The Rise of Universal Liberal Values? Essays -- Essays Papers

The Rise of Universal Liberal Values? Democracy is one thing, and constitutional liberalism quite another. In the inexorable march of modernity, Fareed Zakaria argues in The Rise of Illiberal Democracy, the message of constitutional liberalism has gotten lost in the clamor for democracy. This is problematic because, without a strong foundation of pluralism and constitutional liberalism, the apparatus of democracy can easily be hijacked by forces that hardly espouse the liberal values that have, in the Western mind, become transparently conflated with democracy. The fact that liberal constitutional democracy has become the unmarked case for Western pundits serves and most likely will continue to serve, Zakaria points out, as a legitimizing shroud around illiberal democracies' practices. What is problematic is Zakaria's notion of legitimacy: who are we to say whether, to the extent that we find an illiberal democratic regime's actions questionable or worse, that regime is illegitimate? Such pronouncements not only fly in t he face of the democratic orthodoxy, but also dangerously destabilize the props of national sovereignty that comprise the underpinning of the current international system. Democracy, broadly defined, is a mechanism of governance, the participation of a people in the selection of its rulers. Constitutional liberalism, on the other hand, as sketched by thinkers from the Enlightenment onward, is a philosophy of governance, granting the governed a set of inalienable personal freedoms, in addition to ensuring the rule of law and the separation of powers (132). These are quite clearly not the same thing, although they have been bedfellows for some time in the governments of western Europe and North America. Zakari... ...notions of basic liberal rights and freedoms upon other cultures that do not, by necessity, share them all. He takes the almost-insulting stance that people that choose an illiberal government do not know what is good for them, when they may in fact have quite tenable reasons to do so. To further suggest that America and company aim to spread these uniquely Western concepts is further problematic in that to do so could destabilize these countries, or even turn them against the West, surely not a desirable outcome. It is important to recognize that culture plays an important role in the choices people make, including their choice of government. And just as some cultures find nothing wrong with eating termites or belching in public, so too are they entitled to find no problem with illiberality to an extent. As long as they choose it voluntarily, it is their own choice.

Ieoh Ming Pei Essay -- People Pei Biography Papers

Ieoh Ming Pei Ieoh Ming Pei is a brilliant, Chinese-American architect. He combines learned skill with his gift of knowing what works both functionally and aesthetically. Early Life He was born in Canton, China, on April 26, 1917. Art and commerce were both ingrained in Pei's upbringing. His family had lived for more than 600 years in Suzhou (formerly Soochow), a city in the Yangtze basin northwest of Shanghai. The history of Suzhou goes back some 2,500 years,, but it became prominent during the Sui Dynasty (A.D. 581-618) with the completion of the Grand Canal, which linked several major trading cities. Suzhou was an important city in the rice and silk trades. It was also known for its many craftsmen, scholars, and artists. People considered the city so wonderful that there was a saying about it and its neighboring city: "In heaven there is paradise; on earth, Suzhou." Around the time of his birth, fighting among local warlords made life dangerous in Canton. The political turbulence that Pei witnessed seems parallel to Einstein’s experience with political turbulence in Germany, and Ghandi’s experience with India under British rule and the loss of Hindu identity that came with the ruling of a different culture. In 1918, the bank told Tsuyee (I. M.’s father) to move with his family to the safety of Hong Kong, which was then governed by Great Britain. Sometimes on that long journey Ieoh Ming’s nurse, or "amah," carried him on her back. The Pei family lived in Hong Kong for nine years. During that time, three more children were born: I.M.'s sister, Wei, and his two brothers, Kwun and Chung. In 1927, I.M.'s father was made manager of the bank's main office in Shanghai, and the family returned to C... ... Science Center, at Boston, Massachusetts References: Dell, Pamela. I.M. Pei Designer of Dreams. Chicago: Childrens Press Inc, 1993. "I. M. Pei" Grolier’s Multimedia Encyclopedia, 1996. Wiseman, Carter. I. M. Pei: A Profile in American Architecture. New York: Harry N. Abrams, Inc, 1990. http://www.greatbuildings.com/gbc/architects/I._M._Pei.html http://washingtonpost.com/wp-srv/style/longterm/books/chap1/im_pei.htm http://www.mit.edu/people/bei/www/page4.html http://www.mit.edu/people/bei/www/Pei/Masa2.gif http://www.mit.edu/people/bei/www/Pei/Johnson2.jpg http://www.mit.edu/people/bei/www/Pei/NGArt2.jpg http://www.mit.edu/people/bei/www/Pei/Dallas1.jpg http://www.mit.edu/people/bei/www/Pei/BankChina4.jpg http://www.mit.edu/people/bei/www/Pei/Louvre1.jpg http://www.mit.edu/people/bei/www/Pei/Rockhall2.jpg

