Biology Homework Help Resources

Biology Homework Help Resources Biology, the study of life, can be fascinating and wondrous. However, certain biology topics can sometimes seem incomprehensible. The best way to get a clear understanding of difficult biology concepts is to study them at home, as well as at school. Students should use quality biology homework help resources when studying. Below are some good resources and information to help you answer some of your biology homework questions. Key Takeaways Biology homework and assignments can be difficult to understand. Always make sure to avail yourself of all available resources so that you can succeed.Your instructor, fellow students, and tutors can be invaluable to help make sure that you get clarification on concepts that you dont understand.Understanding key biological concepts like cell processes, DNA, and genetics are helpful in understanding some of the foundations of biology.Use sample biology quizzes and online resources to test your grasp of biology concepts. Biology Homework Help Resources Anatomy of the HeartLearn about this amazing organ that supplies blood to the entire body. Animal TissuesInformation on the structure and function of animal tissue types. Bio-Word DissectionsLearn how to dissect difficult biology words  so that they are easy to understand. Brain BasicsThe brain is one of the largest and most important organs of the human body. Weighing in at about three pounds, this organ has a wide range of responsibilities. Characteristics of LifeWhat are  the basic characteristics of life? How To Study for Biology Exams Biology exams can seem intimidating and overwhelming. The key to overcoming these obstacles is preparation. Learn how to do well on your biology test. Organ SystemsThe human body is made up of several  organ systems  that work together as one unit. Learn about these systems and how they work together. The Magic of PhotosynthesisPhotosynthesis is a process in which light energy is used to produce sugar and other organic compounds. Cells Eukaryotic and Prokaryotic CellsTake a journey into the cell to find out about the cell structure and classification of both prokaryotic cells and eukaryotic cells. Cellular RespirationCellular respiration is the process by which cells harvest the energy stored in food. Differences Between Plant and Animal CellsPlant and animal cells are similar in that both are eukaryotic cells. However, there are several important differences between these two cell types. Prokaryotic CellsProkaryotes are single-celled organisms that are the earliest and most primitive forms of life on earth. Prokaryotes include bacteria and archaeans. 10 Different Types of Cells in the Human Body The body contains trillions of cells that come in varying shapes and sizes. Explore some of the different types of cells in the body. 7 Differences Between Mitosis and MeiosisCells divide either through the process of mitosis or meiosis. Sex cells are produced through meiosis, while all other body cell types are produced through mitosis. DNA Processes Steps of DNA ReplicationDNA replication is the process of copying the DNA within our cells. This process involves RNA and several enzymes, including DNA polymerase and primase. How Does DNA Transcription Work?DNA transcription is a process that involves the transcribing of genetic information from DNA to RNA. Genes are transcribed in order to produce proteins. Translation and Protein SynthesisProtein synthesis is accomplished through a process called translation. In translation, RNA and ribosomes work together to produce proteins. Genetics Genetics GuideGenetics is the study of  inheritance  or  heredity. This guide helps you to understand  basic genetics principles. Why We Look Like Our ParentsHave you ever wondered why you have the same eye color as your parent? Traits are inherited by the transmission of genes from parents to their young. What Is Polygenic Inheritance?Polygenic inheritance is the inheritance of traits such as skin color, eye color and hair color, that are determined by more than one gene. How Gene Mutation OccursA gene mutation is any change that occurs in the DNA. These changes can be beneficial to, have some effect on, or be seriously detrimental to an organism. What Traits Are Determined by Your Sex Chromosomes?Sex-linked traits originate from genes found on sex chromosomes. Hemophilia is an example of a common sex-linked disorder that is an X-linked recessive trait. Quizzes Cellular Respiration QuizCellular respiration allows cells to harvest the energy in the foods we eat. Test your knowledge of cellular respiration by taking this quiz! Genetics and Heredity QuizDo you know the difference between codominance and incomplete dominance? Test your knowledge of genetics by taking the Genetics and Heredity Quiz! How Much Do You Know About Mitosis?In mitosis, the nucleus from a cell is divided equally between two cells. Test your knowledge of mitosis and cell division by taking the Mitosis Quiz! Getting Additional Help The above information provides a basic foundation for various biology topics. If you find that you still have problems understanding the material, dont be afraid to request assistance from an instructor or tutor. They can help clarify concepts so that you can gain a deeper understanding of biological concepts.

