Maus, The Most Audacious And Controversial Choice Of The...

In his graphic novel, Maus, Art Spiegelman tells an account of the Holocaust in the most daring of ways. Spiegelman’s choice to tell a biographical account in comic book form is bold in and of itself, but his choice to portray all of his characters as animals is the most audacious and controversial choice of all. In Maus, every ethnic group is characterized by its own distinct animal: Jews are mice, Germans are cats, non-Jewish Poles are pigs, and so on. This deliberate choice alludes to the extreme essentialization of identity during the Holocaust. Just as in Maus people are very clearly labeled as mice, pigs, cats, etc., during the Holocaust, people were very strictly groups together by whether they were Jewish, Polish, or German. Each group’s identity was very discretely defined, and there was meant to be no overlap between groups whatsoever. During the Holocaust, who you were was predetermined, and you were stuck with your assigned identity and the consequences and/ or privileges that came with it. At key moments in the novel, however, Spiegelman diverts from this strict essentialization of identity. At two distinct moments he draws his characters wearing masks, outwardly portraying an identity different from their inherent identity. In Maus, masks are used as measure of deception and affiliation. Through the use of masks, the characters in Maus have a choice of identity. Masks allow autonomy over one’s identity, an autonomy that did not exist during the Holocaust.

The Boundaries Of Compassion By Bernhard Schlink - 2415 Words

‘Monsters exist, but they are too few in number to be truly dangerous. More dangerous are the common men, the functionaries ready to believe and to act without asking questions.’ - Primo Levi Compassion- emotion one feels in response to suffering of others that motivates a desire to help, based on cerebral notions such as fairness, justice and interdependence. The Reader by Bernhard Schlink tests the boundaries of compassion by tackling the question of German guilt. The story follows Michal Berg and his life-long struggle between condemning and understanding a Nazi guard he passionately fell in love with as a young boy. Through Michael and Hanna’s lives, Schlink unravels the other side of the Holocaust- experience of the perpetrators and their loved ones. As we devaur shades deeper into their characters, we come to see them both as victims of their circumstance, two people caught on opposite sides of regime clash, where misunderstanding runs as deep as their guilt and shame. Through abundance of symbolism and brisk writing style, Schlink takes us all the way back to beginnings, questioning the meaning of individual agency, impact of law on morality, and transitiona l accountability. Through love and loss, conscious and unconscious pain, compassion and condemnation, The Reader humanizes the perpetrators of the Holocaust and contests us to understand. Understanding the crimes of the past, rather than condemning them, we achieve liberation from chains of the dead and restore