Four Factors of Organizational Success Essay

There are numerous ways to achieve organization success. Ask any two business guru their opinions and you will undoubtedly get two unique lists. Successful entrepreneurs covet their secrets of success and business school faculty lecture what the latest texts have written. Defining a check list of do’s and don’ts may seem like a rather easy task, but the implementation of those ideas is what will truly lead to organizational success. But what is organization success? That question can have many answers depending on the business. A University might define it as job placement of graduating students, but a middle school may be successful if its American history program is nationally recognized. A publicly traded company (and its stock holders) could define it as profits over the last quarter, whereas a small technology start-up could consider the issue of a patent on their newest widget a success. It’s my assessment that of all the factors pertaining to organizational success, those that revolve around the people within the organization and adaptation within the organization are the largest factors of success. I believe when a commitment to improvement, a continuous workforce development plan, and an implementation of a shared vision are harmoniously integrated by a resilient leader, it will place a company on a path to organizational success. Commitment to Continuous Quality (Process Improvement) There are no perfect scenarios where a company continues to profit and does nothing to improve. Updating a process is a continuous method that involves employees at all levels while focusing on the needs of the customer (John, 1992). Successful organizations are able to identify potential areas for increasing the value of processes or products. Not all products need to undergo substantial change in order to qualify as a process improvement. A change in the perceived value of the product is all that is needed. For example, a recent advertisement from McDonald’s is touting their Egg McMuffin sandwich as a luxury and higher class item. Taking from old consumer adage â€Å"It’s the Cadillac of †¦Ã¢â‚¬ , McDonalds has substituted â€Å"McMuffin† for Cadillac. There have been no changes to the recipe of the sandwich, but they have changed the perception of the item by comparing it to a separate premium item and in turn increasing a perceived value (Biasi, 2012). Whether a company modifies a current product, updates a process or simply re-brands, constant improvement is a key factor in the success of an organization. Shared vision In order for a company to achieve a goal, its employees must be on board with the missions of the organization. That is, employees must be aligned with the mission, values and goals of the organization in order to foster growth and achieve long term success (The secrets of organizational success, 1995). In order for an organization to implement any changes, those within (at all levels) must share in the vision of the organization (Kanter, 1988). Every company should have a vision. Without a vision there are no goals to achieve and the company has no definition of success in the future. A successful vision provides a company with a few goals to which they can devote their resources to while inspiring its workforce to achieve those goals (Clancy, n.d.). The importance (as stated by Clancy) lies with inspiring employees. A vision alone needs support. Simply wanting something done, without dedicating recourses to it, is futile. Creating a shared vision, one in which employees have a stake, is significant in the organizations long term success. Providing a personal connection to the product (or process) drastically changes the way employees approach their work and makes a substantial impact on their work quality (Hill & Tande, 2003). People have to want to work, not because they are told to (Senge, 1990). The creation of a shared vision adds value to the work of an employee. A paycheck cannot be the only motivation. The employee must want to take stake in the operation of the company and understand their work is critical to the mission of the company. Continuous Learning / Workforce Development Former CEO of Intel Andrew Grove once said, â€Å"Success breeds complacency. Complacency breeds failure† (1996). It is important for a company to provide its staff with the opportunities to develop and provide new insights into company processes. While in his tenure at Intel, Grove urged executive to allow staff to experiment with new techniques and processes while concurrently performing the production of existing products (Grove, 1996). Acknowledging the importance of creative freedom and invention allows for an improved process to be implemented without a significant reduction in production levels (Sheridan, 2004). Learning enhances people’s abilities; it drives creation, workplace competencies and motivates others to do the same (Loon, Lim, Teck, & Lai, 2012). A company can develop their staff internally while creating new ideas, updating procedures and processes. Constant improvements do not come automatically. Instituting a program that promotes continuous learning and workforce development can eliminate down time between successes and will create a substantial competitive advantage. Strategic decision maker As an organization undergoes change, its leaders also need to have the willingness to do so. Strategic decision makers are flexible yet concise; they must make crucial decisions regarding growth, divestment, new products and cost cutting (Grant, 2008). As a company attempts to succeed in the marketplace, its leader must effectively navigate a myriad of