40 Helpful Words Ending in -Ade

40 Helpful Words Ending in -Ade 40 Helpful Words Ending in -Ade 40 Helpful Words Ending in -Ade By Mark Nichol Words ending in -ade (or -cade) have a certain panache to them, often denoting a vivid action (including, frequently, military activities or endeavors) or a product or outcome of an action hence several words referring to food or drink. Most terms in English are borrowed from the French suffix -ade, cognate with the Italian form -ata (which also appears, for example, in inamorata, meaning â€Å"lover†) and the Spanish -ada (found in such words as armada, meaning â€Å"armed fleet†); all three elements are derived from the Latin suffix -atus (as in apparatus). In several words with -ade endings, such as brocade, decade, invade, pervade, and pomade, the suffix is not derived from -atus, but check out this list of those that are: 1. Accolade: an award or an expression of praise, or a ceremony at which one or both are given 2. Ambuscade: an ambush 3. Aquacade: an aquatic entertainment in which participants swim and dive to music 4. Balustrade: a row of vertical supports for a railing, or any barrier 5. Barricade: a barrier or other obstacle, or the action of creating one (unrelated to barrier, which comes from the Anglo-French word barre, meaning â€Å"bar†) 6. Blockade: an obstruction to prevent supplies or military personnel from moving from one place to another by land or sea, or any similar preventive action, or an interruption of physiological processes; also, to undertake such an action 7. Brigade: a large military unit, or an organized group (as a bucket brigade, a line of people relaying buckets full of water to douse a fire) 8. Cannonade: a bombardment, or the figurative equivalent, as in a verbal attack 9. Carronade: a short-barreled cannon (unrelated to cannon, the word is from the place name of Carron, Scotland) 10. Cascade: one or more steps in a waterfall or any similar movement, a cascading pattern in material, or a process that occurs in stages in which each one causes another; also, used as a verb to describe one of these actions 11. Cavalcade: a procession of people riding on animals or in vehicles or vessels, or a series 12. Charade: a puzzle or game (the latter referred to as charades) in which participants try to guess a word or phrase, or a pretense 13. Chiffonade: a vegetable or herb serving or garnish 14. Crusade: an enthusiastic effort to remedy or improve a situation; also a verb and, as crusader or crusading, an adjective 15. Colonnade: a line of regularly spaced columns 16. Defilade: a fortification that narrows the enemy’s maneuvering area, or the area in a structure or in a terrain out of the enemy’s line of fire 17. Enfilade: a flanking attack along the enemy’s line of fire, or a series of rooms, each of which opens into the next 18. Escalade: an act of climbing, especially a fortification 19. Escapade: an unapproved or unconventional activity or adventure 20. Esplanade: an open area for walking or driving, especially on a shoreline 21. Fusillade: shots fired simultaneously or in succession, or a similar attack of projectiles or the figurative equivalent, as in an outburst of spoken or written criticism 22. Gallopade: a type of spirited dance 23. Gasconade: boasting or bravado 24. Glissade: a gliding or sliding ballet step, or any movement suggestive of one; also, to undertake this action 25. Lemonade: a drink made of lemon juice, sugar, and water 26. Limeade: a drink made of lime juice, sugar, and water 27. Marinade: a savory sauce used to flavor and/or tenderize meat; the verb form is marinate 28. Marmalade: a jelly that includes pieces of fruit and fruit rind 29. Masquerade: a party whose attendees wear masks and costumes, or the costume itself; also, something done for show or to deceive, or to disguise, or a verb describing this type of behavior 30. Motorcade: a procession of motorized vehicles 31. Orangeade: a drink made of orange juice, sugar, and water 32. Palisade: a protective fence made of pointed stakes, or one such stake, or a line of cliffs suggesting a barrier 33. Parade: a procession or mobile array, a formation of troops or the site of the formation, people strolling or the place where they stroll, or a spectacle or a series of actions or efforts suggestive of such an exhibition; also, to perform one of these activities 34. Pasquinade: a satire 35. Promenade: a place where people stroll, or a public walk or ride undertaken for enjoyment or to show off, a march at the beginning of a formal ball in which all guests participate, or a movement in square dancing (in addition, the word from which prom is truncated); also, to undertake any of these activities 36. Renegade: one who defies normal standards of behavior or abandons one cause for another 37. Scalade: an archaic variant of escalade (see above) 38. Serenade: a musical performance intended to compliment the listener, especially one performed as part of a courtship, or a specific type of musical composition for a small group of performers 39. Stockade: an enclosure of posts or stakes constructed to keep prisoners in or the enemy out 40. Torsade: an ornament, especially for a hat, of twisted cord or ribbon Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! 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buy custom Critique of IAR and NAEP Assessment Processes essay Whether used for high-stakes decisions or classroom-based formative decisions, the most fundamental element of any educational assessment is validity (Russell Kavanaugh, 2011). IAR validity focuses on the accuracy of information collected about students, the accuracy of inferences made based on that information and the appropriateness of decisions about students, schools, teaching and learning that are based on those inferences (Russell Kavanaugh, 2011). On the other hand, large-scale assessment programs such as NAEP have traditionally attempted to assess students using single instruments administered to students under the same conditions. As a result it has been acknowledged that this practice does not give valid information (Russell Kavanaugh, 2011). The importance of evaluating these two programs is to discover problems and additional requirements early to prevent more serious issues that may arise later in their use. Through evaluation, stakeholders can determine which assessment programs to continue and which ones to end (IAR, 2011). Critical evaluation of these programs will ensure quality and build client confidence about purchasing, or using the assessment procedure. Effective assessment will assist the users to prioritize resources by identifying program components that are most effective or critical (IAR, 2011). The evaluation of Instructional Assessment Resources (IAR) should ensure that students attain self assessment which will in turn help students to develop critical reflection as they have to evaluate their own and other students work. IAR does not provide the opportunity for students to learn responsibility towards others via assessment and to learn to make critical judgments. Frankland (2007) says that an assessment process such as IAR should play a fundamental role in all aspects of learning where individuals and groups have to be accountable for their work. IAR