Leadership and Management in Further Education Free Essays

Abstract The aim of this assignment is to carry out a study into the support that managers at College X receive to enable them to feel a sense of satisfaction and value in their contribution to the college and its performance. The assignment reviews academic literature, on formal and informal mechanisms of support including induction, probation, performance management reviews, appraisal, and staff development together with informal methods such as peer support. The reviews, together with the use of primary research, seek to identify if the support offered to staff in college X enables them to feel as valued as the students, the education and training of whom is the core business of the institution. We will write a custom essay sample on Leadership and Management in Further Education or any similar topic only for you Order Now Analysis of the primary research has revealed that the College Executive together with the Governing Body is committed to ensuring effective support is available to managers in an integrated and meaningful way. In so doing ensuring that the performance of the individual and the college continually develop and improve. The main recommendations are that the performance management reviews and staff development support are firmly embedded into the college culture. This will ensure that strategic and operational level managers possess the skills required to effectively respond to the internal and, more importantly, external changes demanded of them whilst enabling them to develop a sense of achievement and job satisfaction. 1. Introduction 1.1 Rationale Further Education Institutions (FEI) have been charged by Welsh Assembly Government (WAG) through DCELLS and Estyn to ensure and make as their main priority that effective learner support mechanisms are in place to enable the learner to learn and succeed in a nurturing, safe and supportive environment. The research for this module will focus on the parity College X bestows on its managers, in respect of its responsibility to nurture and support them to achieve satisfaction in a similar way to its learners. In particular the use of formal and informal support mechanisms: their availability, deployment and level of effectiveness. The term ‘mechanisms’ is used to encompass the College policies and procedures that guide the manager and their teams to work effectively, the processes such as feedback on the performance of managers and the development and recognition required to create a sense of a job well done. According to Locke and Lathen (1976 cited in Tella, Ayeni Popoola) ‘job satisfaction is a pleasurable or positive emotional state resulting from appraisal of one’s job or job experience’. Estyn suggest that ‘Effective college leadership also requires that staff at all levels with leadership and management roles make an important contribution and understand, and are committed to their job roles’ ( Estyn 2010 p 33) in order for this to happen the use of support, training and feedback are required. Support and feedback are ‘essential to the working and survival of all regulatory mechanisms found throughout living and non-living nature, and in man-made systems such as education system and economy’ (Business Dictionary seen 23.3.2011) so should be key to the continual improvement in the institution. 1.2 Research Aims To identify the effectiveness of the support mechanisms available in College X and how these impact on the performance of both strategic and operational level managers to positively increase their work effectiveness and sense of job satisfaction. To analyse the informal and formal methods of feedback, recognition and reward available to all managers to meet the needs of the institution, their personal needs and that ‘support and challenge them to do their best’ (ESTYN 2010 p 35). To examine the use of staff development as a tool for supporting continual improvements in the performance of strategic and operational managers and ultimately the performance of College X. 1.3 Research questions What types of mechanisms are available in the college and to what extent managers are aware of and use these to give and receive support To what extent does the senior management team create and maintain an environment that encourages individuals to feel valued by the institution How does the use of feedback and recognition impact on the improvement of personal performance and accomplishment How effective are staff development opportunities to support the strategic, operational and personal effectiveness of managers 1.4 Research Objectives To identify the types of support available to all strategic and operational managers and their effectiveness in creating job satisfaction. To analyse the effectiveness of the performance feedback managers receive from their superiors. To assess the level of understanding managers have about their individual performance and its contribution to the college performance. To evaluate the effectiveness in the provision of support offered through the use of learning and development opportunities. To identify the processes by which outstanding performance is recognised. 1.5 Delimitations This research is practice based and has used College X as the only institutional focus. Should other researchers wish to use the information or primary evidence questions, anonymity and confidentiality must be assured. 1.6 Ethical Issues/Permission Permission was sought and granted by the Deputy Principal who has overall strategic responsibility for all staff development, performance management and quality. Full consent was given by participants in respect of collecting evidence through primary sources. Anonymity and confidentiality was assured by the author and the use of an electronic survey ensured only information on the responses was collected and not that of the respondent. No ethical policies or institutional regulations have been breached during the research of this assignment. 2. Literature Review Whilst there are many management and psychological theories relating to job satisfaction and the concept of the positive effect of supportive relationships, the size of the body of literature available limits the author to use only some of the major theories as a starting point. The identification of what support is and how it effects job satisfaction is key to the content of this investigation, Soonhee suggests ‘†¦that participative management that incorporates effective supervisory communications can enhance employees job satisfaction’ (Soonhee p1 seen 24.3.2011). The use of management texts, theories, reports and web based materials together with College X’s policies has resulted in a greater understanding in the assumption that ‘†¦management support is seen as a key variable in the psychological well-being of employees.’ (Weinberg Cooper 2007 p160) and therefore need effective mechanisms by which they can support and be supported. Support can be given formally through policies and, as suggested by Everard and Wilson, ‘Recruitment, appraisal and training are three activities which should not be seen in isolation from each other but as part of a comprehensive approach to developing a proficient, well motivated and effective staff†¦Ã¢â‚¬â„¢ (Everard Wilson 2004 p 93). Informal and emotional support and feedback ‘may increase individuals confidence in their ability to deal with the challenges that confront them’ (Wainwright Calnan 2002 p 64) and ‘a well done or an objective signed off as completed can enhance the motivation to perform well in the future’ (Torrington Hall 1995 p318). ‘More and more companies are realising that while they cannot offer a cradle to grave security blanket, they have a responsibility to create an environment that nurtures the individual’s ability to grow and thrive’ (Couillart Kelly 1995 p 255). Maslow’s ‘hierarchy of needs’ addresses an individual’s base needs such as safety and security. In a work environment these can be clean work areas, positive personal relationships and sufficient work time. The use of effective supervisory support can increase ‘self esteem’ needs through recognition, attention and confidence building. And the creation of ‘self actualisation’ can to some extent be achieved through the encouragement of individuals to be creative, demonstrate and utilise their innovativeness. Oldham and Cummings in 1996 (cited in Soonhee p 1 seen 24.3.2011) ‘†¦found that employees produce the most creative outcomes when they work on complex, challenging jobs and are supervised in a supportive, non-controlling way’. To some extent Maslow’s classifications are similar, to the hygiene and motivation factors of Fredrick Herzberg’s two factor theory. As with Maslow, certain basic needs or Hygiene factors such as salary, status, working conditions, policies and psychological support have a direct effect on how a person functions within an institution. Herzberg’s motivational factors are therefore ‘†¦ those aspects of the job that make people want to perform and provide people with satisfaction e.g. achievement at work, recognition and promotion opportunities’ (Kaur Kainth p 7 seen 25.3.2011). Recognition and reward should also be stimuli of job satisfaction, Steers and Porter in 1991 ‘†¦identified the distinction between Intrinsic and Extrinsic rewards – extrinsic arising from an individual’s own sense of satisfaction and from financial benefits (pay, health support) and intrinsic – between the individual and system wide rewards such as pride in the organisation’ (Steers and Porter cited in Gess 1994 p 87). However within the current financial Further Education (FE) environment, extrinsic factors may be limited by college accountability for the use of publicly funded finances. Couillart and Kelly state that ‘whether held implicitly or explicitly, consciously or subconsciously each person has adopted a unique mental system of rewards. And whether informally consistent or not, that reward system is what motivates one on a day to day basis’ (Couillart and Kelly 1995 p 241). This suggests that employees can develop extrinsic and intrinsic rewards though their own and their institutions Mission, Values and Vision. Torrington and Hall suggest that ‘planning the training, development and resources necessary for employees to achieve their objectives is imperative. Without this support it is unlikely that even the most determined employee will achieve the performance required’ (Torrington Hall 1995 p 317). Managers, like students need the opportunity to learn and become proficient in the acquisition of new skills. Therefore, a key function of management is to ‘†¦ develop an ability to help individuals recognise their needs for development and facilitate the professional and personal development needed’ (Murgatroyd Morgan 1992 p 146). The use of formal support mechanisms such as Performance Management Reviews (PMR) enable line managers to guide their subordinates to undertake development however ‘†¦ a systematic and structured approach to identifying individual needs implies that there should be an equally structured approach to responding to those needsà ¢â‚¬â„¢ (O’Connell 2005 p 175). Policies are another form of support available to the manager. Mullins suggests that they ‘†¦clarify the roles and responsibilities of managers and other members of staff and provide guidelines for managerial behaviour’ (Mullins 1985 p 301). Thus they enable a manager to be supported by institutional procedures and respond quickly without having to consult superiors as to the actions they take. This is a form of empowerment and implies a level of trust which has ‘been identified as one of the keys to successful management and indeed positive relationships at work’ (Weinberg Cooper 2007 p 162). The use of informal methods of support can be equally successful in developing job satisfaction, ‘supportive peer relationships at work are potentially more available to the individual and offer a number of benefits’ (Torrington Hall 1995 p 429) including ‘†¦ accessibility, empathy, organisational experience and proven task skills’ (Cromer 1989 cited in Torrington and Hall 1995 p 429). Peer and team meetings also allow managers ‘†¦ to have their say in an impartially led session, thus permitting emotion to be expressed’ (Weinberg Cooper 2007 p 170) Summary The use of formal and informal support enables the manager to work effectively as an individual, as part of a team and organisation. The need for College X to continue to develop responsive support mechanisms that parallel those given to learners is imperative. Senior managements need to ensure that whist the support mechanisms such as appraisal and staff development are in place, the basic physical and psychological needs of security, safety and satisfaction are addressed. 