Studying a Professional Organizational Coursework

Studying a Professional Organizational - Coursework Example of nearly 10,000 surgical nurses that are interest in developing professionally and personally, linking up with other individuals and organizations in the health sector that share a common vision, fighting for the recognition of the surgical nursing field (Roberts, 2008). The aims and objectives of the Academy of Medical Surgical Nurses focus on research development, evidence based practice, advocacy in the workplace, organizational health and the impact of national leadership on health matters. The organization’s mission is to facilitate excellence in the field of surgical nursing. The organization also focuses towards using its strategic position to improve health care for the patients (Roberts, 2008). The organization provides a system through which surgical nurses can express their feelings and opinions about health care policies. The organization also promoted personal and professional goals for surgical nurses. The entity has come up with a system that promotes awareness to the members of society on issues that relate to the practice (Mason and Nursing, a. t., 2011). Above all, the organizations aims at improving the general health care for all patients in the society. Finally, the entity maintains effective communication to governmental organizations, professional groups and acts as resources to the public. The organization achieves the above-mentioned functions by meeting the ideas in professional nursing. This is through the promotion of health care to individuals by promoting the art and science of nursing care. The organization facilitates implementation of the policies for practice of surgical nursing. The Academy of Medical Surgical Nursing establishes a framework in which nurses in the field to communicate their health care policies (Mason and Nursing, a. t., 2011). AMSN works towards impacting on policies in health care based on evidence based on various issues. The entity facilitates advancement of research and development in the field and this

Civil War And Reconstruction Essay Example for Free

Civil War And Reconstruction Essay The Civil War is the most widely written about event in American history and Reconstruction is the most mis-understood and least appreciated subject within this wider issue. Most people would prefer to escape into the heroic exploits of the battles that were fought than deal with the difficult social problems that the former enslaved population had to deal with. I am offering this essay since I believe that the African-Americans have been done a great disservice by the Nation. As a people they were forcibly brought to this land, they were enslaved in an illegal and immoral system, and then they were abandoned by that same Nation ostensibly after having their freedom returned. What happened to them was not fair and there is a debt due to them. I hope to show in this paper some of the offenses that I find glaring. What was Reconstruction supposed to accomplish? Was it supposed to provide a new economic start for the freed peoples? Was it supposed to rebuild and reorder the state governments that had seceded? Was it supposed to prosecute and imprison former Confederate officials? These questions were never fully answered, and for the most part they were never even adequately addressed. Liberals and African-Americans are more sensitive to the burden of the unfulfilled promise of Emancipation and Reconstruction, while so-called â€Å"realists† and conservatives proclaim that too much help has already been given (think: â€Å"Affirmative Action†). The truth though, does not lie neatly in the middle between these extremes. Horrific treatment was an unpleasant fact for the enslaved peoples, and they were denied an equal opportunity to enter fully the American body politic. To make matters worse this bitter cup of â€Å"denied citizenship† is still too often a fact today. Recently, the folk singer Bob Dylan (Rolling Stone, Sept. 2012) has said â€Å"†¦the country will never be able to rid itself of the shame of being founded on the backs of slaves. † I would like to rehearse some of the story of Slavery, some critical events in the war and afterwards, and to offer a reasonable suggestion for Restitution. The introduction of African Slavery to these shores was an unplanned event although the Spanish and the Portuguese had been involved with this trade for almost 100 years in this hemisphere before it appeared here. These are some of the highlights of that practice here: The first African slaves were 19 people, who in 1619 were captured by Dutch sailors from Spanish slave traders. Subsequently they were sold to the colonists at Jamestown for food. Initially, these people worked as indentured servants but they ultimately gained their freedom after completing a â€Å"work contract† for the colonists. The phrase â€Å"indentured servant† is misleading in this case since its modern usage means someone who works for a fixed period and is then manumitted. This was not the arrangement that was applied to the African captives who arrived later than these initial individuals did, since the practice gradually evolved to treat the adults as well as the children of the female slaves as also enslaved people (partus sequitur ventrum) 2.  Another misleading statement is that the term â€Å"servant† was widely used in the South, even past 1865, to refer to African people who were actually enslaved. Therefore, not much credence should be put into the seemingly benign phrase of â€Å"servant†3 when applied to these unfortunate human beings. The cost of this labor was attractive to the colonists since by 1638 an enslaved African laborer could be purchased for $27 while a European indentured servant cost a planter $255 for one year’s work. 4 The economic appeal of enslaved African laborers became the norm and quickly spread throughout the colonies.  After twenty years, ordinances legitimizing enslavement were commonplace in almost every colony and the practice had morphed into bondage for life, or more properly, chattel slavery. 5 These practices were immoral; they had no place in a respectable society. The pernicious tendency to view the Africans through the white supremacist lens quickly became dominant and was a concomitant of this chattel slavery. This was punctuated by the knowledge that Europeans were never enslaved while most enslaved people were Africans. The skin color of the enslaved became a facile marker that fit in well with the culturally supremacist view of the European colonists. In this section I try to show how the African Slave System, after gaining a foothold went on to become the most important part of the economy of the new Nation: As the profitability of the colonists’ agricultural enterprises quickly rose, it was essential to procure a sufficient number of workers since labor shortages were a constant headache. 