should enable students to grow their ability to be realistic judges of their own performance and the ability to monitor their own learning. In order to be more effective, IAR should involve learners in the assessment of self development and learning. This will motivate them to think about what had been learnt to a certain point, where the gaps are, and how to fill up or minimize the gaps (Frankland, 2007). The assessment process should introduce the concept of individual judgment to students and ensure effective communication among teachers and peers. Carless, Joughin Li (2007) noted that assessment processes should lead to both the award of a reliable grade and contribute to productive student learning. The major challenge of IAR is that students spend too much time being tested and lack enough time in productive learning. The key stakeholders in these two learning processes should note that learning is much more than the accumulation of grades. On the other hand, NAEP does not give students motivating assessment activities which involve them in productive learning experiences. Therefore, NAEP assessment process is likely to lead to better student grades because it involves students actively in the assessment, engages them with standards and encourages them to monitor and improve their own work. NAEP assessment process presents a major challenge to tutors because they carry potential share of workload. Carless, Joughin Li (2007) argues that tutors are forced to share ideas, strategies, worksheets, model answers, quality exemplars or follow-up tasks as part of the process of streamlining assessment. Ehlers Schneckenberg (2010) learned that the main purpose of student assessment has been as a mechanism for comparing individual learners as a screening or selection process. NAEP assessment process has not provided access to individuals to continued education and progression to higher degrees, to entry into the civil services and to progression for jobs and careers (Ehlers Schneckenberg, 2010). Instead this process is predicated on measuring the differences between individual students based on race, ethnicity and gender. NAEP assessment process has led to pressure for objectivity through standardized tests which are set that the bright or hard working students get it right and the dull or lazy ones get it wrong (Ehlers Schneckenberg, 2010). Both NAEP and IAR use technologies in their assessment processes. Ehlers Schneckenberg (2010) says that technology has been focused on the development of simple multiple choice question and answers designed both for easy marking and for standardized test provision (p. 441). More emphasis should be put on the trends being assessed. Traditionally, university assessment was focused on a mastery of a body of scholarly knowledge defined by experts in a subject and the ability to research about that body of knowledge (Ehlers Schneckenberg, 2010). Nowadays, assessment has been more focused on professional standards as defined by external bodies. The main aim of NAEP has been to compare institutions and to provide a comparison of the attainment of individual learners rather than as a measurement of quality in terms of learning processes (Ehlers Schneckenberg, 2010). The stakeholders in IAR should be cautioned that the process is central because quality is seen to be congruent with the move from teaching to learning and to new processes of knowledge development outlined in the curriculum. Ehlers Schneckenberg (2010) mentioned that critiques of both IAR and NAEP should also be based on the effect on student motivation and coming from those seeking to develop assessment based on reflection on learning, particularly through the introduction of e-portfolios (p. 441). Both IAR and NAEP assessment processes should allow students to garner rewards from their participation in the assessment processes. Palomba Banta (2001) says that through their participation in the assessment process, students should be given small incentives for participating in surveys or testing projects. This is because the real payoff to students for their involvement in assessment should be an opportunity to learn more than they would have learned without it (Palomba Banta, 2001). Both NAEP and IAR programs should review their strategies to meet their full potential to engage faculty, students and other stakeholders in a systematic effort to improve quality of education. Instructional Assessment Resources (IAR) Goals and strengths IAR conducts regular assessment of teaching in order to improve the instruction itself. IAR (2011) says that teaching assessment allows the instructors to monitor student learning and make necessary adjustments to improve their teaching. One of the strengths of IAR is that its teaching assessments help teachers to avoid surprises in end-of-course evaluations (IAR, 2011). As a result, IAR (2011) indicated that the assessment process embraces evaluation of student satisfaction with course organization, exams, assignments, and instruction throughout the term giving room for mid-course adjustments and the improvement of student satisfaction. According to IAR (2011) IAR student assessment entails the assessment of student learning through assignments, tests, and portfolios. Recommendations for improvement IAR assessment process should consider individual student interests, abilities, cognitive styles, and rates of learning, patterns of developed abilities, ethnicity, sex, social class and their motivations (Clark Zimmerman, 2004). The IAR measures should be sensitive to pluralistic issues and reinforce achievements of all students not just those from a particular background or social class. Clark Zimmerman (2004) mentioned that students achievements should be focused on and celebrated so they are motivated to learn, and teachers will be provided tools that allow them to deliver quality instruction to all students including those who are talented in given fields (p. 145). Consequently, IAR assessment processes should use accurate scoring keys for selected rsponse assessment and good scoring guides for extended written response and performance assessment (Stiggins, Arter Chappuis, 2004). Regardless of how carefully the whole process has been planned, things can still go wrong that result in inaccurate estimates of achievement. Stiggins, Arter Chappuis (2004) says that some of the problems that may arise from the process can be solved by adhering to the test development process (p. 114). Evaluation measures used IAR uses three types of evaluation which include: needs, process and outcome evaluation.Needs evaluation is typically used in program planning. IAR (2011) indicated that this evaluation helps determine which program aspects or activities are most needed and for which population. Generally, this method is used to help build up new programs or justify existing program components. Process evaluation investigates the implementation process of a program (IAR, 2011). This approach is useful to appraise program activities and categorize any essential improvements or changes (IAR, 2011). Outcome evaluation helps determine the overall effects or outcomes of the program in relation to program intentions. IAR (2011) says that this method may indicate whether the program objectives