Contraversy in Play Doubt Essay

In an immoral place such as that presented in John Patrick Shanleys’ award- winning playwright Doubt, it would be unwise to assume the architect of the play would honor and comfort us with a greater and certain ending of the masterpiece. This brings us to the obvious question of what is certainty and how we can be certain of anything. According to Stanford Encyclopedia of Philosophy, â€Å"There are various kinds of certainty. A belief is psychologically certain when the subject who has it is supremely convinced of its truth. Certainty in this sense is similar to incorrigibility, which is the property a belief has of being such that the subject is incapable of giving it up. † If we are directed and instructed by this statement, a reader cannot have a firm grasp on whether Father Flynn did in fact physically abuse the vulnerable, colored character of Donald Muller, living in 1964, surrounded by a rising discontent of the white privileged working class society (also responsible of the death of Martin Luther King Jr. that same year). However I  afforded to be unwise, biased, and by my best judgment, decide (without evidence) Father Flynn did in fact harass Donald. This decision was obvious to me by three subliminal pieces of evidences awarded by the author. The first evidence is the suspicion and the accusations attacking Father Flynn of giving young Donald Muller wine when called to the rectory. Now, of course Flynn defends himself by disputing Donald drank the wine by himself because of the nerves of being a lonely black boy in 60’s Bronx. However, when confronted with this exclamation  by Sister Aloysius, Flynn immediately contracted into a cornered cat, with a sharp, witty defense strategy. â€Å"I don’t wish to continue this conversation at all further,† said Father Flynn upon exiting. Father Flynn says he covered for the boy because he cared, yet the story is immediately made unconvincing when Sister Aloysius grabs a more delicate and experienced grasp on the situation. The symbol of the wine portrays this once glorified saint as a perverse and twisted character. The logic inserted in the context is the  following: if Father Flynn could be corrupted enough to pollute a young, innocent child, he could also be able to take advantage of this boy. The second evidence is the shady character Father Flynn becomes through out the strategic play. In various examples, Father Flynn is slightly shadier of what it would have been expected. The first example of this is seen in metaphorical examples and that is Father Flynns’ noticeably long fingernail. These are first portrayed to the young boys when Flynn is disgusted by the dirtiness in the boys’ fingernails. This shows Flynn as a man who goes against the culture and the morale of society. The second example is portrayed when Father Flynn outreaches his hand for a young boy named William London and the boy flinches, as if disgusted or terrified. The last example is involving a black crow outside a window that hadn’t stopped snapping all day. Finally, Father Flynn has enough and roars viciously to this bird being shown as an ill-tempered man who masks his emotions to the people. Sister Aloysius made an intelligent and constructed  remark, â€Å"you’re controlling the expression on your face right now. † Towards the end of the play, Sister Aloysius becomes consistent on her accusation towards Father Flynn. She framed each sentence perfectly charging forwards and creating significant pressure on Father Flynn. She rammed with exclamations such as, â€Å"I will not stop! † and â€Å"I will find the truth! † By the end, Flynn had resigned to his post and was expected to take a discreet leave. This, along with his response to the accusations, provoke a clear assumption Flynn is guilty and he knows his days of being  considered an innocent, kind man were drawing to an end. By the end of the play, doubt plays a clear role in the mind of the curious reader. Of course, there is more than one possibility of what might have gone on between the priest and the altar boy. If we were to have a completely objective thought, we would be puzzled and disturbed by the fact that neither one nor the other choice is correct or clear. My personal impression is the one mentioned earlier, yet I am not the omnipresent author of this magnificent story. ? Work on grammar and spelling.

How Do We Know Something Is True in the Arts and Science Essay

Hey Jamie! I’ve been wondering for a while now how you can really know if something in art or natural sciences is true.? I mean when you look at a piece of art or let’s say the way atoms connect with each other, or how the gravity works, how do you know it’s all true? Obviously there are laws that are connected with these things, however how can you be sure if what the law states is true? Jamie:You’re pretty much right about that, but I think it’s not about the truth for now – first there should be some kind of idea or a belief, before it can be confirmed, right? I mean, for instance Newton came up with the idea of gravity when an apple fell on his head, remember? It made him think about it more and more until the conception of some kind of force that affects everything on Earth popped into his mind, but I don’t think art works the same way†¦ Molly:Right†¦ Art’s totally different thing. Natural science have some rules they work with, even though there probably are some we still don’t know about, however we can notice something that happens the certain way. The rules are true. Well – people, or rather scientists claim so, but they are based on long-term observation and other research, right? Jamie:Right! If someone is absolutely certain that something is true, is it because this is the way he sees it or seeing it equals believing it is true? Molly:Well†¦ That’s a good question. I’ve heard that there are some ways to know that something is true – like I’ve mentioned before, observation, or rather a sense of perception, is one of them, but there is also reason and language that suggests people which is the objective, factual or relative truth. It’s more connected with natural sciences, however when it comes to art the way one can tell something is true is slightly different. Jamie:How so? I mean†¦ I don’t get what your point is. Molly:Look, if you have a piece of art, let’s say a picture of a battle, okay? The one who painted it, probably had some kind of knowledge about the battle he was drawing, right? Jamie:I think so†¦ Molly:So, let’s say, there is a person the picture revolves around, some kind of great figure, a king or other known man. The author of the painting wanted to show ordinary people the greatness of the person he pictured in the centre of his work. And there is a big chance that the person who’ll look at this exact piece of art, will think ‘Oh, that man was so great. ’, but how can he or she know it is true that he was as ‘great’ as the author portrayed him? Then, we could take a work of another author, the same battle, and there will be no person who will attract your attention at first, just the way the battle looked like, dead people, blood on the ground and other realistic fragments. If I was the one comparing these two pictures, I’d get a feeling that the first artist suggested the greatness of the man he portrayed because he was paid or had to do so, while the second one would be more true to me, because it would probably show the facts at some point. Jamie:Oh I see what you mean now! Hmm†¦ I have a feeling that in the end art and natural science are somehow connected when it comes to knowing the truth! Molly:†¦ Okay, now you got me confused. How can they be connected? Explain? Jamie:Oh look! If you take our chemistry book, you’ll find there all kinds of described experiments, right? However it is rare to find the outcomes of these experiments in the book. Molly:Yeah†¦? Jamie:And when you listen to your chemistry teacher, and he’ll tell you before you do the experiment that the product of the reaction should smell the certain way, as let’s say†¦ Hydro-sulfuric acid smells like rotten eggs. After finishing your research and experiment you would probably note that the smell of the acid was of rotten eggs, because this is what has been suggested by your teacher, right? Molly:Oh, now I see how it’s connected to art. Some kind of statement can be suggested to you and you are very likely to believe it, however, then you could find some other research that declines what your teacher claimed or that the guy portrayed in the picture was great. Jamie:Yes! Exactly! But then there arises a new question. Molly:Huh? What question? Jamie:Can we be sure of what people claim to be true to be actually true? Molly:Right†¦ In the end I think we are should stick to the rules that have been stated in the past, because they seem to be true, however after you said that†¦ I’m starting to doubt everything I know! Jamie:Sorry for that! Didn’t want to make you confused! Molly:No, it was actually pretty interesting! Jamie:Yup! But I think we can never be in 100% sure of what is true when it comes to art and natural science. Molly:Yeah, totally agree with you on this one.

The Digital Age Essay Example | Topics and Well Written Essays - 500 words - 56

The Digital Age - Essay Example The development of email has profoundly changed modern cultures. As recently as twenty years ago the only means of communicating with other people over great distances was through time-consuming letter writing, or expensive long distance phone calls. The advent of email has greatly shortened means of communication, allowing people to remain in contact with each other for virtually no cost overextended differences. Another major contribution to modern culture is text messaging. While text messaging does not have perhaps the large-scale implications as email, it has contributed to modern culture through allowing a less formal means of communicating. Furthermore, in developing regions where the full-scale Internet is unavailable, it has allowed farmers or laborers to receive much needed daily information and entertainment. A final significant change to modern culture has emerged through social networking. Social networking has affected modern culture by allowing individuals to remain in contact with people they otherwise would never hear from. Similarly, it has allowed people to seek out diverse groups of people with similar interests. In conclusion, this essay has examined the effects of email, texting, and social networking on modern cultures. It’s demonstrated these elements have had a significant impact on modern culture through allowing individuals new forms of communication, and breaking previous barriers to establishing relationships. While many of these technologies are viewed as a sort of past-time.

Texas Constitution Essay Example | Topics and Well Written Essays - 750 words

Texas Constitution - Essay Example This essay characterizes Texas Constitution, describing its history and how its main features were developed. Dating back to the history of the Texas Constitution, San Antonio was the capital of Texas back in 1773 to 1824. At that time, Texas government was under the rule of Spain, and was, otherwise or constitutional, largely an abstraction in much of the Texas wilderness. During that time, a follower of Father Miguel Hidlgo Costilla, Jose Bernado Gutierrez, led an abortive revolt against Spanish authority in 1810 for which he was executed for trying to continue the revolution in Texas. Later developments leading more directly to Texas constitutionalism started with the official settlement of Anglo Americans in Texas. The first link in the chain of events that Led to Texas independence was a convention called by the colonists in 1832 to meet in San Felipe de Austin. The Texas constitution comprises of bill of rights that is more expansive than in most state constitutions. The bill of rights follows the national pattern by establishing a separation of authority between judiciary, legislative and executive branches and then establishes a unique system of checks and balances that serves to allow each branch to limit or monitor the powers of the others. The governor of Texas State has limited power and authority in their capacity and role as chief executives since Texas has a plural executive system that consists of several independently elected executives over whom the governor has no control.

Analysing factors effecting Foreign Direct Investment in China Essay - 1

Analysing factors effecting Foreign Direct Investment in China - Essay Example The benefits in shape of capital financing it generate put forth the idea that FDI plays an important role in the modernisation of economy and increasing the growth. These benefits from the whole process make the governments of countries to provide special incentives for FDI. The growth of the global economy has given rise to the importance of notion of FDI. In the past few years China has emerged as the largest FDI receiver. Objective: The objective of this paper is to ï  ¶ The paper in the first place analyses the three phases of in flow of FDI in the Chinese Economy. ï  ¶ The next part of the paper explains the factors, which contributes in attracting the FDI towards the Chinese economy. ï  ¶ The countries, which contribute to the Chinese FDI, are also discussed. ï  ¶ In the end, we present the different challenges faced by FDI in China. ï  ¶ In the last section of the paper few recommendations are given in order to improve the FDI situation in China. With other empirical evidences a case study is also used, which will analyse the linkage between trade and FDI. The people’s Republic of China (PRC or China, for short) has had a long tradition of isolation. In 1979, Deng Xiaoping opened his country to the world. Although his bloody 1989 put-down of protestors in Tiananmen Square was a definite setback for progress, China is rapidly trying to close the gap between itself and economically advance nations and to establish itself as an economic power in the Pacific Rim. Southeast China in particular has become a hotbed of business activity.

