Vegetarian Persuasive Essay free essay sample

Has this ever happened to you? I bet if you are a vegetarian that has happened to you, at least once. Finding a restaurant that has a menu that fits my diet is like finding a four-leafed clover in a large field, they’re rare but they are out there. Most fast food restaurants don’t have healthy vegetarian meals. Fast food places should know that 20% of Americans are vegetarians. Vegetarian choices are healthier but the popular fast food restaurants (McDonalds, Burger King, etc. ) which are everywhere turn their heads to this powerful statistic, leaving nowhere for vegetarians to turn. There should be more vegetarian choices in the more common restaurants. Those popular places are everywhere. But where does that leave healthy vegetarian restaurants? Nowhere well maybe in the far corner where nobody sees. Plus, the most popular fast food restaurant, McDonalds, has mainly meat products and hardly any foods made with lettuce. We will write a custom essay sample on Vegetarian Persuasive Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The very few restaurants that do have vegetarian choices are not as popular and are located in the places that no one sees, and if no one sees them, then nobody will go there. And we all know what happens to places when they don’t get enough money to pay the employees? The restaurant goes out of business. So guess what replaces that past vegetarian restaurant? A restaurant with only meat meals. And the cycle continues. If restaurants have more vegetarian meals they would be providing more healthy meals. If the restaurant is popular then people will try the new, healthy meals which are better than getting a fatty burger. Meat products are normally grilled or fried. When you grill or fry a piece of meat it gets greasy and raises the sodium, and calories. So if people choose a salad instead of a piece of fried chicken you would save extra fat, calories, sodium, and other unhealthy nutrients. Although it would be better for fast food restaurants to have more vegetarian meals, there are also a few reasons that they don’t have these healthier choices. The main reason is that if people don’t eat the vegetarian meals, the vegetables will rot. This can be costly and nobody wants a rotten salad. Although there are reasons to not have vegetarian meals, I believe that the health benefits far outweigh any other reason to substitute its counterpart. One last reason that people should get more vegetarian meals is because real people are vegetarians. I know it’s crazy, but 22. 8 million people, just in America, are vegetarian. That means 22. 8 million people struggle to find a fast food restaurant that conforms around their diet. Some vegetarians are vegetarian because it is a part of a religion or because their stomach can’t handle greasy foods and they get sick they don’t always choose to be a vegetarian. In conclusion, I believe that fast food restaurants should have more vegetarian options. Even though it is costly for fresh vegetables, there is a greater reason to have more vegetarian mealsyour health. I hope in the near future this is how the conversation at a drive through would be like, â€Å"Hello, would you like to try our new leafy green salad today? † â€Å"Sure,† And then vegetarians would be able to have fast food with the rest of their family.

Evaluación y Calidad en la Educación

Evaluacià ³n y Calidad en la Educacià ³n Free Online Research Papers La evaluacià ³n como indicador de la calidad del sistema educativo La educacià ³n ha sufrido, a travà ©s de la historia, varios cambios en su enfoque y concepcià ³n. El Estado como proveedor de educacià ³n a la poblacià ³n ha cambiado de una orientacià ³n de cobertura a una de calidad, lo que permite de manera casi automtica introducir el tà ©rmino de evaluacià ³n como la medida predilecta para el control de calidad. Surgen, sin embargo, con este cambio, varios matices alrededor de la evaluacià ³n que deben ser considerados a la hora de utilizar sus resultados como indicador de quà © tan bien se encuentra el sistema educativo. El siguiente escrito tiene como propà ³sito analizar hasta quà © punto los resultados de las distintas evaluaciones implementadas como medidor de calidad son verà ­dicos y reflejan el estado real de las instituciones educativas a nivel nacional. Para tal fin, se utilizarn los textos y las discusiones que se enmarcan en el curso de Problemas Contemporneos en la Educacià ³n. Segà ºn Alberto Martà ­nez Boom, 2004, el cambio en el enfoque de la educacià ³n (de cobertura a calidad) se acompaà ±a de diversas modificaciones en el entorno escolar. En el nuevo momento, el que concierne la calidad, la educacià ³n pasa a ser interà ©s primordial de los sectores polà ­tico, econà ³mico y civil. Se crea entonces la llamada comunidad educativa, que tiene como propà ³sito incluir diversos puntos de vista en el mbito educacional, para que los estudiantes tengan una visià ³n ms amplia del mundo en el que se desarrollan, y se desarrollarn en un futuro. Sin embargo, y aunque en teorà ­a la comunidad educativa es un buen mecanismo para los objetivos que persigue, à ©sta no se evidencia en la prctica. El primer punto problemtico, es que las instituciones no se toman en serio las exigencias del Ministerio de Educacià ³n de la conformacià ³n de dicha comunidad (recordemos la experiencia de Andrà ©s Mejà ­a, donde relata que a falta de miembros que conformen l a vocerà ­a de la comunidad, decidieron incluir a une vendedora ambulante). Los mismos padres de familia se muestran en reiteradas ocasiones reticentes a una participacià ³n activa en la educacià ³n de sus hijos. Numerosos factores como los enunciados anteriormente, hacen que la conformacià ³n de una comunidad educativa ms all del papel se torne dificultosa. Un segundo punto problemtico, y quiz en que ms nos concierne para el tema de disertacià ³n es el que se refiere a la evaluacià ³n. Los objetivos de la comunidad educativa deben hacerse presentes no sà ³lo a la hora de la conformacià ³n de la misma, es decir, los ideales de una educacià ³n holà ­stica deben estar presentes tanto en las dinmicas de cada una de las clases dictadas en las institucià ³n, como en su currà ­culo y por sobre todo en su sistema de control de calidad (evaluacià ³n). Es asà ­ como resulta imperativo incluir dentro de la evaluacià ³n no sà ³lo mbitos acadà ©micos formales como se ha venido haciendo hasta ahora, sino reas alternas que le puedan proporcionar al estudiante la opcià ³n de escoger y generar un bagaje en torno a diferentes disciplinas. Un ejemplo puntual de lo anterior, se refiere a las pruebas de estado ICFES, donde es poca o nula la inclusià ³n de reas fundamentales en aspectos tanto profesionales como sociales y cotidianos, como lo e s la expresià ³n oral, capacidad de proposicià ³n y expresià ³n escrita. El ICFES presenta de manera simultnea otros puntos que resultan conflictivos. Entre los discutidos en clase, tambià ©n se encuentra la larga duracià ³n de las pruebas (antes dos