were met and also includes any recommendations for improvement. IAR assessment process employs scenario based higher order thinking evaluation. Nilson (2010) says that scenario based higher order thinking evaluation is a series of multiple choice items based on a new realistic stimulus such as tables, graphs, diagrams and data set. In addition, Schuh (2011) says that the assessment process may face the challenge of availability of resources to support the initiative. In addition, a structured assessment instrument such as IAR is not be limited to needs, process and outcome evaluation. Schuh (2011) noted that institutions using this process are not limited by the specific questions within the assessment tool. Additional measures needed Teachers and students need to construct the way forward for classroom assessment practice together. McInerney, Brown Liem (2009) says that students comments suggest their actions are shaped by their past experiences and the future they anticipate, so it is important to realize that changes to teacher and students roles and responsibilities will take time (p. 101). The main criticisms of IAR are based on the desires of empirical scholars to have a stable population to acquire hard data that can be treated statistically and reported as predictive (Dorn, 1999). This means that there is a need for the student and subject matter content to be measured is stable and predictable. IAR faces challenges in its effort to assess performances in real-life situations because both the student and school undergo change (Dorn, 1999). The IAR assessment process should embrace a deductive process in which critical theories are applied to the students outcomes. Christ (1997) says that students should be urged to apply the same theories to their own work after learning in a formal critique. McInerney, Brown Liem (2009) articulated that a good assessment process should allow us to review aspects of the learning context and teacher assessment actions to consider how they might better support the formative function of classroom assessment. The IAR process should provide students with multiple opportunities to demonstrate what they know and can do. McInerney, Brown Liem (2009) cautioned that the use of IAR should accommodate student goals as part of fostering a climate where assessment is viewed at a minimum, as a joint teacher-student responsibility. The entire process must value the suggestions as feedback that signals respect for students and their ideas and prompts students to actively engage in learning assessment process (McInerney, Brown Liem, 2009). How this supplementary data can enhance the results and conclusions. The team involved in the design and implementation of IAR student assessment should have insider information about challenges going on in students lives, which may have undue influence over their final report on the students progress (Orrell, Cooper Bowden, 2010). IAR assessment process should consider that students and peers gain much from playing an active role in the assessment process. Orrell, Cooper Bowden (2010) further says that self assessment is a powerful tool for learning when adequately supported and developed. They also noted that when students are required to review and critique their behavior by IAR process they will if guided appropriately develop their meta-cognitive ability. The supplementary data should be used to ensure recognition, accurate interpretation and respect for diversity, evaluators should ensure that the members of the evaluation team collectively demonstrate competence (AEA, 2004). Competence would be reflected in evaluators seeking awareness of their own assumptions, their understanding of the worldviews of different participants and stakeholders in the evaluation. AEA (2004) stated that the use of appropriate evaluation strategies and skills in working with different student groups will enhance the results and conclusions. The supplementary data will enhance diversity in terms of race, ethnicity, gender, religion, socio-economics, or other factors pertinent to the IAR evaluation context (AEA, 2004). National Assessment of Educational Progress (NAEP) Goals and strengths NAEP administers assessments in twelve subject areas which include Reading, Mathematics, Science, Writing, Arts, Civics, Economics, Geography, and U.S History. Pellegrino, Jones Mitchell (1999) says that NAEP has chronicled academic achievement for over a quarter century. This is because it has been a valued source of information about the academic proficiency of students in the United States (Pellegrino, Jones Mitchell, 1999). It provides among the best available trend data on the academic performance of elementary, middle and secondary students in key subject areas (Pellegrino, Jones Mitchell, 1999). NAEP measures national and state progress toward the third National Education Goal and provide timely, fair, and accurate data about student achievement at the national level, among states and in comparison to other nations (Pellegrino, Jones Mitchell, 1999). It also develops sound assessments to measure what students know and can do as well as what they should know and be able to do. Pellegrino, Jones Mitchell (1999) noted that NAEP helps states and other link their assessments to the National Assessment and use National Assessment data to improve education performance (p. 68). Pellegrino, Jones Mitchell (1999) says that one of the strengths of NAEP assessment is that it has set an innovative agenda for conventional and performance based testing and in doing so it has become a leader in American achievement testing. NAEPs prominence has made it a victim of its own success. Pellegrino, Jones Mitchell (1999) indicated that recent demands for accountability at many levels of the educational system, the increasing diversity of Americas school age population, policy concerns about equal educational opportunity, and the emergence of standards based reform have had demonstrable effects on the program (p. 56). Regulators in the education sector and other with legitimate interest in the status of United States education have asked NAEP to do more beyond its central purpose. The main strength of NAEP is that without changing its basic design, structural features have been added to NAEP in response to the growing consistency for assessment in schools. Pellegrino, Jones Mitchell (1999) says that the state testing program, the introduction of performance standards and the increased numbers of hands-on and other open-response tasks have made NAEP more complex (p. 57). Recommendations for improvement Moreover, Pellegrino, Jones Mitchell (1999) says that NAEP cannot and should not attempt to meet all the diverse needs of the programs multiple constituencies. From NAEP assessment program, it clear that the nation needs a new definition of educational progress. The program should thus provide a more comprehensive picture of education in America. Pellegrino, Jones Mitchell (1999) thus mentioned that NAEP should only be one component of a more comprehensive integrated system on teaching and learning in Americas schools. The current NAEP achievement survey fails to capitalize on contemporary research, theory, and practice in the disciplines in ways that support in-depth