7 Enslavement of the Indigenous Peoples had become steadily more problematic and by the 1750’s this practice had ceased altogether. European workers were both expensive and tended to leave their employers to start plantations of their own, or to return home. Therefore, a more reliable source of economically viable labor became a necessity, and that baleful need coincided with the rise of the Trans- Atlantic Slave Trade from Africa. This phenomenon was heaviest during the 16th through the 19th centuries,9 when an estimated 11 million captives from Africa were ultimately landed at Western Hemispheric destinations out of 15 million who had been loaded onto these horror-filled ships. 0 The differences in these numbers were human beings who had died en route through miserable treatment meted out by the slave traders. The attrition rate during these voyages was a startling 0. 36 persons for every person who disembarked in the New World. We should not forget these stark truths. About 650,000 ~ 720,000 apprehended persons of the numbers shown above,11 it is thought, were brought into what was to become the United States. Employing the attrition rate noted before we can estimate that about 245,000 people were lost from the aggregate number of cap tives bound for these shores. Given the losses in the war that was to come it’s almost as though the Divine Being had decided to punish this country for these sins at a rate of three-to-one. By 1860, the survivors had increased through natural growth to more than 4. 000,000 enslaved and freed peoples12 and were primarily located in the states that were to become part of the Confederacy (76% there and another 18% in the Border States13). What fueled this enormous increase in the numbers of the enslaved was that starting in the 1790’s the revolution of the cotton gin and the corresponding leap in cotton exports demanded an exponential rise in subservient labor. So what had started as a straightforward small-scale agricultural experiment, primarily growing foodstuffs, had metastasized into an industrial system practically keeping the Nation afloat with its lucrative revenues. Before the war began the cotton trade – or more realistically â€Å"King Cotton† – constituted 2/3 rds of the wealth of the Nation. 14 What motivated these slaveholders to import and retain so many African Laborers besides the economics? Evidently the lure of being a member of an aristocratic leisured-class was appealing. Most of the apologists for these slaveholders had classical education, and they employed arguments from Greek and Roman Antiquity, which portrayed slavery as a prominent component of the civilizing mission they were engaged in. Their lower income regional compatriots, although not slave owners themselves, were eager to emulate this conduct, which they viewed as valuable and status-filled. The Southern way of life was born: it was profitable for the elite; it was an identity vehicle for the lower classes; but it was hellish for the enslaved. Further, it was built upon the most cruel and involuntary system imaginable which had as a mainstay the dissolution of the Africans’ families both here and in their original homelands. The American governmental establishment – at all levels -bears the greatest guilt for this outrageous affront. It is important to recall that these slave traders and slaveholders were in many cases prominent members of the various governments that acceded to or promoted this horrific conduct. The enslaved people, it should be remembered, did not voluntarily agree to be forcibly dragged to these shores. Despite the claims made by the â€Å"Slavocracy† that they were performing a civilizing mission by maintaining this obscene practice, the only positive good was that the lives of the slaveholders was being enhanced! EXASPERATION After Slavery had become such an integral component of the Nation, regional differences in the attitudes towards that infernal system began to be felt all around. Exasperation was the order of the day but the African enslaved people were suffering the most: There were three sets of players in this tragedy: the Northern Whites; the Southern Whites (slaveholders and on-slave holders); and the enslaved Africans. It is unequivocally true that the enslaved peoples did not create nor did they benefit from this monstrous catastrophe. The other groups however, either benefited in a direct way or thought their social status was improved through the bacillus of racism. Exasperation however, was shared by all to some degree. The Northerners became progressively m ore dissatisfied with their impotence following the Revolution while the Southerners were increasingly anxious that the North was lining up new Free Soil states that would nullify their voting majorities in Congress. The enslaved though, were in anguish since everything that people could cherish was systematically being denied to them after they had been wrenched away from their homes. The enslaved increasingly attempted to build an alternate life, sub-rosa as it were, by fleeing their masters or by engaging in sabotage or willful incoherence. 15 They also constructed a parallel universe of their own by founding separate places of worship (the Whites did not allow the enslaved to be an equal part of their devotional services) and their own systems of less-than-formal education. t was during this period that it could be said that a new genus was born – the â€Å"African –American†. What they did not have was any significant power over their futures except as ad hoc combinations that could be assembled, when conditions permitted. They expressed this through manifestations such as the Underground Railroad16 (which saw 6,000~ 30,000 African-American flee; figures are imprecise), various slave rebellions (some bloody), and a general unwillingness to be smothered by enslavement (conduct just short of insurrection). Another group, though small in numbers, was the Free Blacks. These people became the vanguard of the African-American middle and professional classes that successfully operated between the seams of the larger society. The actions of this sub-group were able to relieve some of the pressures that had built up in the larger body of enslaved African-Americans and help to point the way for a more prosperous life for all.