How To Conjugate Conducir and Other -ducir Spanish Verbs

How To Conjugate Conducir and Other -ducir Spanish Verbs Conducir, a verb that means to drive and also has meanings related to conduct of persons and things, and other verbs ending in -ducir are highly irregular. The most common of those other verbs are introducir, producir, reducir, reproducir, seducir, and traducir. Their conjugation is shown below with conducir as an example. Irregular forms are shown below in boldface. Translations are given as a guide and in real life may vary with context. Infinitive of Conducir conducir (to drive) Gerund of Conducir conduciendo (driving) Participle of Conducir conducido (driven) Present Indicative of Conducir yo conduzco, tà º conduces, usted/à ©l/ella conduce, nosotros/as conducimos, vosotros/as conducà ­s, ustedes/ellos/ellas conducen (I drive, you drive, he drives, etc.) Preterite of Conducir yo conduje, tà º condujiste, usted/à ©l/ella condujo, nosotros/as condujimos, vosotros/as condujisteis, ustedes/ellos/ellas condujeron (I drove, you drove, she drove, etc.) Imperfect Indicative of Conducir yo conducà ­a, tà º conducà ­as, usted/à ©l/ella conducà ­a, nosotros/as conducà ­amos, vosotros/as conducà ­ais, ustedes/ellos/ellas conducà ­an (I used to drive, you used to drive, he used to drive, etc.) Future Indicative of Conducir yo conducirà ©, tà º conducirs, usted/à ©l/ella conducir, nosotros/as conduciremos, vosotros/as conducirà ©is, ustedes/ellos/ellas conducirn (I will drive, you will drive, he will drive, etc.) Conditional of Conducir yo conducirà ­a, tà º conducirà ­as, usted/à ©l/ella conducirà ­a, nosotros/as conducirà ­amos, vosotros/as conducirà ­ais, ustedes/ellos/ellas conducirà ­an (I would drive, you would drive, she would drive, etc.) Present Subjunctive of Conducir que yo conduzca, que tà º conduzcas, que usted/à ©l/ella conduzca, que nosotros/as conduzcamos, que vosotros/as conduzcis, que ustedes/ellos/ellas conduzcan (that I drive, that you drive, that she drive, etc.) Imperfect Subjunctive of Conducir que yo condujera (condujese), que tà º condujeras (condujeses), que usted/à ©l/ella condujera (condujese), que nosotros/as condujà ©ramos (condujà ©semos), que vosotros/as condujerais (condujeseis), que ustedes/ellos/ellas condujeran (condujesen) (that I drove, that you drove, that he drove, etc.) Imperative of Conducir conduce (tà º), no conduzcas (tà º), conduzca (usted), conduzcamos (nosotros/as), conducid (vosotros/as), no conduzcis (vosotros/as), conduzcan (ustedes drive, dont drive, drive, lets drive, etc.) Compound Tenses of Conducir The perfect tenses are made by using the appropriate form of haber and the past participle, conducido. The progressive tenses use estar with the gerund, conduciendo. Sample Sentences Showing Conjugation of Verbs Ending in -ducir No quiero conducir porque hay demasiados locos al volante estos dà ­as. (I dont want to drive because there are so many crazy people at the wheel these days. Infinitive.) Perà º es el à ºnico paà ­s latinoamericano que ha introducido una ley de divorcio rpido. (Peru is the only Latin American country that has introduced a law providing for quick divorce. Present perfect.) Los britnicos, al comienzo de la guerra, estaban escandalizados por la violencia que se estaba produciendo en la Espaà ±a republicana. The British, at the beginning of the war, were scandalized by the violence that was occurring in Republican Spain. Gerund.) Existen ms de mil laboratorios que producen estas sustancias en China hoy en dà ­a. (There are more than 1,000 laboratories that produce these substances in China these days. Present indicative.) Tradujeron el libro al francà ©s y lo distribuyeron en Ginebra en 1882. (They translated the book to French and distributed it in Geneva in 1882. Preterite.) La corrupcià ³n reducà ­a la inversià ³n y el crecimiento econà ³mico. (The corruption diminished investment and economic growth. Imperfect.) Al à ºltimo nos reproduciremos por clonacià ³n. (Ultimately we will reproduce by cloning. Future.) A mà ­ mismo me seducirà ­a si no fuera quien soy. (Even I myself would be tempted if I werent who I am. Conditional.) Le dio 10 dà ­as calendario para que produzca los documentos requeridos. (She gave him 10 calendar days to produce the required documents. Present subjunctive.) Un profesor de lengua rabe pidià ³ a sus alumnos que tradujeran el libro. (An Arabic-language teacher asked his students to translate the book. Imperfect subjunctive.) No conduzcas sin cinturà ³n. (Dont drive without wearing a seatbelt. Imperative.)

534 chapter 6,7 Essay Example | Topics and Well Written Essays - 500 words

534 chapter 6,7 - Essay Example Digital technology is vital in class because it makes learning in class quite simple and fast. Three web resources that are essential in learning include amazon, Google scholar and online tutorials. Amazon is a vital web resource because students can use it to buy books that they may need to get more info about a particular topic in class. Google scholar is a globally recognized company that ensures that students can access scholarly articles online. With Google scholar, students can do research about a certain topic or search for information that can enable them do research on a particular subject. There are also a number of online tutorials for learning how to use a particular software, how to design websites, and educational toys. These online tutorials offer the students access to information that can enable them learn new things such as designing websites, using software and acquiring new skills. Social networking issues are important in class because they help students and teachers connect with each other. When students and teachers are able to connect with one another, it means that they can communicate effectively and students will be able to tell their teachers whether or not they understand a point in class. Social-ethical issues in class include effective communication, reading, discussion and writing about the subject in class. The social-ethical issues are important because they ensure that the students clearly understand what the teacher is teaching. Distance learning is recommended for elementary, middle and secondary level because it cuts off the monotony of learning in class. Some students in such levels maybe busy working or doing other causes. Distance learning becomes effective for such students because they no longer have to move to a particular location to attend the classes. Technology has also enabled the ease of distance learning because people can

How Does Learning Occur Rewards, Incidental Learning, Meaningful Term Paper

How Does Learning Occur Rewards, Incidental Learning, Meaningful Learning, and the Role of Emotions - Term Paper Example The conclusion from this review states that students and scholars in the field of education have numerous questions concerning the essence of learning, its process, effects and implications for children and adult learners. Much has been written and said about the ways in which learning occurs; yet, learning still lacks a single, uniform definition and conceptualization in science. Consequentially, the multitude of instructional and learning strategies continuously increases. On the one hand, â€Å"learning is a conceptual and linguistic construction that is widely used in many societies and cultures, but with very different meanings, which are fiercely contested and partly contradictory†. On the other hand, learning encompasses a multitude of concepts, contexts, aspects, factors, and events that are heavily influenced by learners’ personality, cultural and ethnic backgrounds and require that education professionals adjust their strategies to meet the unique needs of inf ant and adult learners. More often than not, future educators ask questions concerning the process of learning, the role and place of rewards, the nature and criteria of meaningful learning, as well as the role of emotions in successful learning. All these questions are answered in this paper. One of the foundational questions of learning is how to reward students and whether at all it is worth praising and rewarding students for their achievements. Another question is how learning occurs and how rewards relate to the process of learning. Here, the words of Paul Chance, a famous writer and professional psychologist, reflect the true essence of rewards in the context of learning: according to Chance (1992), teaching without extrinsic rewards is the same as asking students to write having their eyes closed. Extrinsic rewards can be extremely motivating, although their use in education is not without controversy. It would be fair to say that rewards should be balanced against the goal of learning and expected outcomes. In other words, rewards benefit learning only when they are used reasonably and economically. Hundreds of studies have demonstrated that the use of rewards has the potential to enhance the quality of all learning processes in the classroom (Chance, 1992). This is particularly the case of extrinsic rewards that come from an external source, for example, grades assigned by the teacher (Chance, 1992). In this sense, learning is a simple sequence of reinforcement and action: the teacher reinforces and redirects learning by telling the student whether or not he (she) has been correct, good, excellent or right (Chance, 1992). At times, even a smile is enough to show that the student is moving in the desired direction and has all chances to meet the predetermined learning outcomes. Yet, the debate over the usefulness and validity of extrinsic rewards continues to persist. Alfred Kohn is, probably, the most famous promoter of no-rewards education among chi ldren and adults. Kohn (1992) relies on the premise that rewards cannot reinforce lasting changes in human behaviors and cannot

