occur. No real communication is possible except for the most basic information using isolated words or short formulae in familiar situations and to meet  immediate needs. Has great difficulty understanding spoken and written English. Essentially has no ability to use the language beyond possibly a few isolated words. No assessable information provided.

Hamlet’s Moral Nature Leads to Death Essay

While rambling on about vengeance, the senseless prince Hamlet utters â€Å"I, his sole son, do this same villain send to heaven. O, this is hire and salary, not revenge†¦ or about some act that has no relish of salvation in’t; then trip him, that his heels may kick at heaven, and that his soul may be as damn’d and black† (3. 3. 77-95). This soliloquy is significant as it shows Hamlet’s intentions when he must delay his murder purposes to a specific time frame where Claudius is acting corrupt because then the King’s soul will descend into hell. Moral relativism is also evident when the melancholic prince moans â€Å"To be, or not to be: that is the question; whether ’tis nobler in the mind to suffer†¦ To die, to sleep;† when contemplating life and death (3. 1. 57-61). This unique proclamation further explains why Hamlet is incapable of murder because he is afraid of what lies after death, particularly hell and purgatory. For these reasons, religion is a main virtue of Hamlet’s moral nature leading his incompetence in seeking retribution on King Claudius. Another unambiguous quality in the Prince’s moral nature that leads to the dispose of Claudius is procrastination. While in the castle, the insane Dane Hamlet sadly proclaims â€Å"Thus conscience does make cowards of us all, and thus the native hue of resolution is sicklied o’er with the pale cast of thought, and enterprises of great pitch and moment with this regard their currents turn awry, and lose the name of action† (3. 1. 84-88). This declamation clarifies Hamlet is troubled by his  over scrupulous conscience which prevents him from immediately avenging his father’s murder. After finishing conversation with the Captain, the impractical prince Hamlet boldly states â€Å"How all occasions do inform me against me, and spur my dull revenge! What is man†¦O, from this time forth, my thoughts be bloody, or be nothing worth! † when realizing now is the time for him to act (4. 4. 31-65). Hamlet finally recognizes that he has held out his revenge for too long and must act on it after seeing Fortinbras’ army sacrificing money and men to get back a worthless piece of land just for honour. In due course Hamlet’s procrastination eventually leads to his death in the end. If it is not for the Danish Prince’s moral nature of procrastination, he could have very well avoided death by acting on his deed to his father. Last, the most important moral virtue that the saddened prince portrays is indecisiveness. When deciding whether or not to fulfill his revenge for his deceased father, Hamlet confidently declares now whether it be, bestial oblivion, or some craven scruple, of thinking too precisely on th’ event – a thought which, quarter’d , hath but one part wisdom   and ever three parts coward – I do not know why yet I live to say this thing’s to do ,sith I have cause , and will and strength , and means  to do. 4. 4. 39-44) This decision further describes that Hamlet is indecisive about when he must carry out retribution for his forbearer. Indecisiveness relates to both religion and procrastination qualities as well. Hamlet pronounces â€Å"I, his sole son, do this same villain send to heaven. O, this is hire and salary, not revenge†¦ or about some act that has no relish of salvation in’t; then trip him, that his heels may kick at heaven, and that his soul may be as damn’d and black† when determining when Claudius should be slain and go to hell (3. . 77-95). Not only religious virtues are apparent but also indecisive traits. Indecisiveness is evident while Hamlet needs to decide at what specific point in time to achieve his goal of retaliation. When speaking to himself in the castle, the melancholic prince sighs â€Å"Thus conscience does make cowards of us all† (3. 1. 84). Even though procrastination is evident in Hamlet’s speech, indecisiveness can be found as well. Indecisiveness is present in Hamlet’s speech because he is contemplating on his own life and death. For these examples, indecisiveness is in the Danish Prince’s moral nature that affects his ability to seek payback for his father. In conclusion, moral relativism, procrastination and indecisiveness are the three vital virtues that insane Prince carries. These traits prove the reoccurring theme that the need for revenge can consume you. Hamlet’s moral nature is the reason why he is unable to seek vengeance for his father immediately and if the insane Dane had taken action and fulfilled his assassination on Claudius instantly, Prince Hamlet’s fate would have ended better. Works Cited Shakespeare, William Hamlet.