How successful has Putin been in protecting Russias security, Essay

How successful has Putin been in protecting Russias security, maintaining its influence and creating an international climate favourable for its economic devel - Essay Example We talk about the nature of policy which the Russian government has put forward and which talks about two key issues. Firstly it tries to look at Russia’s response to the events of 9/11 and it talks whether it was a turning point in their development of policies and secondly the paper addresses whether the foreign policy put forward by Putin is pragmatic in nature. September 11 2001 changed the face of world politics as so was Russia’s policies with other countries. During the time of Yeltsin and even the pre 9/11 reign of Putin the foreign policies was strikingly different of what it was portrayed after 9/11. There were signals of friendship and protests at the same time. Protests over expansion of NATO and military action in Balkans showcase the stance of Russian policy. After 9/11 the scenario completely changed, terrorism has become the highest priority for all the western nations and Russia was no exception, Moscow subway bombings and Terror tragedy at Beslan confirmed the priority levels which Russia has for terrorism. After 9/11 happened it was Putin who first contacted Washington and thereafter it was ensured that contact with Washington remained at good level. When we compare the policies post 9/11 and before it we can see some marked changes in it. We can say that Moscow under Yeltsin was more of action than words. The 1997 and 1999 incidents of Bosnia led to the confirmation of fact that Russia under Yeltsin has self limiting quality. On the other hand Putin followed a cautious policy which did no good for the country as there was no clear orientations of the plan and that people were confused about his policies structure and its nature. But the events post September brought out a change in his style and approach towards west in general and USA in particular. His policy of cooperation can be said as the changes taking place in the international environment. Russia support to America on global

The impact of Horsham Properties Group v Clark & Another Essay

The impact of Horsham Properties Group v Clark & Another - Essay Example Horsham Properties v Clark & Another The case of Horsham Properties Ltd v Clark & Another EWHC 2327 seeks to settle the issue as to whether s. 101 of the Law of Property Act 1925 violates a mortgagor’s rights over his property. The aforesaid provision grants the mortgagee the power, among others, to sell the mortgaged property in the event the mortgagee falls in arrear in the payment of his loan without prior court order of possession. In this case, the defendants obtained a loan from GMAC with their property located in Walderslade Road as security. When the defendants failed to pay their obligations, GMAC immediately assigned two receivers to handle the sale of the property subject of the mortgage. The property was subsequently purchased by Coastal Estates Ltd, which also sold the same to Horsham on the same day. Horsham immediately initiated court proceedings to dispossess the defendants of the property subject of the mortgage on the ground that their presence in the property is a trespass considering that the legal right of the property had already been transferred to Horsham by virtue of the sale. Although the fact that they were in arrears in the payment of their loan was not disputed, the defendants nevertheless, believed that the mortgagee had no right to dispossess them of their property and sell it without first obtaining any court order for the reason that this infringes their rights under the Human Rights Act of 1998 and the European Convention on Human Rights, particularly Article 1 of the First Protocol.... ssess them of their property and sell it without first obtaining any court order for the reason that this infringes their rights under the Human Rights Act of 1998 and the European Convention on Human Rights, particularly Article 1 of the First Protocol (A1FP hereafter). A1FP guarantees peaceful enjoyment of one’s possessions and prohibits their deprivation except in the public interest and with due process as provided by laws. The defendants argued that the relevant provisions of the LPA 1925 must be construed in such a way that they are made compatible with Convention rights and that therefore, the rights of the mortgagee under the LPA, particularly those laid down in s. 101, must be tempered by prior acquisition of corresponding court orders before they can be fully exercise. If this cannot be had, the defendants would like the court to issue a declaration of incompatibility. The Court refuted the defendants’ position and ruled in favor of the claimant. It held, inte r alia, that the sale of the property subject of mortgage by the mortgagee in a case where the mortgagor has defaulted does not engage Convention rights under A1FP and ss. 6 and 8 thereof. According to the Court, the right under A1FP is underpinned by â€Å"state intervention into private rights through overriding legislation,† which is not the case in the sale of mortgaged property by the mortgagee in the case when payments of the principal loan are in arrears. The sale in this case merely functions to implement the contract between and the expectations of the mortgagor and the mortgagee and does not amount to state intervention. The Court also pointed out that s 101(4) reinforces this implication by providing that the applicability of the provision is subject to a contrary term expressly provided by

What is a source of nursing research Essay Example | Topics and Well Written Essays - 250 words

What is a source of nursing research - Essay Example All nursing research are fuelled by an identified gap in practical field that must be addressed to better nursing care, often this is regarded as the research problem (Winsett & Cashion, 2007). Nursing research can be identified by a wide search on different topics in current journals on health. Most journals give current information on trends in health, life style disease and health practices in various groups of people in the population. Analyzing these journals with an interest of identifying areas that have inadequate information or problems that stand unsolved will often avail chances of coming up with research problems (Winsett & Cashion, 2007). For instance a journal containing information about the menace of drug resistance among a certain population may provoke several questions which will ultimately lead to fining a research problem. Drug resistance is broad however a narrower research topic can be coined out to help better the understanding why drug resistance is a menace to the public health. Using drug resistance as the broader topic, a research topic such as; assessing the knowledge and awareness of a certain population on the dangers of noncompliance to an tibiotic therapy. This is a potential research study meant to reveal why the population is having a problem of drug

A Hole in His Parachute Essay Example | Topics and Well Written Essays - 500 words - 1

A Hole in His Parachute - Essay Example night still has an opportunity to claim his salary for the remaining two year because upon signing the agreement, he obtained a right of interest as a partner in the Knight-Ridder Corporation. It is this right that will therefore be used to claim for his salary in the next two years. In this case, his right is much protected by a business law which also consists of a number of laws such as commercial law, partnership law and Federal Corporation law (Mallor, 2012).These laws therefore guarantee him of the high chances of getting his money. According to Mallor (2012), an agreement is a legal and binding document that reveals the obligations of two or more parties involved in a business. Both Knight and Murdoch made an agreement where each was expected to have his own obligations. Knight was expected to offer advises to the Knight-ridder Corporation about the newspaper for five years. Murdoch on the other hand, was expected to pay Knight an annual salary of 2.5 million dollars for his services. However, breaching of agreement is the failure to accomplish duties and terms agreed upon by the two parties. Murdoch failed to fulfill his obligation through dissolution of Knight-Ridder Corporation before a period of five years therefore terminating Knight’s salary for two years. The legal and binding document established by the two partners gave them legal rights in the Corporation. Murdoch obtained the right of ownership as an employer, and as the largest shareholder of the Corporation while Knight acquired the right of interest as a partner. Since Murdoch failed to perform his duty as revealed in the legal and binding document, he is viewed as violating Knight’s right as a partner. Knight can therefore take steps to reclaim the money owed to him by suing Murdoch through a court of law. In the court, a judge would solve the case through the guidance obtained from a business law which oversees the various types of business transactions such as mergers and acquisitions,

Systemic anatomy Essay Example for Free

Systemic anatomy Essay The muscles of tongue can be divided into intrinsic and extrinsic groups. The intrinsic muscles lie entirely within the tongue, while the extrinsic muscles attach the tongue to other structures. The extrinsic muscles reposition the tongue, while the intrinsic muscles alter the shape of the tongue for talking and swallowing. Extrinsic tongue muscles, by definition, originate from structures outside the tongue and insert into the tongue. The four paired extrinsic muscles protrude, retract, depress, and elevate the tongue: Muscle From Nerve Function Genioglossus muscle mandible-(Genial Tubercles) hypoglossal nerve Protrudes the tongue as well as depressing its center. Hyoglossus muscle hyoid bone Depresses the tongue. Styloglossus muscle styloid process Elevates and retracts the tongue. Palatoglossus muscle palatine aponeurosis pharyngeal branch of vagus nerve Depresses the soft palate, moves the palatoglossal fold towards the midline, and elevates the back of the tongue. Intrinsic muscles Four paired intrinsic muscles of the tongue originate and insert within the tongue, running along its length. These muscles alter the shape of the tongue by: engthening and shortening it, curling and uncurling its apex and edges, and flattening and rounding its surface. The superior longitudinal muscle runs along the superior surface of the tongue under the mucous membrane, and elevates, assists in retraction of, or deviates the tip of the tongue. It originates near the epiglottis, the hyoid bone, from the median fibrous septum. The inferior longitudinal muscle lines the sides of the tongue, and is Joined to the styloglossus muscle. The verticalis muscle is located in the middle of the tongue, and Joins the superior and inferior longitudinal muscles. The transversus muscle divides the tongue at the ed to the mucous membranes . the tongue that run along the sides 2. The muscle that . -Protrude -Retract -Depress -Retraction, elevation of posterior third -Shape changes The Genioglossus mus protrudes the tongue. Remember that contraction of the right genioglossus muscle (for example) points the tip of the tongue to the patients left. The Styloglossus muscle retracts the tongue upward and backward. Also the Palatoglossus muscle retracts the tongue upward and backward. The Hyoglossus muscle depresses the tongue. The Levator veli palatini muscle elevates the soft palate during swallowing. The Longitudinal, tranverse and vertical muscles of the tongue. They help to change the shape of the tongue. 3. Muscle of pharyngeal wall. The pharyngeal wall is formed by skeletal muscles and by fascia. Gaps between the muscles are reinforced by the fascia and provide routes for structures to pass through the wall. The muscles of the pharynx are organized into two groups based on the orientation of muscle fibers. The constrictor muscles have fibers oriented in a circular direction relative to the pharyngeal wall, whereas the longitudinal muscles have fibers oriented vertically. The three constrictor muscles on each side are major contributors to the structure of the pharyngeal wall and their names indicate their position†superior, middle, and inferior constrictor muscles. Posteriorly, the muscles from each side are Joined together by the pharyngeal raphe. Anteriorly, these muscles attach to bones and ligaments related to the lateral margins of the nasal and oral cavities and the larynx. The constrictor muscles overlap each other in a fashion resembling the walls of three flower pots stacked one on the other. The inferior constrictors overlap the lower margins of the middle constrictors and, in the ame way, the middle constrictors overlap the superior constrictors. Collectively, the muscles constrict or narrow the pharyngeal cavity. When the constrictor muscles contract sequentially from top to bottom, as in swallowing, they move a bolus of food through the pharynx and into the esophagus. All of the constrictors are innervated by the pharyngeal branch of the vagus nerve [X]. The superior constrictor muscles together bracket the upper part of the pharyngeal cavity. Each muscle is attached anteriorly to the pterygoid hamulus, pterygomandibular raphe, and adjacent bone of he mandible. From these attachments , the muscle tans out posteriorly and Joins witn its partner muscle from the other side at the pharyngeal raphe. A special band of muscle (the palatopharyngeal sphincter) originates from the anterolateral surface of the soft palate and circles the inner aspect of the pharyngeal wall, blending with the inner aspect of the superior constrictor. When the superior constrictor constricts during swallowing, it forms a prominent ridge on the deep aspect of the pharyngeal wall that catches the margin of the elevated soft palate, which then seals closed the haryngeal isthmus between the nasopharynx and oropharynx. The middle constrictor muscles are attached to the lower aspect of the stylohyoid ligament, the lesser horn of the hyoid bone, and the entire upper surface of the greater horn of the hyoid. Like the superior constrictors, the middle constrictor muscles fan out posteriorly and attach to the pharyngeal raphe. The posterior part of the middle constrictors overlaps the superior constrictors. The inferior constrictor muscles attach anteriorly to the oblique line of the thyroid cartilage, the cricoid cartilage, and ligament that spans between these two attachments to cartilage and crosses the cricothyroid muscle . Like the other constrictor muscles, the inferior constrictor muscles spread out posteriorly and attach to the pharyngeal raphe. The posterior part of the inferior constrictors overlaps the middle constrictors. Inferiorly, the muscle fibers blend with and attach into the wall of the esophagus. The parts of the inferior constrictors attached to the cricoid cartilage bracket the narrowest part of the pharyngeal cavity. Longitudinal muscles The three longitudinal muscles of the pharyngeal wall are named according to their rigins†stylopharyngeus from the styloid process of the temporal bone, salpingopharyngeus from the cartilaginous part of the pharyngotympanic tube (salpinx is Greek for tube), and palatopharyngeus from the soft palate. From their sites of origin, these muscles descend and attach into the pharyngeal wall. Longitudinal muscles of the pharynx The longitudinal muscles elevate the pharyngeal wall, or during swallowing, pull the pharyngeal wall up and over a bolus of food being moved through the pharynx and into the esophagus. Stylopharyngeus The cylindrical stylopharyngeus muscle originates from the base of the medial urface of the styloid process of the temporal bone, descends between the superior and middle constrictor muscles to fan out on, and blend with, the deep surface of the pharyngeal wall. It is innervated by the glossopharyngeal nerve [1;0. Salpingopharyngeus Salpingopharyngeus is a small muscle originating from the inferior aspect of the pharyngotympanic tube, descending on, and blending into the deep surface of the pharyngeal wall. It is innervated by the vagus nerve [X]. Palatopharyngeus Palatopharyngeus , in addition to being a muscle of the pharynx, is also a muscle of the soft palate . It is attached to the upper surface of the palatine aponeurosis, and passes posteriorly and inferiorly to blend with the deep surface of the pharyngeal wall. Palatopharyngeus forms an important fold in the overlying mucosa (the palatopharyngeal arch). This arch is visible through the oral cavity and is a landmark for finding the palatine tonsil, which is immediately anterior to it on the oropharyngeal wall. The larynx, or voicebox, is an organ in the neck that plays a crucial role in speech and breathing. The larynx is the point at which t aerodigestive tract splits into two separate pathways: the inspired air travels through he trachea, or windpipe, into the lungs, and swallowed food enters the esophagus and passes into the stomach. Because of its location, the larynx has three important functions control of the airflow during breathing protection of the airway production of sound for speech. The larynx consisted of a framework of cartilage with surrounding soft tissue. The most prominent piece of cartilage is a shield-shaped structure called the thyroid cartilage. The anterior portion of the thyroid cartilage can be easily felt in thin necks as the Adams apple. Superior to the larynx (sometimes considered part of the arynx itself) is a U-shaped bone called the hyoid. The hyoid bone supports the larynx from above and is itself attached to the mandible by muscles and tendons. These attachments are important in elevating the larynx during swallowing and speech. The lower part of the larynx consists of a circular piece of cartilage called the cricoid cartilage. This cartilage is shaped like a signet ring with the larger portion of the ring in the back. Below the cricoid are the rings of the trachea. In the center of the larynx lie the vocal folds (also known as the vocal cords). The vocal folds are one of the most mportant parts of the larynx, as they play a key role in all three functions mentioned above. The vocal folds are made of muscles covered by a thin layer called mucosa. There is a right and left fold, forming a V when viewed from above. At the rear portion of each vocal fold is a small structure made of cartilage called the arytenoid. Many small muscles, described below, are attached to the arytenoids. These muscles pull the arytenoids apart from each other during breathing, thereby opening the airway. During speech the arytenoids and therefore the vocal folds are brought close together. As the air passes by the vocal folds in this position, they open and close very quickly. The rapid pulsation of air passing through the vocal folds produces a sound that is then modified by the remainder of the vocal tract to produce speech. This process is described in more detail in the page on vocal fold vibration. 4. Give the cartilage of larynx. Describe each. Laryngeal cartilages can refer to: The arytenoid cartilages are a pair of small three-sided pyramids which form part of the larynx, to which the vocal folds (vocal cords) are attached. These allow and aid in the vocal cords movement. Each is pyramidal or ladle-shaped in form and has three surfaces, a base, and an apex. The cricoid cartilage or simply cricoid is the only complete ring of cartilage around the trachea. The epiglottis is a flap that is made of elastic cartilage tissue covered with a mucous membrane, attached to the entrance of the larynx. It projects obliquely upwards behind the tongue and the hyoid bone, pointing dorsally. There are taste buds on the epiglottis. The thyroid cartilage is the largest of the nine cartilages that make up the laryngeal skeleton, the cartilage structure in and around the tracheathat contains the larynx. It is composed of two plate-like laminae that fuse on the anterior side of the cartilage to form a peak, called the laryngeal prominence. This prominence is often referred to as the pomus Adam' or Adams apple. The laryngeal prominence is more prominent in adult male than temale because ot 1200 in female. 5. Muscle of soft palate. Muscle Action levator veli palatini deglutition ne difference in the size ot the angle: 900 in male and Vagus nerve via pharyngeal plexus tensor veli palatini mandibular nerve palatoglossus respiration palatopharyngeus musculus uvulae moves uvula