ICT in Manufacture Essay Example for Free

ICT in Manufacture Essay Information technology has had a massive effect on manufacture over the past decades making job losses bigger and creating new jobs for machines giving manufacturing company managers easier jobs than before. In the early fifties manufacturing companies made items such as cars and stereo systems would have been made by hand by a large group of people. These people would have a different workstation with several people working on one aspect of the item. All these would have had to have the same qualifications to do this part. For now lets take something easy like the making of dolls like action man and Barbie. A conveyor belt would go across with one item to begin with and along the conveyor belt sat workers. These workers would each have a part that they would add to the doll as it went past them. And at the end the doll would have been made fitted with all limbs and clothes. One problem with this system was that when everyone had a tea break and lunch break at the same time stopping the line of manufacture and making hard for the workers to stick to a tight schedule. Now this problem has been solved because machines do all the work. There are no conveyor belts or rows of workers needed. The machines do all of the work. The few people you may find are those with clipboards walking around the machines monitoring how they are working. So with this new system when people have to take breaks there is no need for these machines to stop they just keep on working till the end of the day. One small problem with this system is that if one of the major components of a machine breaks down then you would have to shut down all the other machines so that the one that is broken can be fixed. This would result in a couple of hours lost for making the product. When these sort of manufacturing companies invested in computer technology to make their dolls not many jobs were lost. But when car companies started employing machines to make their cars instead of people less jobs were needed in that industry. Both the making and the designing of cars have changed via the use ICT. In the designing department drawings were made by hand and tests for aerodynamics and crashes were done in a special arena. But now ICT has changed all that. Drawings are made my computer with a special programme that reads the dimensions and put makes it out to be the shape of the car. With these dimensions they can then run simulations for aerodynamics and crashes and see if it scientifically possible to build the car. Down in the production unit of the car manufacturers people use to stand in big groups making parts for cars and adjusting them, parts such as body kits, engines and the main body. These people didnt have to really be qualified they just had to be trained in how to do the job at a certain workstation. So when machines were introduced in how to do these jobs many people were left unemployed and with no qualifications. This made it harder for them to get more jobs. Companies can also take as much of the blame as ICT. If the car manufacturers were willing to pay out a bit more money on training, their existing workers how to use and control these machines then they wouldnt have to cut down on workers. They also would leave several hundred workers readily employable with qualifications if they needed to be re-employed. The majority of car companies failed to do this, keeping the younger employees and firing the employees that had been there quite long and leaving in a position where some of them couldnt provide food for their families. Therefore ICT in manufacture has had a positive and negative effect on places all around the world.

The cruel princess :: essays research papers

Essay Question: After days and nights of anguished deliberation", the princess makes her decision of what door she will direct the young man to. What do you think her decision is? Explain, using evidence from the story, to support your opinion. The only crime of the young man was that he loved the princess. Just because of this he was forced to play the game of life and death by the barbaric, uncivilized king who never valued human lives. The king's method of trying criminal was that he had two doors in an arena and behind one door there was a hungry, savage tiger and behind the other a woman picked by him. If the accused person opened the door with the tiger, he was eaten. If he opened the door with the lady - he had to marry her with out any complaints. The accused young man had to depend on the princess's decision, who could've saved the young man's life by telling him which door to open. I think the princess directed the young man to the door of death. The princess that we are talking about was the daughter of the king, so it is easy to see that barbarism was in her blood. She knew the woman that the king picked for the young man and she hated her. The princess believed that the woman that was picked was trying to have an affair with the young man from the begining and the princess never wanted something like this to happen. If she cann't even see the young man talking to some other woman then how can she watch him get married with some one who she hated? To the princess it was not a question of saving the young man from the jaws of death, it was about her own win.