executive decisions that affect the livelihood of the company. While any company can claim they want to improve, the implementation of that vision is the key. R.M. Kanter (1988) discusses that the best of those leaders are called â€Å"Change Masters†; leaders who are able to create a shared vision, encourage innovation, and support internal education. She continues that change isn’t always necessary, but a strategic decision maker will identify times where change is eminent and make adjustment rapidly. Take for example Lee Iacocca and Chrysler. Before his hire, the company was on the edge of complete failure. Something desperately needed to change. With the hire of Lee Iacocca came a decision to layoff those employees not willing to accept changes he believed would right the company. Those who stayed for a maximum $14 per hour salary, redesigned the brand and help the company earn over $2.5 billion within three years of his hire. (Roberts, n.d.). I am not suggesting a change in company culture is necessary, but a leader must be able to identify the need for change, have the ability to implement such change, and the gumption to do so. Finding a leader with the before mentioned qualifications will aid in corporate success. Four factors working together There are many other factors which could lead to (or prevent) organizational success. It’s my belief that the four points briefly discussed are deeply intertwined and provide an ever changing path towards success. The proper mix of these four items creates an environment that fosters company development. Just a few examples of the cohesion of these four factors have been noted in other publications: * Great leaders must be passionate about their visions and responsible for advancing workforce development (Gibson, Ivancevich, Donnelly & Konopaske, 2006; Loon, et al., 2012). * Continuous learning among all levels leads to future process improvements (Zairi, & Whymark. 2000). * Leaders must also have the mindset required for visionary leadership; otherwise they are managers and not leaders (Transforming leadership for success and sustainability, 2011). * Continuous process improvements that are derived from a shared vision are more readily adapted by employees (Guti, Llorà ©ns-M ontes, & Óscar. 2009). The items above are not meant to be all inclusive. There are numerous other factors that one could argue have equal impact on success. While I do not discredit those other factors, it’s my determination that the four mentioned are factors that are able to be controlled within the organization. Other factors such as environmental conditions, consumer behaviors, and external costs, remain out of the control of the business leader. Focusing on supplying staff with the necessary leadership to achieve the company vision will lead to success. As the newest management fads pass and business trends change, one thing will remain constant: the success of organization will rely on heavily people who are a part of the organization. References Biasi, A. (2012) Increasing Perceived Value (of your product or service). Smart Marketing Solutions. http://www.smartmarketingllc.com/2012/01/14/increasing-perceived-value-of-your-product-or-service/ Clancey, K.J. (n.d.). Shocking truth of the month. Most companies are operating without a vision. Retrieved from http://www.thekevinclancy.com/truths_102009_g.html Gibson, J.L., Ivancevich, J.M., Donnelly, J.H. Jr., Konopaske, R. (2008). Organizations. Behavior, structure, processes. McGraw-Hill Irwin. New York, NY. Grove, A. (1996). Only the paranoid survive. Double Day Publishing. New York, NY. Guti, L. J., F.J. Llorà ©ns-Montes, & Óscar, F. B. S. (2009). Six sigma: From a goal-theoretic perspective to shared-vision development. International Journal of Operations & Production Management, 29(2), 151-169. doi: http://dx.doi.org/10.1108/01443570910932039 Hill, B., & Tande, C. (2003). Personal impact maps: Chart the course to a shared vision. Workspan, 46(10), 38-42. Retrieved from ABI/Inform database. John, S. W. F.,Jr. (1992). Managing process improvement at the cherry point naval aviation depot. National Productivity Review (1986-1998), 11(4), 533-533. Retrieved from ABI/Inform database Kanter, R. M. (1988). Change masters vs. change stiflers. Executive Excellence, 5(3), 12-13. Retrieved from ABI/ Inform database Loon, M., Yet, M. L., Teck, H. L., & Cai, L. T. (2012). Transformational leadership and job-related learning. Management Research Review, 35(3), 192-205. doi: http://dx.doi.org/10.1108/01409171211210118 Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday/Currency. Sheridan, J.H. (2004). 1997 Technology Leader of the Year, Andy Grove: Building An Information Age Legacy. Industry Week. Retrieved from http://www.industryweek.com/companies-amp-executives/1997-technology-leader-yearandy-grove-building-information-age-legacy Sudhir, K. C., Pullig, C., & F, D. A. (1997). Critical success factors from an organizational life cycle perspective: Perceptions of small business owners from different business environments. Journal of Business and Entrepreneurship, 9(1), 47-0_7. Retrieved from ABI/Inform database. The secrets of organizational success: Aligning employees behind new corporate goals and objectives. (1995) Training & Development, 49(8), 28-28. Retrieved from ABI/Inform Database. Transforming leadership for success and sustainability. (2011). Strategic Direction, 27(3), 19-21. doi: http://dx.doi.org/10.1108/02580541111109598 Zairi, M., & Whymark, J. (2000). The transfer of best practices: How to build a culture of benchmarking and continuous learning – part 2. Benchmarking, 7(2), 146-167. Retrieved from ABI/Inform database.