interpretations of student knowledge and understanding (Pellegrino, Jones Mitchell, 1999). Full student involvement is not evident in NAEP assessment process. Palomba Banta (2001) says that an important challenge with this approach is whether or not students will take seriously their responsibilities to participate in assessment activities (p. 24). In this context, the assessment teams should promote course-embedded assessment so as to draw on the natural motivation of students to do well in their studies. These assessment programs should encourage students to also serve on program assessment committees, participate in design of portfolio or other assessment projects, critique existing techniques through focus groups and assist in conducting assessment projects (Palomba Banta, 2001). Evaluation measures used NAEP assessment process comprises two elements: the long-term trend assessments and the main assessments (NAEP, 2004). The long-term trend assessment process uses considerably the same assessments after a certain period of time, each time a subject is evaluated, in order to determine student progress in that subject over time (Kitmitto Mello, 2008). On the other hand, the main assessments is regularly adapted to reflect current curriculum policies, content currently in use in the nations schools, and enhancements in techniques of educational measurement (NAEP, 2004). NAEP staff administers the long-term trend assessment to students who are part of the NAEP long-term trend sample (NAEP, 2011).Students areasked to complete a questionnaire to provide context fortheresults. NAEP (2011) indicated that the questionnaires are presented to students as an intact form in therevised assessment. However, in the original assessment given in previous years thesequestions are interspersed with the cognitive items (NAEP, 2011). NAEPs student evaluation measures should reach beyond capacities of large scale survey methods. Pellegrino, Jones Mitchell (1999) indicated that the current assessments do not test portions of the current NAEP frameworks well and are ill-suited to conceptions of achievement that address more complex skills (p. 65). In this context, student achievement should be more broadly defined by NAEP frameworks and measured using methods that are matched to the subjects, skills and populations of interest (Kitmitto Mello, 2008). In NAEP assessment process, the evaluation plan should be shared with students ahead of time to make the learning targets clearer. This implies that students should be involved throughout a unit, by establishing where each days instruction fits into the plan or by writing practice test questions periodically for each cell of the plan as a form of review (Stiggins, Arter Chappuis, 2004). Data collected in the assessment process should provide quality comments on which areas require significant improvement. Mann (2006) says that the teams involved should conduct further analysis to examine the pattern of the quality of assessment comments from the data. According to Mann (2006), students ability to critique, assess and evaluate improves with practice. Additional measures needed Critics of NAEP assessment program especially those groups representing specific vested interests have raised several complaints about the nature and implications of writing prompts developed by test makers (Flood, 2003). Flood (2003) noted that there have been concerns with privacy invasion, racial/ethnic/religious, regional biases exceeding the background limits of writers found voice in these complaints. Preskill Catsambas (2006) says that there is always a need to allow for more in-depth responses regarding in-person training while conducting the assessment. This will increase the effectiveness, usefulness, and appeal of current training and support. According to Evans, Economy Forney (2009), legitimate concerns should be expressed about lack of inclusiveness in the whole assessment process. The process should not be based on gender, race, ethnicity and other dominant groups within institutions. Rather the process should measure students knowledge of basic facts in specific areas. Another additional measure should be the inclusion of many constructs rather than one assessment scheme. Evans, Economy Forney (2009) studied that combining all notions can result in confounding notions, especially in terms of what is perceived as being more developed. With these additional measures in place, the end result of NAEP assessment should demonstrate to what extent teachers and students meet their objectives (Clark Zimmerman, 2004). The process should inform students about what they need to do to improve and at the same time provide teachers with information that can help them recognize their successes and make revisions when required (Cla rk Zimmerman, 2004). How this supplementary data can enhance the results and conclusions The differences observed among racial/ ethnic subgroups can almost certainly be associated with a broad range of socioeconomic and educational factors and may not be fully addressed by NAEP assessment program (Williams, 1995). As a result NAEP assessment program should bring out the differences between public and non-public schools. Nevertheless, the process should articulate differences in reading performance and its effectiveness. Also educational programs within the states, the challenges posed by economic constraints and student demographic demands should be addressed by the program (Williams, 1995). Davis (2007) says that the NAEP average scores should depict the progress over a certain period of time and show were declines occur in the average scores of all graders. The supplementary data will help the evaluators to close the gaps among ethnic groups and promote equity in the nations educational systems (Davis, 2007). The supplementary data will enhance results and conclusions. This is because the measures will reduce the programmes high sampling and administration costs. Teddlie Reynolds (2000) learned that the data will ensure that substantial modifications are made to test the design itself, so that the later assessment resembles traditional standardized achievement tests (p. 275). They further say that despite the compromises made in the overall program, the data will promote a concerted effort over the years to maintain special bridge samples whose testing conditions are comparable to the earlier NAEP assessments. Conclusion The recommendations and results evident in these two assessment processes are meant to portray some aspects of the condition of education in the country. They are best looked at as implying various ideas to be further observed in light of other assessment processes. They also elaborate on the many issues contributing to educational achievement among the teachers and students. A critical review of both IAR and NAEP has provided a dependable measure of their achievement and trends of were improvement is required at the national and state levels in various grades and subjects. The motivation behind IAR and NAEP assessment process should be the success and improvement of student performance at state and nation level, but not on the basis of race, disability, ethnicity and gender. Buy custom Critique of IAR and NAEP Assessment Processes essay