Types and importance of on the job training

Types and importance of on the job training In this chapter, different authors view from different sources will be analyzed with relation to On-the-Job Training. 2.0 Introduction According to Peter Drucker (1999) the most valuable asset of a 21st-century institution, whether business or non-business, will be its knowledge workers and their productivity and he further considered the human resource as being the lifeblood of any successful organization which as a result becomes of prime importance that such asset is cared and well managed. One way through which this can be done is training. Training of employees is an important factor if the organization wants to, obviously, achieves its objectives in an effective and efficient manner. Training is defined by Armstrong (2001) as a formal and systematic adjustation of behavior through learning which occurs as a result of education, instruction, and development and planned experience. On his side, Noe (2002) view training as a planned effort by a company to facilitate employees learning of job related competencies. Moreover, Bentley (1990, p.25) stated that the role of training may be seen as ensuring that the organization has the people with the correct mix of attributes, through providing appropriate learning opportunities and motivating people to learn, and thus enabling them to perform to the highest level of quality and service. Lanciono et al. (2004) highlighted the fact that call centre Managers are concerned about the continuous improvement of employees skill, since the products, technologies, and services that they handle are changing at a rapid pace and as a result call centres are often forced to provide employees who service and sell their product with formal training and opportunities to upgrade their knowledge and skills. 2.1 The effectiveness of training Effective training program helps organization to achieve their objectives. Drummond (1989) put forward the general objectives of training activities as being; orienting new employees to the organization and their job, helping employees perform their current jobs well, keeping employees informed of changes within the organization, and providing opportunities for personal development. Sales and Cannon (2001) pointed out that both theory and practice have improved dramatically trainings effectiveness. Kirckpatrict (1996) further affirmed that effectiveness is a concept that consists of four levels: satisfaction, learning results, job behavior and organizational benefits. The effectiveness of training is not only caused by training characteristics but is also influenced by the trainees characteristics and organizations characteristics. The influence of the supervisor (and sometimes the influence of colleagues) on the effectiveness of training was evident in the work of Brinkerhoft and Montesino et al. (1995). Furthermore, Tracey et al. (2001) asserted that for any training program to be considered as effective, trainees have to learn the training content and then apply such learning in the workplace; thus any training program can be conceptualized as being composed of training acquisition and transfer of training. Walter (1998) further alleged that an effective and efficient on-the-job training program is vital for the development of highly skilled employees needed for business success. Jacobs (2003) lay emphasis that training is more effective when trainees possess the pre requisite knowledge, skills and readiness, including technical background, comfort with the use of tools and equipment, literacy, and previous work experience. Effective training is vital to most call centres. 2.2 Types of training With reference to Dessler (2000) and Treven and Mulej (2000), the most popular training methods used by organizations can be categorized by either: Off the job training, or, On the job training. Off the job training Off the job training is defined by Rothwell and Kazanas (1994) as any type of training that is not performed on the job, that is, training which take place in a classroom and which is designed to train groups of trainees rather than individual. Besides, Lewis and Trevitt (1994) reported that off the job training offers learning opportunity through attendance at training fora away from the job or workplace. There are several types of off the job training and De Cenzo and Robbins (1996) summarized them as follows: Types Description 1. Classroom lectures Lectures design to communicate specific interpersonal, technical or problem solving skills. 2. Video and films Using various media productions to demonstrate specialized skills that are not easily presented by other training methods. 3. Simulation Exercise Training that occurs by actually performing the work ; it may include case analysis, experiential exercise, role playing, or group decision making. 4. Computer base training Simulating the work environment by programming a computer to some of the realities of the job. 5. Vestibule training Training on actual equipments used on the job, but conducted away from the actual work setting. 6. Programmed Instruction Condensing training materials into highly organized, logical sequences. However, Jacobs (2003) pointed out that off the job training often do not have the desired relevance. According to Smith and Smith (2008), in the Australian call centres, the Customer Service Representatives (CSR) undergo an initial off-the-job period of induction which covers the product knowledge required but focuses primarily on telephone techniques. During this session, the CSRs will typically role play telephone calls and listen in to live calls being taken by CSRs in the call centre. 2.3 Definition of On-the-job training (OJT) Smith and Smith (2008) further elaborated that after the induction, the CSRs are placed out into the call centre usually with working with an experienced agent thus by gradually learning how to perform, or is being placed in a configured training teams that will not be subject to the same performance as live teams although the trainee will be working with actual customers. On the job training was claimed to be the most common, the most widely accepted and the most necessary method of training employees in the skills essential for acceptance performance. (Tracey 1971, p.30, reported by S. Jones 1988, p.11). Levine (1997) simply stated that OJT is about two people working closely together so that one person can learn from the other. On his side, Campbell (1990) seen on the job training as the same as in an employees normal work situation, as being designed to change the knowledge, attitude and behavioral patterns directly appropriate to the performance of a given task or job. In addition, Siele (1988) considered on the job training as an informal type of training given to employees at the work place, where the trainer plays the role of the immediate supervisor of the employees and its purpose is to improve the employees working skills, efficiency and productivity. Siele (1988) emphasized that on the job training supplements all other forms of training with the additional advantage of being provided to more people in any given year than it is possible at training institutions. According to Jacobs and jones (1995) and Rothwell and Kazanas (1994), OJT refers to a form of training that occurs at the workplace during the performance of a job rather than in a classroom setting. In addition, Jacobs and Jones (1995) and Rothwell and Kazanas (1994) asserted that this form of training is the most widely used method of delivering training for a novice employee by an experienced employee today and is one of the most important components of learning in the work place. Types of on the job training According to Jacobs (2003), OJT as a form of individualized training, can be designed and delivered using two basic approaches: Unstructured OJT Structured OJT According to various authors, the unstructured OJT is used frequently in most organizations whereas the structured OJT is the most recent application of OJT (Hamilton and Hamilton, 1997; Lawson, 1997; Levine, 1997; Filipczak, 1996; Rothwell and Kazanas, 1994) Unstructured On-the-job training Rothwell (1997) formulated a definition for unstructured OJT as an approach in which learners are thrown into the work and the training is based on daily work requirement rather than the learner/worker needs. Jacobs and Jones (1995) indicated that unstructured OJT occurs when trainees acquire job knowledge and skills from impromptu explanations or demonstrations but others, trial and error efforts, self-motivated reading, or simply by imitating the behavior of others. In addition, Rothwell and Kazanas (1994) acknowledged the fact that unstructured OJT are OJT that is not planned or logically organized; training and learning takes place by trainees performing the work or by watching others performing. However, unstructured OJT is accompanied by loads of criticism. Levine (1997) argued that, as an unstructured system, no criteria are established for the quality of training, nor are records of the training maintained. Along with, Filipczak (1993, p.30) added that unstructured OJT à ¢Ã¢â€š ¬Ã‚ ¦does not enforce common work standard. It does not ensure the trainee will perform the way the trainer says they should be done. It allows the trainee to pick up the trainers bad habits along with his good ones. Filipczak (1993) reported that Martin Broadwell confirms that about ninety five percent of OJT is done so poorly that the job is negatively affected. Equally, several studies conducted by Jacobs and Jones (1995) conformed that unstructured OJT leads to increased error rates, lower productivity and decreased training efficiency. On the whole, just as OJT experts (Hamilton and Hamilton et al., 1997) confirm that most of the OJT that takes place in businesses is unstructured, they agree that unstructured OJT is the least beneficial and least effective type of training. Johnson and Leach (2001) also supported the above statement viewing unstructured OJT as being often ineffective and inefficient as compared with structured OJT. Structured On-the-Job Training According to Stolovitch and Ngoa Nguele (2001), structured OJT differs from unstructured OJT in that a systematic planning process is used to design and carry out the training. Lawson (1997) defined structured OJT as a training which is planned and well organized and a one on one program designed to provide the employee with the relevant knowledge and skills required to perform tasks entailed in the employees job. Furthermore, Jacobs (2003) viewed structured OJT as a planned process of developing competence on units of work by having an experienced employee train a novice employee at the work setting or a location that closed resembles the work setting. Moreover, Baron (1997), acknowledged the fact that structured OJT provides the delivery of training in an organized, sequential manner, with the aim of becoming as efficient as possible. Also Chase (1997) contends the fact that structured OJT is inexpensive, quickly developed, takes place at the work site, and focuses on task that ar e directly related to the job. Equally important, Walter (1996) added that structured OJT can increased quality of training, employee morale, and communication as well as decision making along with employees who are trained in new skills very quickly. Empirically, researchers have demonstrated that structured OJT has helped in making valuable contributions in terms of an increased in productivity of an organization. (Bennett and Calvin, 2002; Jacobs and Osman Gani, 1999; Stolovitch and Ngoa Ngule 2001) Jacobs and Jones (1995) stated that structured OJT has the following main points: A planned process, structured OJT requires an investment of time and effort before it can be used. As a result, trainees should be able to learn the appropriate content and achieve the desired training objectives. Structured OJT focuses on the task level of jobs and does not involve an entire job but rather just a small part of it. Structured OJT should be delivered by an experienced employee with the qualifications to become a trainer, thus not every employee can necessarily become a trainer. Structured OJT usually occurs at the job setting, although in some instances. It may occur near the job setting. Many authors among which feature Jacobs (1999), Jacobs and Jones (1992), Jacobs and Gani (1998), Rothwell and Kazanas (1990), and Scribner and Sachs (1990) have detailed the benefits of structured OJT and these benefits include reduced overall learning time, reduced overall training costs, greater flexibility to the needs of the individual worker, positive relationship building between novices and experienced workers/ superiors, higher transfer rates than those cited for classroom and other formal training, and perhaps most importantly, heightened new-worker confidence. There are, generally, two distinct features of structured OJT compared with classroom training: Firstly, DeSimone and Harris (1998) claimed that a trainee has an immediate opportunity to use and practice what he or she has learned on the job and therefore a trainer can achieve learning objectives more efficiently. Secondly, Jacobs (2003) affirmed that the transfer of learning is enhanced in structured OJT environment, especially in the match between the training setting and work setting; because the learning environment is the same as the work environment in structured OJT, a trainee is able to use the same equipments and tools that he or she is meant to use to perform his or her actual work.  ­Ã‚ ­Other studies (Jacobs 1996) have demonstrated the effectiveness and efficiency of using structured OJT compared with mainly off the job training and unstructured OJT in terms of financial benefits, high satisfaction rating, and fewer quality errors. In complement to, Burkett (2002) showed that employees who learn tasks through structured OJT make fewer quality errors. Moreover, Lawson (1997) put forward that structured OJT is based on adult learning theories and on how and why people learn. Below is a brief overview about what is adult learning about: Adult learning Malcolm Knowles (1978, 1990) was the theorist who first brought the concept of adult learning to a prominent position. Knowles (1990) contends that adults need to control their learning, as well as feel that what they learn has immediate utility, and is focused on issues that directly concern them; adults need to anticipate how they will use their learning, and to expect performance improvement to result from their learning. Knowless (1998) work was among the most guiding one with its six principles of adult learning being summarized as follows: Need to know adults need to know why they should learn something, that is why they need to learn something and how it will benefit them. Self concept adults fight against others imposing their will on them, but having been conditioned through the national school system of a dependent learner, they need to be moved into a self directed learner where they are responsible for their own learning and the direction it takes. Role of experience adults experience should be used in their new learning and the technique should include ways to include the adults knowledge as a tool that they can draw upon and also provide engagement by acknowledging them for their experience. Readiness to learn adults seek out learning as a way to better cope with real life task and problems. Orientation to learn the new learning should clearly define how the new learning will apply to their life in some fashion. Motivation to learn internal motivators are important than the external motivators that adults may receive for more learning. These internal motivators can come in the form of increased job satisfaction, self esteem and quality of life. In similar vein, Birkenholz (1999) asserted that adults with more education have a stronger tendency to participate in adult educational activities rather than those who have less education since as people expand their knowledge base, they also increase awareness of what they do not know. The following table summarizes important characteristics of adult learners and the implications to call center training programs: Adult learners: Implications to call center training programs: Want practical application Develop task-centered and problem-centered training programs. Want their real-life experiences to be recognized and valued Use the learners experiences and examples; develop interactive sessions. Are continuous learners and prefer to manage their own learning efforts Involve learners in development and evaluation of the program; encourage self-discovery and action planning. Have varied learning styles Use multimedia, varied methods of delivery, accelerated training methods. Need to know why they are learning Inform learner of the why behind the training before it begins Are motivated most by internal pressures (themselves) Help learners understand the benefits of training to job satisfaction, self-esteem and quality of life. Source: What Every Trainer Needs to Know About How Agents Learn by Laurie Solomon, published in Call Center Management Review , June 1999. Structured OJT typologies Generally there are four commonly used types of OJT among which features: Job instruction training Mentoring Coaching Job rotation Job Instruction Training (JIT) The JIT consists of four steps which were developed by Allen (1919) to train shipbuilders during World War I (Sleight, 1993). Rothwell and Kazanas (1994) outlined the four steps in the JIT model as follows: Step1 Preparation showing and demonstrating what learners will do; Step 2 Presentation telling learners what they will performed and why; Step 3 Application allowing the trainee the opportunity to practice the skills; Step 4 Inspection checking the trainees work and providing feedback. In addition to Rothwell and Kazanas (1994), Allen (1919) further described in his book that these steps should always be carried out in the order given and that the purpose of step 1 is to get the learner ready to be instructed of step 2 to instruct him of step 3 to check up errors and of step 4 to give a final inspection of the instruction job. However, Ford (1970) argues that the four step model is no longer enough; thus he added two other components objectives and evaluation recognizing that these components are implied by most of the expositions of Job Instruction Training. The amended diagram can be illustrated as follows: According to Ford (1970), the first step is the determination of objectives which describes what the learner will be doing when demonstrating his achievement and how one will know when he is doing it. Even though evaluation is listed as the final step in the model though it is a continuous process. Ford (1970) laid much emphasis that throughout the learning situation, the instructor should reflect on and evaluate each element in terms of the objectives and also he further claimed that evaluation is usually thought of as evaluating the student which in fact is to evaluate the entire learning process as well as a self evaluation of the instructor himself. Job rotation DeSimone and Harris (1998) define job rotation as an activity that involves a series of assignment to different positions or departments for a specified period of time. Wood (1995) added that job rotation is the systematic movement of employees from job to job within an organization, as a way to achieve various different human resources objectives such as: orienting new employees, preventing job boredom or burnout, reward employees, enhancing career development as well as exposing employees to diverse environments. According to Weihrich and Koontz (2002), the basic objective of job rotation is to broaden the actual knowledge of managers or potential managers who are made to move through: Non supervisory work; Observation assignment where they observe what other managers do rather than actually managing the portfolios; Assistant positions in some cases for brief periods in case of unforeseen absences or vacations of other managers. In line with the above statement, Anon (2001) stated that job rotation provides the employee with an opportunity to get a better understanding of the overall company and provide the organization with a more flexible workforce. Jerris (1999) added that excellent job rotation program can minimize training costs while optimizing the impact on training, by making individual in a better position to be flexible, self-motivated, adaptable, innovative, eager to learn and able to communicate effectively. According to Osborne (1996), at the start of job rotation, output may decrease temporarily implying that job rotation does not follow that job interest. DeSimone and Harris (1998) stated that within the job rotation training program, the trainee is evaluated by the trainer at each job, and at the end of training, the trainees evaluation are used as a means to decide in which department or job the trainee will work. Jerns (1999) argued that the possible problems with the job rotation program is that it is costly since job rotation involves a great amount of management time which is spend on lower level employees and it may also increase the work load, thus decreasing the productivity for the rotating employees manager and for other employees. Coaching Smith and Smith (2008) stated that the activities of the trainers after the induction session largely consisted of on-the-job coaching. Harris (1997) described coaching as an informal, unplanned training and development activities provided by supervisors and peers. Albers (1974) views OJT similar as coaching thus defining it as a conscious creation of an environment within which subordinates can learn to become better executives. On his part, Oladunni (1998) added that coaching is those managerial actions and behaviors specifically that focused on developing an employee so that he or she can perform at maximum compatibility. Oladunni (1998) further stressed that coaching maximizes the contribution of both the trainer and the trainee simultaneously and enables the coach to concentrate on other management functions. According to Sullivan (1998) the role of the coach is to facilitate learning as well as guiding learners toward the acquisition of new knowledge or upgrade their skills and equally seeking to influence learners attitudes by acting as a role model or mentor. Mentoring Mentoring, on the other hand takes a more holistic approach and guides the learner through broader aspects of the particular job (Cunningham et al. 2004) Woods and Cortada (1998) view mentoring as a learning relationship in which an individual with knowledge shares that knowledge with his or her colleague. The mentor is usually a supervisor or manager and the intention of mentoring is to support the employees, help orientating them to the job and work environment and preparing the employee for increasing responsibility (DeSimone and Harris, 1998, p.145) Brennan and Little (1996) described the process of mentoring as follows: In the first instance the mentor will be more pro active, supportive and encouraging, but in time the learner develops independence, confidence and autonomy. The mentor then needs to become more critical, challenging and confrontational, encouraging reflection. Effective and lasting learning takes place when learner experience a balance of challenge and support, confrontation and encouragement. Hooling and Resta (2001) support mentorship as a means to improve trainers own professional competency and belief through learning opportunities from trainees in mentoring. Components of a successful Structured OJT Jacobs (2003) held that a system view of structured OJT represents the interaction of several components, such as the training input, training process, the training outputs, and the organizational context. There is no best way to do structured training but however it has been noted that there seem to be some common elements among successful structured system, Levine (1996) stated that the components below may have different significance in different organizations: Management support Levine (1995) maintained the fact that training takes time and that it requires supervisors to allow themselves enough time for preparation and training, with the aim of not thwarting any structured OJT effort; Levine (1995, pp.1) further affirmed that If you cannot gain internal support from the organizations managers and supervisors, dont waste time trying to implement structured OJT. Moreover, Levine (1995) stated that support may come in the form of supplies, funding, materials and recognition of trainers and trainees. On a similar vein, Cleveland and Harne (2003) pointed out that the effect of training in call centres must be understood by all levels of the organizations senior management to ensure ongoing financial support. Formal trainer support process Levine (1995) emphasized that successful system generally have an OJT coordinator, a training manager, or some people outside the work area to provide the support necessary for a trainer; thus may include a dotted line relationship to the training organization. Jacobs (2003) further further put forward that organizations should be prepared to provide additional resources, such as appropriate rewards and incentives, necessary to support trainers in order to manage and develop trainers performance over time. Checklists and OJT training material Checklists is defined by Levine (1994, p.6) as being the foundation of any OJT system. Levine (1997) further lay out that checklists add structure to the training process and they list the specific skills and the employee is checked off as each task is successfully performed. Another document pointed out by Broadwell (1986) is the lesson plan which is intended to guide the training and improve the trainers ability to instruct the trainee. Broadwell (1996) also noted that the lesson plan must include what the trainer will say, show, and do, what the trainee will be expected to do, a timeframe for training, and the job aids and resources that are used in training. Train the trainer Johnson and Leach (2001) advised that prospective trainers are expected to develop training related skills through a train the trainer course. According to Levine (1995), training of the OJT trainer is the key to successful implementation; and that the program should contain high impact activities with the aim of changing trainers behavior from telling to coaching, from demonstrating skills for trainees to performing them with them. Meyer and Marsick (2003) advocated that it is important that the design and delivery, such as conducting needs assessment, developing objectives, creating an agenda, developing instructional event, and evaluating learning outcomes, still need to be included as core components of any train the trainer program. What an effective trainer look like will further be elaborated in the next section. Tracking and Report generation The last component as mentioned by Levine (1996) is tracking and report generation which is an important element for managing the training process as well as for other business reason like the fulfillment of the ISO 9000 quality award and an effective tracking and report generation may also provide valuable information to the stakeholders as well as providing a means of accountability. Smith (1995) stated that it is important to document whether there is a substantial difference between the approaches in the knowledge and skills acquired during the training. An effective trainer Sullivan and Smith (1996) stated that one of the most important elements of OJT training is selecting and qualifying trainers, since according to Harris et al. (2000) the quality of training in the workplace depends to a considerable degree on workplace trainers. As pointed out by Johnson and Leach (2001), OJT supervisors tend to select trainers on the basis of their job experience. However, Walters (2003) argued that even though OJT trainers are subject matter experts and more senior employees as such as they may possessed little competence in how to conduct an OJT program. Johnson and Leach (2001) urge to use expert workers who possess three competencies as follows: Technical competency: this competency is related to the extent to which the trainer possesses a high level of technical knowledge and skills in the area to be taught. Professional competency: this competency has to do with knowledge and skills related to instructional areas including planning, delivery and evaluation of learning. Personal competency: it refers to the personal and behavioral characteristics that influence the way trainers are perceived by others. In supplement to, Jacobs (2003, p.98) proposed two basic requirements that make OJT trainers more effective that is they should have adequate competence in the unit of work that comprises of the training, and they should have adequate competence about the training as trainer. Jacob and Jones (1995), on their side, outlined eight qualities to look for when selecting an OJT trainer. These are: Qualities Brief description 1. Task knowledge and skills The ability to perform the work behaviors at appropriate performance levels. 2. Specialized training Completion of specialized training in the area that will be the basis of the OJT program. 3. Willingness to share their expertise Interest in the development of others. 4. Respect from peers Perception by other employees that the trainer has task expertise, leadership abilities and general problem-solving skills 5. Interpersonal skills Ability to communicate clearly and comprehensively 6. Literacy skills Ability to comprehend resource materials 7. Concern for the organization Showing an interest in helping the organization improve its performance 8. Job expectations Awareness of job expectations and assignments and how these will affect their ability to perform as an OJT trainer In the call centre environment, Akroyd et al. (2006) acknowledged that the supervisor plays an important role, and Therkelsen and Fiebich (2003) argued that a supervisors communication skills are of great importance and that these skills should be a meaningful part of the evaluation process. Strengths and weaknesses of OJT Jacobs (2003) stated that every training program contains its own strengths and weaknesses.