Importance Of A Teaching Philosophy Education Essay

Importance Of A Teaching Philosophy Education Essay Alhamdulillah, my teaching experience began when I was still a student in secondary school. The recess and breaks were the occasions for me to involve myself in the teaching process. This continued at home whereby I used to get phone calls from my friends to explain about a particular topic from subjects like mathematics, physics and chemistry. After graduating from college, I worked for six months as teacher in a private secondary school in my locality before engaging myself into tertiary studies. Hence, I could say that working as a teacher after my graduation from university is something I would consider as normal. Actually, I am in my fifth year as an educator and Alhamdulillah, I had the experience of working in three different schools with students, both boys and girls, from different socio-cultural backgrounds. In the following chapters, I would like to share my teaching philosophy. But first, the importance of developing ones teaching philosophy will be discussed. Chapter Two Importance of a Teaching Philosophy A teaching philosophy statement is a systematic and critical rationale that focuses on the important components defining effective teaching and learning in a particular discipline and/or institutional context (Schonwetter et all, 2002, p.84). According to Campos (2010, p.2), it states our learning experiences, goals, beliefs, level of professionalism and self-development among many other elements. As for Natasha Kenny (2008, p.8), an educational developer at the University of Guelph, a teaching philosophy statement clearly and logically communicates what your fundamental values and beliefs are about teaching and learning, why you hold these values and beliefs, and how you translate these values and beliefs into your everyday teaching and learning experiences. Regarding the importance of developing a teaching philosophy, Coppola (2002, p.450) states that the teaching statement gives you a starting point for examining your teaching practices, allows you to share your ideas with others, and allows you to monitor the progress of your own development as a teacher. Brookfield (1990) identified four different purposes in developing a teaching philosophy. These purposes are: Personal purpose; it is good that your teaching philosophy reflects why you are doing what you are doing. Political purpose; your teaching philosophy needs to show that your position is grounded in a well-developed and carefully philosophy of practice. This helps you to gain respect, which is important to grow yourself in the political area. Professional purpose; your teaching philosophy needs to show your professional goals to develop an identity that will help you to improve the development of professional strengths among other teachers. Pedagogical purpose; teaching is about growing and finding new ways to develop your lessons according to the learners needs, so your teaching philosophy should show what effect you are having on students and on their learning? Chapter Three My Teaching Philosophy 3.1 Teaching in General Teaching should be such that what is offered is perceived as a valuable gift rather than a hard duty Albert Einstein Alhamdulillah, since I began teaching, I had the occasion to teach different subjects, besides Mathematics, like English Literature, Computer Studies and Integrated Science to students with a broad range of needs, knowledge, and cultural backgrounds. Apart from working as educator in colleges, I also try to help my friends and others outside school. Moreover, I used to give a special course on Tajweed to my brothers of the Islamic faith in the mosque. I once had the opportunity to teach a friend who was undertaking his undergraduate degree in Mathematics and he was older than me. Several important general principles that I try to use in my teaching practice can be formulated as follows: No matter how experienced a teacher is, every new class and every new student pose a challenge. For excellence in teaching, there is always room for improvement. A teacher has to appeal to different learning styles, to offer a variety of instructional experiences, and to keep an open mind to new teaching techniques to give every student the opportunity to participate fully and actively in the learning process. Being a successful teacher depends on creating a learning environment with the open exploration of ideas, a relationship in which students feel respected as well as challenged. Students should be encouraged to stretch themselves a bit beyond their level of comfort and be given an opportunity to leave every class feeling that they have overcome a new challenge successfully. Teaching should be an integral component of the creation of new knowledge, an initial step toward continuing education, and first of all, self-education. Though student satisfaction is important for better learning, teaching especially in mathematics should not become a popularity contest, or a show. A teacher is responsible to the society in general, and should resist the pressure of lowering academic standards in education. 3.2 Teaching of Mathematics We could use up two Eternities in learning all that is to be learned about our own world and the thousands of nations that have arisen and flourished and vanished from it.   