Presentation of John Proctor Essay

Arthur Miller’s presentation of John Proctor’s ‘moral journey’.  It is mentioned in the Old Testament (Exodus 22:18), â€Å"Thou shalt not suffer a witch to live.† It was on the authority of this one sentence in the Bible that 19 witches were hanged in Salem in 1692.  To Arthur Miller, the McCarthy Hearings bore an alarming resemblance to the trials in Salem in 1692. The Crucible was his way of trying to keep history from repeating itself. McCarthy claimed America was in great danger from a Communist conspiracy to take over the world, and the people of Salem had similar views on Witchcraft. No one missed the parallels between 1692 Salem and 1953 America. But, many said, â€Å"Witches never did exist, then or now. Communists are real.† Some critics complained that the play was too cold and intellectual. Others said it wasn’t a play at all, but some kind of outburst, a political speech.  Moral- of or relating to character and human behaviour, particularly as regards to right and wrong.  Journey- a travelling or going from one place to another. Everybody, including John Proctor, has morals. They are an essential distinction of character. Everybody’s morals will differ, as it is your individual opinion of right and wrong. As a child you are taught right and wrong by your parents and at this moment you embark on your moral journey. Throughout life certain events will change the way you think; your opinion on certain matters, and inevitably, your morals. This evolution of character is not however a strictly long-term process that takes years of unforgettable proceedings and experiences to alter. Single events and circumstances can see your morals change instantaneously and it is consequently interesting to see how this applies to John Proctor and to scrutinise on how his morals change and develop in the midst of the bizarre course of events. Arthur Miller creates a very theocratic and puritan society when portraying Salem. The society and community of Salem orientates entirely around the church. The community has very strict religious views and ethics, and does not believe in any other way or possible system. The people of Salem are restrained by religious laws imposed by strict traditionalistic leaders who, through the church have been given power and control over the society and enforce it through hellfire teachings and the prevailing threat that God is watching them. No one dares to say an ungodly word against the church or speak their own mind and this creates a very tense and uneasy ambience where everybody fears for themselves to be corrupted in their own mind and commit and incriminating thought, though they know only to well that the realms of their mind are just about the only place of safe freedom of opinion. Though the majority of the people of Salem are content and tolerant with their situation a silent minority are not. These people however, would never stand up and declare their true beliefs and intent for fear of being hung. It appears that something has to give in this unsustainable situation and a single spark or event could set of a devastating mà ¯Ã‚ ¿Ã‚ ½là ¯Ã‚ ¿Ã‚ ½e of carnage and mayhem.  