dà ­as, actualmente una jornada completa). Las consecuencias de jornadas largas de evaluacià ³n son indudablemente negativas para el resultado de los estudiantes. La fatiga fà ­sica y mental al final afectan las respuestas de los alumnos a las preguntas enunciadas. Bajo condiciones de cansancio, es obvio que un alumno no puede dar lo mejor de sà ­, y en este orden de ideas, una institucià ³n (de educacià ³n superior por ejemplo) que se rija à ºnicamente por los resultados de la prueba de estado como filtro de entrada no est considerando el potencial del estudiante en su totalidad, sino una fraccià ³n del mismo. Un tercer aspecto ambiguo es el modo de respuesta de las pruebas del estado. Al ser opcià ³n mà ºltiple, la capacidad de redaccià ³n y expresià ³n escrita del estudiante es relegada a un segundo plano. Adems, las posibilidades de que un estudiante que no conozca la respuesta acierte en la misma son altas. Es posible acotar entonces el tà ©rmino de injusticia en el resultado final. Un estudiante competente y uno mediocre podrà ­an obtener la misma nota, o por lo menos uno parecido.  ¿Es entonces producto del azar, cuando una institucià ³n exige un buen resultado en estas pruebas acepta o rechaza a un estudiante basado en su nota obtenida?  ¿Cà ³mo hacer para discernir entre los primeros y los segundos? La lectura referente a los high stakes tests descalifica este tipo de evaluaciones en las que se juegan aspectos fundamentales de la vida de los estudiantes. Empero, y como se discutià ³ en clase, las evaluaciones que implican mayores impactos para la vida de los estudiantes resultan ser, aunque agotadoras en algunos casos, mucho ms motivacionales para los mismos alumnos. Surge entonces un modelo alterno a las pruebas del estado, que es el International Baccalaureate, o IB. Desde un punto de vista personal, el IB entra en el campo de los high stakes tests, pero con algunos matices. No solamente hace inclusià ³n de aspectos fundamentales ya mencionados como las capacidades de sà ­ntesis, expresià ³n oral y escrita y proposicià ³n, sino que se enfoca hacia una educacià ³n holà ­stica en todo el sentido de la palabra. IB se empeà ±a en graduar a alumnos con alta responsabilidad social, con un sentido de responsabilidad elevado, conocedor de reas poco usuales en el mbito nacional (como lo son la antropologà ­a, o estudios de tecnologà ­a) y al mismo tiempo competente en reas acadà ©micas convencionales. El sistema de evaluacià ³n no es cortante o definido en el tiempo, sino regido por un proceso incremental que se va evaluando a medida que va pasando el tiempo, permitiendo que el resultado final refleje aspectos importantes para todo mbito como lo es por ejemplo la capacidad y velocidad de aprendizaje de un individuo, su calidad como ser humano, y sus repuestas ante dilemas de diversa à ­ndole. No obstante, existen tambià ©n aspectos negativos en torno al IB. Como bien fue discutido, surgen puntos de debate como lo es la competencia generada al interior de una institucià ³n con este sistema de evaluacià ³n. Es cierto que las condiciones de competencia se pueden tornar difà ­ciles, sobre todo cuando las instituciones compiten para lograr ciertos objetivos. Sin embargo, esta competencia, que no debe ser llevada al extremo, educa a los estudiantes a desenvolverse en un mundo que cada vez se torna ms exigente. En segundo lugar se pone en juego la autonomà ­a de las escuelas y colegios, ya que es el sistema evaluativo el que define su comportamiento. Ante esto, es plausible afirmar que desde que exista un sistema de evaluacià ³n que se dedique a escoger quà © es bueno y quà © es malo, y a realizar clasificaciones de calidad, ese mismo efecto secundario existir. A manera de conclusià ³n se puede decir que las pruebas de estado como son aplicadas actualmente fallan a la hora de proporcionar una apreciacià ³n cercana de las aptitudes del estudiante. Es deficiente al evaluar aspectos mucho ms importantes que la academia formal, como por ejemplo la capacidad de sà ­ntesis, expresià ³n oral y escrita y calidad humana y à ©tica del individuo. Aunque fuertemente criticado por el autor del texto referente a los high stakes tests, creo que sistemas como el IB que entran dentro de ese conjunto son ideales a la hora de realizar una evaluacià ³n ya que miden no sà ³lo reas como las matemticas o la fà ­sica, sino que se enfoca en un perfil de estudiante y lo forma de manera holà ­stica. Research Papers on Evaluacià ³n y Calidad en la Educacià ³nUnreasonable Searches and SeizuresThe Relationship Between Delinquency and Drug UseBionic Assembly System: A New Concept of SelfQuebec and CanadaRiordan Manufacturing Production PlanIncorporating Risk and Uncertainty Factor in CapitalPersonal Experience with Teen PregnancyThe Project Managment Office SystemPETSTEL analysis of India19 Century Society: A Deeply Divided Era

Social technology review Essay Example | Topics and Well Written Essays - 750 words

Social technology review - Essay Example On top of all these, vine offers the capabilities with other social apps like finding friends, following, trending posts, hash tags and interacting with close people. Another Vine’s unique feature is the capability of saving a post for later editing which is unavailable in most of the related apps in the market. This app has channels, widget for faster capturing and new tools for capturing. Just as the tweeter has retweet functionality, the vine has refined that enhances one’s followers see the video rewind. A widget that can take the user straight to video shooting without the home screen of the app with ghost, grid, and focused capturing tools that enhances video quality. The main difference in instagram and vine’s video sharing capability is that vine has a faster capture widget and an automatic looping of videos. Vines best gives the possibility of arranging the videos according to events and their relation unlike in instagram. Vine used when travelling for c apturing moments and sharing with friends who gives a good feeling to those who are not around you but can see what is happening around you. Use of sessions in vine is a capability that is unavailable in other apps, one can save sessions and open existing ones, and this allows for interaction of up to ten posts at a go. One can leave posts and edit later with just a single tap on a button. Another feature is the Time Travel that allows for removal, reorganizing and replacing any part of a video either shooting or previewing. Mainly the app meant to enhance people to seizure life in wave and share to the world. With the increased competition for the social apps, vine upgrades are matching the user’s needs. For instance, vine app features are being upped day in day out with the capability of front camera and an upload manager for posts in the session for submission. This app can much help in business, for instance, sharing of information on spot from learning institutions or ex hibitions by publishers or even students. This service can be enhancing due to the capability