Essay --

Plenty of researchers have done reviews about the impact of cyber warfare to take effect in the recent decades. Voices and opinions are different, when it comes to whether cyber war will take place or not, with most of the articles claiming that cyber security is alarming towards a negative effect. Like Arquilla & Ronfeldt,(1993) wrote about the coming of cyber war, and further went on to state that â€Å"industrialization led to attritional warfare by massive armies (e.g., World War I). Mechanization led to maneuver predominated by tanks (e.g., World War II). The information revolution implies the rise of cyber war†. However, Rid,(2012) pointed out that cyber war will not take place, clearly defined what cyber war entails, and make clear the difference between cyber-attacks and warfare. 2. Definitions Before advancing the discussion on whether cyber war will take place or not, definitions of some relevant terms should be clear. The definition of cyber space, war, and cyber-attack, to some degree will be helpful to the discussion in this report. Therefore continuing further, one question should be asked: what is war? The most concise concept of war was offered by Clausewitz in 1980 (Schweizer, 2009), which has three main elements, namely: Violent, instrumental, and political. He went further to concluded that if any aggressive or defensive actions need to be introduced as a war, the criteria and justifications of going into the war has to be met. Violent character is the ï ¬ rst element of war, according to Rid (2012); War is defined as an act of violence to force the enemy to ‘do our will’. Wars are violent no matter what scale it is; where it takes place and what purpose it aims at. Back to the history of human beings, the wars cause h... ...ources from other countries in the world as Western European countries cannot supply resources abundantly by its own. Then those capital countries launched wars on countries which lagged behind, while industrializing their own economy. There is a saying in diplomacy that ‘A country does not have permanent friends, only permanent interests’. Applying it in the definition of war, it is pretty clear that wars are for interest and just for interest alone. In the confrontation of two sides, there must be something that both sides want to fight for, and the benefit of winning the war has to be beyond the loss in the war, if not, war will not take place since double lose situation do not meet the requirement of political benefits. It is quite important to make further illustration as to why cyber war will not take place and it will be discussed in the following as follows.

Elements of Romanticism in Stokers Dracula Essay -- essays research pa

During the Romantic Era, Bram Stoker created a timeless monster in his novel, Dracula. Stoker uses a series of letters and journal entries to tell the story form a first person point of view. The Count, for whom the book is named, seems to be invincible to mere man. Stoker uses his character of Dracula to reflect the elements of romanticism through his supernatural powers, a fascination with youth and innocence, and imagery. Dracula seems to possess unexplainable supernatural powers. When Jonathan Harker is traveling to castle Dracula, he is unaware that the driver of his coach is the Count himself. During the nocturnal journey, the coach is circled by wolves, not knowing what to do Jonathan calls for the coachman and in return â€Å"heard his [Dracula’s] voice raised in a tone of imperious command, and looking towards the sound saw him stand in the roadway. As he swept his long arm, as though brushing aside some impalpable obstacle, the wolves fell back and back further still† (23). This unnatural power over the wolves is Stoker’s first way of showing Dracula’s power over nature. Harker also describes in his journal that one evening â€Å"I saw the whole man slowly emerge from the window and begin to crawl down the castle wall over that dreadful abyss, face down with his cloak spreading out around him like great wings†¦ I saw the fingers and toes grasp the corners of th e stones†¦ and inequality move downwards with considerable speed, just as a lizard moves along a wall† (43). This tr...

Einstein :: essays research papers

Albert Einstein, a famous scientist. Everyone knows that. But how much do you really know about him. Well, this article is to   Ã‚  Ã‚  Ã‚  Ã‚  Albert Einstein was born on March 15, 1879, in the town of Ulm, in Southern Germany. That town was located at the foot of the Swabian Alps. His address was 135 Bahnhofstrasse but that house was later destroyed in a World War II bombing run. His parents were Hermann and Pauline Koch Einstein. Both of them were Jewish, but didn’t strongly practice the religion. Therefore, â€Å"Israelitic† was written on the Religion section of Einstein’s birth certificate. Two years after Einstein’s birth, Einstein’s sister, Maria, was born. Einstein could talk in whole sentences at the age of three. Einstein’s mom, Pauline Einstein, loved music so Einstein took Violin lessons from age six to thirteen. Einstein’s father wasn’t a successful businessman. He then started a plumbing/electrical engineering company with his brother in Munich, hoping that would be a success. Albert spent the next 14 years of his life there. Albert was supposed to go to a Jewish school, but his parents thought that he would get a better education at a Catholic School. He hated the school’s military tradition and atmosphere. Einstein wasn’t very intelligent during this time. At the age of twelve, he went to a gymnasium, Luitpold Gymnasium to be more exact, which is like a middle school and a high school combined. During then, he was starting to read books on science. He met a poor scholar who helped Einstein in his studies. The scholar’s name was Max Talmud. To boost Einstein’s knowledge, he gave Einstein several hard problems. One of them was to prove the Pythagorean theorem. (See Diagram 1.) In 1894, Einstein’s family moved to Milan, Italy, but Einstein had to stay in Munich to finish his studies. Before the end of the school year, which was six months after his parents left, he was told to leave the gymnasium because of his disrespect to his teachers. He then moved to Italy, which was a surprise to his parents because they weren’t expecting him in Italy. When he was 16 ½, he took a test to get into the Eidgenossische Technische Hochschule (ETH). You didn’t need a high school diploma to get into the ETH. Instead, you need to pass a very hard test. The ETH also played another important role in Einstein’s life: it admitted women. Einstein :: essays research papers Albert Einstein, a famous scientist. Everyone knows that. But how much do you really know about him. Well, this article is to   Ã‚  Ã‚  Ã‚  Ã‚  Albert Einstein was born on March 15, 1879, in the town of Ulm, in Southern Germany. That town was located at the foot of the Swabian Alps. His address was 135 Bahnhofstrasse but that house was later destroyed in a World War II bombing run. His parents were Hermann and Pauline Koch Einstein. Both of them were Jewish, but didn’t strongly practice the religion. Therefore, â€Å"Israelitic† was written on the Religion section of Einstein’s birth certificate. Two years after Einstein’s birth, Einstein’s sister, Maria, was born. Einstein could talk in whole sentences at the age of three. Einstein’s mom, Pauline Einstein, loved music so Einstein took Violin lessons from age six to thirteen. Einstein’s father wasn’t a successful businessman. He then started a plumbing/electrical engineering company with his brother in Munich, hoping that would be a success. Albert spent the next 14 years of his life there. Albert was supposed to go to a Jewish school, but his parents thought that he would get a better education at a Catholic School. He hated the school’s military tradition and atmosphere. Einstein wasn’t very intelligent during this time. At the age of twelve, he went to a gymnasium, Luitpold Gymnasium to be more exact, which is like a middle school and a high school combined. During then, he was starting to read books on science. He met a poor scholar who helped Einstein in his studies. The scholar’s name was Max Talmud. To boost Einstein’s knowledge, he gave Einstein several hard problems. One of them was to prove the Pythagorean theorem. (See Diagram 1.) In 1894, Einstein’s family moved to Milan, Italy, but Einstein had to stay in Munich to finish his studies. Before the end of the school year, which was six months after his parents left, he was told to leave the gymnasium because of his disrespect to his teachers. He then moved to Italy, which was a surprise to his parents because they weren’t expecting him in Italy. When he was 16 ½, he took a test to get into the Eidgenossische Technische Hochschule (ETH). You didn’t need a high school diploma to get into the ETH. Instead, you need to pass a very hard test. The ETH also played another important role in Einstein’s life: it admitted women.