Bib 6 Essay Example | Topics and Well Written Essays - 500 words

Bib 6 - Essay Example According to the Acts, the Holy Spirit directed the Antioch Church to send out a missionary team, comprising of Barnabas and Paul (Act 13: 1-3) for the purpose of preaching the Gospel to the Jewish community and the Gentiles. It was around the 48AD that Paul and Barnabas led a commission from Antioch, Seleucia and travelled to the island of Cypress (Calmet 1832, p731). The group made various stops along the way in villages and settlements to preach the Gospel. As indicated in the map (Fig 1), the team made the way through Salomis and travelled through the area of Paphos. It was here that they met the Jewish sorcerer and false prophet with the name of Bar-Jesus. He was actually an attendant to the Governor Sergius Paulus. Paulus was an intelligent logical man and was interested in seeking the truth. When he summoned for Barnabas and Saul, Elymas the sorcerer intercepted and tried to steer Paulus away from them. Paul, with the power of the Holy Spirit, unveiled the truth about Elymas’s deceit and lies and stated that he would turn blind because of them. Paulus, hence, converted to Christianity. From Paphos and Cypress, the mission continued onwards to Perga in Pamphylia. This is where John left them to head for Jerusalem. Preaching and spreading the message of God, the mission travelled to the city of Antioch of Pisidia, and covered the towns of Iconium, Lystra, and Derbe, further East (Acts 13:13-14:20). In Iconium, Paul went to the Jewish synagogue to an assembly of Jews and Gentiles and was so articulate in speech that a great many of the listeners converted; however, the Jews were specifically hostile and the evangelical strategy to preach in synagogues proved to be more cumbersome. Along the way, Paul and Barnabas faced life threats and stoning, were confused as the human form of God and had to persistently explain

Strategic Financial Management Essay Example | Topics and Well Written Essays - 3000 words - 1

Strategic Financial Management - Essay Example Understanding current approaches to managing risk and uncertainty in the appraisal of capital investment projects require a deeper insight into the role of financial management in the modern business corporation. Unlike in the past when finance managers merely oversaw the accounting function, recent advances in technology changed the way business is conducted around the world, resulting in the radical transformation of financial management. Presiding over processes that cut across the business, financial managers set strategy, lead crucial change initiatives, and act as real partners in decision-making. The title Chief Financial Officer (CFO) indicates a bigger role for financial managers in ensuring corporate growth. They design ways to maximise shareholder value on a sustainable basis, not only to meet quarterly targets but to transform the corporation into a forceful influence on their industry, nation, and the world. In a globalising world where financial markets operate 24/7, the CFO has to know how to build world-class resource support that would keep the business sustainable. This requires the CFO to instil in the corporation a more positive approach to structural and process streamlining and risk management (Read & Kaufman, 1997, p. v-vii). Events in the past decade highlight the transition of the finance function into strategic financial management, giving emphasis to the importance of present decisions on the future of the business. The focus shifted from profits and into strategic issues of control and adding substantial shareholder value on a sustainable basis. In the wake of the financial scandals early this century, CFOs have focused on managing uncertainty and risk, working hard to avoid nasty surprises in financial reporting, ensure the firm’s conformity with laws and regulations, and sustain a strong credit rating. In fact, managing risk has become one of the most important functions of strategic financial management. Every business

Case study -- managing the performance of individuals

-- managing the performance of individuals - Case Study Example This model presumes that human behavior is rational, therefore driven by the best information available at the time and designed to maximize individual interest’ (Pheffer 1998). Expected financial return motivates people to accept jobs and exert the level of effort that they are willing to spend on those jobs. If they know an incentive is waiting after a job well done, then they’ll be more encouraged to work. The act of giving inspires people to do more than expected of them. Transaction-cost theory identifies transactions organized by markets and hierarchies. It contains the notion that people not only seek self-interest but do the job with ‘opportunism’ (Meschandreas 1997). If they know that they are monitored by their superiors, then they exert more effort in doing so because recognition or even a possible promotion or other advantageous opportunities are in the offing after a commendable performance. Good examples are what happened in companies such as IT Lab Ltd., Peppermint PR, Metaswitch, Bravissimo and Madgex. Simple tokens or little gifts like ‘chocolates, cups of tea, bottles of wine, vouchers for meal out, manicures at posh beauty salons, jars of sweets or even a simple thank you note’ (employeebenefits 2010) await an employee who had exerted an extra effort in doing a difficult project. These simple little gifts excite the employees because of the rationale behind it. Receiving these small tokens mean recognition and appreciation for a job well done. 2. The article has only a limited number of criticisms on the trivial (gift) token as a reward strategy. With reference to theories of reward strategies expand the discussion of potential problems with this form of reward. Justify your answer with examples from the case study. Though it appears to some companies that giving small token of appreciation to employees is effective because it keeps the employees’ morale high through recognition and reward, still , it is not applicable to all companies at all times. In fact, it has a downside. As Pheffer puts it in her â€Å"Six dangerous myths about pay†, this practice has been shown to undermine teamwork, encourage employees focus on the short term and lead people to link compensation to political skills and ingratiating personalities rather than to performance’ (Pheffer 1998). Consulting firm, William M. Mercer says ‘most performance-based pay plans absorb large amounts of management time and resources and they make everyone unhappy’. If the employees are motivated of the small tokens then the motivation was influenced by extrinsic factor. ‘Extrinsic factor (rewards) has an immediate and powerful effect but won’t necessarily last long (Armstrong 2009 ). Saying thank you and giving small tokens are good motivational practices but the employers should exercise extra caution in doing so because other employees who do not receive a gift may feel left-ou t or feel there’s an ongoing inequity and favouritism. Also, it is wise for the company to be specific in giving presents to avoid tax issues and hurting the budget. They should also remember that rewards should be given infrequently and on schedule to perk the excitement of the employees. There’s also a possibility that the employer overlook someone’s hard work and commitment to the company. If this happens, the little incentive will do more harm than good because it might create grudges between employees. Like