3. Research Methodology 3.1 Research design The use of a case study based on the real working application in College X is the most effective method of undertaking this small scale research. It presents an opportunity to focus on relevant aspects of the formal and informal mechanisms used to support managers at both strategic and operational levels ‘†¦ with a view to providing an in-depth account of events, relationships, experiences or processes’ (Denscombe 1998 p 32). The research methodology centres on the involvement of managers and the mechanisms by which they are supported and how these affect levels of effective performance and job satisfaction. The primary sources of evidence come from a focus group, semi-structured interviews and the use of an electronic survey. The use of the qualitative responses from the focus group and semi-structured interviews contribute to the main bulk of the findings. Each group or individual was interviewed in privacy without the line-manager present to allow for a free and frank discussion, was shown a diagram illustrating the interaction of support systems (Appendix 1). All responses are anonymous and no information from the research sources was distributed or discussed with other participants. Focus Group The use of a focus group with six middle/operational level managers enabled the views of both academic and functional areas across the college to be identified. The managers were specifically selected, as they all have very different job roles and specifications within the college, and were therefore able to reflect on the different types of support they needed and received in respect of ‘clarity of performance goals and standards, appropriate resources, guidance and support from the individual’s manager†¦Ã¢â‚¬â„¢(Torrington Hall 1995 p 316). Each manager selected contributes to different facets of the strategic plan and where possible each has a different line manager so a possible correlation could be identified in respect of how management techniques and personality affect the support given – no formal measurement tools were used to identify this quantifiably. The participant’s views were given freely and no prompts were given by the interviewer, t his allowed for a free discussion to take place. The results of the discussion are noted in bullet point form in the appendices. Semi–structured interviews Semi-structured interviews were held with the Human Resources (HR) officer; one of the two Vice Principals (VP); two of the four Faculty Directors (FD) and Clerk to the Corporation (CC) (Appendix 3). The findings from the interviews give an insight to the way support and job satisfaction is seen from the perspective of the Governing Body (GB) and how this is cascaded through the College Executive (CE) to the strategic and operational management levels. The questions used for the VP and FD were the same as those used in the focus group (Appendix 3), primarily to identify if there were any differences in the perception of support and job satisfaction across managerial levels. The HR officer (HRO) interview (appendix 4) identified formal college policies and processes in respect of support and job satisfaction. The HRO is currently tasked with reviewing the PMR and is therefore aware of some of the issues being researched. Electronic questionnaire The electronic survey (Appendix 5) was sent to twenty four cross college managers at operational and strategic levels after interviews to prevent prompting. Twenty responses (83%) were returned. As the group of respondents is small, actual numbers not percentages are used. The questions have been formulated as statements to identify the level of understanding felt by the participants, in relation to whether they agreed or disagreed; there is no neutral response as all participants have involvement with the college support mechanisms. The questions used were arranged in sequence from induction through to job satisfaction because ‘†¦ order inconsistencies can confuse respondents and bias the results’ (Mora 2010 p1). Summary The use and responses from the primary research methods enable the author to identify some of the positive aspects and potential issues of management support within College X and to what extent they have in providing a level of job satisfaction to its managers. This together with the literature review will enable a greater understanding of the mechanisms used to ‘respond to the new needs of employees and the environmental changes of the organisation†¦Ã¢â‚¬ ¦and that which executive leaders and managers should confront to facilitate participative management’ (Soonhee seen 24.3.2011). 4. Findings ‘When a Master governs, the people are hardly aware that he exists. Next, best is the leader who is loved. Next, one who is feared. The worst is one who is despised. If you don’t trust the people, you make them untrustworthy. The Master doesn’t talk, he acts. When his work is done, the people say â€Å"Amazing: we did it, all by ourselves!† (Lao Tzu, translated by Mitchell 1999 p16) The findings of the primary research and literature review seek to identify if the support mechanisms used by the college do in fact enable its managers to gain a feeling of satisfaction or achievement in their job roles without impinging on their sense of autonomy. Formal Support College Policies College policies available on the intranet should give managers instant support in respect of specific issues and procedures. However, to address them they are not always aware that policies exist or how to use them. When a policy is introduced training should be given which as one interviewee responded is â€Å"meaningful and enables line managers to have a clear understanding of the support offered†, this in turn allows them to take ownership, and, for example, no middle managers interviewed were aware the college had a Stress Management Policy, a vital document which would have been useful as several of them have current issues with â€Å"stressed staff†. Induction and Probation College X provides all managers with a range of policies and processes that should offer effective cycles of support through the ‘†¦ three key aspects of effective performance – planning performance; supporting performance and reviewing performance†¦Ã¢â‚¬â„¢ (Torrington Hall 1995 p 317). Formal approaches to the giving of support provide a balance that encourages managers to feel confident and trusted to make the right choices within the confines of college procedures and ‘†¦yet underline the feeling that there is not a stigma in asking for help’ (O’Connell 2005 p174). When participants were asked about the formal processes of induction and probation the responses showed that although the processes were informative and well organised, there were limitations in the effectiveness of ensuring a new post holder felt adequately prepared to undertake their job effectively. These responses may in part be due to the lack of formal standardisation in the way line managers (LM) conduct the induction of new staff. Each adapts the process to suit their sections perceived priorities. Some have very supportive methods e.g. one manager gives new staff a memory stick with guidance to policies and procedures and a list of frequently asked questions. HR arrange a termly focus group to help new appointees, and these according to the HRO could be more timely as they often fail to be of use especially to new managers who have to react to rapid change usually brought about by external demands. The personality of the LM also affects induction and probation, several of the interviewees said their LM had been extremely supportive and that a â€Å"good working relationship had been established†, this was illustrated in the questionnaire responses to question 5. The use of probation periods should allow an open platform for discussion however managers found difficulty discussing negative aspects partly because of fear of grievances being taken out against them. Where there is a conflict of interest, HR will try to match up managers who have the right approach for that subordinate. Performance Management Reviews and Appraisal PMR and appraisal should be the formal drivers of support in an institution, ‘an effective appraisal should not produce surprise: it should be an honest summative statement †¦Ã¢â‚¬â„¢ (Tranter 2000 p 152) which ‘†¦ offers a number of potential benefits to both the individual and the organisation’ (Mullins 1985 p 639). The PMR used in College X is currently under review as the GB feels there should more analysis of data and dovetailing of appraisal and staff development in the process, a view shared by several interviewees. The CE also recognise that the current provision/policy is not fit for purpose mainly because of the ‘one for all’ documentation which does not reflect the range of activities, duties and responsibilities staff. The questionnaire responses for 6 and 7 identify that PMR is not universally seen as a positive and constructive experience although it gives a positive sense of well being and satisfaction. The current PMR is an annual process; all interviewees felt this was ineffective as it was â€Å"difficult to remember and recognise performance across the year† and the idea of a phased or continual review based on both quantative and qualitative data would be more effective. There were however concerns that constant review could result in the ‘Big Brother’ effect and managers would lose their autonomy. The HRO tasked with reviewing PMR suggested â€Å"there is a need to incorporate appraisal and general performance into the Performance Policy†. As a result of the suspension, managers felt they have had to self evaluate relying on externally set performance indicators; these include Tribal Benchmarking, External Audits, Quality Development Plan (QDP) and the Self Assessment Review (SAR). Formal feedback is essential, as suggested by Herzberg for increased motivation and ‘†¦ for finding ways of challenging and renewing the work of a team so that it can continuously perform at increasingly high levels and transform its work from being acceptable to outstanding’ (Murgatroyd Morgan 1992 p 151). Therefore to ensure managers are challenged and perform effectively the development of a new policy tool is seen by the GB as key to ensuring adequate support is identified and appropriately given. The responses for question 12 indicate that almost half the respondents do not receive the encouragement and challenge to explore learning and new skills that could positively influence their job satisfaction. Appraisal is an effective method of communication, especially in relation to strategic objectives and innovation; it can act as a sounding board for managers to propose the changes needed for team and personal performance, Interviewees, especially at senior levels, felt this mechanism was important however the â€Å"lack of opportunities due to workloads could be frustrating because of the limited time to talk – this is not a criticism, just that everyone is busy†. All interviewees felt a sense of loss because of the suspension as they felt it was as important a means of support for their teams as it was for them. PMR enables