of instant notifications. Though there has been an increased response to the failure of some functionalities while others were not available, the apps updated versions are giving the clients what they need and at the right time. Although Vine users reported several malfunctions and errors when shooting of sharing posts, there has been increased support and upgrades, which reduce those bugs and enhance functionality. The compatibility issue for lower versions of android mobile devices is the biggest challenge with the app. Many users at first had complains about the big caching of the app as it consumed almost 2 GB of memory within a short time. Later, developers checked on the issue and moderated which brought the app to normal memory consumption with efficient functionalities. Its competitor for android, instagram is compatible with some lower versions that affect the competitiveness of vi ne for android. When considering several options, vine and instagram are more alike but their use can differ. The video length allowed by vine is six seconds that is nine seconds less than instagram and this can be a nice feature for commercials for new products for instance. With the six seconds, one can flash the products to users and leave them wanting more about it. In addition, the live interaction

A proposed study on facility planning and design in manufacturing Assignment

A proposed study on facility planning and design in manufacturing process - Assignment Example Three types exist in manufacturing system, which includes process layout, product layout and group layout and they are further classified into flow line, cell and centre (Khusna, Siti, Jamasri, and Hideki 1). A techniques recommended in planning analysis of a facility is simulation techniques, which helps the designer in identifying the assembly system storage in this stochastic situation. It is developed as an analysis tool reconfiguration of line to handle the future demand fluctuation. Simulation tools in planning include Flexsim software, QUEST (17), Arena (9), Witness (21), ProModel (25) and IGRIP (17). The tools used for optimizing layout design include Simulated Annealing (SA), Tabu Search (TS), and Genetic Algorithms (GA) (Khusna et el. 3). Different studies have been carried out by different authors to explain the application of those tools. Different investigation have been carried out to identify the appropriate tools for planning and manufacturing process though they have been faced with limitation such as time. The studies done found out that the facility design analysis such as material handling system and layout are crucial in manufacturing industries (Khusna et el. 3). Khusna Dwijayanti, Siti Zawiah Md Dawal, Jamasri, and Hideki Aoyama. A Proposed Study on Facility Planning and Design in Manufacturing Process. Viewed on May 2010, from

Planning Definition Essay Example for Free

Planning Definition Essay Planning means looking ahead and chalking out future courses of action to be followed. It is a preparatory step. It is a systematic activity which determines when, how and who is going to perform a specific job. Planning is a detailed programme regarding future courses of action. It is rightly said â€Å"Well plan is half done†. Therefore planning takes into consideration available prospective human and physical resources of the organization so as to get effective co-ordination, contribution perfect adjustment. It is the basic management function which includes formulation of one or more detailed plans to achieve optimum balance of needs or demands with the available resources.According to Urwick, â€Å"Planning is a mental predisposition to do things in orderly way, to think before acting and to act in the light of facts rather than guesses†. Planning is deciding best alternative among others to perform different managerial functions in order to achieve predetermined goals.| According to Koontz O’Donell, â€Å"Planning is deciding in advance what to do, how to do and who is to do it. Planning bridges the gap between where we are to, where we want to go. It makes possible things to occur which would not otherwise occur†. Steps in Planning Function Establishment of objectives Establishment of Planning Premises Choice of alternative course of action Formulation of derivative plans Securing Co-operation Follow up/Appraisal of plans Planning Importance in Management Planning may be broadly defined as a concept of executive action that embodies the skill of anticipating, influencing, and controlling the nature and direction of change. McFarland Importance of Planning Planning increases the organizations ability to adapt to future eventualities Planning helps crystallize objectives Planning ensures a relatedness among decisions Planning helps the company to remain more competitive in its industry Adequate planning reduces unnecessary pressures of immediacy Planning reduces mistakes and oversights: Planning ensures a more productive use of the organizations resources Planning makes control easier Planning enables the identification of future problems and makes it possible to provide for such contingencies Planning enables the identification of future problems and makes it possible to provide for such contingencies Planning increases the effectiveness of a manager 2.Evolution of Classical Approach to Management Traditional process of learning is either through obsevation and experiment. Nature or environment is considered uniform and when we observe certain phenomenon or events uniformly leading to the same result or results, we conclude a cause and effect relationship between the two. This is learning by observation or in other words by experience. Earlier thinkers on management followed this approach in developing theories of management. Learning principally is through emphirical process and through analysis of the data collected through observation. Draw the principles of managment by looking at and anyalysing the jobs that all managers commonly do. This approach served as a starting point for pioneers on management science to verify the validity and improve the applicability of the principles and practices of management. Analysis of observd data is what constitute a case study. The observational method of case study helps arriving at logical conclusions about past experience and to test the same as standards for future events. The German sociolists, Max Weber followed the classical approach and developed his theory of Bureaucracy, which portrays the structure anddesign of organisation charqacterised by a hierarchy of authority, formalised rules and regulations that serve to guide the coordinated functioning of an organization. Basic Postulates of the Classical Approach by Max Weber 1. Management of an organization is considered as a chain of inter-related functions. The study of the scope and features of these functions, the sequence through which these are performed and their inter-relationship leads one to draw principles of management suitable for universal application 2. Learning principles of management is done through the past experiences of actual practicing managers 3. As business environment consists of uniform cycles exhibiting an underlying unity of realities, functions and principles of management derived through process of empirical reasoning are suitable for universal application 4. Emerging new managers through formal education and case study can develop skill and competency in management concepts and practices 5. The clasasical approach also recognised the importance of economic efficiency and formal organizational structure as guiding pillars of management effectigveness. 