Defining, Examining and Designing an Organizational Structure

Defining, Examining and Designing an Organizational Structure An organizational structure can be defined as a pattern of relationships of different component in an organization. Organization structure thus refers to the arrangement of relationships among different positions and people in an organization (HRM GUIDE 2009, Para. 2). Importance of organizational structure Organization structure gives authority and responsibility to individuals. It directs who is in charge of what and who is responsible for what outcome. The structure helps individuals to know their roles and how to relate to each other in the organization (HRM GUIDE 2009, Para. 3). The organization structure gives the pattern of communication and coordination in the organization. By grouping activities and individuals, organization structure helps to facilitate communication between individuals centered in their responsibilities. This enables information sharing and problem solving. Location of decision centers: organization structure determines the centre of decision making and the source of power in an organization. Proper balancing: organization structure ensures good coordination between different groups in the organization. Nike Company It is a publicly traded supplier of sportswear and equipment in the United States. The company headquarters are based in Beaverton. Nike is the worlds greatest manufacture and supplier of athletic shoes. The Company adopts a hybrid of both functional and divisional structure. The chief executive officer is in the top of the hierarchy and the following managers directly report to him: the corporate vice president, manager operations, manager Jordan brand, manager Nike brand, manager global basketball, manager Americas brand, manager administration, manager Brand and category management, manager footwear, human resources manager, sports marketing manager and the manager in charge of Nike design (Official Board 2009, Para. 1). Looking at the Nike structure we realize that each brand has a department that organizes its activities. Each brand operates independently such that it organizes on the production and marketing. Each department then has sub-units or sub-departments like production and accounting. This enables the company to track the performance of each of its brand separately. Each departmental head reports directly to the C.E.O. this gives departments autonomy in decision making. There are other departments that are utilized by all the departments but they also report directly to the C.E.O. The human resource department is responsible for recruitment and placement of employees in the whole organization. This department deals with the employees affairs in the whole organization. The manager (operation) is responsible for coordination of operations within the whole company. It has the responsibility of making sure that all activities in the organization are run smoothly and are well coordinated. This reduces conflict and facilitates interdepartmental cooperation (Official Board 2009, Para. 2). The marketing department is the department that deals with all the marketing activities of the products produced by the Company. This department organizes sales and promotion campaigns for all the brands. This department is responsible for brand development and growth. It works together with other department to determine sales forecast and expected demand for the products. This department is an important part of the firm because it is responsible for maintaining a strong brand for her products. Comparisons of Nikes organizational structure and the divisional type of organization structure Communications Divisional type of structure has a decentralized form of communication such that different department make their own decisions on consultation with the C.E.O., this is the same communication channel that is practiced in Nike. Each brand manager is directly answerable to the head office. The department makes its own production schedule and organizes its internal affairs (Buzzel.com 2009, para.5). There are some differences in the Nike structure and the convectional divisional structure communication. In the Nike structure there is the operations department which facilitates the interdepartmental communication. This department ensures that information flow between the departments is smooth. The information between the departments doesnt have to go to the CEO first so that it can be communicated to other departments. Division of labor The organization structure at Nike is organized such that each department is responsible for organizing its own activities. This shows that each departmental manager is the boss of a given department. The employees of a given department are answerable to the departmental head. This is similar to the divisional type of organization structure where the departments are usually given the autonomy to carry out their own activities and answerable to the top management (Buzzel.com 2009, para.4). The Nike Company organizational structure gives the departmental head control over all the processes and the human resources in the department. However there is an overall human resource department that harmonizes the human resources in the whole organization. This shows that the human resources in the organization have two centers of control. The department controls the working of employees while the human resource department is concerned with staffing and the employees welfare. Coordination Nikes organization structure coordination is similar to that of divisional organizational structure. Each departmental manager in the Nike Company reports directly to the C.E.O. and the board of directors forms the reference point to each department. Each departmental head organizes the activities in his/her department and makes sure they are well coordinated to produce maximum output. Nike has got also the operation department. This department is responsible in overall logistical planning in the organization. It is responsible for bringing logistical harmony in the companys operations. This is different from the divisional organizational structure which relies with all its coordination from the top management http://www.taxarticles.info/2010/06/importance-of-organizational-structure/