Vertical Boundaries

Chapter 10: Vertical boundaries Chapter 10: Vertical boundaries Aim of the chapter To understand the factors that influence the ways in which transactions on a vertical chain (value chain) should be/are located on the market–organisation continuum. Learning objectives On completion of this chapter and the essential reading, you should have a good understanding of the following terms and concepts: †¢ transaction cost economics †¢ strategic calculation. Essential reading Buchanan, D. and A. Huczynski Organizational behaviour: an introductory text. (London: Prentice Hall, 2008) Chapter 18. Douma, S. nd H. Schreuder Economic approaches to organisations. (London: Prentice Hall, 2008). Further reading Besanko, D. , D. Dranove and M. Shanley Economics of strategy. (New York: Wiley, 1996). Coase, R. H. ‘The problem of social cost’, Journal of Law and Economics 3 1960, pp. 1–44. Grossman, S. and O. Hart ‘The costs and benefits of ownership: a theory of vertical and lateral integration’, Journal of Political Economy 94(4) 1986, pp. 691–719. Williamson, O. E. ‘The economics of organization: the transaction cost approach’, American Journal of Sociology 87(3) 1981, pp. 548–77. 10. 1 IntroductionAs noted in Chapter 1, we may regard the basic unit in organisational analysis as an exchange or transaction generated in the division of labour. The division of labour (exogenous/endogenous – Chapter 3) creates value or vertical chains; for example as shown in Figure 10. 1(a) running from crude oil extraction to the retailing of petroleum products. We now operate at the level of organisations or firms (recognising that at a greater level of disaggregation the points in the chain are also based on chains of the division of labour) and pose the question as to where their boundaries should be located on the value chain.In fact the picture is usually more complex than the one depicted in Figure 10. 1(a). Activities usually depend on inputs at all points down the vertical chain, as depicted in Figure 10. 1(b). So organisations or market exchanges could control and coordinate each of these transactions. Furthermore, some of these inputs may be common to the points on the main chain (see Appendix 1. 2 in this guide), like accounting services, in which case the picture looks more like Figure 10. 1(c). Note the use of di-graphs once again. 91 Organisation theory: an interdisciplinary approach a) Oil extraction Refining Retailing †¢ (b) Shipping or pipe †¢ †¢ †¢ Distribution †¢ †¢ †¢ †¢ (c) †¢ †¢ †¢ Accounting †¢ Figure 10. 1 †¢ †¢ †¢ In general we are asking the question as to whether a particular transaction should be internalised (make) or left in the market (buy), as depicted in Figure 10. 2; that is, whether a point on the chain should be a department/ function or division or remain independent. For the momen t we restrict our attention to this simple choice rather than the more elaborate positioning on the market–organisation continuum.We shall return to the more elaborate issue later on. †¢ †¢ Market (Price mechanism) Figure 10. 2 Start by asking what the benefits and costs of using the market might be. The benefits could include the following: †¢ Independent firms may be able to reap the benefits of economies of scale (i. e. operate at an output that minimises unit costs) whereas internal departments may not. Unless the firm itself can absorb all the efficient output of the department, it must either operate below the optimal output level or sell on to another firm.This might compromise any information advantages of the purchasing firm (see below). †¢ Independent firms are more subject to market disciplines than departments and may hold down costs they can control more effectively. Costs may be difficult to identify in departments. Firms might, though, attem pt to replicate market incentives inside organisations. Tapered integration refers to a situation where a firm is supplied partially by an independent firm and partially by its own department. This allows their relative cost structures to be compared. Independent firms (i. e. their managers) may have stronger incentives to innovate when compared with managers of departments. †¢ †¢ Organisation †¢ 92 Chapter 10: Vertical boundaries The costs of using the market might include the following: †¢ Private information may be leaked to independent firms – particularly if there is a need to share technical information. †¢ The focal firm becomes to a degree dependent upon an independent supplier (depending upon switching costs).Thus the latter has a power resource (see Chapter 6) and may use it to hold up the focal firm. It may prove difficult to control and co-ordinate flows of goods and services down a vertical chain of independent firms. This may be particul arly so where there is a need to fit the products closely. ‘Just-intime’ methods seek to overcome this problem and permit independent firms often with long-term relational contracts (see below). The way most economists (following Coase and Williamson) think about the choice between a market and organisational exchange/transaction is entirely predictable – choose the arrangement that minimises costs. The innovation here is to ntroduce the idea of transaction costs – the costs involved in making (controlling and co-ordinating) the transaction. They are sometimes referred to as agency costs, and agency efficiency is found where they are minimised.So, if both production costs (which relate to technical efficiency) and transaction costs vary between organisational transactions and market transactions, then the total costs should be minimised. Activity Now read Sections 8. 1 and 8. 2 in D and S. If you would like to read a slightly more comprehensive economic ap proach to vertical integration, then read Besanko et al. 1996). In a world of fully informed, rational actors where contracting is complete, there are no transaction costs and the choice between market and organisational exchange is of no consequence (at least as conceived within this framework) unless production costs vary (which, again, they should not under the same assumptions). It is because we relax both the assumptions of full rationality and full information in the context of ‘real markets’ that transaction costs arise and the choice between market and organisational transaction is pertinent.Transaction costs theory is used both in a normative and positive sense. The new assumptions are as follows: †¢ Individual bounded rationality: people are intentionally rational but limitedly so. Individuals are neither able to make very complex calculations nor to assimilate large amounts of information. As you might expect, sociologists tend to like this assumption; t hey see it as more realistic than the full assumptions of rationality. †¢ Opportunism: individuals are not only self-interested but behave with guile.For example, in the context of game theory, individuals will issue promises which are not credible, make use of asymmetric information and they cannot be trusted. †¢ Contracting about transactions is incomplete because of inherent uncertainty and incomplete information. †¢ Contracting can thus lead to ex ante opportunism (namely, adverse selection) and ex post opportunism (namely, moral hazard). †¢ These hazards will be exacerbated to the degree that there is little choice of transacting partners and therefore reputations (see Chapter 7) in respect of third parties will not constrain opportunism – small numbers exchange. 3 Organisation theory: an interdisciplinary approach †¢ Anticipated repeated interaction will make reputations important to both parties but if in the process there is learning by doing, it is then costly to later switch exchange partner. Williamson (1981) calls this the ‘fundamental transformation’ – it ties the parties into the relationship. †¢ Williamson also observes that parties to a transaction might have a preference for a certain type of transaction in addition to the costs and benefits. He calls this ‘atmosphere’. In effect Williamson is introducing wider motives/utilities.Although the vocabulary introduced by Williamson is rather daunting at first sight, it has the advantage that it should link your thoughts into many of the ideas you have already encountered. Activity Think of transactions as a prisoner’s dilemma or trust game. Both parties would like to contract to achieve Pareto efficiency but each is wary of the other and in the absence of some mechanism to offset this wariness, the exchange does not materialise – the Nash equilibrium. So what mechanisms are available? You should be able to list the mechanisms.They can be derived as follows. Competitive market – the price as a sufficient statistic; here the prisoner’s dilemma does not model the situation. Organisation – three possible mechanisms which can produce the Pareto-efficient outcome rather than the Nash equilibrium are: 1. Authority and power. 2. Trust (cultural mechanisms). 