6. Business activity is based on economic benefit. Organizations should t herefore control economic incentives Neoclassical theory of management There are 3 neoclassical theories: Human Relations theory : Explains the modern advancement of Human Relations Management theory which takes into account human factors like the employer-employee relationship. Human relations theory is largely seen to have been born as a result of the Hawthorne experiments which Elton Mayo conducted at the Western Electrical Company. The important strand in the development of modern management was the increase in attention to the human factors, which has become known as the human relations school of management.’ The core aspect of Human Relations Theory is that, when workers were being observed and included in the research, they felt more important and valued by the company. As a result, their productivity levels went up significantly. This represented a significant departure from many of the classical theories, particularly Fordism, as it went against the notion that management needed to control workers, and remove their autonomy at every step. Instead, it showed that by engaging with workers and considering their requirements and needs, company’s could benefit from increased productivity. Behavioral theory : The behavioral management theory is often called the human relations movement because it addresses the human dimension of work. Behavioral theorists believed that a better understanding of human behavior at work, such as motivation, conflict, expectations, and group dynamics, improved productivity. The theorists who contributed to this school viewed employees as individuals, resources, and assets to be developed and worked with — not as machines, as in the past. Several individuals and experiments contributed to this theory. Social systems theory.: Developed by Niklas Luhmann is an option for the theoretical foundation of Human Resource Management (HRM). After clarifying the advantages of using a grand (social) theory as the basic theoretical perspective, the roots of this social systems theory the deterministic view of systems as machines, the open systems approach and non-linear systems theory are addressed. Based on the view of social systems as autopoietically closed systems, five major contributions to a theoretical foundation of HRM are identified: (1) the conceptualisation of organising and managing human resources as social processes, thus overcoming an individualistic angle; (2) the new importance of individuals as essential element in the systems environment; (3) the abstention form far reaching or highly unrealistic assumptions about the nature of human beings; (4) the interaction between various levels and units of analysis built into the theory which is essential for comprehensive and in-depth analyses of HR phen omena and (5) the openness for additional theories for which social systems theory provides the overall framework. Modern Management Theory Management is one or the other form has existed in every nook and corner of the world since the dawn of civilization. Modern Management has grown with the growth of social-economics and scientific institution. Modern view consists that a worker does not work for only money. They work for their satisfaction and happiness with good living style. Here Non- financial award is most important factor. Modern management theories started after 1950s. Modern management theory focuses the development of each factor of workers and organization. Modern management theory refers to emphasizing the use of systematic mathematical techniques in the system with analyzing and understanding the inter-relationship of management and workers in all aspect. It has following three Streams- Quantitative Approach System Approach Contingency Approach Quantitative Approach: Quantitative approach also called Operation Research. Quantitative approach is a scientific method. It emphasizes the use of statistical model and systematic mathematical techniques to solving complex management problems. Its helps the management to making decisions in operations. It can only suggest the alternatives based on statistical data. It cannot take final decision. It helps the management for improving their decision making by increasing the number of alternatives and giving faster decisions on any problem. Management can easily calculate the risk and benefit of various actions. Major contributors in Quantitative Approach are- Johan MacDonald George R. Terry Andrew Szilagyi System approach: System approach was developed inlate1960s. Herbert A. Simon is the father of system theory. A System is defined as a set of regularly interacting or inter dependent components that create as a whole unit. The system concept enables us to see the critical variables and constraints and their interactions with one another. According to Cleland and King; â€Å" A system is composed of related and dependent elements which when in interaction from a unity whole†. Characteristics of system approach: A system must have some specific components, units or sub units. A Change in one system affects the other subsystems. Every system is influenced by super system. All systems along their subsystem must have some common objectives. A system is a goal-oriented. A system cannot survive in isolation. Major contributors in system theories are- Daniel Katz, Robert L. Khan, Richard A. Johnson. Contingency Approach: Contingency Approach also knows as situational approach. In 1980s, it is recognized as a key to effective management. This approach accepts the dynamics and complexities of the organization structure. An organization is affected by its environment and environment is composed by physical resources, climate, persons, culture, economic and market conditions and their laws. This approach argues that there is no one universally applicable set of rules by which to manage organization. Major contributors in the contingency theories are- G.M. Stalker, Joan Woodward, Tom Burns, Paul R. Lawrence, L.W. Lorsch. Management by objectives (MBO) is a process of defining objectives within an organization so that management and employees agree to the objectives and understand what they need to do in the organization in order to achieve them. The term management by objectives was first popularized by Peter Drucker in his 1954 book The Practice of Management.