daves American Civil War :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  It was a long tiring winter after the Union army pushed the Confederate army further south. The Union captured Forts Henry and Donelson on the Tennessee and Cumberland rivers. This is where I had to take over reporting the war for my brother Mike Bloom who was killed in the line of duty. It was his job that's is now mine John Bloom to report for the Union Observer.   Ã‚  Ã‚  Ã‚  Ã‚  After these courageous Union victories the Confederate army General Sidney Johnston was forced to abandon much of west and middle Tennessee as well as Kentucky. Johnston felt that it was necessary to protect the only all weather access between Richmond and Memphis. Which was the Charleston and Memphis railroad. There he set up a new defensive line.   Ã‚  Ã‚  Ã‚  Ã‚  While this was going on I was stationed at Fort Shiloh with some 40,000 soldiers who were busy drilling yet mostly hanging around grasping the little leisure and rest time they ever saw. I asked one solider who just got out of the creek after a refreshing swim â€Å"Why he was swimming and not training†. His response was â€Å"Didn’t you know that Shiloh is the Hebrew word for place of peace† we both got a good chuckle out of that and he gave me some moon shine.   Ã‚  Ã‚  Ã‚  Ã‚  After talking with the troops I decided it was time to ask the commanding officer who was General Ulysses S. Grant what the plan of action was.   Ã‚  Ã‚  Ã‚  Ã‚  I asked the General if he had any orders his response was â€Å"My superior General H.W. Halleck has ordered me to sit tight at Shiloh and wait for the reinforcement of General Don Carlos Buell and his army from Ohio to arrive.† I then asked him hat did he feel was the catalyst of this war? â€Å" Well in my opinion I fell that if the South just could have thought about their morals and how immoral slavery was which is why the North made it illegal and wanted it abolished from the South.† Are there any other reasons you think the war started? â€Å"Yes I also feel that when the South succeeded from the Union was also a large factor.† Thank you sir for all of that information the people up north will be enveloped with your opinion.   Ã‚  Ã‚  Ã‚  Ã‚  Little did I know that when I was sleeping that the Confederate troops were mounting an attack this night of April 5, 1862.

Our Relationship with Others.. Essay

â€Å"Our relationships with others help define who we are† In trying to make sense of ourselves we often look to others and our relationships with them to help us. Our first relationships are with our family. Their influence is often vital to our self- definition. These relationships can give us a sense of who we are and where we have come from and it is often comforting to know we are part of something bigger. Often these relationships are positive, but they can also be negative. Being rejected by our family is not wanted but it can have a big impact on who we are and how we live our lives. It can test our strength of character. As we move through to adulthood and start to gain a greater insight into who we are, we often look to others outside the family and they too can have a lasting influence on us. The people we meet and the experiences we share with them are crucial to our development as individuals. We need to cross these relationships carefully as we balance our uniqueness with conforming to keep those around us happy. Our family strongly influence the sense of who we are and our behavior, family is a part of who we are. What we first connect with is our parents and our family. What our parents said and what they did will influence our behaviour. In the film Skin, Sandra’s father Abraham told Sandra ‘Never give up’ and he never gave up reclassifying Sandra to be white. All of these influence Sandra, even though she left him for nearly 30 years, Sandra still remembered and did as what he said. It made her try to connect with her mother even though she never get her mother write back and Petrus was angry about this, but she never gave up. In the end of the film when Sandra’s children question why she bothers to look for her white family, Sandra said ‘You never stop needing your parents, they are party of who you are.’ For me, my parents influenced me a lot. For example, my mum had always played sport as a young girl and teenager and even now she still plays, an d this has influenced me because I now play or have played every sport that she has, and she is now the coach of my netball team. Where we find happiness is where we belong. Sometimes we need to try to find where we really belong, where people accept us and care for us. In the film  Skin, Sandra was rejected by her father because of her falling in love with Petrus. When she was rejected by her family she felt sad and confused, but she felt she did not belong in the white group and that she will never accepted by the white people, she felt happy when she stayed with Petrus, she had asked Petus ‘how could you make me feel better’ what Petrus did is he just accepted her. When she was rejected by her family Sandra chose to live with Petrus and found out that she was belonging to black community. What Sandra did is try to find where she really did belong, where she will be treated equality and be accepted. When Petrus found out that Sandra keep in touch with her mother, he got angry with Sandra he suspected her loyalty, he rejected her, and Sandra had to take her two children and left Petrus, to try t o find other places where she will have her happiness and make her felt like she belonged. Our sense identity also is influenced by other people, what other people say to us, say about us and how they act around us will change our sense of identity. When we move through to adulthood and start to gain a greater insight into who we are, we usually change our sense of identity by some outside influence. In the film Skin, when Abraham tried to put Sandra into a white school, what happened to her in the school changes herself identity. Sandra did not even know she was coloured unstill she started school where she was the target of prejudice, racism and abuse because the staff and students questioned her status as ‘white ’. When Sandra lived in the boarding, one of a little girl said to Sandra ‘They said you are black.’ When Sandra had maths class the teacher hit her and said she was ‘disgusting’, etc. What happened to her let Sandra know that she is not white, she is coloured and she will never got in the white community. All of these chan ged Sandra, when we can see that even at nearly 30 years old Sandra still feels inadequate, when she talks with people and she’s afraid look at others eye to eye.