John Proctor is the main character in the play of The Crucible. At the outset of the play, he does not appear to be a central character, but as the story develops, one can see that the importance of his existence and the reason behind his presence are soon made known.  John Proctor is a farmer in his middle thirties. He is not a man of any real authority or weight but Proctor need not be and is none the less respected and even feared in Salem. Even-tempered and not easily led he has a sharp and biting way with hypocrites. He cannot refuse support to partisans without drawing their deepest resentment. In Proctor’s presence a fool felt his foolishness instantly and Proctor was always marked for calumny therefore. However, the steady manner he displays is an inimitable front to hide his troubled soul. Proctor is a sinner, not only against the moral fashion of the time, but against his own vision of decent conduct. He is god at containing and suppressing this and the man carries a distinct quiet confidence and an unexpressed hidden force. Deep inside his own mind however he is afraid, afraid of dying without confessing his sins and that his wife will not forgive him for his sins. Proctor is confused and a closer look shows that what he really desires is not his wife’s forgiveness but his own acceptance and consequential self-forgiveness of the sins that he is only too aware of.  Proctor is a man of strong opinion; he has many morals and views, and is not afraid to speak out against a cause he disagrees with. One such cause is the church and the authority of the reverend Paris, Proctor is quite blunt in expressing his disapproval and at one-point states, while in front of Paris, â€Å"I like not the smell of this authority†. For a man like Proctor the situation in this society is far from idyllic. His morals are undistinguished, and he is aware of the mental confusion and repression being created.  Miller uses a number of devices within his play-script to present the character of John Proctor. Using Proctor himself Miller portrays his character by using Proctor’s speech, fears and how he behaves. Other characters in the play also help to define the farmer’s character, by their speech, thoughts and behaviour which all change as the play progresses. Miller deliberately puts Proctor in scenes and situations that will cause discomfort and uneasiness for the farmer, like the courtroom scenes in act three where Elizabeth lies. It is Proctor’s conversations with Abigail however that heightens Proctor’s sense of embarrassment. In a society as restrained and suppressed as Salem it is surprising to note the free speech of Abigail. She is often blunt and persuasive to people of authority and it is a wonder that they never pick up on her allusion. It is this allusion that infuriates Proctor as only he can see through it and he is frustrated and discouraged by the power she resultantly gains. Juxtaposed with Elizabeth’s negative perception of Proctor’s sins it is visibly demonstrated that Miller is deliberately making things hard for Proctor.  It seems that Miller is ‘out to get’ Proctor just as much as Parris is and throughout the whole play Miller is constantly showing and presenting scenes and situations in a thorny complexion for Proctor that maximises every opportunity to emphasise his problems with temptation and the moral dilemma that this creates for the, as Miller would present, ‘fallen’ man.