Food Production

This essay will explain about farming today, and how it affects our environment, also ways in which we can help to protect our environment, our health and animal welfare. Farming is the production of food and other materials by raising plants and animals. Many people buy their food in supermarkets close to their homes, but the food is imported from many different countries, and many products are farmed in a number of different ways. The way food is farmed affects the environment. It also affects people's health and the treatment of animals. Some farming methods are more harmful than others. Over 11,000 years ago, people got all their food by gathering wild plants, hunting and also from fishing. They travelled around constantly in search for food. But then people learned how to grow plants from seeds. They learned how to raise animals, and then began to settle in one place. Now they could wait for their plants and crops to grow, and begin to harvest them when they were ripe. Then about 250 years ago farmers in much wealthier countries started using machines. Machinery did most of the work for people, so people could make food for many more people and sell it to their community. Scientists then developed chemicals to produce more food, and developed new plants and different breeds of animals. Many more farmers now use more chemicals such as fertilisers, pesticides and herbicides to grow more crops. Fertilisers make the soil more fertile. Pesticides kill insects that harm crops and herbicides kill weeds among the crops. Today in wealthy countries such as Britain and the USA people live in cities rely on fewer farmers in the countryside to grow their food. But many people are worried about how their food is produced, chemicals are sprayed onto the crops and they can stay on the food. They can also run into rivers and the water underground. New kinds of plants and new breads of animals may upset the natural environment. Valuable soil is also being lost or damaged. There is a lot of reduction in land and one of the causes for this is farming Farming methods, including overgrazing, incorrect farming methods and the overstocking of land, remove essential nutrients from the soil. This results in the denudation of the land. As no vegetation is available to retain the soil, it is washed away. Soil erosion further lessens the amount of land available for natural plants and animals. As the number of people grows daily, more food is needed and more land is being utilised for farming, decreasing the amount of land used by animals and plants, especially in the case of rainforests in tropical countries. As the rainforest are destroyed to make way for more farming land. Nature, insect and vegetation. In other countries hedge rows and trees are lost also killing that which resides there. Modern farming results include: 1) The hybridisation of plant species 2) improvements from animal breeding 3) the use of fertilisers and insecticides There are two types of insecticide found: 1) Organic: from plants and animals, e.g. manure and compost 2) inorganic: from non-living materials, e.g. rocks, minerals (these can disrupt ecosystems) When inorganic fertilisers are dissolved in rainwater, they run off into water sources. This is called Eutrophication. Eutrophication is the over growth of algae in water ecosystems where nutrients are usually limiting. Many fresh water systems are ‘oligotrophic', meaning that the growth of primary producers (algae) is limited not by dissolved gas or light, but by nutrients such as nitrates and minerals. The organisms in these environments have evolved to be optimally suited to these conditions, and everything works fairly well. But when someone builds something next to a lake (e.g. golf course), and the fertilizer being used on the grass runs off into the lake, the algae grows too fast for the rest of the ecosystem to keep up, and overgrows the lake, killing everything in it. That's one example, there are many other the solutions generally involve not washing lots of nutrients into lakes and streams (or the ocean, which, although generally full of nutrients, can also be locally overwhelmed with runoff, especially in coral reef environments). Farmers use pesticides and insecticides to kill organisms that damage their crops. The following methods are used: 1) Chemical: a poison is introduced, e.g. herbicides and DDT 2) biological: a natural predator is introduced, e.g. snakes to kill rats 3) mechanical: people and machines are used, e.g. rat traps Side effects of these methods can include: 1) The death of animals that are not pests 2) DDT entering and moving up the food chain DDT is an effective but dangerous pesticide. Below is a diagram to show how DDT is moved up the food chain. Farming produces much pollution, mainly water pollution through chemicals, and air pollution through machinery used in the farming process, the consequences of fumes being given off lead to, the green house effect which leads to global warming. Detrimental effects on human health and vegetation. This also causes acid rain. Water pollution was mentioned earlier. And how the chemicals being used travel through the lakes and rivers. This disrupts our ecosystems. So now you basically know what effects food production has on our environment, so how can we prevent this from happening? Well for a start we could all begin to eat more organic foods. Organic agriculture bars the use of synthetic pesticides and artificial fertilizers, and instead relies on ecological interactions to raise yields, reduce pests and build soil fertility. Diverse planting patterns, frequent rotations and attraction of beneficial insects, for instance, would all be organic means of pest control. Organic meat and dairy farming is the raising of animals without hormones, antibiotics or other artificial chemicals; it also includes using organic feed and allowing animals sufficient range of movement and sunlight. Genetic engineering of plants and animals is not considered organic. Organic farming is definitely a way forward. Lets hope in the future more people see it this way.

Comparing Floods

Compare Floods in LEDC and MEDC I am going to discuss two case studies regarding floods. One of my case studies is of Cocker mouth, this is a town in England exposed to floods this is my case study of an MEDC. My other case study is the LEDC in which I talk about Bangladesh. Cocker mouth is situated in the Lake District in England. England is an MEDC and this area experienced vast ranges of flooding during late November. The town lies among the confluence of two rivers that leave it prone to flooding.The two rivers are the Derwent and Cocker. 320mm of rainfall fell in under 24 hours and this was a predicted fall which took the town by surprise. The River Cocker burst its banks after a 2. 5 metre rise in the river water level; this was a major contribution to the flooding as well as the poor preparation of the towns flood defences. Bangladesh is an LEDC bordering the Indian Ocean and it lies at the forefront of the Ganges Delta. The country is low – lying and most of its land i s 12m below sea level.Floods here have recently become stronger. During the arrival of Cyclone Aila flood waters burst the delta causing storm surges of 10 metres! The floods in both Carlisle and Bangladesh caused a lot of problems for both areas. However in contrast, the MEDC (Carlisle) suffered less from the consequences, whereas, the LEDC (Bangladesh) was affected much worse. Heavy rainfall of 200mm fell over Carlisle in a 36 hour period. The constant rainfall increased runoff because soil became saturated, this runoff ended up flowing into the river Eden.Because Carlisle is a largely urban area, concrete ground made from impermeable materials meant that surface runoff increased. There was a lot of discharge from the River Eden which reached 1520 cumecs. In contrast the Bangladeshi volume of precipitation was much higher so the floods were much worse. Very heavy rainfall amounting to 900mm fell over the month of July. Soils all over Bangladesh became saturated, this increased run off into rivers such as the Ganges and Brahmaputra. Snow melted from glaciers in the Himalayas this also increased discharge into rivers.The highest discharge for both of the biggest rivers in the area peaked at the same time, downstream discharge increased hugely. In Carlisle there was less social impact, 3 people died which is minimal compared to the 2000 deaths in Bangladesh. This is a very large amount of people and losing that many people creates a big social impact. 3000 people were made homeless in Carlisle, this is a very large amount of people, they were temporarily re – sheltered and have been re – homed since. In Bangladesh 25 million people were made homeless, many still haven’t been re – homed even in 2012. schools were flooded in the area but for people living in an MEDC there is likely to be more resources of learning available to them e. g. internet and more education centres in other parts of the country. 44 education institutions were de stroyed in Bangladesh, this being a large amount means it is much harder to find other resources for educational purpose, and many people would have to go without it as it is not economically viable for poorer people in LEDCs to move into different parts of the country. 50 businesses were shut down and must have been relocated and 70,000 houses lost power, there was minimal infrastructural damage therefore repairs to the Carlisle area would not have been too expensive compared to the large scale damage in Bangladesh, factories had to shut down so large scale business went down bringing economy to a halt, 112,000 houses were completely destroyed and whole rivers in that area were polluted. The main social effect in Carlisle was the loss of homes and education centres, in Bangladesh it was the loss of homes, education centres and widespread of water borne disease.The main economic problem in Carlisle was that the shops and local businesses on the area had to shut down as they had to e vacuate, in Bangladesh many areas would have become redundant with major business corporations such as TNCs having to be shut down as many factories were destroyed. The main environmental problem in Carlisle was that the sewage overflowed therefore the streets would have been effected and the surrounding area also, in Bangladesh the Rivers became poisoned by sewage and majority of water supplies in the area became undrinkable.In conclusion Carlisle in an MEDC had a less severe flood and because of its more affluent built up area people were affected in less of a tragic manner. Bangladesh LEDC was affected more and the and the outcome was more disastrous. In conclusion, it is apparent that both the MEDC and the LEDC experienced a variety of impacts producing a multiple chain of cost however impact severity was clearly more drastic in the case Bangladesh as it is an LEDC and its emergency plans and general infrastructure is less developed compared to England (MEDC).

Kingdom of God Essay

Describing what is meant by the Kingdom of God can be very complex, because so many people has set forth to describe this phrase to the best of their own knowledge, and generally each of these descriptions differs. Personally, besides the many verses in the Bible that are relative to the subject, it is best described by Donald B. Kraybill. In Kraybill’s novel â€Å"The Upside-down Kingdom† he writes; â€Å"The Kingdom of God is a collectivity—a network of persons who have yielded their hearts and relationships to the reign of God.† â€Å"He also notes that people must enter the kingdom because it is a state of affairs rather than a state of mind (p.19).† The Kingdom then, represents God’s power of ruling, his authority, and basically his government. â€Å"His disciples asked him what this parable meant. He said, the knowledge of the secrets of the kingdom of God has been given to you, but to others I speak in parables† (Luke 8:9, 10). Unless an individual is a born again Christian he will not understand the secrets of the Kingdom of God. The Jewish sects Pharisees, Sadducees, Essenes, and Zealots are noted as being developed during the time of the second temple through the tenth century. This is the period that it seems that the Jewish sects were most generative. The Jewish people noted only three philosophical sects which are Pharisees, Sadducees and Essenes, of the three Essenes is noted as being the one with the most severe discipline. According to Josephus, [War of the Jews] 1 chapter 8.2 Pharisees, Essenes, Sadducees, Zealots were divided into three groups which were criminal, nationalist and Philosophical (religious). The Sadducees and the Pharisees really seem to be as religious as they were political. History tells us that in ancient societies political and religious laws were pretty much the same. Moreover, the Sadducees and the Pharisees did seem to have a bit more interest in that of political power than what was religiously correct. This we know was absolutely not pleasing to our God. â€Å"Jesus Christ is the same yesterday and today and forever† (Hebrew 13:8). Regardless to the ways and or the thoughts of the Sadducees, Pharisees, Essenes and the Zealots one thing that remains the same and will never change is the fact that our God does not change his mind or act indifferent towards his children regardless of the mishaps that we may allow ourselves to experience. â€Å"Let every person be subject to the governing authorities. For there is no authority except from God, and those that exist have been instituted by God† (Romans 13, 1). This verse pretty much says it all when referring to the political convictions discussed by Josephus, God is in control of all situations regardless to whether it is written in the Old or New Testament. According to Josephus, the Zealots were described as political and grouped as nationalists. However, it seemed that their religious beliefs were indivisible from their political convictions. Moreover, this is not an indication that all of the sects of the second temple were more political than religious, the truth of the matter is that there was not much partition between the two. The Essenes, Sadducees and the Pharisees stand out to more people than the rest of the sects because it is said that they were supposedly better known to people than the rest of the sects, and some people seem to think that the Pharisees were forefathers of the Rabbis. The Sadducees; were differ ent in their own way, they were not the Jewish people that simply did not believe in resurrection, nor did they believe that heaven exists. Strangely, the Sadducees were of the group that only accepted the Torah, as authoritative, this strange group of individuals were known to not be very popular with the rest of the Jewish population. â€Å"For the Sadducees say that there is no resurrection, nor angel, nor spirit, but the Pharisees acknowledge them all† (Acts 23:8). During or around the time of 2nd century B.C there existed a monastic Jewish sect that was referred to as the Essenes. They were known to reside somewhere not far from the Dead Sea. They were pretty much isolated from the entire Jewish community. Notably, the Essenes seemed to have had closer relationships towards each other than any other sects, and were said to be Jewish by birth. The Essenes neglected matrimony but choose out of other families children to be of their family and transformed them according to their personal likings, and had a huge amount of respect and obedience for their elders. If at any time they complained against their elders or authorities they would be expelled from their community, more strangely than that if an elder was even touched by a younger person they were casted as being dirty. There is an overwhelming amount of information that openly describes how the Messianic expectation of the various sects, differs from the Messianic role that Jesus presented. Examples would be as follows; The Essenes was known as a Jewish religious sect and was in fact not mentioned in the Bible, but was indeed mentioned on the Dead Sea Scrolls. This particular group adapted to their life according to the law of the Jews, and they opposed Temple priesthood. The Pharisees were different because they were more of a prominent sect of Jewish people in the time of Christ. They were in disagreement with Jesus and his teachings. â€Å"But the Pharisees went out and plotted how they might kill Jesus† (Mathew 12:14). The Pharisees had absolutely no love for Jesus and felt that the world would be a better place without him obviously. The Sadducees were additionally, another renowned Jewish religious sect. Their beliefs differed in another way because they only accepted more hideous things like the laws and rejections of the oral traditions; which included immortality of the soul; denial of body resurrection and existence of the spirit world. In addition, they supported families of Jewish patriots of the first and second centuries B.C. whom were totally active in the liberation of Judea from the Syrian rule. Lastly, we will discuss the difference in the Zealots concerning the Messianic expectations. The Zealots will take a total twist here from the above mentioned sects. The reason being is because according to the Bible Simon was a Zealot â€Å"Matthew, Thomas, James, son of Alphaeus, Simon who was called the Zealot† (Luke 6:15). The Zealots preferred armed mutiny against Rome, in doing so they thought that God would deliver Israel with the sword. Faithfully, acknowledging the Spirit of Jesus, he {Jesus} is lead into the wilderness for the sole intention of being tempted by the devil. â€Å"He was with the wild animals, and angels attended him† (Mark 1:13). This place of wilderness was not fit for human life, water was accessible but it was an unpopulated region. â€Å"When tempted, no one should say, God is tempting me, for God cannot be tempted by the devil, nor does he tempt anyone† (James 1:13), but instead, Jesus is lead, into a situation by the devil that could possibly tempt him. Jesus teaches us to pray that we are not lead into temptations, but yet he is lead into temptations while on earth so this is what the devil set out to do, which was take Jesus through the test of temptations. References Kraybill, Donald B. The Upside Down Kingdom Revised Ed. Scottsdale, Pennsylvania: Herald Press, 1990. 275pg. May 20, 2006 Second Temple Sects The Complete Works Of Flavious Josephus The Pharisees and other sects – edited with a preface by Jacob Neusne, Retrieved from http://Judaism.about.com/gi/dynamicof Josephus/.HTM on January 7, 2013