Mathematics alone would occupy me eight million years Mark Twain Mathematics is like draughts [checkers] in being suitable for the young, not too difficult, amusing, and without peril to the state Plato Being a mathematics teacher as well as a lover of the subject, there are some features of mathematics that makes it a very special discipline. To name a few: Mathematics is an excellent intellectual game where all the players win. Mathematics is also a model that can be used for developing independent and critical thinking. Mathematics can be seen as a language that allows us to communicate ideas precisely between ourselves. Lastly, mathematics is a tool used in natural sciences and, thus, a required discipline for many students. The above statements alone motivate me to share my mathematical knowledge, among others, to my students. However, my goals for teaching mathematics are many. Firstly, communicate to my students that mathematics is a fun and improve their confidence about mathematics as well as reducing their anxiety about mathematics. Other goals are: Detect and fill gaps in students prior math knowledge Develop a mathematical sense about quantities, geometry, and symbols Develop a variety of problem-solving strategies and basic computational skills Enable and empower students Enable students to make judgments based on quantitative information, to prove basic results, to read mathematics effectively and to understand their own thought processes Encourage a broader interest in mathematics Ensure that students really understand concepts Establish constructive student attitudes about mathematics Facilitate acquisition of life-long learning skills Foster a desire to ask mathematics questions, critical thinking, student discovery of mathematics and foster understanding of the proofs of key theorems Teach the beauty of mathematics Help students learn the key theorems and their applications Improve students understanding of technology Improve students writing abilities Increase the number of mathematics majors as well as the students mathematical knowledge Model expert problem-solving Motivate students to make an effort to learn mathematics Open the doors to other opportunities for students Prepare future mathematicians, students for technical careers and students to be knowledgeable adults Teach applications to other fields; especially for abstract subjects like vectors whereby students often ask the question: where will vectors used us in our life? Teach calculator and computer skills, fundamental concepts, generalizing, logical reasoning, mathematical writing, predicting, problem-solving and proof-reading of mathematics Teach students how to translate back and forth between words and mathematics Teach students to work collaboratively It is, unfortunately, very difficult to try to show the real beauty of mathematics in the framework of most existing curricula as they are designed to feed students with often more facts than anyone could swallow. Just covering the required material usually takes a bit more time than is available. Another problem is that mathematics as a language can be quite technical, and to formulate something meaningful, one has to spend years learning rules of the mathematical grammar first. I consider mathematics to be a challenging subject to teach, which makes it especially attractive for me. I try to use every possibility to expose students to the exciting world of mathematics, often implicitly, so they may not even notice it at first. I think that students participation is crucial for learning mathematics. 3.3 Teaching Styles and Methods My mathematics classroom features multiple of methods of instruction that depends on: the subject matter of the lesson, that is, the topic to be taught and my experience with how individual students and classes best learn mathematics. On some occasions, the student-centred approach or whole-class discussions are undertaken while on other occasions, small-group investigations are carried out and still others see individuals working one-on-one with another student or with me. This classroom interaction helps build relationships between my students and I and simultaneously, among the students themselves. These various classroom practices help address the varied learning styles found in the mathematics classroom. Furthermore, I prepare my classes meticulously, but I like to improvise whenever possible. I dislike being interrupted during my explanation but I love it when the students ask questions afterwards; and I congratulate them for any good questions and comments. I open each session with a brief reminder of the previous sessions material and an outline of the days topic, and I typically conclude with a summary of key points. There is a special session for review before every major test. I usually speak clearly, loudly, and slowly, but enthusiastically. Students are encouraged to learn from each other as their grades are not curved, thus, students are not competing with their classmates. In some classes, especially my Integrated Science classes, I give group projects and homework, depending on the topic being covered. When possible, I distribute solutions to homework problems, quizzes, and tests. To reduce students anxiety about tests, I normally give my students revision exercises before any major test and I encourage them to work extra problems on their own and come to see me for any problems. I do not consider memorization to be the most important in mathematics classes; this is why I make and encourage my students a lot to practice maximum number of problems. If the curriculum would have allowed it, I would make all my tests open-book/notes. Assignments and projects are naturally integrated into my courses. I spend time explaining the assignments and solving similar problems in class for further discussion. 3.4 Use of Technology I remember that once I was in a meeting with my above seventy year old rector and he told me: In my time, when we had to do a mathematical calculation, we used the logarithm table and he asked me whether I knew how to use the logarithm table! Alhamdulillah, today we have the electronic calculator. This little piece of technology is the only electronic device that our students can use in their studies as the different curricula do not cater for the use of other electronic devices in the examination room. I would have loved to see a change in these curricula which would enable more the use of technology in the learning of mathematics. Personally, I am a great fan of the newest educational software that may be used in the teaching and learning process. At present, to use mathematical software at college would appear unrealistic but I hope to find a change soon in the curricula which will make it real. However, students first need to understand that technology is a tool, much like a comp ass or a protractor, and that technology must be used only as a tool. Central to my use of technology in the classroom is the idea that students must understand what they are doing mathematically even when they use technology as an aid. As mentioned earlier, the most ubiquitous piece of technology in and out of the classroom is the electronic calculator. While the calculator