3. Repeated transaction and reputation effects. As we have seen in earlier chapters, alongside monitoring and employment contracts (incentives), we expect organisations to avail themselves of a mixture of these mechanisms.But note, if we think in terms of ‘real markets’ rather than the ideal type of perfect markets, then the price mechanism is not sufficient and perhaps these mechanisms might also apply at different positions on the market–organisation continuum. We shall return to these matters later. Transaction cost economics embraces not only an unorthodox model of the individual but characterises aspect s (‘dimensions’, to use D and S’s terminology) of transactions that impact upon the transaction costs.Activity Now read Section 8. 3 in D and S. The argument is that asset specificity (sometimes called ‘relation-specific assets’), uncertainty/complexity and frequency of exchange all increase the likelihood that a transaction will be placed (governed) inside an organisation (that is, make) rather than left to the market (that is, buy). Asset specificity comes in different forms: †¢ site specificity – adjacent sites, usually to economise on transport and communication costs †¢ physical asset specificity – e. g. pipeline delivering crude oil †¢ dedicated assets – assets of a particular buyer dedicated to a particular relationship †¢ human asset specificity – skills dedicated to a particular relationship which would be less valuable elsewhere. 94 Chapter 10: Vertical boundaries So we now have a predictive t heory about vertical integration and, incidentally, contracting out. By and large, empirical evidence has supported transaction cost theory – particularly the impact of complexity in the context of uncertainty – though one should bear in mind what Williamson terms ‘atmosphere’.If there are widespread specific preferences – for instance, managers might prefer the power implied by organisation – this would complicate the picture. Furthermore, other factors might influence the choice between market and organisation. Regulation and taxation can confer advantages in deciding where profits are generated. For instance, taxation might favour small firms, and firms operating across different national tax regimes may find it an advantage to contract out. An organisation might vertically integrate to gain a monopoly or acquire information or to limit the flow of information to competitors (see below).Given all these possibilities, it is perhaps surprisi ng that such strong empirical support for transaction cost theory is found. Appendix 10. 1 in this guide gives a slightly more formal approach to Williamson’s reasoning. The transaction costs approach still leaves open two questions: 1. Will the integration, if appropriate, be backwards or forwards? 2. What type of organisation – e. g. centralised or decentralised hierarchy? (I leave an answer to this question to Chapter 12. ) An extension of transaction costs theory called property rights theory (which is not covered in D and S) provides an answer to the first question.When a transaction is internalised within an organisation, then ownership should (note the normative word) go to the party with the greatest impact upon the post-contractual rents. Activity Although this theory falls beyond this course, you might like to read Grossman and Hart (1986). Property rights theory is essentially a theory of bargaining power. Incomplete contracts mean that residual extra-contra ctual control of assets is important. Ownership confers bargaining power over operational decisions when enforceable contracts break down.Anticipation of post-contractual hazards determines earlier investment decisions. We now need to complicate the picture by reintroducing the market–organisation continuum, as in Figure 10. 3. I use the term ‘continuum’ with a certain amount of licence as the alternative positions on it vary in a number of respects and could be reordered. The continuum runs from perfect competition, at one end, to integration or organisation, at the other. The question now is: where should a transaction be placed on the continuum?Before answering this, let us look at what B and H have to say about the issues we have been discussing. 95 Organisation theory: an interdisciplinary approach Spot markets (perfect competition) Real markets Bargaining Franchising Long term contracts (network organisations) Tapered organisations Virtual organisations All iances Joint venture Monopoly (small numbers) Externalities Asymmetric information Fixed cost (risk to supplier) Risk sharing Cost plus (risk to buyer) Decentralised Integration (up/down) organisation Figure 10. Activity Now read Chapter 18 in B and H. Again, this chapter in B and H is extremely detailed; you need to master the main ideas running down the left-hand margin. None of them is inconsistent with anything you have learned from D and S; though note that the definition of vertical integration is in fact backwards vertical integration. Table 16. 3 in B and H gives a good overview of what I have termed the organisation–market continuum. So let us now return to the continuum – see Figure 10. 3 – keeping the rich descriptions in B and H’s chapter in mind.First, look at what I have termed ‘real markets’. Here we recognise that in the real world the market environment is often far from perfectly competitive. If the transaction is left to th e price mechanism, then various market distortions may undermine the price as a sufficient statistic. If, for instance, a supplier holds a monopoly, then backwards vertical integration may look attractive to a buyer. Likewise, a buyer might be tempted to vertically integrate backwards in order to acquire information or to reap benefits of vertical synergies (externalities).Long-term contracts (which will inevitably be incomplete) enable organisations to engage in a protracted relationship. They often occur between buyers and suppliers in a vertical chain. D and S introduced the idea of ‘relational contracting’ (an equivalent term). Remember, whenever you think in terms of contracts you need to think of the incentive, risksharing and information aspects. Fixed-term contracts put the risk of, say, increases in input prices to the supplier on the supplier’s back. Cost plus contracts reverse the situation. Between these two extremes, risk-sharing contracts can be des igned.If the buyer and supplier have differing risk preferences then, other things being equal, an optimal contract can be found. Network and virtual organisations (see B and H) are usually based upon long-term relational contracts, as are alliances. Joint ventures imply equity contribution from both the supplier and buyer. Centralised 96 Chapter 10: Vertical boundaries So the question now is: where should a particular exogenously generated (by the division of labour) transaction be placed on the market–organisation continuum? (The normative question. Alternatively, where is it placed and why? (The positive questions. ) Transaction cost economics claims to be both normative and positive and answers both questions – minimise transaction and production costs! But as we have seen, this is only part of the story. Activity Now read Section 9. 8 in D and S. In summary, the choice of the position of any vertical transaction on the market–organisation continuum may be s haped by: †¢ economies of scale †¢ anticipated information leakage †¢ acquiring information †¢ transaction costs †¢ residual property rights †¢ market imperfections †¢ regulation.But how are these various strands to be woven together? Unfortunately there is, as far as I am aware, no embracing theory. B and H introduce you to the concept of corporate strategy and to what many organisation theorists term strategic choice. Although the idea that organisational arrangements designed to control and co-ordinate activities are a matter of choice was first introduced by sociologists in reaction to an earlier tradition that spoke of ‘determinism’ – often technological determinism – we can now see this as an unhelpful distinction.Economists will always speak of choice where changing technology might either enhance or restrict the opportunity set which rational decision-takers face. We might then like to think of technological deter minism when for whatever reason, the opportunity comprises a single option. I encourage you to think in these terms even if you want to question the restrictive notion of rationality (see Chapter 1). Activity Now read Chapter 9, particularly Sections 9. 1–9. 7, in D and S. Sections 9. 1 to 9. 6 of D and S cover issues of strategic planning that impinge upon organisation theory but are more often encountered in courses on management theory.You will benefit from reading them but they are not central to this unit. The central idea in management theory concerns the sources of what is termed sustained competitive advantage (SCA). Why do some firms/organisations manage to sustain a better performance than their competitors, while operating in the same markets? Statistics tend to suggest that this is a common experience in many markets. Firms often earn above-average returns (loosely rents) on their assets over relatively extended periods of time. The assumption is that they have so me characteristics (but which? that their competitors find it difficult to replicate or improve upon, at least during the time in which the advantage is sustained. From an organisational theory point of view the question to ask is – are there ways of organising which can confer SCA? Notice that when an organisation possesses a competitive advantage, for whatever reason, then this implies that perfect competition is not operating. In so far as those running organisations seek SCA, they are trying to undermine 97 Organisation theory: an interdisciplinary approach competitive forces.The early sections of D and S’s chapter show how game theory is an indispensable tool in studying competitive strategies. 