[1] The essence of MBO is participative goal setting, choosing course of actions and decision making. An important part of the MBO is the measurement and the comparison of the employee’s actual performance with the standards set. Ideally, when employees themselves have been involved with the goal setting and choosing the course of action to be followed by them, they are more likely to fulfill their responsibilities. According to George S. Odiorne, the system of management by objectives can be described as a process whereby the superior and subordinate jointly identify its common goals, define each individuals major areas of responsibility in terms of the results expected of him, and use these measures as guides for operating the unit and assessing the contribution of each of its members. Features and advantages Some of the important features and advantages of MBO are: Motivation – Involving employees in the whole process of goal setting and increasing employee empowerment. This increases employee job satisfaction and commitment. Better communication and coordination – Frequent reviews and interactions between superiors and subordinates helps to maintain harmonious relationships within the organization and also to solve many problems. Clarity of goals Subordinates tend to have a higher commitment to objectives they set for themselves than those imposed on them by another person. Managers can ensure that objectives of the subordinates are linked to the organizations objectives. Domains and levels Objectives can be set in all domains of activities (production, marketing, services, sales, RD, human resources, finance, information systems etc.). Some objectives are collective, for a whole department or the whole company, others can be individualized. Practice Objectives need quantifying and monitoring. Reliable management information systems are needed to establish relevant objectives and monitor their reach ratio in an objective way. Pay incentives (bonuses) are often linked to results in reaching the objectives. Limitations There are several limitations to the assumptive base underlying the impact of managing by objectives,[citation needed] including: It over-emphasizes the setting of goals over the working of a plan as a driver of outcomes. It underemphasizes the importance of the environment or context in which the goals are set. That context includes everything from the availability and quality of resources, to relative buy-in by leadership and stake-holders. As an example of the influence of management buy-in as a contextual influencer, in a 1991 comprehensive review of thirty years of research on the impact of Management by Objectives, Robert Rodgers and John Hunter concluded that companies whose CEOs demonstrated high commitment to MBO showed, on average, a 56% gain in productivity. Companies with CEOs who showed low commitment only saw a 6% gain in productivity.[citation needed] Stage 1. Collectively fixing objectives The superior and subordinate managers collectively fix the objectives. The objectives are fixed for the Key Result Areas (KRAs). KRAs are those areas which are very important for the long-term success of the organisation. For e.g. R D, Production, Finance, Marketing, etc. Definite and measurable objectives should be fixed for each KRA. The time limit for achieving the objectives should also be fixed. The objectives should be achieved by the subordinate manager. For e.g. The objective for the marketing managers may be to increase the sales of product XYZ by 50% for the year 2010-2011. Stage 2. Collectively making a plan After fixing the objective, the superior and subordinate managers make an action plan. This plan will be used by the subordinate manager to achieve the objective. Stage 3. Subordinates implements the plan The subordinate manager implements the plan. That is, he puts the plan to action. He makes optimum use of the resources. If required, he takes guidance from the superior managers. Stage 4. Collectively monitoring performance This is the final stage in the MBO process. Here, the subordinate monitors (evaluates or measures) his own performance. He compares his performance with the planned targets (objectives). If there are any deviations, then the superior and subordinates managers fix new objectives. In this stage, the superior acts like a coach and guide. He does not act like a judge.

Foundations of Political Thought Essay examples -- Philosophy, Aristot

Aristotle and Socrates and Plato’s beliefs have similarities mainly evident in their denouncement of democracy for the state. The views of Socrates expressed and written by his pupil Plato are vastly philosophical in nature and he promotes the idea of questioning life to achieve insight. The philosophers who possess the absolute truth are the best equipped to rule society according to Plato and his Allegory of the Cave. Conversely, Aristotle takes a more political science approach of discussing and analyzing various constitutions to determine the best form of government, where the rational beings in a society are the natural rulers. Aristotle promotes the idea of rule based on law rather than simple superiority. The differences in these beliefs are important because of the implications of Aristotle’s writings, which provide a way for citizens and statesmen to utilize philosophy in politics and the state. Consequently, information in Politics is seen again througho ut modern politics. The similarities of Aristotle’s beliefs expressed through his writings in Politics to the beliefs of Plato and Socrates expressed in the recorded dialogues of The Republic are centered mainly on a fear of democracy. Aristotle asserts that only those who are concerned with virtue and good government should be the leaders in a society or community (Politics, 80). In Book III of Politics Aristotle describes what the role of the majority should be in politics, By means of these considerations, too, one might solve the problem mentioned earlier and also the related one of what the free should have authority over, that is to say, the multitude of the citizens who are not rich and have no claim whatsoever arising from virtue. For it would not be... ...archy and democracy into polity. Through this idea of addressing factions and political interdependence Aristotle outlines the way to a lasting state. In Federalist 10, Madison describes in a similar way that competing factions imposing a system of checks and balances can protect against dominance of a single faction or class. Aristotle’s claims of law, constitution, polity, factions, and citizenship all have comparability to many U.S. notions of political life, even his justification of slavery is reminiscent of the views of some founding fathers. Aristotle discovered and outlined many elements of early American political thought long before the existence of the United States. Aristotle himself said, â€Å"For practically speaking, all things have been discovered, although some have not been collected, and others are known about but not used† (Politics, 34).