can be a useful tool to lessen the drudgery of calculations, it is important for students to be able to function without it. This does not mean that calculators should not be used, but rather that students should have some intuition about whether an answer is reasonable. The use of calculators and other technology can improve a students intuition of mathematics and mathematical reasoning. While most exercises in a statistics class have relatively small data sets, using premade data sets and computer programs allows students to gain real experience with professional tools and helps them visualize trends. The use of computer software with prepared examples is very useful for in-class visualizations in different courses, such as differential equations, calculus, and even pre-calculus. While doing the assignment for the module Instructional Technolo gy for my Bed Course, I came across software called Yenka which provides simulations. I really appreciated the part on probability where while explaining the different outcomes when tossing two coins, there a simulation actually tossing the two coins. I hope, insha Allah, to use it when I explaining this topic t my students in the near future. With the advent of tablet PCs, I am hopeful, insha Allah, that it is only a matter of time before the use of mathematical software and online examination at secondary level will be implemented. But, at the same time, I strongly oppose the abuse of technology. There are courses in mathematics, where students need to learn how to use their brain rather than calculators/computers. In my short experience in teaching, I came across an HSc (Higher School Certificate) student doing the simple arithmetic problem using a calculator!!! 3.5 My Best Personal Achievement Facilitate things to people and do not make it hard for themà ¢Ã¢â€š ¬Ã‚ ¦ Prophet Muhammad (Peace and Blessing of God Almighty be upon Him) I sincerely believe that the best academic performance of a student is not to see the high-flyer student being ranked first at the end of the year but rather to see the low-achiever student able to answer almost all questions of the same exam paper correctly at the end of the year and have a very good result, regardless of his/her overall rank. At my school, the concept of streaming is applied to separate the best students, often labeled as the high-flyers, and those less able students, often labeled as low-achiever students (some proponents of the Marxist view will disagree totally with this concept). Last year, I had the opportunity to work with the less able students of Form I and Form II, teaching Integrated Science. Alhamdulillah, I was motivated but I could that a lot of these students lack motivation. Furthermore, some of them came from poor socio-background and some came from broken families. There was even a child who repeated Form I! So, at first it seems very difficult to expect that half of them would understand the different topics even more so that they would pass their final year exam. After all, we are talking about Science which supposedly is a subject for the intelligent students. I figured out that I should use a different approach with them. Finally, I opted for the Learning by Fun concept. It required much more energy from me but Alhamdulillah, I do not regret for one second all the energy used that year when working with these students as the reason is obvious; almost all pupils not only passed the final year examination but they actually obtained very good results Masha Allah. The icing on the cake was when the head of the science department informed me that the rector was very pleased with the result. 3.6 Concluding Notes I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is my desire as an educator to help students meet their fullest potential in these areas by providing an environment that is safe, supports risk-taking, and invites a sharing of ideas. There are three essential elements that I believe are conducive to establishing such an environment, the teacher acting as a guide, allowing the childs natural curiosity to direct his/her learning, and promoting respect for all things and all people. When the teachers role is to guide, providing access to information rather than acting as the primary source of information, the students search for knowledge is met as they learn to find answers to their questions. For students to construct knowledge, they need the opportunity to discover for themselves and practice skills in authentic situations. Providing students access to hands-on activities and allowing adequate time and space to use materials that reinforce the lesson being studied creates an opportunity for individual discovery and construction of knowledge to occur. Equally important to self-discovery is having the opportunity to study things that are meaningful and relevant to ones life and interests. Developing a curriculum around student interests fosters intrinsic motivation and stimulates the passion to learn. Helping students to develop a deep love and respect for themselves, others, and their environment occurs through an open sharing of ideas and a judicious approach to discipline. When the voice of each student is heard, and environment evolves where students feel free to express themselves. Class meetings are one way to encourage such dialogue. I believe children have greater respect for their teachers, their peers, and the lessons presented when they feel safe and sure of what is expected of them. In setting fair and consistent rules initially and stating the importance of every activity, students are shown respect for their presence and time. In turn they learn to respect themselves, others, and their environment. For me, teaching provides an opportunity for continual learning and growth. One of my hopes as an educator is to instill a love of learning in my students, as I share my own passion for learning with them. I feel there is a need for compassionate, strong, and dedicated individuals who are excited about working with children. In our competitive society it is important for students to not only receive a solid education, but to work with someone who is aware of and sensitive to their individual needs. Alhamdulillah, I am such a person and will always strive to be the best educator that I can be.