10. 2 Vertical contracting and strategic choice Consider a transaction between B and S, as in Figure 10. 4. The problem is to design a contractual relationship to gain any possible rents. In terms of competitive advantage this amounts to placing the transaction on the marke t–organisation continuum more effectively than the competition. Assume that there is need for relation-specific assets and a complete contract cannot be signed because of inherent uncertainties.Suppose now that B would like to persuade S to make the relation-specific investment. S’s ex ante problem is that in the absence of trust and credible promises, s/he anticipates that, once the investment is made, B will take advantage of the situation. S anticipates that B will always be able, once the contract is entered into, to find contingencies not covered by the contract. By making the investment, S in effect confers bargaining power upon B – who may even use this power to renegotiate the original contract (attempt to reduce the price of the good or service exchanged).S will then anticipate these moral hazards and accordingly not invest; the transaction will fail and both S and B will be less well off than they could be. Thinking in terms of the (for the moment, one -shot) prisoner’s dilemma, S and B find a Nash equilibrium rather than the Pareto-efficient outcome. So what can be done to achieve the Pareto superior outcome? S Figure 10. 4 B Some possibilities (neither exclusive nor exhaustive) are: †¢ B makes the relation-specific investment (but then B confers bargaining power to S) †¢ B nd S make a joint investment – an alliance or joint venture †¢ S continues to make the investment but enters into a long-term contract with B (note that relation-specific investments tend to imply long-term relationships in the first place) †¢ forward or backward integration (here non-market incentives/ monitoring/authority/power/culture achieve the move from the Nash equilibrium to the Pareto outcome). But let us continue to assume that B wants to find a non-integration solution and still to encourage S to make the costly upfront relation-specific investment.S/he might do this in the recognition that S, as an independent orga nisation, may be relatively small, flexible and focused. S, furthermore, may be driven by a more entrepreneurial spirit than if it were to be a division or department in B’s ‘bureaucracy’. An independent S may be more innovative. Also small organisations tend to have lower labour costs (production costs). If so, then both S and B can benefit. The strategic problem is whether or not the transaction costs (ex ante and ex post) can be kept down while reaping these potential advantages.To offset S’s anticipated moral hazard problems, B needs to search for ways of reducing her/his own and increasing S’s relative bargaining power. To the degree that this proves possible, the strategy will offset S’s anticipated moral hazards. B needs to make her/himself more dependent upon S before the contract is signed. One notable way s/he can secure this is to decentralise some design and innovation responsibilities to S. B now becomes partially dependent 98 Ch apter 10: Vertical boundaries upon S. Furthermore, B can commit not only to a long-term contract but also to relatively unconditional contract renewal.These strategies do of course put B at some risk. But since we are thinking in terms of incentives to transact, you should by now recognise that risk-sharing is another aspect of the possible contracts between S and B that can be subjected to strategic reasoning. Not unreasonably, I think, assume that S is risk-averse and B is risk-neutral. So S will accept a reduction in rent in order to reduce his/her risk and, relatively speaking, B will be prepared to shoulder more risk. So, a risksharing, long-term contract can conceivably lead to a Pareto improvement. Think in terms of post-contractual price negotiation.With a fixed-cost contract any increase in S’s costs will have to be borne by S. S will be reluctant to sign such a contract. With a cost-plus contract, on the other hand, B will bear all the risks of S’s cost incre ases. Furthermore, S will have no incentives to hold costs down nor, perhaps more importantly, to innovate in order to reduce costs. Clearly, B wants S both to innovate and, where possible, to hold down costs. It is not in B’s interests to take the risk from S and undermine these incentives. How can s/he provide appropriate incentives while reducing S’s risks and in so doing make the contract interesting to S?What B needs to do is to accept those risks of cost increases which S cannot control while making S responsible for those s/he can control – a tricky business. B needs to know the nature of S’s cost structure (an information problem – no problem with full information but with information asymmetry it is another story) before s/he can achieve this. Of course, integration might dispel this problem but then we encounter the bureaucratic losses mentioned above. What can B do? Go back to your principal–agent model (see Chapter 4). We can reg ard B as a principal and S as an agent.P (B) can acquire information by having more than one agent (S) operating in the same environment (in practice this is not easy). This is called multiple sourcing. It could be achieved by either multiple external sourcing or having an in-house comparator (tapered sourcing). But, of course, one needs to ask whether B’s sourcing requirements are of sufficient magnitude to reap any economies of scale across the multiple sources. If not, would it be sensible – from an information leakage point of view – to allow the sourcing organisation to sell to other organisations on the open market?If B has decentralised design to S then this might prove hazardous. As we have observed, long-term relationships (see Chapter 8) can invoke trust and reputation effects. Traditionally it was assumed that one of the advantages of integration into an organisation derives from the repeated interaction effects. B and S being in the same organisation , they repeatedly interact and, indeed, they will assume that there is a high enough probability that they will once again interact in the future. Thus prudent calculation can overcome the moral hazards in incomplete contracting.In game-theoretic terms B and S may play TFT (the folk theorem). B may also wish to protect her/his reputation for fair play. In short, an organisation can control and co-ordinate vertical relations by cultural means. However, long-term contracts with a continuation clause also produce repeated interaction (the Japanese were largely responsible, in the 1980s, for recognising this) and, thus, reputation and trust can be generated at other points on the market–organisation continuum. Cultural mechanisms can operate outside formal organisations.If B and S can trust each other not to behave opportunistically, then the advantages of S’s independence and reduced transaction costs can be realised. 99 Organisation theory: an interdisciplinary approach Finally, reverting to an extended value chain where S’s suppliers are also brought into the picture, we obtain the situation as in Figure 10. 5. †¢ †¢ R S B Price and market > †¢ > †¢ †¢ R S B Long-term contracts > †¢ > †¢ †¢ R S B Organisation span of co-ordination = 3 > †¢ > †¢ Figure 10. Should the whole chain be co-ordinated by integration (span of coordination) or perhaps co-ordinated by long-term contracts, etc.? If the latter, should B contract with S and R or should B contract with S and S with R? In either case we have examples of network organisation and even virtual organisation if the relationships are mediated by modern information technology. The strategic complexion of these sorts of organisation is little understood. Why don’t you have a go! I hope this section has given you some appreciation of how to analyse organisation choices from a genuinely strategic point of view.Much of the abo ve reasoning can be underpinned from a game-theoretic standpoint. This further supports my earlier contention that modern organisation theory often requires a knowledge of strategic thinking and game theory. A reminder of your learning outcomes On completion of this chapter and the essential reading, you should have a good understanding of the following terms and concepts: transaction cost economics strategic calculation. Sample examination question 1. Explain why a transaction should be placed in a market or an organisation. 100