the work and innovation of managers to be formally recognised, and the CE and GB encourage feedback of good practice to be formulated as resolutions which are rolled out across the college. Middle managers (MM) questioned felt that although work was recognised by their LM but they felt disheartened when it was not always passed on the senior management. According to HR there should be a formal and consistent vehicle to notify staff of a job well done. The GB do send letters congratulating staff and commendations are minuted. O’Connell suggests ‘†¦we valued the ‘individual’ member of staff and thereby made him or her ‘feel valued’ (O’Connell 2005 p 157). At a recent prize giving ceremony the Principal thanked staff publicly for their hard work as ‘senior management need to recognise, celebrate and reward quality improvements’ (Torrington Hall 1995 p 303). This act made all managers feel proud to be a member of the college. Staff Development and Training (SDT) ‘The job holder is uniquely placed to understand his or her needs, although support and training are likely to be necessary†¦Ã¢â‚¬â„¢ (Wood, Barrington Johnson cited in Goss 1994 p 75). All managers in the college participate in development and training much of which is self motivated. One interviewee commented that they had received more SDT in the first six months of working at College X than they did in their previous employment of twelve years. The GB fully support staff development and have taken the decision to keep the SDT budget high for 2010-11. However they want the college to develop a more synergised approach to SDT by linking the needs of the strategic plan directly to PMR. Question 9 implies that there does need to be more focus on SDT via the PMR, thus supporting the GB’s strategic direction. Interviewees of all levels stated that no external development opportunity was rejected however there appears to be little evidence of how reports on training effectiveness and its methods of utilisation within the college are recorded and distributed, one suggestion for this was the use of SharePoint. SDT targets are set for each unit or school in the college. Most managers felt there was little initial training in operational management skills. It has been proposed that when the new PMR policy is introduced all new management appointees should have to undertake formal training in leadership and management skills, in line with Institute of Leadership and Management (ILM) criteria. Informal Support The majority of interviewees agreed that â€Å"their peers gave them a sense of companionship and support that really helped them in the college†, however others felt isolated due to the nature of the post. The introduction of a mentoring programme could alleviate this by ensuring all managers have the same level of security and collegiality. FDs felt they rarely meet as a group and when they did â€Å"it tended to be due to crisis management, but it does allow us time to talk†. Informal and flexible support that was not rigidly monitored, i.e. an open door policy gave the majority of interviewees and questionnaire participants a sense of positivity and support. All participants emphasised the need for Away Days – planned time when ‘†¦ effective teams will stop working †¦ and review the quality of their ways of working (Murgatroyd Morgan 1992 p 145) enabling those involved to reflect as a group on past performance and develop new initiatives. The concept was introduced by the CE as an opportunity to involve all managers in the development of the college strategic plan. The most recent event enabled the CE and GB to give managers a strong sense of psychological support and security in troubled transformational times and established a shared mission, vision and values (Appendix 6). Summary Through examining key issues it is evident that a well structured management support system is necessary in order for those involved to feel confident and valued and fulfil the performance targets set internally and externally. The development of the new PMR, appraisal and induction processes together with a more integrated approach to SDT should enable managers to function to greater effect. The CE and GB are clearly aware of the need for proactive rather than reactive systems. The last staff satisfaction survey had a disappointing response of only 23.5%. Hence, the GB tasked the Principal, HR and Chair of the HR Committee to identify ways of increasing participation in future, as it is a key indicator of how the college is viewed as well a measure of job satisfaction amongst its employees. Effective PMRs, development and training, attention to the emotional and physiological needs of being valued, trusted and empowered should therefore create ‘†¦ confidence, loyalty and ultimately improved quality in the output of the employed’. (www.emeraldinsight.com seen 23.3.2011). Conclusion The aim of this assignment was to identify the effectiveness of the formal and informal support mechanisms available to all managers of college X. And if the psychological, social and development needs of employees are supported to the same extent as that of its students. From the results of the primary research it is evident that the available support does enable managers to carry out their day to day job roles. However this is not consistent across the college and the experiences of managers varies greatly, as one interviewee said â€Å"if you open me up I will have the college name through me like a stick of rock† illustrating the feeling of well being and genuine job satisfaction created by good support†. However at the opposite end of the spectrum, another commented â€Å"there is no incentive – when you do introduce something innovative someone higher usually takes the credit and gets recognition†. Students have a plethora of support including; course tutors, learning coaches, counselling and financial support. To some extent this research does suggest that the majority of managers do have comparable support from their superiors, use of HR expertise and staff development. It is not sufficient to just have those resources, it is how their effectiveness contributes to the improvement in performance of the managers they support. Managers at all levels receive feedback on strategic or operational targets and indicators that is the priority although much of the feedback is ‘ad hoc’ and not recorded although many managers liked this informal approach. Ensuring feedback is regular and consistently applied coupled with finding the appropriate time and arena is proving to be a more difficult aspect to resolve. The autonomy given to managers by the CE permits them to carry out their duties in a way they see fit, as one interviewee said â€Å"I’m paid to do the job, not continually ask what is to be done†, another commented â€Å"trust is absolutely a positive aspect, although there is no direction from my line manager, I feel empowered†. Trust and value in the individual’s judgement is seen by the majority of managers as implicit for the mature and positive work environment at college X. The current support mechanisms are suggested by interviewees, as somewhat inadequate and outdated in respect of the feedback and development they need to undertake the roles and performance demanded of them in the fast changing climate of FE. Fletcher suggests that ‘†¦ all systems have a shelf life – perhaps changes are required to the system to renew interest and energy †¦Ã¢â‚¬â„¢ (Fletcher cited in Torrington Hall p 327) and it is evident that the GB and CE are pro-actively committed to creating an environment where all supportive systems are integrated, have meaning in their relationships and recognise positive contributions from the individual employee and their effect on the performance of the institution as a whole. 4. Recommendations At the end the focus group and interviews, all participants were asked what changes they would like implement so as to create a more supportive work environment which promotes job satisfaction. Many of these concur with the findings of the research undertaken. Develop a system of mentoring and continue more effective induction and probation periods, which is timely and enables new managers to have first hand guidance and support in respect of college procedures and procedure thus enabling them to undertake their duties effectively from the very start. Improve lines of communication in respect of the recognition and distribution of good practice by developing greater use of peer groups so that managers of all levels do not work in isolation benefit from the support of others. And increase the use of ‘away days’ to inform, give direction and feedback to strategic and operational managers thereby engaging everyone in the improvement of performance in college. The anonymous data and findings collected for this research should, with the permission of all interview and questionnaire participants contribute to the current review of the PMR and appraisal processes. Introduce effective methods of development and training to ensure all managers are aware of and confident in the use of procedures identified in college policies, this has been identified by the GB as a priority. Establish through a skills audit or needs analysis a programme of management training for the next academic year in relation to actual issues such as conflict training, people management and motivational skills thereby ensuring their subordinates are effectively supported and managed. Develop a system that enables the information and knowledge gained from development and training events is available for circulation amongst managers and appropriate measures are introduced to ensure value for money and positive outcomes in performance. Use the findings of this report to act as a foundation for further research and literature review in preparation for dissertation. References Couillart, F. J. Kelly, J. N. (1995) Transforming the Organisation. New York. McGraw-Hill Cromer, D.R. 1989 cited in Torrington, D. and Hall, L. (1995) Personnel Management – HRM in Action. London. Open University Press Denscombe, M. (1998) The Good Research Guide. Philedelphia. Open University Press Estyn (2010) As Self Assessment Manuel for FE Colleges. Cardiff. Estyn Everard, K.B. Wilson, G.I. (2004) Effective School Management (4th Edition) London. Sage Publishing Fletcher, C. 1993a cited in Torrington, D. and Hall, L. (1995) Personnel Management – HRM in Action. London. Open University Press Goss, D. (1994) Principles of Human Resource Management. London. Routledge http://www.emeraldinsight.com/journals.htm?articleid=864997show=html seen 23.4.2011 Kaur, G. Kainth, G,S. papers.ssrn.com/sol3/papers.cfm?abstract_id=1784465 Locke, E, A. Latham, g. R. (1990) cited in Tella, A. Ayeni, C.O. Popoola, S.O. www.webpagesuidaho-ed/-mbolin/tella2pdf Mora, M. 2010 Using Questionnaires. Seen 10.11.2010 Mullins, L, J. (1985) Management and Organisational Behaviour. London. Pitman Publishing Murgatroyd, S. Morgan, C. (1992) Total Quality Management and the School. Buckingham. Open University Press Neath Port Talbot College Staff Satisfaction Survey 2010 O’Connell, B. (2005) Creating an Outstanding College. Cheltenham. Nelson Thornes Oldham, G. R. Cummings, A. (1996) cited in Soonhee, K. http://campus.murraystate.edu/academic/faculty/mark.wattier/Kim2002.pdf Soonhee, K. http://campus.murraystate.edu/academic/faculty/mark.wattier/Kim2002.pdf Steers, R. Porter, L. (1991) cited in Goss, D. (1994) Principles of Human Resource Management. London. Routledge Torrington, D. and Hall, L. (1995) Personnel Management – HRM in Action. London. Open University Press Tranter, S. (2000) From Teacher to Manager. Harlow. Pearson Education Weinberg, A. Cooper, C. (2007) Surviving the Workplace. London. Thomson Wood, S. Barrington, H. Johnson, R. (1990) Cited in Goss, D. (1994) Principles of Human Resource Management. London. 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Intellectual Property Law And The Sumptuary Code