Coke vs Pepsi strategy Essay

Coke v. Pepsi – 5 Forces Analysis Industry concentrate produces High intensity (depends on price/advertising cost/ high number of substitutes(low calorie drinks/no carb drinks/ not carbonated drinks like orange juice) Pepsi products /Coke products New Entrants (barriers/rivalry) High Intensity-Brand recognition dominant market/ patents on style and colors Network relationships & high cost of entry established such as distribution, warehouse, bottlers, and shelf-location high marketing costs Coke dominance on international market makes it hard for Pepsi to enter international markets where Coke is dominant (Mexico) Suppliers (Bargaining Power of Supplier) Medium intensity- Coke and Pepsi can and do renegotiate contracts with bottlers on prices, marketing, distribution territories, and etc. High intensity- for new entrants because the bottlers determine price of product (price takers), shelf- place is determined by retailer and less price discount control. There is a small number of important suppliers since Coke and Pepsi supported suppliers to buy other smaller suppliers to keep up with their needs. Buyers (Bargaining Power of Buyers) High Intensity- due to the high number of substitutes, health concerns, and few key buyers (fountain outlets/vending machines) E.g.) Coke and Pepsi battled for the right to sign a contract with fast food restaurants like Burger King. Substitutes ( threat of substitutes) Medium Intensity- high number of substitutes(low calorie drinks/no carb drinks/ not carbonated drinks like Orange juice /ice tea/ flavored water/etc. Low intensity – competition among other pop drink because it’s based on brand recognition.

criminal offense essays

criminal offense essays 1. Persons charged with a criminal offence can raise a number of defenses ranging from denial of the prohibited act to claiming defenses based upon a lack of capacity to form the criminal intent. Clarify the concept of criminal culpability by examining any three of the following defenses: automatism, insanity, self-defense, intoxication, duress. There are many people in this world that are always looking for a chance to kill someone or injure someone. People will do anything for revenge or for their own benefits. Some may do it intentionally and others without being in the correct state of mind. But how do we really know if they are in their correct state of mind or not? Don't you think everyone that commits a crime should be punished? People that are charged with a criminal offence can raise a number of defenses ranging denial of the prohibited act to claiming defenses based upon a lack of capacity to form the criminal intent. No matter what the defense is, whether it is intoxication, self-defence or insanity the person must face the charges. Intoxication is similar to the defences of automatism and mental disorder. Their similarity concerns the accused person's state of mind when the offence was committed. People can be so intoxicated that they do not know what their bodies are doing but still be physically capable of harming someone. At such behaviour, questions arise relating to the voluntary nature of the accused's actions. About four hundred years ago self-induced intoxication was rejected as a defence to criminal actions. It was stated in Reniger v. Fogassa that "if a person that kills another, this shall be felony, and he shall be hanged for it, and yet he did it through ignorance, for when he was drunk he had no understanding nor memory; but inasmuch as that ignorance was occasioned by his own act and folly, and he might have avoided it, he shall not be priviledged thereby." Until 1994, under the Leary rulin ...

China Outbound Travel Trend Essay Example | Topics and Well Written Essays - 1500 words

China Outbound Travel Trend - Essay Example This research will begin with the statement that the sustainable China`s economic growth, the implementation of the opening up policy by the Chinese government and the overall increase of the government income have had a significant positive impact on the tourism industry in China. China`s citizens have continually travelled abroad for various reasons that have not only had a bearing on the country`s travelling trends but has also affected other industries as well. The general increase in people`s personal incomes and setting up of favourable travelling policies have attracted many people to travel abroad in China making the country dominate Asia's travel trends in the first half of 2015 according to the recent trends in air travel. The trend also possesses a high position in world trade and provides a win-win situation for both consumers and producers. The journey to the growth of China`s travelling trends dates far back in 1997 when the Chinese government allowed its citizens to us e their expenses freely to go abroad. The travel market has since then had significant growth with the number of China`s residents going abroad reaching 16.6 million in the year 2002. This proved China as the fastest growing travelling market and hence a potential tourism market in the world. The improvement trend has since then continued to grow and in 2012 the Chinese expenditure on outbound travel was noted to surpass the Americans spending. By 2014, China was noted to have made 98 million overseas visits that translate to a consumption of 128 billion.

Global Economy Essay Example | Topics and Well Written Essays - 2000 words

Global Economy - Essay Example Economy such as economic reasons behind implementing various forms non- tariff trade protection and the structural pattern of Chinese outward Foreign Direct Investment (FDI) will be answered. Trade barriers are the measures appointed by governments and other public authorities for the purpose of making the imported goods and services less competitive as compared to locally produced goods. Tariff is a form of trade barrier that is imposed to restrict international trade import and export activities lead to increase in the price level for consumers. In contrast, Non tariff barriers are imposed in order to control imports. The main hypothetical reason behind shifting from tariff to non-tariff protection measures is to protect the concern of developing countries, aid them to acquire funds for the purpose of running such economies and to support their weak industries to flourish (Kerr and Gaisford, 2007). Mainly six types of non tariff protections processes can be experienced in a global economy. Most important among these is specific limitation on trade such as import licensing requirement, fees, embargos, fixed proportionate restriction on foreign domestic goods and minimum import price limits. Customs and administrative entry procedures also outline non tariff trade protection methods through the ways of anti-dumping practices, tariff classifications and strict documentation and valuation systems. Intergovernmental acceptance instruments for testing methods, standards, packaging, labelling and marking, government participation in international trade by the means of procurement policies, export subsidies, countervailing duties and domestic assistance programs are the other form of non tariff trade protections. Apart from all these, government imposes specific charges on imports prior to the importation takes place and other fees such as special supplementary duties, import credit d iscrimination, variable levies and border taxes represents various forms of non