Excellent Human Resources Management

Global Strategy Group Need to change pic Welcome to Samsung Global Strategy Group I. Samsung Overview II. Global Strategy Group (GSG) III. GSG & You IV. Korea & Seoul I. Samsung Overview I. Samsung Overview (Revenue & Global Presence) Fast growth and vast global footprint Samsung Group Revenue Billion US Dollars 247 Global Operations ? ? 141 149 87 Samsung Electronics 80 22 1997 4 2005 2011 Number of Employees: 344,000 worldwide Offices: 510 offices and facilities in 74 countries I. Samsung Overview (Brand Value) Samsung ranked 17th among global companies in 2011 5 I. Samsung Overview (Total 28 Affiliates Companies) Samsung Group consists of various business units Electronics Industry Engineering & Heavy Industry Chemical Financial Services Engineering Total Life Insurance Cheil Worldwide Economics Research Institute C&T Corporation Petrochemical Fire & Marine Insurance Everland Inc. S1 Corporation Heavy Industries Fine Chemicals Samsung Card The Shilla Hotels & Resorts Medical Center BP Chemicals Securities Cheil Industries Inc. Asset Management Electronics SDI Other Companies Electro-Mechanics Corning Precision Glass SDS BioLogics Venture Investment Techwin Display 7 Affiliates 5 Affiliates 6 Affiliates 7 Affiliates 5% of Group Revenue 6 3 Affiliates 14% of Group Revenue 3% of Group Revenue 15% of Group Revenue 3% of Group Revenue I. Samsung Overview (SEC Device Business) Electronics (Device) 7 World Leading Consumer Electronics Manufacturer I. Samsung Overview (SEC Device Business) Market leadership in various products Flat Panel TV 28. 3% 1 29. 1% 1 30. 1% LCD TV 28. 5% 1 28. 9% 1 29. 8% Han dset 19. 4% 2 20. 6% 2 21. 2% Monitor 17. 0% 1 16. 3% 1 17. 1% A4 Printer 19. 0% 2 19. 8% 2 19. 3% 11. 6% 3 13. 3% 2 13. 4% Refrigerator 8 I. Samsung Overview (SEC Component Business) Electronics (Component) 9 Powering Today’s Devices I. Samsung Overview (SEC Component Business) Market leadership in various products DRAM 33. 6% 1 37. 4% 1 42. 2% Flash Memory 40. 6% 1 38. 6% 1 37. 0% Mobile Camera Sensor 28. 0% 1 28. 0% 1 27. 8% Smart Phone Processor 47. 6% 1 70. 3% 1 70. 4% 8. 7% 4 9. 8% 2 8. 9% LED Component 10 I. Samsung Overview (Other Electronics Companies) Complementary Technologies to the Core Device and Component Businesses Electronics (Others) Samsung SDI Samsung SDS System Integration Company Business Process Data Center & Cloud Smart Cities & Convergence Pioneering Green Solutions Energy Storage System Lithium Ion Battery PDP Samsung Display 1 Display Company OLED 11 LED Other Mobile Device Screen Samsung Electro Mechanics World Leading Electronic Part Company TV Parts (IP Board) Mobile Parts PC Part (Network Module) (Camera Module) I. Samsung Overview (Engineering & Heavy Industry) Leading companies in construction & shipbuilding Engineering & Heavy Industry Samsung C&T Samsung Engineering Burj Khalifa Pet ronas Tower (Dubai, United Arab Emirates) (Kuala Lumpur, Malaysia) Indian Oil Co. , Ltd. Refinery Project (Barauni, India) Saudi Arabia Olefin Plant (Al-Jubail, Saudi Arabia) Samsung Heavy Industries Built world’s first drillship for Arctic Regions 12 Leading builder of large container ships (16,000 TEU) I. Samsung Overview (Financial Services) Financial Services Domestic leader in financial services with global aspirations Samsung Insurance Samsung Asset Management #1 Insurance in Korea #1 Asset Management in Korea Samsung Credit Card Samsung Securities #2 Credit Card in Korea 13 #1 Investment Banking In Korea I. Samsung Overview (Globalization Is the Key for Future Growth) New Business Model & Product Idea 14 Global Expansion and Talent New Business Initiatives I. Samsung Overview (Critical to Develop Global Talent Pool) Diversifying Global HQ Expanding Global Reach Samsung Electronics Target ? Samsung Electronics Target Overseas 45% Number of Global Employees in Korea 60% 2,000 65% 1,500 Head Office 55% 1999 850 40% 35% 2015 2020 1999 2015 2020 Other Affiliates Require Top Global Talent for Further Growth Construction & Engineering †¢ Samsung C&T †¢ Samsung Engineering Financial Services 15 †¢ Insurance †¢ V C, IB & Asset Mgmt System Integration †¢ Samsung SDS Lithium Ion Car Battery & Energy Storage system †¢ Samsung SDI Electro Mechanics †¢ Samsung Electro-Mechanics Resort & Environment Business †¢ Everland II. Global Strategy Group II. Global Strategy Group (History) Since its inception by Chairman Lee in 1997, GSG has been recognized as a credible and highly visible strategic partner to Samsung’s top executives â€Å"We need high caliber global talent who can reveal to us a fresh perspective on trends and the latest information. Let us develop talent to become global managers abroad by familiarizing them with Samsung. † â€Å"I greatly appreciate the performance of GSG. Their project work never fails to give me new perspective. I sincerely hope to work close together down the road. † Kun-hee Lee, Chairman Gee-sung Choi, Vice Chairman Samsung Group Corporate Strategy Office 2011 17 The effect of non-Korean MBAs recruited to Samsung has been like that of a steady trickle of water on stone. The environment has slowly became more friendly to ideas from abroad. II. Global Strategy Group (Role of GSG within Samsung) Pool of foreign talent acting as strategic advisors to Samsung Group Enhance Samsung’s performance with fresh perspectives and innovative ideas Accelerate Samsung’s globalization through various interactions with senior management Develop a pool of global managers who understand Samsung Group and Korea 18 II. Global Strategy Group As Samsung continues to grow, GSG’s role becomes even more important $247B 07 $141B 63 Samsung Group Revenue 45 $87B 20 GS Recruits 25 20 2011 GS Recruits No. of Projects 2005 GS Recruits No. of Projects 1997 ? GSG established 19 No. of Projects ? Built internal reputation ? Greater demand for global talent ? GSG expansion ? Higher number of project requests from Samsung Affiliates II. Global Strategy Group (School Mix) Global Strategists (GS): 78 GS: 5 AM: 5 GS: 5 AM: 4 GS: 4 AM: 8 GS: 5 AM: 1 GSG alumni in Affiliate management (AM): 79 Region of origin Americas 86 Europe 50 Asia Pacific Africa 14 Others 7 GS: 1 AM: 3 GS: 4 AM: 4 GS: 17 AM: 15 20 GS: 4 AM: 4 GS: 4 AM: 4 GS: 2 AM: 4 GS: 5 AM: 3 GS: 1 AM: 0 GS: 5 AM: 5 GS: 4 AM: 2 GS: 6 AM: 9 GS: 5 AM: 6 II. Global Strategy Group (Project Team and Mix) Global Strategists work in small teams on a variety of topics across the many businesses of Samsung Group The Project Team ? Team Members GSG Project Mix ? Conducted total 107 projects in ‘11 – Principal (1) – Engagement Manager(1) – Global Strategist (2) – Project Coordinator (1) Korean – Project Strategist (1) Korean ? 21 Project Travel – Average of 2-3 weeks per project – 100% on select projects ? Project Length – 10~12 weeks Affiliate Mix Functional Mix II. Global Strategy Group (Global Reach) GSG’s project footprint covers the entire world, providing global strategists a truly globalized experience Canada Wind Energy Europe Digital Appliance Marketing Germany Brand Strategy Russia Premium Market Strategy US Contents & Service Strategy Europe Long Term Strategy China Mobile Phone Project India Channel Strategy Taiwan Channel Strategy US Mobile Phone Strategy Africa CTV Strategy Dubai Construction Project Singapore Cloud Platform Strategy Indonesia HR project Australia Renewable Energy Latin America Long-Term Strategy Africa Long Term Strategy 22 II. Global Strategy Group (Project Sample) Title ? Mobile Digital Marketing Client ? Senior Vice President, Marketing Background ? Samsung Mobile GBM asked GSG to develop a consistent global digital marketing strategy Deliverables ? Formulated a unified marketing guidelines for digital, social media & mobile gaming marketing in order to enhance capabilities to execute holistic campaigns Results ? Resulted in the creation of a new global digital marketing team with 17+ members 23 II. Global Strategy Group (Cases of Career Progression) Based on expressed interest and professional experience, Global Strategists enter GSG on two different career paths Year 0 Professional 70% Experience Year 2 Industry Track ? Assigned projects are aligned with industry of focus ? Career Interests Year 1 Transition as early as one year ? Experience roles in strategy, marketing and new business development ? Pursue other international assignments after time in Korea Affiliate Management GSG Career ? Explore varied industries and topics as a consulting generalist ? Develop leadership skills through roles of increasing responsibility ? 24 Year 4 Affiliate Management Consulting Track 30% Year 3 Potential to transition to Affiliate management II. Global Strategy Group (Career Progression Support) Provide support for transition to the line management Operational Support Project Delivery Principal Project Coordinator Project Strategist Work Career Develop Transition Feedback Planning Opportunities Provide advice on transition and support career planning Global Strategist Communicate GSG with Affiliate HR Affiliate Companies 25 II. Global Strategy Group (Cases of Career Progression) Regardless of the amount of time spent in GSG, your experiences will prepare you for a rewarding career at Samsung Year 0 Year 2 Year 4 Year 6 Andrew Umans (GSG ’10, Columbia) Engagement Manager Responsible for working on strategic initiatives across Samsung Group GSG Lindsey Hamilton (GSG ‘09, INSEAD) Senior Manager, Global Marketing Operations Responsible for Brand Strategy for Samsung Electronics GSG GSG Global Marketing Operations Visual Display Division US Subsidiary GSG Global Marketing Operations Mobile Division GSG Digital Media Biz Marketing Latin America Headquarter = GSG 26 = Affiliate Dave Das (GSG ’03, Kellogg) Vice President, Samsung US Home Entertainment Responsible for all Samsung television product marketing in United States = Subsidiary Han Feung (GSG ‘03, Haas) Director & Senior Global Strategist, GSG Responsible for developing consulting capabilities for ll electronics-related areas GSG Visual Display Division Roman Cepeda (GSG ‘03, Wharton) Director, Regional Marketing – Latin America Responsible for overall Samsung Electronics marketing in the Latin America region II. Global Strategy Group (Current Positions of GSG Alumni ) GSG offers the opportunity to develop and shape your career at Samsung’s headquarters and to prepare you for challenges at our global subsidiaries VP. HR, Europe Dir. TV Marketing Sr. Manager, Regional HQ Sr. Manager, Digital Marketing U. K. Dir. Strategy, France Dir. Marketing Vietnam Dir, Corporate Marketing Dir, CTV Marketing Dubai