Question: Describe about the Copyright Protect Is An Outdated Intellectual Property Right For Softwares In The United Kingdom? Answer: Intellectual property is a legal word given to a work, which is created by use of intellect of a person and the right of monopoly given to the creator of such works as the exclusive right to use and disturb it (Cornish Llewelyn and Aplin 2013). There Intellectual property is the knowledge of the creator along with the product of its creation. For example, all the famous and popular paintings like Mona Lisa are the exclusive right of its creator. However, the right, which the law of the State gives the creator for his intellect work, is termed as Intellectual Property Rights (IPR). There are different types of Intellectual Property Rights recognised by the United Kingdom (Bently and Sherman 2014). Some commonly known intellectual property rights are patents, copyright, trademarks and industrial trade secrets. The Intellectual property right is a new legal concept, developed a lot later than some very popular and traditional laws such as contract law and land laws. It was developed in the late 19th century particularly in Europe for the first time. The main objective of this legal to be enforced was to encourage and protect innovation from the citizens of the State in every form. In United Kingdom, the Copyright Design and Patent Act, 1988 governs the laws related to intellectual property rights (Colston et al. 2010). One form of Intellectual Property Right is the copyright. Copyright is the right of a person to exercise complete monopoly on the work he has created out of his intellect. The work of the copyrighter is warranted automatically as soon as it leaves the mind of the creator and takes the form of expression in any form (Fawcett and Torremans 2011). Thus, copyright is created immediately on creation of some original work. There is no requirement to get the original work registered in the United Kingdom. In the United Kingdom, copyright regulations are governed under the Copyright, Design and Patent Act of 1998 (Horspool and Humphreys 2012). Thus, copyright covers literary works like books, novel, musical work, films, radio, internet and videos (Torremans 2013). It is a copyrighters exclusive right to prevent any third person from causing harm to his original work by doing the following events without the creators permission: copying his work Publishing the copies of this work for selling or distribution to public in large Performance of any sort of drama or creating any music, which required the recordings of the original work Make a movie or adaption of his original work in any form Copyright exists even after the death of its creator. In United Kingdom, copyright of any original work by a person lasts for 70 years after his death. In case of computer-based innovation and audio or video recording the said time limit for existence of copyright is 50 years after the death of the creator (Beebe 2010). Copyright law is violated when any person, without the permission of the creator uses his original work, which is protected under the copyright law of the State (Cornish, Llewelyn and Aplin 2013). With the growth of technology, and entry into the digital era, many software developers require copyright protection. Copying of any commercial developed software is entirely unauthorised under the Copyright laws (Feigl and Anger 2012). This applies irrespective of the fact that copy of original work is purchased in the form of CD, DVD or downloaded from the internet. However, if any software is used for any commercial or educationally purposes, appropriate permission in the form of license needs to be taken from the creator. The State has introduced a website called FAST in which one can report any infringement or threat of potential infringement of copyright (Troelstra and Van Dalen 2014). The new digital era has made technology so advanced that its almost impossible to work in any field today without the use of a computer and the various softwares in it. The use of computers has not only made working faster but also more efficient in every form of work. From storing data to making a worksheet, everything requires the need of the computer. Thus, the Copyright, Design and Patent Act, which was formed in 1988, becomes a little outdated to govern the new and advanced means for data or software protection. It is therefore important to note some reasons why United Kingdom needs a new copyright act or amendments in the previous one (Nielson Nielson and Hankin 2015). The first reason for the need of an updated copyright Act in the United Kingdom is that a long has passed since a Copyright Act was enacted, which is almost more than 25 years from now. After entering the digital age, the advancement in technologies and computerized mode of performing routine activities has changed drastically from the time the Act was passed in 1988. Today there is online shopping, smart phones, tablets and social media which are not regulated as they were non-existent at the time of the Act. (Kawashima 2010). The second reason is to encourage innovation, which can lead to economic growth. The young firms in the country that can introduce innovation, which will in return be a reason for economic growth; but as these young firms are under rapid increased use of Intellectual Property rights, it increases their Intellectual Property transactions liabilities which in return blocks these firms from growth and innovation ( Cason and Mllensiefen 2012). The Intellectual Property law in United Kingdom is so strict that its limits people from copying music even in routine life. For example, music from CDs is restricted from copying to ITunes. This has made the copyright laws in the United Kingdom become a barrier in creating innovations in any fields like arts, business and literary In order to formulate complete growth in all sectors in the United Kingdom, there is a need for a forum where digital information is readily available and can be sold and brought easily sitting at home with mere exchange of licenses. A system needs to be created which can make transaction better the copyright holder, small or big in operations to easily sell his work and for potential buyers to easily be able to buy such work (Sobin, Gospodarowicz, and Wittekind 2011). Right from the time the Copyright, Design and Patents Act, 1988 was enforced, it is nearly amended 80 types till date (Zandvoord 2013).Some of its amendments are to feature the EU copyright principles and others are made to implement changes in the domestic inconvenience the copyright law was causing. Even after all these amendments, till today the copyright Act does not fit to meet the needs of todays digital age. The amendments have only made the Act more confusing and lengthy in nature (Kreger 2013). Another amendment, which is certainly needed in the United Kingdom for updating its copyright law, is regarding the permission to use the same for private purposes without infringement of the copyright. Certain works from creators of copyright cannot be used or are locked from the public at large as the owner of the same is unknown to claim his copyright. Therefore, such work is restricted for any type of use (Bently and Sherman 2014). The concept of fair use which is popular in United States of America needs implementation in the United Kingdom (Ellig 2014). Fair use means free usage, which makes this rule an exception to the right of the copyright owner monopoly in using his creation. Under fair use rule, a copyright, which is made open to the public, can be used provided the use is allowed under the fair use blanket, the material is justified in use and no more than needed is used in any form. The source, which means the author, is mentioned in the text in which the copyright mate rial is used. In Wright v Warner Books, Inc the defendant had published some content from the books of a deceased author his wife sued the defendant stating that the copyright of her deceased husbands work is infringement. The judgement of the case was in favour of defendant as only one 1% of the work from the deceased authors copyrighted work was used in the book and it was purely for informational purpose (Pallante 2012). In Folsom v Marsh 9 F. Case 342 (C.C.D. Mass. 1841) the defendant had copied 353 pages from a book that had exclusive copyright of its publishers. Thus, he was sued for infringing that copyright. The Court concluded in favour of the publishers stating that an extract, which the defendant printed, could decrease the sale of the original work and therefore does not fall under the fair use blanket (Samuelson 2012). Thus every case decided under the fair rule blanket needs to be decided on case-to-case basis with keeping certain underlying principles in mind like purpose and use of concerned copyright and economic loss to the copyright holder due to use of the copyright content. Infopaq Int v Danske Dagblades Forening is a Danish case on copyright; decided by the Court of Justice of European Union where the summaries of newsletter were automatically published. The issue of the case was that copyright material automatically re-produced during business operations was infringement of copyright (DeBriyn, J., 2012). The Court of Justice of European Union Decide that businesses should look at their operations carefully to avoid infringement of copyright. The fair rule under the copyright law states that any copyright can be used without license or permission if it is for private purposes like research and education (Kingston 2001). A normal citizen in the United Kingdom regularly breaches Intellectual Property law by merely transferring music from CDs to iPods or vis verse. Another disadvantage of this is that it creates the citizens to take the law in hand as a very casual and routine thing. The copyright law being very out-dated in the modern era, breaching the same is obvious. This can make a citizen feel very casual about breaking a law and still not being punished. The copyright law in the United Kingdom has a number of defects, as it is outdated to meet the current needs of digital era. As the Government wants to introduce certain reforms in order to upgrade the Copyright, Design and Patent Act, 1998 so that the Act meets the needs of current digital age, some important recommendations need to be listed (Rosenbaum 2011). The first recommendation that the United Kingdom needs to incorporate is in relation to evidence. The new updated system, which requires implementation, in the United Kingdom, should balance innovation, economic object of growth with social benefits of the copyright holder and the customer. This will help in extending the copyrights law or in setting appropriate limits for the same (Nimmer, D., 2013). The second recommendation is licensing of copyright. In the Bridgeport Music, Inc v Dimension Films 410 F. 3d 792 (2005) ;the plaintiff jointly owned the copyright of a song which, was partially used in a rap song in a movie by the defendant. The defendant obtained license to use the same from just one plaintiff thus the plaintiff sued the defendant. The trial court agreed that the song was used without permission. However, on appeal, the order stood reserved and Court stated that defendant had the right to underlying composition of the song but not the sound recording. It is very necessary to boost the United Kingdoms global digital transaction and not just national. Therefore, the United Kingdom should introduce a digital copyright exchange forum, which will encourage copyright owners by giving them certain benefits to allow their work to be used through licensing. It is important to support the European Nations and regulation to develop a cross border digital licensing system where copyrighters from over the globe can contribute their work by licensing it and everyone is open for purchasing such license for legitimate needs (Vanhanen, T., 2013). The third way the United Kingdom can upgrade its copyright law to meet present advanced age is by enabling license to orphan work. Orphan work means when a person creates a work from his intellect and is unknown to the world when his work is open to the public. Such works where the authors are unknown need to be open to the world without the fear of infringement right of copyrighter. All such works should be collected together and then licensed to be used by anyone ready to buy a license for the same. The forth way to update copyright law in the United Kingdom is to limit the process that sets too much regulation on the copyright law. The basic aim of introducing the copyright law was to protect the original work of the creator. Therefore, regulations under the Copyright, Design and Patent Act, 1988 do not restrict or disturb the objective of the copyright law to be relaxed. The government should implement the concept of fair use, which is a very popular legal concept under the copyright laws in United States of America. Fair rule means free usage, which is an exception to the exclusive copyright by the copyright holder of his work. The fair use allows using copyright material without the permission of the copyright holder for various reasons like non-commercial research and educational research. The fair use needs to be used without violating the right of monopoly in ones work of the copyright holder ( Zandvoord, 2013) In Suntrust Bank v Houghton Mifflin Co, the plaintiff was the writer and copyright holder of a very famous book called Gone with the Wind. The defendant was about to publish a book called The Wind Done Gone in which she had used the pattern and character from the book Gone with the Winds Thus, the plaintiff from stopping the distribution of defendants book pleaded an injunction. However, the Court rejecting the same stated that publication and creation of parody, which is carefully written, falls under the blanket of fair use in the copyright law in the United States of America. Thus, the Court allowed the publication and distribution of authors book (Brabec et al. 2013). It is important for the United Kingdom to make its copyright law liberal just like it is in United States of America to encourage innovation and better economic growth. With liberal policies, individuals will be in a better position to research and develop new and updated versions of the old copyrighted material. Moreover, the copyright law of the European Nations which was enacted for the reason that they be implemented in each State in Europe along with the case laws on copyright passed by the Court of Justice of the European Union; needs to be kept in mind while updating the Copyright, Design and the Patent Act, 1988 (Kawashima, N., 2010). Therefore to conclude the whole issue of outdated copyright laws in the United Kingdom is the duty and responsibility of the United Kingdoms Government to conduct intensive research in finding the loopholes of the Act that are preventing the same from meeting the needs of present modern technologically advanced digital era. The implementation of the reforms can possibly enforce it to encourage the basic aim of creating copyright laws in the nation. For growth of the nation, in general the copyright laws should be friendly when used for legitimate purposes like in educational and scientific researches. With help of this, the chances of innovation and development will be possible in the country, which will increase its economic prosperity and also encourage individuals in innovating newer and faster ways to life and work more efficiently and comfortably (Torremans 2013). With the copyrights laws being liberal in nature, the basic aim of creating copyright law, which was encouraging inn ovation, and then protecting it, will be achieved in the United Kingdom. Reference List Beebe, B., 2010. Intellectual property law and the sumptuary code.Harvard Law Review, pp.810-889. Bently, L. and Sherman, B., 2014.Intellectual property law. Oxford University Press. Bently, L. and Sherman, B., 2014.Intellectual property law. Oxford University Press. Brabec, C.J., Dyakonov, V., Parisi, J. and Sariciftci, N.S. eds., 2013.Organic photovoltaics: concepts and realization(Vol. 60). Springer Science Business Media..Organic photovoltaics: concepts and realization(Vol. 60). Springer Science Business Media. Cason, R.J. and Mllensiefen, D., 2012. Singing from the same sheet: computational melodic similarity measurement and copyright law.International Review of Law, Computers Technology,26(1), pp.25-36. Colston, C., Galloway, J., Mac Sithigh, D., Andrew Griffiths, O. and McMahon, A., 2010.Modern Intellectual Property Law 3/e. Routledge. Cornish, W., Llewelyn, G.I.D. and Aplin, T., 2013. Intellectual property: patents, copyright, trade marks allied rights. Cornish, W., Llewelyn, G.I.D. and Aplin, T., 2013. Intellectual property: patents, copyright, trade marks allied rights. DeBriyn, J., 2012. Shedding Light on Copyright Trolls: An Analysis of Mass Copyright Litigation in the Age of Statutory Damages.UCLA Entertainment Law Review,19(1). Ellig, B., 2014.The Complete Guide to Executive Compensation 3/E. McGraw Hill Professional. Fawcett, J.J. and Torremans, P., 2011.Intellectual property and private international law. Oxford University Press. Feigl, F. and Anger, V., 2012.Spot tests in inorganic analysis. Elsevier. Horspool, M. and Humphreys, M., 2012.European Union Law. Oxford University Press. Kawashima, N., 2010. The rise of user creativityWeb 2.0 and a new challenge for copyright law and cultural policy.International journal of cultural policy,16(3), pp.337-353. Kingston, W., 2001. Innovation needs patents reform.Research Policy,30(3), pp.403-423. Kreger-van Rij, N.J.W. ed., 2013.The yeasts: a taxonomic study. Elsevier. Nielson, F., Nielson, H.R. and Hankin, C., 2015.Principles of program analysis. Springer. Nimmer, D., 2013.Nimmer on copyright. LexisNexis. Pallante, M.A., 2012. Next Great Copyright Act, The.Colum. JL Arts,36, p.315. Rosenbaum, S., 2011. The Patient Protection and Affordable Care Act: implications for public health policy and practice.Public Health Reports,126(1), p.130. Samuelson, P., 2012. Is Copyright Reform Possible. Sobin, L.H., Gospodarowicz, M.K. and Wittekind, C. eds., 2011.TNM classification of malignant tumours. John Wiley Sons. Torremans, P., 2013.Holyoak and Torremans intellectual property law. Oxford University Press. Troelstra, A.S. and Van Dalen, D., 2014.Constructivism in mathematics(Vol. 2). Elsevier. Vanhanen, T., 2013.Strategies of democratization. Taylor Francis. Zandvoord, R.W., 2013. A handbook of English grammar.