My Hands That Close To Your Neck

In anticipation of an upcoming Ethical Dilemma, I was striving to prepare myself for a choice I might have to make. I wanted to make the choice that gave an accurate impression of who I am; and who I am is someone who wants to be ethical, evolved, yet not at all a oilpan for the machinations of the morally corrupt. Here's the situation: I lived in a small town, where all your actions can affect how you are viewed, your ability to function in that town, or do business, or simply exist in harmony; and that view can be reflected back to you with dizzying speed. I was to be involved in a public event, and worried that I might cross paths with a particular person, whom I'll call the Big Eraser. This person lived in my home, used my things, brought no belongings, and in fact had none–only a white garbage sack of items†¦not due to youth (this person is pushing 40), and not due to an inability to be self-supporting. I had been loving, generous and supportive to B.E., and what I got in return was sloth, abuse, lies, deceit and eventual admissions of hatred after I removed B.E. from my home. This person had treated me with disregard, cost me money, frustration and stress, and managed to get away with it for various reasons. I learned some important lessons–I believe that everyone with whom we cross paths can be seen as a teacher. We don't have to like them for that to be true. So, this was a small town, as I mentioned, and I was set up to provide a service, and fully expected B.E. to attend this public event, and that it might necessarily put me in a position to provide this service to B.E., should that request be made. It's important to note that this service is Therapeutic Touch Treatments, and therefore requires me to impart love and healing–the last thing I feel I am capable of giving to this person. My response to this hypothetically anticipated request will also be rather public, and while I didn't want to seem hostile, I also didn't want to appear a doormat, nor did I wish to impart â€Å"reward† or seem to condone or approve of B.E., only for the sake of social graces. I was not disingenuous enough to pretend I had affection for this person. Add to this, the fact that B.E. has repeatedly avoided karmic debt, and it irks me that B.E. has been able to charm around and over everyone until they personally experience the truth of who B.E. really is. This is a person who was a self-confessed former drug dealer/maker, who damaged or perhaps was responsible for the deaths of an unknown number of people–maybe even kids–and had the unmitigated gall to brag about it. This is a person who has lied to others (including myself, initially) about burn scars, stating that they were received in some heroic gesture, when really the burns were received in a drug lab fire while cooking Methamphetamine. Yet B.E. had managed to snow everyone else, and also land a great job that paid well and offered security–this, with a criminal past, with a history of dodging taxes, and without a GED or High School Diploma. So in regard to my response to B.E. in this scenario, I have a generalized angst attached, i.e., â€Å"Why do good things happen to bad people?† These are examples of possible skewing of perception, as well as Internal Noise. Now, an argument can be made that The Wheel of Karma spins on its own, and does not require that we manually turn it. If a karmic debt is due, it will be paid, one way or another, and it is the most healthy thing for me to keep my hands off that wheel. I remind myself of this frequently, when I have to deal with people like B.E. Back to the Public Event in which I might cross paths with this person: Should B.E. approach my area and say, â€Å"I'd like a treatment,† my response is crucial for many reasons. In my mind, I had conjured possible responses to such a request (testing hypothesis): â€Å"F*** you.† (anger) â€Å"Are you out of your mind? Get out of my face, Loser.† (anger + judgment) (suggested by my best friend:) â€Å"I would love to give you a treatment†¦but for you, it will cost $700, because that's one of the debts you left for me.† (sarcasm + bitterness) â€Å"It's not a good idea for me to have my hands that close to your neck.† (sarcasm + veiled threat) â€Å"I don't think that would be a good idea.† (avoidance + statement of fact) â€Å"Sorry, I'm on a break.† (avoidance + a lie + non-confrontation)) â€Å"Let me think about that for a while.† (avoidance + stall + nonconfrontation) It is important to me that I make choices rooted in an evolved mind†¦my more primitive side wants to lash out. My intellectual side wants to take a firm stance and my spiritual side wants to put only loving things into my environment and those around me, because that's what I want to get back. I am a great fan of having all those parts of myself satisfied, yet I suspect this isn't possible. I have to choose. If I choose the â€Å"High Road† and say, â€Å"Sure, sit right down here and let me give you some love and healing.† Then I feel I have chumped myself, compromised my integrity, become spineless, have condoned reprehensible choices, and somehow validated B.E.'s evil ways. Why would I want to assist someone in their misbehavior? If I allow myself to become angry, I'm ultimately just hurting myself with stress, and giving B.E. power I don't wish B.E. to have. If I avoid B.E. and the situation, I feel cowardly, yet B.E. will probably order another beer and wander off, and I won't have to deal with it further†¦ Of course, this scenario might never unfold, but I don't feel my consideration and energy is moot; I still need to understand how to deal with it, and I still need to ask myself these types of questions. Since B.E. never appeared at the event, my angst and ethical hand-wringing became a moot point. I still don't know the answers to these questions. I never got the chance to act on the decision, even though I was relatively sure what my decision would be. If I had to say how I might handle it now (and how I would have handled it then, had I gotten the chance) I would say that I would have chosen the last response: â€Å"Let me think about that for a while.† This non-confrontational approach avoids conflict, defuses the situation, and also doesn't feel like it costs me any of my own integrity. I had an idea of expected behavior in that my choice of responses would have caused B.E. to wander off, without any provocation. It's quite possible that I would have been met with unexpected behavior, in that B.E. could have continued to engage me in a confrontational way, rather than to wander off. Either way, in order to create a list of responses, I had to understand my own mental models, and making the list alone was enough to inform me of my own place in this ethical dilemma, and it forced me to consider the type of person I wanted to be.

The Sixth Sense †Film Essay (100 Level Course)