Harriet Tubman Essay -- biographies bio biography

Harriet Tubman (1820-1913) Harriet Tubman is probably the most famous â€Å"conductor† of all the Underground Railroads. Throughout a 10-year span, Tubman made more than 20 trips down to the South and lead over 300 slaves from bondage to freedom. Perhaps the most shocking fact about Tubman’s journeys back and forth from the South was that she â€Å"never lost a single passenger.† Harriet Tubman was born into slavery in Maryland around 1820. By the time Tubman had reached the age of 5 or 6, she started working as a servant in her master’s household. Approximately seven years after she began working as a servant, Tubman was sent to work out in the fields. While Tubman was still a teenager, she sustained an injury that would affect her for the rest of her life. One day, Tubman stood up for another slave and blocked a doorway in order to protect them from an upset overseer. The overseer threw a weight at one of the field hands, missing them and instead hitting Tubman on the head. Tubman was never able to fully heal from the wound she sustained from the overseer. This injury caused a chroni...

Market Orientation Benefit an Organization Essay

Definition of Market Orientation : A business approach or philosophy that focuses on identifying and meeting the stated or hidden needs or wants of customers. See also product orientation and sales orientation. ‘Market orientation†Ã¢â‚¬â„¢ perspectives include the decision-making perspective, market intelligence perspective, culturally based behavioral perspective, strategic perspective. Developing a Market Orientation: An Organizational Strategy Perspective. International Journal of Research in Marketing, and customer orientation perspective. Corporate culture, customer orientation, According to them, the marketing concept is a business philosophy, whereas the term market orientation refers to the actual implementation of the marketing concept. They added that â€Å"a market orientation appears to provide a unifying focus for the efforts and projects of individuals and departments within the organization.† On the other hand, the market orientation as ‘the organization culture that most effectively and efficient creates the necessary behaviours for the creation of superior value for buyers and, thus, continuous superior performance for the business. As such, they consider market orientation as an organisational culture consisting of three behavioral components, namely, i) customer orientation, ii) competitor orientation and iii) interfunctional coordination. Product Orientation : A business approach or philosophy in which whatever a company makes or supplies is the focus of the management’s attention. See also market orientation and sales orientation. Customer Orientation : 1. General: A party that receives or consumes products (goods or services) and has the ability to choose between different products and suppliers. See also buyer. 2. Quality control: Entity within a firm who establishes the requirement of a process (accounting, for example) and receives the output of that process (a financial statement, for example) from one or more internal or external suppliers. An organization’s strategy that combines all of its marketing goals into one comprehensive plan. A good marketing strategy should be drawn from market research and focus on the right product mix in order to achieve the maximum profit potential and sustain the business. The marketing strategy is the foundation of a marketing plan 1. General: A motivating force that compels action for its satisfaction. Needs range from basic survival needs (common to all human beings) satisfied by necessities, to cultural, intellectual, and social needs (varying from place to place and age group to age group) satisfied by necessaries. Needs are finite but, in contrast, wants (which spring from desires or wishes) are boundless. See also Maslow’s hierarchy of needs. 2. Marketing: A driver of human action which marketers try to identify, emphasize, and satisfy, and around which promotional efforts are organized. Sales Orientation : A business approach or philosophy that focuses on promoting sales of whatever a company makes or supplies, through marketing and sales calls. See also market orientation and product orientation.