Identity, Culture, and Organisation

Introduction Organisations have recently encountered forces from some sources that encompass rivals, shareholders, and clients, which have caused them to adopt a â€Å"lean on mean† policy. For workers, this move has caused rationalisation and cutting back every expression demonstrating real or potential unemployment. Irrespective of the expression selected, this tendency has made many employees to reconsider concerns of dedication, faithfulness, and the identity of workers.Advertising We will write a custom essay sample on Identity, Culture, and Organisation specifically for you for only $16.05 $11/page Learn More The usual mental treaty was typically relational with shared confidence supposedly at the core of the union between workers and employers (Gioia et al. 2010). In line with this comprehension, workers at National Health Service in the United Kingdom showed faithfulness and dedication whereas employers provided job security, future of the profession, as well as training and development. The sense of the new psychological treaty argument affirms that there exists a decrease in the dedication and fading away of identity with bosses. The notion of reduced identity has also been studied in academic literature, which discloses that identity in organisations is associated with motivation, confidence, dedication, and nationality (Zachary et al. 2011). Due to identity in organisations, there could be a great improvement in performance. In academic research, there are two different points of views, viz. the view of multiple identities and that of trade off. This paper discusses these two competing perspectives in the context of National Health Service and explores the function of identity dynamics at occupations, stating their significance, and elucidating them theoretically. Organisational identity At the level of an individual worker in the National Health Service, the termination of organisational mooring lines denotes th e lack of logic, belonging, and management, and thus the optional focal points for identity have turned out to be higher-flying. There are implications that workers presently focus on the externalities of organisations with adherences to the line of work or the internalities of organisations in the form of occupation or project teams. Therefore, apparently the concern of identity has recently turned out to be more intricate with dissimilar concentrations on identity (Clark et al. 2010). Research vividly offers varying concentrations on identity and loyalty with the occupation or career. Additionally, numerous academic advancements exist in the National Health Service though there is a lack of empirical activities specifically concerning the subject of nested identities. Two different points of view can be obtained from abiding academic research (Ravasi Phillips 2011).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 1 5% OFF Learn More One of the viewpoints presents multiple identities and affirms that varying concentrations of identity do not require being in a contest, but are in agreement with one another. People might identify with their direct co-workers, identify with the standards of their bosses, and as well feel dedicated towards their occupation (Ashforth, Rogers Corley 2011). A good example that can demonstrate this assertion is the case of a physician who may closely identify with co-workers in the healthcare sector, identify with the standards and goals of the National Health Service (NHS), and have loyalty and links with the health profession. A different viewpoint proposes that trade offs associations exist amid various centres of identity (Grimes 2010). In this regard, when a person identifies with his or her medical co-workers it is at the cost of the career and organisation. In an attempt to revisit the medical correlation, if a physician identifies with his or her med ical professional co-workers, it complies with the fact that the state of identity with the NHS and medical career reduces. Role of identity dynamics at work Delineating and considering identity in National Health Service Identity in the National Health Service has become a significant theoretical lens to discuss the association involving a worker and boss and in addition, it has been identified as a cognitive association between the description of the organisation and the description of self. Essentially, powerful identities in organisations come up when people integrate the discernment of the standards of the employer into their own point of view (Schreyà ¶gg Sydow 2010). Therefore, personal and organisational standards are well suited. A progression like that comes up from two approaches. One of the approaches is the similarities with a boss where people choose to join organisations whose standards equal their own established convictions (Edwards Edwards 2012). The second appr oach is emulation where the individual convictions of a person vary in the course of employment to turn out to be strongly matched with those of their boss. The theoretical foundation of the work in the sector focuses on the theories of social identity and self-categorisation. Organisational identity assesses the progression of the way workers describe themselves via their association with the boss (Dutton, Roberts Bednar 2010). The practice of identification in the National Health Service fundamentally hails from social evaluations between employees and their characteristic groups. Therefore, identity is outlined by the awareness of employees that they belong to particular social groups in conjunction with a number of psychological and value importance to them of their group devotion.Advertising We will write a custom essay sample on Identity, Culture, and Organisation specifically for you for only $16.05 $11/page Learn More Concisely, people describe themselves by getting into social sets that carry significance to them; for instance, physicians could describe themselves as partaking in a health profession whose objective is to assist in taking care of individuals in the society (DeRue Ashford 2010). Additionally, physicians will participate in the health career, which is an impressive profession, and thus in this manner boost their confidence and self-identity. In a bid to elucidate the identity of a person, a second practice of social evaluations arises between groups. Individuals in a similar social group are viewed to be compatible (Balmer 2008). In this regard, dissimilarities with other individuals are augmented, thus resulting into the uniqueness and attractiveness of the groups of compatible individuals. The insinuation of the practice of social identity is that people describe themselves via group membership and assign to features of the group, and thus the more powerful the identity, the more the mind-sets and conduc t of a person are controlled by the standards of the group. Organisational identity is a precise demonstration of social individuality (Arendt Brettel 2010). Organisational identity has normally been associated with three interrelated aspects namely: Constructive organisational fit Emotional dedication Internalisation The difference between organisational identity and the outlined aspects is that organisational identity is self-definitional (Scott 2007). Therefore, employees possess organisational standards and convictions instead of merely embracing them. Research on identity Currently, the idea of organisational identity has focussed on two major themes. One of the themes is the roots of identity and the other is the connotations of organisational identity (Weber Dacin 2011). Research has revealed that particular aspects boost organisational identity in the National Health Service with the likelihood that the identity of employees with their boss is higher if: Members of a gr oup are compatible with them Organisational standards are similar to personal standards Term increases The personal characteristics imply a higher inclination to identify with the organisation (Tlili 2008) There is little or no conflict involving group identities As aforementioned, many studies have examined the results of organisational identity. Research on organisational identity has also revealed that organisational recognition constructively relates to job satisfaction and motivation and it negatively relates to turnover objectives as well as real turnover (McLeish Oxoby 2011). Theoretical explanations The Rising Organisational Identity Programme As emphasised earlier, some variations to the employment affiliation have cropped up and brought about restored identification with career and workgroups (Powell 2007). A significant topic that has not been adequately studied is the character of the affiliation between career, group identity, and identity of the organisation (Rooney et al. 2010). Future research should aim at demonstrating whether identities are corresponding and matching or whether strong recognition with the career could occur at the cost of other kinds of identity.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The argument of multiple identities In self-identity studies, it has been suggested that a person will be a member of numerous social groups with all of them partaking in the general sense of identity. Nevertheless, â€Å"these identities will not bear identical meaning or value and could be organised subconsciously in a nested structure; therefore, employees may embrace multiple identities† (Ahlgren Tett 2010, p.25). In the case of a National Health Service, multiple identities could arise from affiliations with the organisation, co-workers, career, or departments. In an excellent situation, standards and convictions of these unique societies will be corresponding and mutually buttressing (Edwards Peccei 2010). Therefore, an employee will identify with various kinds of identities like those with the group, career, and organisation. The argument of trade off The connection involving career and organisational identity Due to the lack of a strong relationship within Nationa l Health Service, workers have deliberately taken up optional basis of identity. The standard organisational term has decreased, but workers stay in the same occupation for elongated terms and thus identify with lasting social group, viz. their career (Christian 2011). In brief, a higher trade off involving career and organisational identity exists. With regard to the downsizing incident, career identity has become more powerful while organisational identity has become weakened. The inconsistencies of recognition for industrial scientists have been studied with professional principles being in disagreement with the ones embraced by their bosses (King, Felin Whetten 2010). This conflict of identities is anchored in the idea that employees are administered by two sources. One of these sources is the managerial standards and cultural principles of the organisation. The second source is the principles of occupational societies, as well as â€Å"collegial management†. This fixati on to a professional society is based on the perception that since â€Å"trained consultants are believed to have interiorised the principles of the career, professions support right to govern their own activity† (Alvesson 2012). Due to hiring trained workers in the National Health Service, workers anticipate a particular degree of independence and the organisation supposes that they will carry on with the occupation at hand. Therefore, the conflict turns out to be a query of reliability between the influences of position in an organisation against the influence of technology, knowledge, and ability. The aforementioned inconsistency presupposes that there will be a clash between organisational and occupational identity (Akerlof Kranton 2005). Nevertheless, the philosophers of organisational identity propose that the affiliation between career and organisational identity in the National Health Service has brought about unconstructive and constructive affiliations. The affili ation involving group and organisational identity Contending literatures disprove enhanced identification with career, but aim at renewed concentration on groupings in organisations. Few practical researches have evaluated these groups, and one of them is the practical research by Haslam in 2004. Haslam (2004) reveals that workers identify more powerfully with their groups as compared to identification with their bosses and in fact, the group is a more powerful forecaster of constructive employee approaches. Haslam’s affirmation hinges on the allegation that identity is more enhanced in smaller groups for they are more probable of structuring distinct societies with common principles due to maintained interaction (Smith 2011). Conclusion Organisational identity has turned out to be a significant topic in organisations, and specifically National Health Service, in the modern age due to the creation of unions and acquirements and the supremacy of organisations where it is prog ressively hard to understand organisational confines. The view of reduced identity has also been studied and unveils that identity in organisations is connected with motivation, confidence, dedication, and nationality. Due to identity in organisations, there could be a great advancement in the performance of National Health Service. In academic studies, two different points of view exist and they consist of the view of multiple identities and the view of trade off. This paper demonstrates that with the increase in organisational identity, there is a corresponding increase in the group and career identities. Similarly, when organisational identity is poor, group as well as career identity will as well be poor (Edwards 2009). Therefore, at the extremes seems to be enhanced occupation-associated identity or poor occupational associated identity. This outcome reveals the authority of characteristics mainly supported by the strong constructive association between the requirement for iden tity and command of organisational identity. Reference List Ahlgren, L Tett, L 2010, ‘Work-based learning, identity and organisational culture’, Studies in Continuing Education, vol. 32 no. 1, pp. 17-27. Akerlof, G Kranton, R 2005, ‘Identity and the Economics of Organisations’, The Journal of Economic Perspectives, vol. 19 no. 1, pp. 9-32. Alvesson, M 2012, Understanding organisational culture, Sage, London. Arendt, S Brettel, M 2010, ‘Understanding the influence of corporate social responsibility on corporate identity, image, and firm performance’, Management Decision, vol. 48 no. 10, pp. 1469-1492. Ashforth, B, Rogers, K Corley, K 2011, ‘Identity in organisations: exploring cross-level dynamics’, Organisation science, vol. 22 no. 5, pp. 1144-1156. Balmer, J 2008, ‘Identity based views of the corporation Insights from corporate identity, organisational identity, social identity, visual identity, corporate brand identity and corporate image’, European Journal of Marketing, vol. 42 no. 10, pp. 879-906. Christian, L 2011, ‘Discerning the unique in the universal: the notion of organisation identity’, European Business Review, vol. 23 no. 6, pp. 632-654, Clark, S, Gioia, D, Ketchen, D Thomas, J 2010, ‘Transitional identity as a facilitator of organisational identity change during a merger’, Administrative Science Quarterly, vol. 55 no. 3, pp. 397-438. DeRue, D Ashford, S 2010, ‘Who will lead and who will follow? A social process of leadership identity construction in organisations’, Academy of Management Review, vol. 35 no. 4, pp. 627-647. Dutton, J, Roberts, L Bednar, J 2010, ‘Pathways for positive identity construction at work: Four types of positive identity and the building of social resources’, Academy of Management Review, vol. 35 no. 2, pp. 265-293. Edwards, M 2009, ‘HR, perceived organisational support and organisational identif ication: an analysis after organisational formation’, Human Resource Management Journal, vol. 19 no. 1, pp. 91-115. Edwards, M Edwards, T 2012, ‘Procedural justice and identification with the acquirer: the moderating effects of job continuity, organisational identity strength and organisational similarity’, Human Resource Management Journal, vol. 22 no. 2, pp. 109-128. Edwards, M Peccei, R 2010, ‘Perceived organisational support, organisational identification, and employee outcomes’, Journal of Personnel Psychology, vol. 9 no. 1, pp. 17-26. Gioia, D, Price, K, Hamilton, A Thomas, J 2010, ‘Forging an identity: An insider-outsider study of processes involved in the formation of organisational identity’, Administrative Science Quarterly, vol. 55 no. 1, pp. 1-46. Grimes, M 2010, ‘Strategic sensemaking within funding relationships: The effects of performance measurement on organisational identity in the social sector’, Entrepr eneurship Theory and Practice, vol. 34 no. 4, pp. 763-783. Haslam, S 2004, Psychology in organisations, SAGE Publications Limited, London. King, B, Felin, T Whetten, D 2010, ‘Perspective—Finding the organisation in organisational theory: A meta-theory of the organisation as a social actor’, Organisation Science, vol. 21 no. 1, pp. 290-305. McLeish, K Oxoby, R 2011, ‘Social interactions and the salience of social identity’, Journal of Economic Psychology, vol. 32 no. 1, pp. 172-178. Powell, S 2007, ‘Organisational marketing, identity and the creative brand’, Journal of Brand Management, vol. 15 no. 1, pp. 41-56. Ravasi, D Phillips, N 2011, ‘Strategies of alignment Organisational identity management and strategic change’, Strategic Organisation, vol. 9 no. 2, pp. 103-135. Rooney, D, Paulsen, N, Callan, V, Brabant, M, Gallois, C Jones, E 2010, ‘A new role for place identity in managing organisational change’, M anagement Communication Quarterly, vol. 24 no. 1, pp. 44-73. Schreyà ¶gg, G Sydow, J 2010, ‘CROSSROADS—Organising for Fluidity? Dilemmas of New Organisational Forms’, Organisation Science, vol. 21 no. 6, pp. 1251-1262. Scott, C 2007, ‘Communication and social identity theory: Existing and potential connections in organisational identification research’, Communication Studies, vol. 58 no. 2, pp. 123-138. Smith, E 2011, ‘Identities as lenses: How organisational identity affects audiences’ evaluation of organisational performance’, Administrative Science Quarterly, vol. 56 no. 1, pp. 61-94. Tlili, A 2008, ‘The organisational identity of science centres’, Culture Organisation, vol. 14 no. 4, pp. 309-323. Weber, K Dacin, M 2011, ‘The cultural construction of organisational life: Introduction to the special issue’, Organisation Science, vol. 22 no. 2, p. 287. Zachary, M, McKenny, A, Short, J, Davis, K Wu, D 2011, ‘Franchise branding: an organisational identity perspective’, Journal of the Academy of Marketing Science, vol. 39 no. 4, pp. 629-645. This essay on Identity, Culture, and Organisation was written and submitted by user Am1ra to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

WTO essays

WTO essays In what might become a key issue in the November election is Chinas entry into the World Trade Organization (WTO). In case you havent noticed the WTO has been a key issue over the past couple of months. Groups have been blaming the WTO for all the worlds problems. "The WTO is anti-(insert any item here)," is something that I can always chuckle at. However, I will concede this to anti-WTO groups, Chinas entry is something that needs to be carefully examined. Do we allow a murderous, corrupt, communist regime into the civilized worlds economic system? Reluctantly, I say yes. Chinas vast potential as an economic powerhouse has been noticed by outsiders for centuries. Just getting access to even ten percent is enough to send profits soaring. However, this comes with a high price tag. Chinas huge bureaucratic, centrally controlled government, has been ill equipped to handle foreign trade. Walk the streets of Bejing or any other major city and you will find an abundance of copied goods. Copies of Windows 98 or the latest CD can be found pirated by individuals, companies, or even the government with no royalties going to those who earned it. China has shown no interest in cracking down on this blatant violation of international trade laws. The Peoples "Liberation" Army has even undertaken profit adventures outside government control. Yet, would this change if they were allowed into the WTO? I believe it would and Ill explain later. We have been dealing with a regime that has killed millions of people for years now. China has a strict population control policy. Couples are limited to one child and many women are sterilized or forced to have abortions to maintain this policy. This shows a complete disregard for the sanctity of human life. This government crushed a peaceful demonstration of democratic activists in Tiannamen Square. The government crushes all dissent...