VP. M&A Strategy Dir. Corporate Strategy Dir. Business Innovation Dir. HR and many more†¦. Korea Dir. Strategic Planning Sr. Manager Branding(2) Singapore Sr. Manager Regional Marketing Australia 27 SVP Regional Marketing VP. LCD Marketing VP. Home Appliance Marketing VP. Partnership Dir. Mobile Marketing Sr. Manager Product Innovation U. S. Sr. Manager Corporate Strategy Brazil II. Global Strategy Group (What You Can Achieve in GSG) Enhance consulting skills and expand global awareness Leadership Diverse Industry Knowledge Functional Expertise Problem Solving GSG Cross-Cultural Communication 28 Broad Market Knowledge III. GSG & You Samsung Global HQ in Central Seoul III. GSG & You (Customize Your Careers at Samsung) Strong demand for GSG as strategic leaders and Affiliate managers Industry ? Mobile ? Semiconductor ? Television and Visual Display ? IT Solutions / Network ? Renewable Energy ? Construction / Engineering ? Financial Services ? Pharmaceutical / Biosimilars ? System Integration ? Content & Digital Advertising 30 Function Global Strategists are empowered to pull two key levers to customize their careers at Samsung ? Consulting ? Marketing (B2B and B2C) ? Corporate Strategy ? Branding / Advertising ? Business ? HR Development ? Operations III. GSG & You (Competitive Benefit Package) We provide excellent benefits in addition to competitive compensation Housing Allowance Modern and convenient location Home Leave Ticket Family home leave flight Education Allowance for Dependents Renowned international schools Medical Insurance Best-in-class care Cigna (GSG) 31 Korean National Health Insurance (Affiliate Management) III. GSG & You (Training Program) GSG provides structured training programs Training & Development Korean Language Class †¢ Consulting frameworks Provided for all GS and their partners †¢ Communication skills †¢ Presentation skills †¢ Project & Team management Hypothesis driven work-planning Off-Line On-line Practice Group On-going Coaching †¢ Improve understanding of new trends Experienced consultants provide coaching and performance feedback †¢ Every Friday between 4~6pm †¢ Structured along industry practices Consumer Electronics Device Solutions Mobile 32 Financial Services New Business III. GSG & You (Who Are We Looking For? ) We look for MBAs with diverse backgrounds and global perspectives who can thrive in a team-based, dynamic business environment Teamwork Global Perspective Thrive in groups – flexibility, open-mindedness, patience Capable of understanding global usiness issues Adventurous Spirit Embrace risk and seek new experience 33 Global Strategy Group Diverse Background Have diverse industry, functional & market perspectives III. GSG & You The Gateway to Your Global Career GSG Affiliate Management . Consulting Skills . Functional Expertise . Global Strategic Projects . Execution of Strategy . Diverse Industry Exposure . Transfer to Subsidiaries Developing Samsung’s Global Leaders of Tomorrow 34 IV. Korea & Seoul 01. Modern & Young City 02. Fast and Efficient City 03. Range of Entertainment Options (Clubs, Music, Films, Sports†¦ ) 04. A foreign-friendly city with good support BEAUTIFUL KOREA PRESENTS| 01 Modern & Young City BEAUTIFUL KOREA PRESENTS | 02 Fast and Efficient City BEAUTIFUL KOREA PRESENTS | 03 Range of Entertainment Options (Clubs, Music, Films, Sports†¦) BEAUTIFUL KOREA PRESENTS | 04 A foreign-friendly city with good support Appendix Samsung Group 29 Affiliates web page list Electronics I ndustry Engineering & H eavy Industry Chemical I ndustry Finance & I nsurance Other Companies 42 Affiliate Companies Samsung Electronics Samsung SDI Samsung Electro-Mechanics Samsung Corning Samsung SDS Samsung Techwin Samsung Display Samsung LED Samsung Engineering Samsung C & T Corporation Samsung Heavy Industries Samsung Total Samsung Petrochemical Samsung Fine Chemicals Samsung BP Chemicals Cheil Industries Inc. Samsung Life Insurance Samsung Fire & Marine Insurance Samsung Card Samsung Securities Samsung Asset Management Samsung Venture Investment Samsung Everland Inc. The Shilla Hotels & Resorts Samsung Economics Research Institute S1 Corporation Samsung Medical Center Samsung BioLogics Web Page http://www. samsung. com/us/ www. samsungsdi. com www. samsungsem. com www. scp. samsung. com www. sds. samsung. com www. samsungtechwin. com http://www. samsungdisplay. com http://samsungled. com http://www. amsungengineering. co. kr http://www. samsungcnt. com www. shi. samsung. co. kr http://www. samsungtotal. com www. samsungtotal. com www. sfc. samsung. co. kr www. samsungbp. co. kr www. samsungchemical. com www. samsunglife. com www. samsungfire. com www. samsungcard. com www. samsungfn. com www. eng. samsungfund. com www. samsungventure. co. kr www. samsungeverland. com www. shilla. net/en/ www. seriworld. org/ www. s1. co. kr www. samsunghospital. com www. samsungbiologics. com/ GSG School Champion E-mail List Please contact your school champion for further questions School E-mail Berkeley Parkin Kent parkin. [email  protected] com Chicago Yvan Nasr yvan. [email  protected] com Columbia Andrew U. andrew. [email  protected] com Darden Jay / Reginald reg. [email  protected] com / jay. [email  protected] com Dartmouth Andrew P. andrew. [email  protected] com Duke Robert Allen Robert. [email  protected] com HBS Germain Clausse [email  protected] hbs. edu IMD David Sebastio d. [email  protected] com INSEAD Nienke Budde nienke. [email  protected] com Kellogg Johannes & Adrian johan. [email  protected] com / a. [email  protected] com LBS Jean Philppe jp. [email  protected] com Michigan Gil Adato gil. [email  protected] com MIT David Segrera d. [email  protected] com NYU Jawahar Singh j. [email  protected] com Stanford Kimberly Schultz k. [email  protected] com W harton 43 Champion Eyal Yanai eyal. [email  protected] com Haas School Champion Bio – Parkin Kent Name Name Parkin Kent (parkin. [email  protected] com) Class Class Haas, 2011 Previous Exp. Previous experience Cisco Consumer Products (Flip Video & Linksys) Kaiser Associates GSG Start Date GSG start date September, 2011 Current Position Current project Next generation digital advertising strategy for Samsung Electronics Project Highlight Project highlight Meeting with digital advertising thought leaders in NYC, SF and Chicago Words of wisdom 4 Figure out your passion and dedicate yourself 100% Chicago Booth School Champion Bio – Yvan Nasr Name Name Class Class Chicago Booth, 2011 Previous Exp. Previous experience Kingfisher plc (London, Istanbul) Barclays plc (London) GSG Start Date GSG start date September, 2011 Current Position Current project Smart-TV Content Evolutio n Strategy through 2015 Project Highlight Project highlight Worked hand-in-hand with over 15 startups and industry experts to enhance Samsung Smart TV’s UI/Content Words of wisdom 45 Yvan Nasr (yvan. [email  protected] com) Wisdom begins in wonder ! Columbia School Champion Bio – Andrew Umans Name Name Andrew Umans (andrew. [email  protected] com) Class Class Columbia Business School, 2009 Columbia School of International and Public Affairs, 2010 Previous Exp. Previous experience NERA Economic Consulting (Oliver Wyman Group) Value Line Investment Survey GSG Start Date GSG start date September, 2010 Current Position Current project Leveraging Samsung’s businesses in insurance, health IT, and hospitals to create prevention and wellness services Project Highlight Project highlight Discussed potential partnerships with leading data analytics and wellness design companies in the US and Europe Words of wisdom 6 If at first you don’t like kimchi†¦ keep trying. IMD School Champion Bio – David Sebastio Name Name David Sebastio (d. [email  protected] com) Class Class IMD, 2010 Previous Exp. Previous experience Texas Instruments Rakon GSG Start Date GSG start date May, 2011 Current Position Current project System Air Conditioner Channel Mapping for the Digital Appliance Business Project Highlight Project highlight Definition of a Corporate Development fund and process for the microprocessor division Words of wisdom 47 Bring your leadership training to the workplace. Darden School Champion Bio – Jay Subhash Name Name Class Class Darden 2011 Previous Previous Exp. experience Accenture GSG Start Date GSG start date September 2011 Current Position Current project Mobile gaming strategy and partnership development Project Highlight Project highlight Getting a sneak peek at the latest and greatest mobile games Words of wisdom 48 Jay Subhash (jay. [email  protected] com) Turn the fan off at night†¦ Darden School Champion Bio – Reg Jones Name Name Reg Jones (reg. [email  protected] com) Class Class Darden, 2011 Previous Exp. Previous experience NBC Universal MDLinx and M3 USA GSG Start Date GSG start date September, 2011 Current Position Current project Project Highlight Project highlight Understanding how a company as large as Samsung can discover co-marketing and co-selling opportunities. Words of wisdom 49 Multi-Affiliate B2B sales effectiveness study across Engineering, C&T, Techwin, Telecommunications Network Systems, and Digital Appliance System Air-Conditioning. Take several breaks each day to refresh your point of view. Go exercise, enjoy a meal, talk to some friends, and read the news. Dartmouth School Champion Bio – Andrew Persson Name Name Class Class Dartmouth Tuck, 2010 Previous Exp. Previous experience U. S. Chamber of Commerce Advisory Board Company GSG Start Date GSG start date January 2011 Current Position Current project Business model analysis and strategic cooperation with leading developers in Singapore Project Highlight Project highlight Presenting an organizational design overhaul to an insurance Affiliate, and then seeing the implementation of our recommendations Words of wisdom 50 Andrew Persson (andrew. [email  protected] com) Be patient and keep an open mind Fuqua School Champion Bio – Robert Allen Name Name Class Class Fuqua School of Business & Nicholas School of the Environment , 2011 Previous Exp. Previous experience Deutsche Bank, Bear Stearns (pre-MBA) Coastal Conservation League; Glencore (MBA internships) GSG Start Date GSG start date September, 2011 Current Position Current project Renewable energy asset off-taker research and development Project Highlight Project highlight Having presidents and CEO’s of major renewable energy companies reply to your email with â€Å"we’re very eager to speak to you and your team. † Words of wisdom 51 Robert Allen (Robert. [email  protected] com) Be patient ,and when you’re done, be flexible Harvard Business School Champion Bio – Germain Clausse