Late Imperial Russia Essay

How was Russia set up to be the nation it is today? Introduction: ‘Imperial Russia’ all started in the 17th century where a man named Tsar Ivan IV the terrible’ battled and defeated the Mongols which were the previous rulers of Russia. He appointed himself the emperor of Russia and his heirs would carry on his principles and his way of ruling throughout the century’s to build a strong nation. The Tsars of the Romanov dynasty would carry on ruling till the last reign in 1890-1917 which was held by Tsar Nicholas II son of Tsar Alexander Ill, it was his and is father’s reign which changed Russia from having its own system (tsarism) to become a nation with a fair government Just like the European nations of their time. At first glance the Tsar’s were thought to be grateful to Russia e. g. ictory over the swedes which transformed Muscovy into a great power of Europe and Alexander II the liberator ended serfdom and restored the government of Russia after losing the Crimean war. However there were many situations, problems in governments and people that caused Russia to change from having Tsarism to having an official government such as parliament. Tsar & Tsarism: The system of Tsarism was governed through three organisations: Firstly there was the imperial council, which were a group of advisers to the Tsar. Secondly there was the Cabinet of Ministers, which ran the government departments of the Tsar. Thirdly there was the Senate, which were the supervisors of the law. All three of these governmental bodies were ranked under the Tsar so every organisation they run, laws they make or suggestions, the final word or decision has to be from the current Tsar ruler, e. g. To quote Reaction and Revolution ‘They were appointed, not elected nd they did not govern’. This is because their roles are basically to give advice because whatever they say has to go through the Tsar. The Tsar which caused most problems were as I mentioned above Nicholas II and Alexander Ill because of what they tried to do to the Russian empire as well as what they didn’t try to do, unlike their reforming heirs, they didn’t fight for Russia or change for Russia, they only did what they did to benefit them, not the rest of Russia. By the time of Nicholas’s reign Russia stretched a distance of 5000 miles from west to east and 2000 miles from outh to north, this of course made ruling Russia even more difficult because one family couldn’t possibly enforce their system on their own unless they had an actual government like other European countries of their time. Even though the sheer size of Russia gave it a well-known powerful image that it’s a nation of strength, it didn’t prove that because parts of the landscape are either unreachable, uninhabitable or just not worth the time to build upon. Considering these facts Tsar Nicholas II wasn’t indeed that powerful as well as the Tsarism system which soon lead to changing into communist government ruled by the Bolsheviks in 1917. Overall the system of Tsarism is the system the Tsar family ran to rule the nation of Russia, this involved only them having command and if any governmental bodies have any ideas to change/improve Russia they could only advise it as only the Tsars nad control. How did the geography of Russia compare to other nations in Europe and effect the Tsar: As IVe mentioned above, Russia consists a land mass of 16,093,440 Kilometres Squared which makes it 2 and a half times bigger than the USA and a whole lot harder to rule, this is because Russia of this time is being ruled by one family which nly cause poverty, social segregation and a failed work force, if you compare it to the USA of its time its doing far better than Russia because the USA is a democracy unlike Russia which is a socialist nation. The differences are that the USA vote and elect, they have different ‘Parties’ which have different Jobs to run the country when Russia is run by one family which tries to do everything and when they do make laws or enforce something, it only rewards them not the nation. The advantage the Tsars had is that the size of Russia made them seem untouchable which explains the lack f countries invading or taking over Russia, this is the only way that the geography of Russia affects it positively, IVe mentioned how it affects Russia negatively e. . bad landscape, too much to rule over, cannot handle to control such a large area. Ruling Russia back then was difficult even with the Trans-Siberian Railway, sure it provided a way to cross the 5000 miles from west to east but it still caused neglect to places like Vladivostok and Irkutsk because they aren’t at all near the capitals such as Moscow and St Petersburg. How did the people of Russia effect the Tsar and what did they do to respond to the ays of the tsar: The people of Russia were so constricted because of Tsarism it caused many problems, one of the catalysts to the problems was that it was a criminal offence to go against the Tsar or Tsarism, therefore if anyone decided they wanted to reform the tsarism system they had to go through the Tsar themselves and of course if it goes against their wishes they’ll say no and arrest the person responsible. There has been Reforming Tsars which improved transport, improved efficiency of the army, re-built cities so they could change Russia for the better, but ventually it was all done for nothing because whenever an heir gained the throne from a reformed Tsar they always went back to the strict ways. This did effect the nation greatly but not as much until the last Tsar ever: Nicholas II, he was meant to carry on the rulings his tatner made to help build Russia into a stronger nation e. g. mproving standard of living, education, employment etc. but he decided to go back to the old socialist ways that caused poverty, distrust of the nation and weakening the barrier between a fair command and compete domination of the people of Russia. People didn’t Just stand around been ruled or told off by the tsars, there have been a few moments where theyVe risen up, worked together to eradicate the current Tsar leader or went underground to discuss what differences they could make on their own without the permission of the Tsar. For example since free speech’ was a common myth in the reigns of Tsar, various people most likely in political activist groups decided to go to extremism. They thought the only way they could get their word out or make a change is through threats or by force, for example in 1881 Tsar Alexander II was blown up by a bomb thrown from the ‘Peoples Will’ hich were a terrorist group, they went