Research Essay Example | Topics and Well Written Essays - 500 words - 31

Research - Essay Example The findings linked with the studies done at Vancouver School of doing phenomenology to develop methods of answering the research questions. Moreover, the chosen method increased knowledge and understanding of the phenomena. The research used clinical, theoretical and policy findings as significant factors in the therapy of the disease. Clinical treatment incorporated exercises, to lessen the pain and rise fitness, as well as well-being of a patient (Petursdottir, Arnadottir & Halldorsdottir, 2010, p.3). Besides, theoretical aspects entailed the development of a conceptual model, which indicated many external and internal factors as having significant impacts on the exercise behavior among people with osteoarthritis. Policy in the curing of the disease included the adaptation of regular exercises at least thrice a day. Regular exercise would assist osteoarthritis patients to ease their muscles and reduce pain with joints around their hips and knees. Strict following of clinical, theoretical and policy aspects of osteoarthritis would greatly heal various patients and assist in reducing pain within their joints. Readers were able to hear and understand the phenomena studied, since the participants talked about physical therapists and physical therapy, as the main factors of the study. Moreover, clear communication of the members and a sense of positive connection equally contributed to an important aspect of the physical results. Readers can find elements of the research report, since all the aspects of the osteoarthritis categorized in the research, for easy access and analysis of the research findings. In addition, knowledge of the disease and practical experiences incorporated into the research report for readers to understand phenomenal aspects of osteoarthritis. Overall presentation of the research was suitable for the purpose, method and findings since statistics taken by the participants included the interpretation of charts and

Family images Essay Example | Topics and Well Written Essays - 750 words

Family images - Essay Example th family issues unquestionably do grave harm to the image of family simply because they present an inadequate or even a deformed and a wrong outlook on the relationships between family members. Besides focusing on the failure of the marital enterprise, family problems such as infidelity, sexual activity outside of marriage, and the absence of an ethical and a religious vision of the marriage are omnipresent in all American magazines treating family issues. If we give a glance at most of the online American magazines that are so interested in the image of the family, we will find that the most recurrent theme is divorce. Nevertheless, there is always a tendency to present an ideal and a prototypical family for the common audience. In the Focus On The Family, an American family is introduced as being so happy and faithful to the teachings of Christianity. The daughter, who was trying to catch some fish is disappointed and is therefore asked to put her whole trust in God. â€Å"In my bewilderment, I realized that God was pursuing my daughter, wooing her heart with His indescribable grace. For years, I had been trying to say and do all the right things to prod her closer to God. But it was Samanthas heavenly Father, not her earthly one, who caused her to trust Him. Just as He filled the nets of two Galilean brothers long ago†¦ He sent a fish to my daughters line — and fed her growing faith.†1 While some American magazines try to help parents better guide their children to the right path, other magazines endeavor to organize American families lives by encouraging children to study well, eat healthy diets and have sufficient sleep. Such American magazines are targeting fresh couples who have just got initiated in marital life. â€Å"We believe that every child has the potential to succeed in school and in life! Our individualized program is tailored to each student’s needs, finding and addressing the gaps in student skills. Call today for a tutoring solution that

DANCE ANALYSIS Assignment Example | Topics and Well Written Essays - 500 words

DANCE ANALYSIS - Assignment Example The current paper will compare ballet and hip hop and will discuss how such combination can create totally new dancing techniques and popular youth culture. Comparison between Ballet and Hip Hop Contemporary ballet is a form of dance influenced by both classical ballet and modern dance, which takes its technique and body control using abdominal strength from classical ballet, although it permits a greater range of movement that may not adhere to the strict body lines or turnout set forth by schools of ballet technique. Many of its concepts come from the ideas and innovations of the twentieth century modern dance, including floor work and turn-in of the legs. The video â€Å"Complexions Contemporary Ballet† on YouTube.com shows various dancing elements of contemporary ballet. The movements are more emotional and spontaneous than in the classic ballet with more emphasis on the expression of performer’s feelings and internal emotions rather than on the dance technique perf ection.

How Did China Resist Western Influences?

How Did China Resist Western Influences? In the 19th Century, during the Qing dynasty, China had little communications with Western countries due to their self-sufficiency. However, the British smuggled opium into China, the Chinese found out that people would get addicted to opium, so the Chinese banned smoking opium and led to the Opium War. Soon after the war was declared, other foreign countries such as France and Russia noticed China was a land with a lot of economic resources. Even though many civil wars including the Taiping Rebellion and the Boxer Rebellion were launched, China resisted Western influences through rebellions aiming at ridding China of westerners, treaties regulating peace with Western countries, and movements attempting to reform the government. China resisted western influences by declaring wars toward foreign countries. The Opium War between China and Britain was caused by Britains ignoring Chinas warnings and keeping smuggling opium into China. China lost the war because the technologies of Great Britain were more advanced. The two countries signed Nanking Treaty, which expanded the prologue of unequal treaties. After the Nanking Treaty, civilians not only distrusted their own government, but also refused accepting westerners due to the fact that numerous western nations forced China to open other ports so that foreigners could export their goods to China. The result led to the unstable market of China. In order to make a great peaceful world many civilians formed a party called Taiping Heavenly Kingdom. Hong Xiuquan, the leader of the party, advocated gender equality and public treasury in addition to spreading Christianity, in which the party broke temples and idols and introduced missionary in China. Moreover, people distrusted the Qing government as it was deteriorating. Also, foreign countries gave more pressure during that time. An organization called Yi Ho Tuan believed that by joining their group and practicing Chinese Kong Fu with them, they would soon become invincible. Due to their belief, members of Yi Ho Tuan chose not to follow the governments laws. In the spring of 1900, Yi Ho Tuan descended to Beijing, declaring the Boxer Rebellion. They surrounded the European section, however, they suffered a humiliating defeat from the multinational force of 19,000 troops. Even though the Yi Ho Tuan failed, a strong sense of nationalism and of refusing western countries arose in China. Since the failure of the several rebellions, China was forced to sign plenty of unequal treaties as a postwar reconciliation. As a settlement, China was compelled to sign Nanking Treaty which included the opening of the five following ports, Guangzhou, Fuzhou, Xiamen, Ningpo, and Shanghai, where Britons were allowed to trade with anyone they wished. And China gave Hong Kong to Britain as well as twenty one million silver as reparation. After the treaty, the trading competitiveness faced unprecedented problems from foreigners to Chinese people. The trend of opposition to westerners kept rising in Chinese peoples minds. Too many defeats made China to give western countries many arbitrary conditions. Even if China were having unfair negotiations, it still had to make concessions. The agreement on tariffs reduced a great number of Chinas taxes, and the Unilateral Most Favored Nation delighted westerners with impunity. However, these increased Chinese peoples hatred to westerners. The more failure of wars, the more unequal treaties China had to sign. China signed up Beijing Treaty which allowed westerners recruit Chinese slaves. More than that, foreigners could build churches in China. Westerners plundered great amount valuable resources from China. Likewise, these made Chinese people feel unfair that westerners received too many rights in China. In 1860, China lost Second Opium War so they had to undertake western countries’ squeezes, which means more treaties. China was forced to agree with Tianjing Treaty. This treaty allowed Russia, America, Britain, and France to preach in China. The United States had the right to station legations in Beijing. This treaty forced China to open Shanghai, Ningbo, Fuzhou, Xiamen, Guangzhou, Taiwan, and Qiongzhou seven ports to Russia, and Russian troops could park in various ports. Furthermore, opium could be traded and imported freely, which made Qing government very vexed. By this time, China wanted to be suppressed no longer, so it intended plural reforms that improved it’s attribute such as Hundred Days Reform, and Self-Strengthening Movement. China self-improved by learning foreign policies, making up some incentives for the people who contributed to China, or enhancing military. The Self-Strengthening Movement was promoted by Zeng Guofan, Li Hongzhang, and Zuo Zongtang after the failure of Second Opium War. They advocated to learning western countries’ industrial technologies and business methods because they witnessed the tremendous power of foreign invaders’ battleships. They first set up Prime States Office to process foreign affairs. Then they erected Machinery Manufacturing Bureau and arsenals to form a new military industry to enhance military in every province. They improved their military especially navy. Because conservatives didnt support and the low efficiency of bureaucracy, so this movement didnt succeed, but it paved the way for the Hundred Days’ Reform. China didn’t give up after the bungle of the Self-Strengthening Movement. It promoted Hundred Days’ Reform, popularized by Emperor Guangxu, Kang Youwei, and Liang Qichao, which was divided into four parts including education, economy, military, and policy. Chinese government established higher level schools and selected some children to go to study in Japan. Because foreign educations were thought to be better at that time. For the development of economy, Qing government set up factories everywhere in China to promote the production. To improve military, it used western ways to train troops. It lifted the exclusion of newspaper and laid off bureaucracy to strengthen government structure and build up the trust of civilians. Even though the overthrew of the Hundred Days’ Reform by the conservatives in 1898, China’s national power had indeed grown, which made the Chinese believe they didnt need foreigners to conquer them anymore. All the unequal treaties made China more vulnerable and caused Chinese people to distrust the government and therefore had a lot of riots. China reflected on its own and began to promote the policy of self-improvement. China resisted the western influences. While regulating peace with Western countries by signing treaties and attempting to reform the government, China wanted to be self isolated since it was self-sufficient. However, numerous revolutions proved that it was impossible not to be influenced by westerners to isolate itself within its own world. Bibliography Anderson, Doone, et al. â€Å"Hundred Days’ Reforms† Alpha History. Web. 17. Nov.2013 Anderson, Doone, et al. â€Å"Sun Yat-sen† Alpha History. Web. 17. Nov.2013 Anderson, Doone, et al. â€Å"The Self-Strengthening Movement† Alpha History. Web. 17. Nov.2013 Gibson, Anne.â€Å"The Opium Wars: When Britain Made War on China.† BBC News. BBC, 12. Mar. 2012. 25. Sept. 2013 Gracie, Carrie.â€Å"Hong Xiuquan: The Rebel Who Thought He Was Jesus’ Brother†. BBC News.BBC, 17 Oct. 2012. Web. 26.Sept.2013 Trueman, Chris. â€Å"The Boxer Rebellion.† History Learning Site. Web. 25 Sept. 2013 Trueman, Chris. â€Å"The Japan† History Learning Site. Web. 17 Nov. 2013