Goffman and Music Education Essay

For my career, I intend to teach music privately. I will own my own business in my home and teach students of all ages. As a part of my business I will serve students also in small group classes and other special events that I will design in my business. A ‘typical performance’ would include being in front of any students. For example, a student arrives for a lesson, and I am waiting for him/her. I greet him, and he comes in and begins to prepare his instrument and materials. I may glance over his materials, checking anything he was assigned to practice or work on in the previous week. I may also chat with him about how his week has been. Then, the lesson will proceed, and we will work on performing on his instrument. He will play and I will critique his performance and have him try things different ways until he improves. I may make use of metronomes, tuning devices, or my own demonstration to help him learn. At the end of the lesson, I will assign him new materials to work on or practice, and see him out the door. This performance related to Goffman’s idea of â€Å"rituals† that occur in the social situation. Regardless of my mood or desires, I will ask the student how he is doing and listen to his answers. The lesson will proceed in roughly the same fashion every week. The student will come to expect when I will interrupt his performance to give criticism, because he will come to know what I consider unacceptable. The lesson becomes a series of rituals that are performed week after week, lesson after lesson. The members of my team will consist of all of my students, as well as their parents, many of whom may sit in on lessons always or from time to time. I could not be a teacher if I did not have students, so they are a necessary part of my team. It is the direct interaction between myself and them that sets the â€Å"stage,† as Goffman puts it in his dramaturgical explanation of social behavior. The parents factor in because they change the dynamics of the lesson situation when they are present. In these cases, I may choose to address parents in addition to or instead of the students in certain situations, and I will certainly be aware of their presence as I am working with the student. With some of the younger students, or students who have problems behaving, the parents may play a strong role in the lesson situation, guiding the student’s behavior and attempting to keep him on task. Outside of the lesson situation, it is possible that my mentors could also be considered supporting players, as I may turn to them for help with difficult students or situations to solve, and they may lend me moral support in making decisions about teaching or lessons. All of the people who play into what happens in the lesson situation could be considered team members in some sense, even if they never meet one another. Discrepant roles are likely limited in this situation, since for the most part, there is no audience. However, the teacher himself (i. e. me) might be a discrepant role, since the teacher is leading everyone’s reactions and ideas, and guiding the â€Å"audience’s† perception of the situation. Parents may function in a discrepant role, and well, since as both observers and participants in the situation, they may guide how they want their children to react, and how I choose to react because of their presence. Beyond this, there are probably not other discrepant roles. Should I be teaching a larger group, one student could serve in a discrepant role by more actively participating in the class and showing the rest of the group how to behave and react to what is going on around them. The rest of the class could serve as an audience in that case, assuming that some of the members of the class were feeling rather passive. The communications that would go on in lesson situations could be in or out of character, depending on the student, whether or not the parent was present, and the mood itself. In a general lesson situation where the parent and child were both present and the child was fairly young (not yet a teenager), communication would generally be entirely in character. That is, the communication would be formal and appropriate for the student and parent. However, should the student leave the room and the parent remain, the communication may lapse into out of character situations, where the teacher and the parent are sharing information or commiserating as two adults. It is also possible that if the student is older, teenage or adult, that the communication may be out of character, because of the teacher being able to identify with this student better on a person-to-person level, and not finding the need to remain aloof and professionally distant. In these situations, the communication would move often between in and out of character as the teacher goes from having a general conversation with the student to actually providing instruction. The impression one makes is difficult to manage at times, but it is also important. As a teacher, I would like to be seen as a professional at all times, someone who does not let emotions or outside situations affect my work. I would also like to be seen as energetic, upbeat, and involved in the work I do. This relates to maintaining what Goffman calls the â€Å"front. † The behavior at the front is the professional impression one makes, while behavior at the â€Å"back† or â€Å"sides† is related off-stage behavior in actors. Since teaching is often related to being onstage, this is not a totally foreign concept. As a teacher, I must forget any concerns I have when I enter the room to teach a student. I must focus on them and their needs, and not anything else that is going on in my life, good or bad. This is not always possible, and when it is not, I must explain as briefly as possible, apologize, and continue to try to focus solely on the student. I must also smile and use happy tones of voice when I am speaking, even if I do not feel that way. One of the hardest things in teaching is remaining optimistic and positive even when students are struggling or, more likely, refusing to work. It is difficult for a teacher to see students come into a lesson every week with homework undone and no practicing having been completed. What can I teach a student who won’t work on skills at home? But in order to keep my impressions positive and my front appropriate, I must broach the subject of needing to practice more carefully, so as not to discourage the student or to allow them to see how unhappy I am with their lack of preparedness. Teachers are constantly striving for diplomacy in even the hardest situations. Goffman’s work allows me to look at my future career with a much different perspective. I consider that I am on stage and that I am an actor in a play I have created and entered into, but I do not control all the variables. I control myself, but I react to how my students choose to be. It is interesting to note the possibilities that arise in every situation when there are so many different things happening at once, as Goffman points out. However, it is good to think about and try to use in work situations.