Papago Woman

Papago Woman, written by Ruth M. Underhill, is an ethnography of the life of a native american woman named Maria Chona, a member of the Southern Arizona Papago people located right outside of Tucson, Arizona on a reservation. Ruth lived among the Papago from 1931 till 1933. She studied the life of the Papago with her main subject an older Papago woman named Chona. She says at one point how she learned amongst these people and Chona, â€Å"I feel, nevertheless, that out of all this flurry there came the story as it had appeared in Chona's mind,† (27). By hearing the life of this Papago woman she learned about life as a Papago.To collect data about the Papago way of life and Chona, Ruth Underhill asked many questions. She was very forward with her questions at first because she had not yet known the Papago way of life, such as asking the name of Chona's dead son and not knowing that the name of the dead are not said out loud. Underhill integrated her life into that of the tribe. In the 3 years she stayed there she learned much through this method. She studied the language and Papago method of breathing by listening to the way they say their words and learned how they pronounce r's as l's and f's as p's.She also used translators along the way. Part one of the Papago woman describes Ruth Underhill's first encounter with the Papago people. Ruth goes to Tuscon, Arizona on a grant from Colombia University, the college she was attending, to live amongst this native american tribe in the southwest. Underhill drives to Arizona and meets a few friends living in Tuscon who tell her about the tribes people . They tell her how a few Papago come to their homes looking for work. They describe them as soft-spoken, brown people. Underhill inquired about any of the english speaking Papago she could meet.She is then introduced to a yardman, Rafeal, or Lapai in the language of his people. Lapai in turn takes her to meet a woman named Chona who lives on a reservation in an un furnished dwelling, similar to that of a cellar. Ruth listens with intent as Chona talks. Lapai translates the conversation for her. Throughout her stories, Ruth notices that Chona talks about how it used to be when she was a child. Ruth asks Chona about her family. She learns that Chona had two sons and a daughter but one son who was a medicine man died, the other is in Mexico, and the daughter got married and moved away.Ruth asks the name of Chona's dead soon and is met with an uncomfortable silence. Lapai tells Ruth that Chona had a sister who married a man named Lillat, whom she calls â€Å"husband-of-my-sister,† but died and Lillat was remarried with children (Underhill 5). They decided to go on a trip to visit Lillat and his family who lived far out on the reservation away from government headquarters. Soon they set out but not before the rest of the people living around Chona tried to all hitch a ride with Ruth to see Lillat. On the way, Ruth learned much about the lan d as the Papago know it.She learns about eating cholla during the dry season, or â€Å"hungry time,† (Underhill 8). Chona points to a white rock and tells Ruth about the kidnapping of the Papago woman by the Apache during the fall when the corn was ripe. Chona also mentions Coyote and I'itoi who are very important people in Papago stories of history. â€Å"Coyote,† she said, â€Å"helped put the world in order. Only he made mistakes,† (Underhill 9). She would not talk further about Coyote because, â€Å"These things about the Beginning are holy. They should not be told in the hot time when the snakes are out. The snakes guard our secrets.If we tell what is forbidden, they bite,† (Underhill 9). A few hours later they arrived at Lilliat's adobe home. In true Papago fashion, they waited to be welcomed. They all stood across from each other smiling. Lapai and Ruth were never introduced but instead were greeted with kind smiles of gratitude. She learned that t he Papago do not believe in sayings superficial things such as thank you but instead being welcomed through hospitality. With news of the guest arrival, the whole village came to eat at Lilliat's house. Before dinner began, the ways of child-rearing were viewed.The youngest son of Lilliat was told to â€Å"Shut the door,† and was not praised but instead allowed to sit on the men's side of the table. As dinner went on Ruth observed more and more of the Papago customs. Strangers were studied very carefully to see their true selves. Bedtime was early and the bed was on the ground. Early rising is custom of Papago because, â€Å"Papagos had learned how to deal with the sun and did not hate or fear it. Those who slept past the dawn light were set down as hopeless drones,† (Underhill 14). The day begin when men went to fill the water tanks.The water was shared and not thrown out with the guest being the first to use it. Women set to work with the meals for the day and basket -making. Later that day, a girl named Vela who could speak a little bit of english visited. She promised to help Ruth with translations. Ruth realized that her persistent questioning had been seen as ignorant and embarrassing to Chona. The women told Ruth about their job to bring the clouds to make rain. She soon discovered they would be taking a trip to gather cactus fruit to prepare wine for the rain festival.They rode to the sahuaro cactus to gather the pear-ish fruit. Ruth again learned about Coyote and I'itoi. â€Å"When I'itoi was furnishing the earth, he thought he would put sahuaro all over. Then everyone could have fruit without too much walking. But Coyote, he doesn't like work,† (Underhill 19). Coyote had not fully planted the seeds given to him by I'itoi to distribute the cacti and instead dropped them on the south hill. Then the cactus only grew on the south hill and not the north. The women gathered the cactus fruit and boiled it for the wine. Then it soon began to rain.Next, the people ventured to Lillat's parent village, Burnt Seeds, to gather for the rain festival. On their third night there the men dressed up for the dancing that would take place that night. They all gathered around a fire and danced and chanted in circles. The women picked the men they wanted and held hands to join in the dancing. They sang the same song continuously, â€Å"On the edge of the mountain, A cloud hangs. And there my heart, my heart, my heart, Hangs with it,† (Underhill 24). The next night when the wine had fermented the village gathered again to drink.This night was when they would drink until the wine was all gone which led to