Movie Review of Tristan and Isolde :: essays research papers

In Medieval times during King Arthur’s reign beholds the legend of Tristan and Isolde, which is retold in this film packed full of daring action and romance. Director, Kevin Reynolds, and writer, Dean Georgaris put the classic legend up on the screen. It is rated PG-13 for the many battle sequences and some brief sexuality, but is still suitable for most audiences. In 125 minutes, you may enjoy many deadly battles and enticing romantic scenes as well. Reynolds did a stupendous job on recreating the love story of the Irish King’s daughter, Isolde, played by Sophia Myles, and Tristan, played by James Franco, who is from an English tribe and the Irish’s enemy. During one breathtaking battle, the bold and courageous Tristan is hurt tremendously and is thought to be dead so they put him in the ocean. Ironically, he is not dead, and a lonely Isolde finds him on the sandy beach, barely alive. With the help of her maid, Isolde nurses him back to health, and during this time they fall madly in love with each other. Isolde misleads Tristan to believe that she is someone else during the time he spends with her. She also discovers that she is promised to marriage to the man that has helped her father out continuously through the years. He is also the man that Tristan killed in a battle, during a fight that left them both near death, but only the other man dying. Tristan must return to his own country and can’t be seen by any of the Irish so he leaves quickly. When he returns he discovers that the Irish king, Donnchadh wishes to throw the English tribes into chaos, so he has a tournament between the English, to fight among themselves. The prize is his daughter. Tristan wins the princess' hand for Lord Marke, who wishes to put all the tribes in union. Isolde who sees the fight and thinks she may now marry Tristan rushes up to him and says, â€Å"I am yours I am all yours † Tristan is horrified to see that the woman he wins for Marke, is Isolde, and she is devastated as well. Worse, Marke is a good and worthy future king, whose belief in Tristan has made him the young knight who he is. First, separated by countries at war, and now because of the respect to king and country, Tristan and Isolde must stay apart. Movie Review of Tristan and Isolde :: essays research papers In Medieval times during King Arthur’s reign beholds the legend of Tristan and Isolde, which is retold in this film packed full of daring action and romance. Director, Kevin Reynolds, and writer, Dean Georgaris put the classic legend up on the screen. It is rated PG-13 for the many battle sequences and some brief sexuality, but is still suitable for most audiences. In 125 minutes, you may enjoy many deadly battles and enticing romantic scenes as well. Reynolds did a stupendous job on recreating the love story of the Irish King’s daughter, Isolde, played by Sophia Myles, and Tristan, played by James Franco, who is from an English tribe and the Irish’s enemy. During one breathtaking battle, the bold and courageous Tristan is hurt tremendously and is thought to be dead so they put him in the ocean. Ironically, he is not dead, and a lonely Isolde finds him on the sandy beach, barely alive. With the help of her maid, Isolde nurses him back to health, and during this time they fall madly in love with each other. Isolde misleads Tristan to believe that she is someone else during the time he spends with her. She also discovers that she is promised to marriage to the man that has helped her father out continuously through the years. He is also the man that Tristan killed in a battle, during a fight that left them both near death, but only the other man dying. Tristan must return to his own country and can’t be seen by any of the Irish so he leaves quickly. When he returns he discovers that the Irish king, Donnchadh wishes to throw the English tribes into chaos, so he has a tournament between the English, to fight among themselves. The prize is his daughter. Tristan wins the princess' hand for Lord Marke, who wishes to put all the tribes in union. Isolde who sees the fight and thinks she may now marry Tristan rushes up to him and says, â€Å"I am yours I am all yours † Tristan is horrified to see that the woman he wins for Marke, is Isolde, and she is devastated as well. Worse, Marke is a good and worthy future king, whose belief in Tristan has made him the young knight who he is. First, separated by countries at war, and now because of the respect to king and country, Tristan and Isolde must stay apart.

A Literary Critic of “The Secret Life of Walter Mitty” Essay

The story â€Å"The Secret Life of Walter Mitty† is a form of a short story genre variety. This story was written by James Thurber, and published in The New Yorker in 1939 (Clugston, 2010). This is an intriguing story of a daydreaming husband, Walter Mitty, and his domineering wife as they run a few errands to town. I will make use of literary criticism by explaining my connection to the story, analyzing the meaning of the story, and taking the formalistic approach in discussing James Thurber’s story. My connection to this story is strongly held by the fact that I am also a daydreamer. I will admit this is a frustrating characteristic for others, but for one’s self as well; eventhough, the situations discussed in the story seem quite humorous to the reader. Mr. Thurber presents the tone, or mood, of frustration throughout this story. As Walter is daydreaming and driving faster than Mrs. Mitty likes, she abruptly interrupts him. Although the daydream breaks for an instance, he quickly returns to his daydream. Mrs. Mitty is quick to interrupt again, â€Å"It’s one of your days. I wish you’d let Dr. Renshaw look you over.† Her frustration is evident because she thinks that something must be wrong with him. Later when Walter is not wearing his gloves, Mrs. Mitty is certain he has lost them. James Thurber has reinforced her frustration. Walter’s frustration is expressed in the story several times as well. An instance when a parking attendant awakens Walter from another daydream, the story reads â€Å"Mitty becomes a little testy.† When Walter makes several mistakes trying to park the car, the frustrated attendant tells him to â€Å"leave her sit there, I’ll put her away.† When the attendant parks the car with some expertise, Walter replies â€Å"they’re so damn cocky, they think they know everything.† Probably the sharpest image portrayed in the story is  when Mrs. Mitty is hassling Walter for not having the sense to put on his overshoes. Walter’s reaction is one of self-defense stating â€Å"Does it ever occur to you that I am sometimes thinking.† This set the tone that Walter is letting his wife know that just because he may seem lost, does not make him senseless, or that she needs to keep after him the way she does. As a daydreamer myself, I have experienc ed some of the same frustrations depicted in this story, so I connected with the story immediately. Now moving on to the analysis of this story, there are several meanings illustrated. According to Koger, there are four themes or meanings conveyed through this story which are â€Å"the contrast between a human being’s hopes for life and its actuality, the power of the mind or imagination, the conflict between the individual and authority, and the ascendancy of technology and materialism in the twentieth century† (Koger, 2004). I agree that all of these themes are displayed throughout the story; however, I believe one has been overlooked. I feel that Walter Mitty may have self-esteem issues that he is able to overcome in his daydreams or, even better, they do not exist. Many examples are apparent contrasting one’s hopes and reality. Walter’s â€Å"heroic ability† in his daydreams versus his inadequacies in the reality of the story is one example (Koger, 2004). Another fine example is Mitty’s ability to master technology in his daydreams versus his inability to maneuver his car, or appropriately unwind tire chains (Koger, 2004). Another example, of my own accord, is the confidence that is portrayed in the fantasies that do not exist in the reality. For example, in the first daydream he is a commander taking charge of a ship and traveling through a storm versus being told to wait in front of the drug store, in the rain, for his wife as though he were a child. The power of the mind and imagination another theme to the story is exemplified through Mitty’s daydreams. Mitty is able to overcome every dilemma he faces in reality through his daydreams. He becomes an expert of machinery, and he no longer fears authority figures, but instead becomes an authority figure. He even boosts his self-esteem by allowing the phrase â€Å"the old man ain’t afraid of hell.† Self-esteem is an important characteristic of the story. The persona or narrator may or may not reflect the author’s perspective (Clugston, 2010). However; Thurber lost an eye as a child (Clugston, 2010). I find it very symbolic that in Walter Mitty’s first daydream; the narrator describes the commander â€Å"with the heavily braided white cap pulled down rakishly over one cold gray eye.† I am inclined to think that James Thurber may be the Walter Mitty in the story. That being said, I also understand where the lack of confidence has played into the story. Mr. Thurber is able to cover his bad eye through the words that he writes. Thompson describes Mitty as a â€Å"docile nobody muffled in layers of winter clothing with a loquacious and overprotective wife beside him† (Thompson, 2008). This is yet more evidence of the poor self-esteem portrayed characteristically through Walter Mitty. The formalistic approach is â€Å"the most widely used in literary criticism; it focuses on the form and development of the literary work itself† (Clugston, 2010). The setting of the story is memorable because it is cold, and the characters must drive into town to run errands giving clues that the Mitty’s live in the country or a very small town. James Thurber also creatively interrupts the daydreams at their climax, adding to the jolt back to reality. This gives the readers a chance to get lost in the daydreams, and be jolted back to reality as well. Walter is described as a middle aged man unhappy with his life. The evidence of his unhappiness is portrayed through his daydreams where his life is almost perfect. Mrs. Mitty is described as a nagging old woman who is constantly frustrated with her husband’s absentmindedness. She is constantly telling him what to do and how to act. When he does not, she assumes he has fallen ill. Thurber also uses the same simple phrases such as â€Å"pocketa-pocketa-pocketa† for every machine giving the reader the sense that in reality, all machines have the same amount of value in Walter’s mind. Using the simple fountain pen to fix an expensive piece of machinery also gives clues to Walters’s lack of intelligence when it comes to technology. The author also uses very explicit daydreams allowing the reader to understand how far Walter Mitty had escaped from reality. In conclusion, I have discussed my connection, analyzed the meaning, and taken a formalistic approach to critic this wonderful piece of literature. The connection to the story is easy to come by as every person daydreams occasionally. The story consists of five different meanings or themes as I have discussed. I have also discussed the several different literary actions and the artistic ability used to create an amazingly humorous piece of art. References Clugston, R. W. (2010). Journey into literature. San Diego, CA: Bridgepoint Education, Inc. Retrieved from https://content.ashford.edu/books/AUENG125.10.2/sections/ Koger, G. (2004). Masterplots ii: Short story series, revised edition. (2nd ed. ed., Vol. 1). United Kingdom; England: Salem Press. Retrieved from http://search.ebscohost.com/login.aspx? Thompson, T. (2008). â€Å"he sprang to the machine† : â€Å"the secret [technological] life of walter mitty. (1 ed., Vol. 41, pp. 110-115). Retrieved from http://web.ebscohost.com/lrc/detail?vid=5&hid=19&sid=280101a3-6742-45d0-88ee-24b153429c1a@sessionmgr12&bdata=JnNpdGU9bHJjLXBsdXM=