A Cooperative Jute Mill In Assam Management Essay

A Cooperative Jute Mill In Assam Management Essay Assam Co-operative Jute Mills ltd. being in the cooperative is unique of its kind in the country. Though it has a glorious history it plunged into oblivion for running around one and a half decade due to its internal crisis. But with pressure from the public and the employees it was re-opened and since then it never looked back. Obviously the reasons behind the organization’s revival and sustenance are worth exploring. The study established the existence of Employee Commitment in the organization, which in turn was found to be related to organizational performance. The study also explored and revealed the reasons behind the lack of performance during certain periods. Key words: employee commitment, work involvement, organizational performance Introduction The Assam Co-operative Jute Mills Ltd. is situated on the south bank of the river Brahmaputra at Silghat in the Nagaon district of Assam. This is the only Jute Mill in the country in Co-operative Sector. It was registered in the year 1959 under the Assam Co-operative Societies Act and after much struggle it was commissioned in the year 1970 with the initial investment of around Rs. 150 lakhs. But the Mill after running for about 14 years in rough weather had to close down during March 1984 for about 2 years due to acute financial crisis and other infrastructural problems. Again, the Mill was re-opened on 1st January 1986 under public demand with the financial assistance from the Central Government as well as State Government. However, in spite of sufficient government assistance, financial depression developed again due to imbalance in the income and the expenditure. The mill experienced teething operational problems due to huge accumulation of unsettled liabilities, shortage of working capital etc. But, after continuous struggle and efforts, the Mill started improving its economy from the year 1992-93 and thereafter making progressive net profits. Now, the Mill is completely free from all loans and li abilities and achieved an economically viable position. The Mill is implementing the scheme for renovation/modernization of its plant and machinery from its own resources. Today it provides direct employment to about 800 men. The mill has institutionalized corporate governance and discipline in all aspects of its functioning. During the year 2007-08 the Mill achieved the highest ever turnover of Rs. 18.67 Crores and best ever profitability after tax of Rs. 1.83 Crores. Looking at the above background it ignited the researchers to find out as to what are the reasons that prompted the organization to revive. Why the employees wanted the organization to sustain and above all what made these people to stay in the organization inspite of not being paid highly. The findings could be important learning for replication in other sick organizations and cooperative sector units. Thus the study was carried out with the following objectives. i. To determine the level of employee commitment in AC JM. ii. To explore the relationship between â€Å"Employee commitment† and the â€Å"Organizational performance† in ACJM. Thus the study did not elaborately take into account other aspects of management. Method Sample included all executives and staff, and 50% of workers from each department (12 departments). The response rate of the former was 76% and that of the latter was 78%. Questionnaires and schedules were used to gather the primary data. An extensive study of the available secondary sources of data available in the organization was carried out.

Investigating The Social Background And Occupational Aspirations Of Dissertation

Investigating The Social Background And Occupational Aspirations Of Male Nurses In London Hospitals - Dissertation Example Research Design and Methods The paper seeks to study and analyze the social background and the occupational aspirations of male nurses in London Hospitals. Qualitative research is proposed to be undertaken by interviews and collection of data through questionnaire. However, this needs to be supplemented with the research on secondary sources for a comprehensive analysis. The depth of the subject which involves mainly personal opinions, views on the profession or future career plans and practical difficulties in the profession warrants in-depth interview with the professionals. Analysis of a single case as in the case of Case Study, study based on the structures of experience as in the case of Phenomenology, Ethnography through field observation of socio-cultural phenomena or Grounded theory are considered inadequate. Data collection Method Interview with the nursing professionals in London Hospitals will be used for data collection for this purpose, along with the questionnaires for collecting general information with regard to the various factors involved. Interview Interviews on account of its flexibility is considered ideal for research in this case on account of its open ended nature and the scope it offers in hearing experiences, various points of views and understanding through interaction. Questionnaire The questionnaire will cover a range of issues concerning personal, financial and social aspects of the study. The objectivity in the questionnaire eliminates the scope for interpretation or bias in research. Secondary Sources of Information Secondary data will be useful for ground work and for firming up the strategy. It... The research with reference to the social background and class perception in nursing is very important to address certain issues such as ‘image of nursing’, ‘career choice’, ‘career development’ and ‘further studies. Neilson states that if nursing is going to be viewed as a legitimate career choice and a profession it needs to reflect membership from the different social classes. Otherwise, it could perpetuate an image, among the school pupils, that nursing is a job for the lower social classes. Gender-bias towards nursing should be addressed for the growth of the profession. Neilson states that gender breakdown of those pupils who had chosen to follow nursing as a career revealed that males only accounted for 12.5% whereas females accounted for 87.5%. The males, in general, don’t view nursing as their career choice, and their parents’ view on nursing as a career may also be an important factor. Delivery of nursing care in UK could be seriously affected in future due to the poor admission of brighter students to nursing schools.