everyone getting drunk. The medicine man prophesied the rains would come after four days. A week from the night, the rains came and raged for a week. Once that ended the villagers once again gathered to sing and do work such a basket weaving. This chapter helps the ethnography by giving an example of Ruth's immersion into t he tribe by experiencing their traditions. In part two, Underhill begins by telling a little background on the Papago people and Chona. The origins of the Papago people are mentioned.They are closely related to the Pima people who live in lush lands near the border of Mexico. It is this reason that the Papago know them as the â€Å"River People† whilst the the Papago call themselves the â€Å"Desert People,† (Underhill 31). The Pima and the Papago were once one group split by the migration of the spanish missionaries. Since the desert had not attracted the church, the Pima, living in greater lands â€Å"adopted American names and American clothing, and by 1871 had an American school,† while the Papago people cherished their ancient way of life (Underhill 32).Ruth witnessed and documented the life of the Papago whilst studying the life of a 90 year old woman named Maria Chona, â€Å"She was the daughter of a prominent leader, Jose Maria, nicknamed Con Quien. â⠂¬  (Underhill 32). She loved her father and therefore â€Å"accepted her culture completely,† (Underhill 33). Ruth was able to write the biography with little fluency in the Papago language and with Chona knowing a small bit of Spanish. What Ruth noticed about the stories of the Papago was there repetitive nature. Small details that are not important to non-Papago natives are confusing.Things such as emotion were summed up in ways such as â€Å"I liked it,† or â€Å"I did not like it,† (Underhill 33). Chona wanted Ruth to write everything exactly as she told it but due to the emphasis on details and repetition, the non-native readers of the story would not be satisfied. Chona, we learn, â€Å"As a woman, she could not take part the ceremonial life,† but, â€Å"Chona accepted her status without stress or rancor,† (Underhill 34). She possessed an interesting background, one where she had two husbands. Her first husband was a shaman. Chona also had a co-wife, since polygamy was a norm amongst her people, whom she resented.She describes her home growing up. She lived at Mesquite Root in a grass house. Her father was the chief there. As a child the girls did not wear tops. Water was scarce and what was there was red in color, â€Å"Oh yes, our water was always red. It made the corn gruel red. I liked that earth taste in my food,† (Underhill 36). The men of the village would go to hunt without water because it was considered womanly to bring water along. Chona's mother would ground seeds to make flour while her father would listen to people problems. Her father also liked to gamble, gaining himself the nickname The Gambler.The men would smoke tobacco often during gambling. When it was time to eat, the dishes were not washed, â€Å"When we had finished we did not wash the dishes. How could we, with no water,† (Underhill 38). Due to water scarcity they were not able to bathe either. When the children would play the bo ys would catch rats and roast them for all to eat. They would also go to the racetrack to run. When they were hungry they would gather food planted by Elder Brother, â€Å"Elder Brother planted those things for us,† (Underhill 39). When it was time for rainy season, Chona would experience the same ritual that Ruth would years later picking the cactus fruit.During the time of menstruation, Chona's mother would enter into the Little House so as not to bring bad luck and death to her father during war. For the men if they were â€Å"Killers† then they would have to be purified (Underhill 41). This meant they were separated from their family for days. Everyone in the family would be cleansed and gain power from the dead enemy. In her family, Chona's grandfather had been a medicine man. Due to this association and her brother behavior it was known that he would be a medicine man. Chona's family was always sick.The medicine man would come to their house constantly to heal th em. He sang songs to cure what ailed them. Singing seemed to be a big part of Chona's life. It was natural to her family and soothing to her. People would dream of owls and then sing in front everyone so that the owls would go away, â€Å"People had to be sent for who had dreamed of owls, because that is how all songs come, by dreaming,† (Underhill 48). At one time an evil medicine man sent a a sickness that covered the whole village. So medicine men begin to walk into each hut waving branches to gather the sickness.Chona did not get as sick as everyone else did. She did begin to have visions. She saw things that no one else did but it was natural to her because of her family background. During summers the corn was planted. It was said that, â€Å"The corn was once a man and he lured a woman away to sleep with him,† (Underhill 52) They would sing about that encounter and plant the corn so that it would grow strong. Summers also made the people happy because it was when the rain would come. Ruth also gathered that from what she heard form Chona was that their was a story for every occurrence.So just like the corn, there was a story for the rain. The story was turned into singing that would help bring the rain along with the cactus festival. Like her father, Chona was hardworking, passionate, and a gambler. She was so good at gambling that she even beat a grown woman. As she got older she went through menses, â€Å"Girls are very dangerous at that time,† (Underhill 57). When girls go through menses they would bring lightning into the village and go to the Little House behind their families homes to prevent these occurrences that happen during menstruation.When her dangerous time came to an end after a month , she was bathed to prevent death to her family and her hair was washed with soapweed fibers, â€Å"That is the way women should always wash their hair and it will never grow gray,† (Underhill 59). During this period the girl would also grow very thin, â€Å"We girls are like strips of yucca fiber after our coming of age is over,† (Underhill 61). At cleansing she was named Cha-veela as is customary during this time. When it was time to marry, Chona did not know her husband. He was a medicine man's son.Her breast had grown large so it was her time marry. Her father told the boy's parents about the marriage and they agreed to it. The boy was told last