this far because they didn’t want to be plagued by the Tsar or Tsarism anymore. However other people of the nation went down low and created societies or non-activist groups which wouldn’t allow the Tsar’s to see how theyre changing Russia in a non-obvious fashion, but eventually after they started to plan a revolution the Tsar caught on and decided to infiltrate them with their own secret police known as the Okhrama. They were issued to perform raids, arrests, imprisonments and infiltrations to stop the ‘secret’ societies so the Tsar could carry on running the government. The only thing that was good that the Tsar provided to the people was an Orthodox Church in every city (ST. Petersburg & Moscow), the people encouraged this because the church was a part of Russian culture and because it didn’t rely on any foreign influence or governmental body. Of course the Church supported the tsarist system throughout the century’s right up to the 19th century where it became well opposed to political/governmental change which caused it to so low in growth, unlike the industrial part of Russia. Consider the fact the only 0. 5% of Russia is the Tsar and their advisors, 12% is military and the last 3. 9% is the public, the public consist of merchants, factory workers and owners, land owners and mainly peasants. This causes issues because of course the Tsar allow the chance that people can buy/own/sell land, but it comes with a price, considering most workers soon save up to buy a farm land but then it comes with a mortgage thus causing them to be in debt and nearly as poor as the peasants. This effected the economy massively because by these statistics 80% of the population were peasants, and they knew peasants were illiterate and have a lack of skills, this portion of the opulation was the catalyst to everything the people did in response to what the Tsar did to Russia. This made the Tsar lower the ranks of the army so they could be filled with ‘conscription’ (the forcing of large numbers of peasants to Join the armed services), these were often called the ‘Dark Masses’. The problems caused by botn Tsarism and the People ot Russia : The issues that were caused by the Tsar effect Russia more frequently and at a higher scale after Alexander the seconds reign, this is because he was the first reforming Tsar for a while and what he did was for the better interest of the nation not himself; People tarted noticing his reforms in 1861 when he emancipated the Serfs, he restored Russia’s governing structure after the loss in the Crimean war and he set up a network of elected councils in the rural areas which were called ‘Zemstvos’, even though it seemed with these elected bodies that anyone could vote, that wasn’t the case because of strict voting regulations only the land owners not the peasants could take part in the voting. Alexander II has obviously made a difference to his nation because of this evidence, but it still did solve the problem that there might be a hance that the next Tsar could ignore his reformative ways and crea te discipline, poverty and all the other problems again like other Tsars before him. He also feared that since he’s doing all of this, he’s not committing to his Tsar duties, so near the end of his reign he goes back to the old ways which doesn’t affect much but leads to his assassination in 188111880. His successor ‘Alexander Ill’ caused all sorts of problems, problems so bad that everyone in the nation felt oppressed during his whole reign, after he was replaced by Nicholas II things got even worse because he didn’t like the eforming that alexander II did, so he carried on the repressive policies of his predecessor, which made Alexander the seconds reformation worth nothing, this of course angered the intelligent, richer and educated class of Russia known as the intelligentsia. The army of Russia was weakened by Nicholas II because he decided to lower ranks in the military so that even peasants could Join, this made becoming a high ranking officer easier therefore more of a chance to affect the tsarism system that Nicholas II has moulded. This weakened the force or strength of the military reatly, so much that the people created their own group called the ‘Militia’ which basically had their own form of Justice against criminals. If the military was going downhill so was the Tsar because Just about 50% of their expenditure was funding the army which was only able to produce a million and nalt me, which does sound powerful but most of which were peasants and land owners. People of Russia had less specific reasons of why the army, or their nation is so bad, they thought that the Tsar civil service was corrupt and the evidence to show it was that it’s the nation hose tried and tried again to reform itself but always goes back and corrupts itself again. Many citizens accused the Tsar of ‘sucking the blood of the people’ which refers to the fact that they control them, they corrupt them and they use them. Overall many people of Russia either appreciated the reformation to be on par with other nations or hating the reformation, the people which wanted the reformation were known as the Westerners’ because they wanted Russia to adopt aspects of European nations so they won’t live in horrendous conditions e. g. destroyed towns/ cities because of wars. Or have economic problems e. g. iving in poverty. The people who wanted Russia to stay the same were known as ‘Slavophiles’ they wanted to preserve the best aspects of Russia, yes solve the problems but not via adopting features of other European nations. Conclusion: The system of Tsarism is the system the Tsar family ran to rule the nation of Russia, this involved only them having command and if any governmental bodies have any ideas to change/improve Russia they could only advise it as only the Tsars had control. The geography of Russia effects its government greatly because it made them seem stronger when actually the tsar couldn’t possibly control the whole of Russia, also because of the vast landscape they couldn’t industrialise as fast as other nations could therefore putting them at a disadvantage as a nation. The people of Russia lived in poverty because of the strict rulings of the tsar, that the tsar couldn’t control all of them, they were in debt if they paid for land, even if theyre factory workers everyone couldn’t possibly benefit the whole nation. Because of the constant change of reforming tsars to cruel tsars the people of Russia didn’t know what to do and what they can do, which lead to assassinations, societies being created and being invaded by military or police.