The Sixth Sense – Film Essay (100 Level Course) Free Online Research Papers The Sixth Sense Film Essay (100 Level Course) The director M. Night Shyamalan used different methods to construct the motion picture, â€Å"The Sixth Sense†. He uses foreshadowing, symbolism and motif to help you understand the movie and see that it is more than what you first perceive. In â€Å"The Sixth Sense† a boy named Cole Sear (Haley Joel Osment) is a boy that seems to have a problem. He sees things that other people can’t see; he can also hear things that other people can’t. He can see ghosts, walking among people as if living like nothing ever happened. A Doctor named Dr. Malcolm Crowe (Bruce Willis) tries to help Cole with his â€Å"problem† until he realizes that Cole is very much similar to Vincent Grey (Donnie Wahlberg) who was a boy that had the exact same symptoms. In â€Å"The Sixth Sense† there is much foreshadowing to tell the person that is watching the picture what will happen next with, but they are only clues, not direct statements that will be easily be given away. There is much foreshadowing used in the picture; in the beginning Vincent Grey breaks into Dr. Malcolm Crowe’s home. Vincent Grey was former student of Crowe’s. Vincent tells him that he had failed him and afterwards Vincent shoots Crowe and himself, but when Crowe gets shot, he gets shot right into the kidney, which is one of the worst places to be shot. The shot was fatal but the audience doesn’t know that, because that was only a flashback, the movie picks up again the next fall and it appears that Crowe is alive. More foreshadowing, for example, is the fact that Cole Sear is the only person to speak to Dr. Malcolm Crowe. Even though Crowe speaks to other people, no one speaks back. Also Dr. Malcolm Crowe was wearing an undershirt, a shirt over it and a coat. And he switches all the time, but accept for those clothes he never wears anything besides that. Another foreshadow is when Cole speaks to Dr. Crowe in the beginning, in the church he spoke Latin. A nine-year-old kid normally doesn’t know Latin. And it is said that evil spirits cannot go on holy ground, and when a priest dies his spirit remains in the church and since Cole Sear can talk to the ghosts, and since priests used to speak Latin they taught him how to. Also when Dr. Crowe is looking for Cole, he asks if Dr. Crowe would like to join the army, and states a regiment number that a nine year old boy would never know. In the movie when Cole Sear tells Dr. Crowe his secret that he can see â€Å"Dead People† the camera zooms in on Dr. Crowe sort of implying that he is dead. Last, near the middle of the movie Cole tells Dr. Crowe not to fail him, which is foreshadowing that Vincent Grey had the same strange powers as Cole Sear. M. Night Shyamalan uses symbolism in this motion picture to give it an eerie atmosphere. The names of most of the characters are symbolic, they relate to things that are dark and may reflect to the personality of the person. For example, Dr. Malcolm Crowe, his last name is Crowe like a crow, which is the symbol of evil or dark, dead things, and in the end he is dead. Cole’s name is symbolic because of Cole, which is like cold which is what happens when ghosts get angry; Sear his last name is symbolic because it is like the word seer which is a person that is a visionary or someone that can see things that others can’t, like Cole. Vincent’s name is symbolic because his name is the same as the famous Vincent Van Gogh, a painter that was insane and ended up shooting himself like Vincent Grey; Grey is symbolic because grey is the color of being in between, it’s the color of neither black or white, being in the middle of two worlds as Vincent Grey was. Last, in â€Å"The Sixth Sense† M. Night Shyamalan uses motif to explain extreme emotional distress that can be damaging so someone. Red is a big significance in the movie because when something in the real world is about to go horribly wrong you see red. When something frightening is about to happen somewhere on the screen you see red. Another example of motif is the white hair on the back of Vincent and Cole’s heads, because some hair on trauma victims goes white. Last whenever the ghosts become very angry the area around them becomes cold and you know something is wrong. Using foreshadowing, symbolism and motif people are able to figure out the ending of the movie before it ends. Dr. Malcolm Crowe has been dead for the entire movie, accept the first five minutes, and Cole Sear is able to deal with his problems. Dr. Crowe came to Cole to help him with his problem with being afraid of ghosts, but Cole also helped Dr. Crowe by helping move on. When Dr. Crowe spoke to his wife while she was sleeping he was able to figure out what he had to do to let go from the real world, and his wife’s life would be changed. Research Papers on The Sixth Sense - Film Essay (100 Level Course)Where Wild and West MeetHarry Potter and the Deathly Hallows EssayMind TravelThe Relationship Between Delinquency and Drug UseThe Hockey GameThe Fifth HorsemanThe Masque of the Red Death Room meaningsHonest Iagos Truth through DeceptionAssess the importance of Nationalism 1815-1850 EuropePersonal Experience with Teen Pregnancy

Example English Sentences of the Verb Beat

Example English Sentences of the Verb Beat A good writer should march to the beat of a different drum, except marching to that beat represents a cliche, something all writers should avoid. In the preceding sentence, beat wore the trappings of a noun, but, like many words, its versatile enough to perform additional duties as a verb or adjective. We will concern ourselves with examples of beat as a verb in all of its tenses, including in the active, passive, conditional, and modal forms. All Forms of Beat Base Form beat / Past Simple beat / Past Participle beaten / Gerund beating Present Simple I often beat my friends at chess. Present Simple Passive Jack is usually beaten by Mary in poker. Present Continuous Johnson is beating Anderson in the boxing match. Present Continuous Passive Anderson is being beaten by Johnson in the boxing match. Present Perfect Peter has beaten me at least fifty times at chess. Present Perfect Passive Ive have been beaten at chess at least fifty times by Peter. Present Perfect Continuous None Past Simple Jennifer beat me last week. Past Simple Passive I was beaten by Jennifer last week. Past Continuous I was beating Peter in that game when you walked in the door. Past Continuous Passive Peter was being beaten when you walked in the door. Past Perfect Tom had beaten Jane at least ten times before Jane finally won a match. Past Perfect Passive Jane had been beaten by Tom at least time times before she finally won a match. Past Perfect Continuous None Future (will) I will beat you the next time we play. Future (will) Passive She will be beaten in the next match. Future (going to) Look! Jack is going to beat Mark. Future (going to) Passive Look! Mark is going to be beaten by Mark. Future Continuous This time next week, Ill be beating you in our rematch. Future Perfect By the time you read this, he will have been beaten by his opponent. Future Possibility I think  she might beat Ralph in the next game. Real Conditional If she continues like this, she will beat her opponent. Unreal Conditional If she played better, she would beat Jack. Past Unreal Conditional If Peter had concentrated more, he would have beaten his opponent. Present Modal He should beat Mark. Past Modal They must have beaten their opponents. They are so much better at chess! Quiz: Conjugate With Beat Use the verb to beat to conjugate the following sentences. Quiz answers are below. In some cases, more than one answer may be correct. Jennifer _____ me last week.Tom _____ Jane at least ten times before Jane finally won a match.Johnson ______ Anderson in the boxing match.If Peter had concentrated more, he _____ his opponent.Look! Mark _____ by Mark.Peter _____ me at least fifty times at chess.Jack _____ usually _____ by Mary in poker.I often _____ my friends at chess.By the time you read this, he ______ by his opponent. Quiz Answers beathad beatenis beatingwould have beatenis going to be beaten  has beatenis beatenbeatwill have been beaten

Working with and Leading People Assignment Example | Topics and Well Written Essays - 500 words

Working with and Leading People - Assignment Example 80) Advertisement prior the recruitment and selection process should be made on the televisions, magazines and social media networks such as Facebook. This strategy will create awareness to the unemployed population in the country that is interested in seeking application opportunities for a job in the marketing area (Chapman & Mayers, 2015: p. 32). I would filter the applicants as per the level of knowledge and experience they have acquired in the past. The filtering is based on the experience they got in working in any office of the press. Also applicants with excellent writing skills and learned to a standard degree are the need for the selection process. Recruitments process involves identifying vacancies and opportunities in departments to create a new position so that new candidates selected in the hiring process is replaced. The examination should be conducted to find out the availability of a gap in the office of the company (Newton, Chandler, Sayer & Burke, 2015:p. 27). The irrelevant tasks need to be removed from the transferred department. Developing a position description such as formulating interview questions and evaluations, identifying duties and responsibilities is necessary. The process enables the formulation of performance objectives and goals for the organization. It is also essential for career planning and training of candidates because it presents clear differences between the level of responsibilities and competencies needed for the operation of the company. The pay information needed to be outlined to enhance the improvement of the job description. Recruitment plans help in posting requirements, placements of goals and resume banks that assist in recognizing qualified candidates. Hiring manager should find the workers within the organization who have no connection with applicants in the process. The position should be dispatched to the