about the marriage. Her father gave her advice on how to be a good wife, â€Å"That husband of yours, listen to him,† (Underhill 62). For the marriage they had to lie together in her hut with her mother beside her for four nights. This is how Papago are married and she moves in with him after. Her husband has three brothers but one is a man-woman, â€Å"The third brother was called Shining Evening and he was a man-woman,† (Underhill 64).After a while she became dangerous again and goes through menstruation. When she is integrated into the fami ly, the mother tattoos her chin with four black marks. At one point Chona goes with her husband to se a race against the River People. Her people won and received many items from the betting. Chona has her first child and becomes very superstitious as not to harm the child, â€Å"I was kind to the people in our village who looked sick or ugly, and I never laughed at them, so that my baby should have a good body,† (Underhill 66).Soon after, two of her husband's brothers marry. The wives always stayed with Shining Evening when the men were out, â€Å"We girls used to spend all day with that man-woman, Shining Evening,† (Underhill 67). Chona had six children with her husband, five of which were boys and one a girl. The boys all died. She would leave her babies at home sometimes to go help the Mexicans with their harvest. They were always on the lookout for Apaches, the enemy, and were almost killed. They vowed never to go to the Mexicans alone again. Her husband started h aving visions.He was a Coyote-Meeter, â€Å"When he had his medicine man's dreams, it was our comrade, Coyote, who came to him and sang him songs,† (Underhill 71). soon after her husband became a medicine man. After this occurrence her father died and the medicine men could not save him. They buried him with his blanket, pillows, and a few valuables. White men soon came and brought with them whisky. The men of the village would drink this and have visions like a medicine man would, â€Å"Men grew crazy when they drank that whiskey and they had visions,† (Underhill 74).For some time Chona would leave to visit other villages. One time when she was returning, she heard news that her husbands had married again. Chona was heartbroken and left him. She took her child and went to her brother. Her uncle who resided there married her to an old rich man despite her disagreement because women had no say in matters such as these. Her new husband brought her many things. She learne d that her first husband had grown sick and died upon hearing the news. He did not want his second wife and cried when he heard of Chona's marriage, â€Å"I never saw my first husband again.They told me when he heard of my new marriage he cried,† (Underhill 78). Soon after his death Chona caught falling hair sickness, a disease from the white people. A medicine man cured her and taught her how to cure. Chona has two sons from her second husband. One, a medicine man, died young because a wild woman was with him, â€Å"She lay with my son in the house when she should have been at the Little House,† (Underhill 85). Ruth learns that seven years prior to her arrival, Chona's second husband had died. After she was alone in her home she would go to visit her daughters home at Burnt Seeds village.This chapter helps the ethnography by having Ruth hear exactly what she came there to learn. It tells the life of an actual Papago women. Part three briefly talks about child-rearing amongst the Papago. Children are always surrounded, â€Å"The Papago child was born not into a single family but into a group,† (Underhill 89). The child is taught to be apart of the group and never seen as an annoyance. They learn action through observation. One of the most important was not to speak the name of the dead, â€Å"Because if the dead hear they may think you are calling them.And they will come and take you because they are so lonely,† (Underhill 90). Ruth also learns that a woman's place is not with the men. She had realized how separated things were between the sexes. The woman told her they do not fret because, â€Å"Why should we envy men? We made the men,† (Underhill 92). Another thing she noticed was the lack of love stories among the Papago. The woman told her that there were love songs and stories but not many. Woman would also become enamored with the men bringing back scalps and chase after them, â€Å"Some women went crazy and ran after men-but it was the ‘scalps,'† (93).The Papago in the present are also talked about. Ruth says, â€Å"By the time of my visit, the Bureau of Indian Affairs had moved in,† (94) and they were soon introduced to more modern ways. Men joined the army learning english and schools were built. The Papago today vote and have dictionaries in their own language. This chapter helps the ethnography by giving a short insight on the child-rearing, love amongst the Papago, and present day Papago. The most important issues of the ethnographer seemed to be retelling the story in a way that readers could understand.Ruth mentions this in the beginning of chapter two about the way the story was told in traditional indian style which is confusing to outsiders. The most important aspect of interpreting things like this seems to be that the observer must live amongst the people to fully understand their ways and interpret them for others. This is the same for the film â€Å" A Man Calle d Bee† and the Yanomamo text. The perspective of the ethnographer is that the Papago people are so different from the outside world; soft-spoken and tribal in their ways.This colored her analysis through her main focus on an older resident of the tribe who had grown up the Papago way. The ethnographers methods are convincing because she relays a story just like it was told to her and includes her experience amongst the people making the report all the more convincing. Ruth does not necessarily generalize her findings because she tells of the present Papago, interviews, and has older tribe member giving a story on that side of life, and includes the writer's own experience at the rain festival.This ethnography helped me to see how an older people lived. The Papago are ancient in their ways and I see that when I compare their way of life to my own. Ruth reinforced my assumptions about human behavior mostly when she described the ways men and women were separated and seen in diff erent lights, much like today. Works Cited Underhill, R. M. U. (1979). Papago Woman. (Reprint ed. , Vol. 1, p. 98). Prospect Heights, Illinois: Waveland Press, Inc.